effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide range of texts in different media and technologies
Related Life Skills outcomes: ENLS-5A, ENLS-6A, ENLS-7A, ENLS-9A
- Engage personally with texts
- evaluate their own processes of composition and response and reflect on ways of developing their strengths, addressing their weaknesses and consolidating and broadening their preferences as composers and responders
- value engagement in the creative process of composing texts
- consider how aspects of texts, including characterisation, setting, situations, issues, ideas, tone and point of view, can evoke a range of responses, including empathy, sympathy, antipathy and indifference
- Develop and apply contextual knowledge
- interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
- evaluate the ways film, websites and other multimedia texts use technology for different purposes, audiences and contexts to convey ideas and points of view
- understand the nature, scope and ethical use of digital technologies and apply this knowledge in their own composing and responding in digital media
- Understand and apply knowledge of language forms and features
- review, edit and refine students' own and others' texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1747, ACELY1757)
- understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)
- understand conventions for citing others, and how to reference these in different ways (ACELA1568)
- understand and apply a wide range of reading strategies to enhance comprehension and learning for a range of print, multimodal and digital texts
- apply word processing functions, as well as web authoring programs, to compose and format texts for different purposes, audiences and contexts, including the workplace
- use increasingly sophisticated processes of representation to respond to and compose complex spoken, written, visual, multimodal and/or digital texts for a wide range of purposes and audiences, considering and evaluating the effect of the technology
- interpret and evaluate the effectiveness of information and ideas conveyed in diagrammatic representation, eg charts, graphs, timelines and surveys
- use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1744, ACELY1754)
- apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743)
- identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)
- investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor (ACELA1552)
- plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1741, ACELY1751)
- use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1748, ACELY1776)
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 EN5-2A the sub-elements (and levels) of Listening (LiS8), Interacting (InT7), Speaking (SpK8), Fluency (Fl6), Understanding texts (UnT11), Creating texts (CrT10–CrT11), Spelling (SpG14) and Handwriting and keyboarding (HWK7–HWK8) 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.