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NSW Syllabuses

English K–10 - Early Stage 1 - Objective C Thinking imaginatively and creatively


A student:

  • ENe-10C

    thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts

  • Content

  • Students:
  • Engage personally with texts
  • respond to texts, identifying favourite stories, authors and illustrators (ACELT1577) PSC
  • share picture books and digital stories for enjoyment and pleasure
  • Develop and apply contextual knowledge
  • understand that imaginative texts can be composed for a range of audiences and purposes, using a range of media
  • engage with and appreciate the imaginative use of language through storytelling AHCA
  • recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)
  • discuss creative language features in imaginative texts that can enhance enjoyment, eg illustrations, repetition
  • use imagination to represent aspects of an experience using written text, drawings and other visual media CCT
  • respond to a range of imaginative and creative texts, including visual media
  • retell familiar literary texts through performance, use of illustrations and images (ACELT1580) ICTCCT
  • share feelings and thoughts about the events and characters in texts (ACELT1783) PSCCCT
  • discuss intended personal writing topics to form the basis for composing
  • communicate the purposes of drawings and other visual media

ESL scales links to the English syllabus

The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 1, Reading and Responding level 1 and Oral Interaction level 4.

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 1 and Oral Interaction strand from level 1 to level 4. 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 within the Communication ESL scales strand organiser. See ESL scales outcomes for Oral Interaction: 1.1, 2.1, 3.1, 4.1; Reading and Responding: B1.1, B2.1, 1.5; Writing: B1.5, B2.5, 1.9.

National Literacy Learning Progression links to this English outcome

When working towards achieving the outcome ENe-10C the sub-elements (and levels) of Listening (LiS4), Speaking (SpK2–SpK3), Understanding texts (UnT3–UnT5) and Creating texts (CrT3–CrT4) 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.