uses, reflects on and assesses their individual and collaborative skills for learning
Related Life Skills outcome: ENLS-17E
- Engage personally with texts
- articulate and reflect on the pleasure and difficulties, successes and challenges experienced in their individual and collaborative learning
- Understand and apply contextual knowledge
- understand and value the differences between their own and others' ways of learning in English
- understand the demands of a task and the outcomes and criteria for planned assessment
- Understand and apply knowledge of language forms and features
- develop and use vocabulary for describing, analysing and reflecting on their learning experiences
- discuss and explain the processes of responding and composing, identifying the personal pleasures and difficulties experienced
- use and reflect on metacognitive processes used for planning, including brainstorming, mind mapping, storyboarding, role-play and improvisation
- identify, plan and prioritise stages of tasks, making use of organisational strategies, eg drawing up a schedule, monitoring progress and meeting deadlines
- reflect on and assess their own and others' learning against specific criteria, using reflection strategies, eg learning logs, blogs and discussions with teachers and peers
- understand the roles and responsibilities of individuals in groups, performing an allocated role responsibly in a group and assessing the success of individual and collaborative processes
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: 5.4, 6.4, 7.4, 8.4; Reading and Responding: 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 EN4-9E the sub-elements (and levels) of Listening (LiS8) and Interacting (InT7) 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.