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NSW Syllabuses

English K–10 - Stage 4 - Objective A Outcome 1


A student:

  • EN4-1A

    responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

Related Life Skills outcomes: ENLS-1A, ENLS-2A, ENLS-3A, ENLS-4A, ENLS-8A

  • Content

  • Students:
  • Engage personally with texts
  • recognise, reflect on, interpret and explain the connections between their own experiences and the world in texts
  • consider and analyse the ways their own experience affects their responses to texts
  • explore and appreciate the aesthetic qualities in their own and other texts and the power of language to communicate information, ideas, feelings and viewpoints
  • experiment with language forms and features to compose texts for pleasure and enjoyment
  • Develop and apply contextual knowledge
  • interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730) IUPSCCCT
  • Understand and apply knowledge of language forms and features
  • apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733) CCT
  • recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547)
  • analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1543) CCT
  • understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors (ACELA1531) CCT
  • use increasingly sophisticated verbal, aural, visual and/or written techniques, eg imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and design, to compose imaginative texts for pleasure
  • recognise when information is presented objectively and subjectively by examining the language of opinion, including modality, bias, personal pronouns and other semantic cues CCT
  • identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630) CCT
  • respond to and compose imaginative, informative and persuasive texts for different audiences, purposes and contexts for understanding, interpretation, critical analysis, imaginative expression and pleasure
  • explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735) CCT
  • identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719) CCT
  • compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621) PSCCCT
  • recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622) CCT
  • understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782) CCT
  • understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623) CCTA

ESL scales links to the English syllabus

The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 7, Reading and Responding level 7 and Oral Interaction level 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 7 and Oral Interaction strand from level 1 to level 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 mainly within the Language and cultural understanding ESL scales strand organiser. See ESL scales outcomes for Oral Interaction: 5.2, 6.2, 7.2, 8.2; Reading and Responding: 4.6, 5.6, 6.6, 7.6; Writing: 4.10, 5.10, 6.10, 7.10.

National Literacy Learning Progression links to this English outcome

When working towards achieving the outcome EN4-1A the sub-elements (and levels) of Listening (LiS8), Interacting (InT7), Speaking (SpK7), Understanding texts (UnT9–UnT11) and Creating Texts (CrT9–CrT10) 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.