effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies
Related Life Skills outcomes: ENLS-5A, ENLS-6A, ENLS-7A, ENLS-9A
- Engage personally with texts
- discuss and explain the processes of responding and composing, identifying the personal satisfaction and difficulties experienced
- recognise the different processes required for responding and composing in a range of forms and media
- reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)
- Develop and apply contextual knowledge
- analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (ACELA1528, ACELY1729)
- recognise and practise responsible and ethical digital communication
- Understand and apply knowledge of language forms and features
- consider and apply a range of strategies to improve their texts, including editing by rereading and peer editing, checking accuracy of paragraphing, grammar, spelling and punctuation, and considering relevance for purpose, audience and context
- edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)
- use processes of representation, including the creative use of symbols, images, icons, clichés, stereotypes, connotations and particular aural, visual and/or digital techniques
- understand and use bibliographies, citations (including web citations) to acknowledge sources and avoid plagiarism
- understand and use the terminology associated with responding to and composing digital texts
- use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1728, ACELY1738)
- use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author's point of view (ACELY1723, ACELY1734)
- analyse and explain the effect of technological innovations on texts, particularly media texts (ACELY1765)
- use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)
- use a widening range of processes of composing and publishing sustained texts, including planning, drafting, rehearsing and editing
- use a range of effective strategies for organising information, ideas and arguments, eg clustering, listing, compare and contrast, semantic chains, graphic and diagram outlines, and mind maps
- use collaborative processes, eg playbuilding, performances and digital compositions to construct texts
- consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods (ACELY1727)
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 Strategies ESL scales strand organiser. See ESL scales outcomes for Oral Interaction: 6.4, 7.4, 8.4; Reading and Responding: 4.8, 5.8, 6.8, 7.8; Writing: 4.12, 5.12, 6.12, 7.12.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN4-2A the sub-elements (and levels) of Listening (LiS7), Interacting (InT6–InT7), Speaking (SpK7), Understanding texts (UnT9–UnT11), Creating texts (CrT10–CrT11), Spelling (SpG14) and Handwriting and keyboarding (HWK7) 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.