thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts
Related Life Skills outcomes: ENLS-12C, ENLS-13C
- Engage personally with texts
- describe and explain qualities of language in their own and others' texts that contribute to the enjoyment that can be experienced in responding to and composing texts
- engage in wide reading of self-selected texts for enjoyment and share responses individually, in pairs and/or in small groups in a variety of relevant contexts, including digital and face-to-face contexts
- share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627)
- Develop and apply contextual knowledge
- explore the ways individual interpretations of texts are influenced by students' own knowledge, values and cultural assumptions
- critically consider the ways in which meaning is shaped by context, purpose, form, structure, style, content, language choices and their own personal perspective
- Understand and apply knowledge of language forms and features
- investigate and understand the ways web and digital technologies influence language use and shape meaning
- understand and use conventions of storytelling in a range of modes and media, eg digital storytelling
- use imaginative texts as models to replicate or subvert textual conventions to create new texts
- compose texts using alternative, creative and imaginative ways of expressing ideas, recognising, valuing and celebrating originality and inventiveness
- express considered points of view and arguments on areas such as sustainability and the environment accurately and coherently in speech or writing with confidence and fluency
- compose a range of visual and multimodal texts using a variety of visual conventions, including composition, vectors, framing and reading pathway
- critically analyse the ways experience, knowledge, values and perspectives can be represented through characters, situations and concerns in texts and how these affect responses to texts
- discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)
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 Communication and Language and cultural understanding ESL scales strand organisers. See ESL scales outcomes for Oral Interaction: 5.1, 6.1, 7.1, 8.1; Reading and Responding: 4.5, 4.6, 5.5, 5.6, 6.5, 6.6, 7.5, 7.6; Writing: 4.9, 4.10, 5.9, 5.10, 6.9, 6.10, 7.9, 7.10.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN4-5C the sub-elements (and levels) of Interacting (InT6–InT7), Speaking (SpK7–SpK8), Understanding texts (UnT10–UnT11) and Creating texts (CrT10–CrT11) 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.