identifies, considers and appreciates cultural expression in texts
Related Life Skills outcome: ENLS-16D
- Engage personally with texts
- consider the ways culture and personal experience position readers and viewers and influence responses to and composition of texts
- explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1619, ACELT1626)
- Develop and apply contextual knowledge
- identify and explain cultural expressions in texts, including those about gender, ethnicity, religion, youth, age, sexuality, disability and social class
- investigate texts about cultural experiences from different sources, eg texts from Asia and texts by Asian Australians, and explore different viewpoints
- explore the ways recurring stories, eg legends and fairy stories, have been written and rewritten for different contexts and media
- Understand and apply knowledge of language forms and features
- understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1529, ACELA1541)
- understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)
- respond to and compose texts in a range of different modes and media, recognising and appreciating cultural factors, including cultural background and perspectives
- recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)
- explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)
- explore and appreciate the ways different cultural stories, icons, Aboriginal images and significant Australians are depicted in texts
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 EN4-8D the sub-elements (and levels) of Listening (LiS8), 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.