identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
- Engage personally with texts
- recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)
- consider how texts about local events and issues in the media are presented to engage the reader or viewer
- Develop and apply contextual knowledge
- make connections between students' own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
- understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)
- identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
- Understand and apply knowledge of language forms and features
- recognise how the use of language and visual features can depict cultural assumptions in texts
- identify language features used to position the reader/viewer in a wide variety of communication activities for a range of purposes, including debates, formal talks, interviews, explanations, anecdotes and recitations
- identify and describe the representation of people, places and events in film and the media
- explore, discuss and appreciate connections between Dreaming stories and contemporary Aboriginal and Torres Strait Islander life
- clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students' own experiences and present and justify a point of view (ACELY1699)
- discuss and explore moral, ethical and social dilemmas encountered in texts
- respond to short films, documentaries and multimedia texts that express familiar and new aspects of the broader world
- compose a variety of texts, eg poetry, that reflect their understanding of the world around them
- discuss aspects of literature from a range of cultures to explore common experiences and ideas as well as recognising difference
ESL scales links to the English syllabus
The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 6/7, Reading and Responding level 6/7 and Oral Interaction level 7/8.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing and Reading and Responding strands from Beginning level 1 to level 6/7 and Oral Interaction strand from level 1 to level 7/8. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes.
For EAL students to achieve this English syllabus outcome the teaching focus and pathway of learning will be within the Language and cultural understanding ESL scales strand organiser. See ESL scales outcomes for Oral Interaction: 1.3, 2.3, 3.3, 4.3, 5.3, 6.3, 7.3; Reading and Responding: B1.3, B2.3, B3.3, 1.7, 2.7, 3.7, 4.7, 5.7, 6.7; Writing: B1.7, B2.7, B3.7, 1.11, 2.11, 3.11, 4.11, 5.11, 6.11.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN3-8D the sub-elements (and levels) of Listening (LiS7–LiS8), Interacting (InT7), Speaking (SpK7–SpK8) and Understanding texts (UnT8–UnT10) describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning.
The progression sub-elements and indicators can be viewed by accessing the National Literacy Learning Progression.