plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
- Develop and apply contextual knowledge
- understand how planning, composing and reviewing contribute to effective imaginative, informative and persuasive texts
- experiment in all aspects of composing to enhance learning and enjoyment
- develop an awareness of issues relating to the responsible use of digital communication
- Understand and apply knowledge of language forms and features
- create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1661, ACELY1671)
- understand the process of planning, drafting and publishing imaginative, informative and persuasive texts
- plan, compose and review simple imaginative, informative and persuasive texts on familiar topics
- compose texts supported by visual information (eg diagrams and maps) on familiar topics
- create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
- compose a range of written forms of communication, including emails, greeting cards and letters
- use effective strategies to plan ideas for writing, eg making notes, drawing, using diagrams, planning a sequence of events or information
- draw on personal experience and topic knowledge to express opinions in writing
- experiment with publishing using different modes and media to enhance planned presentations
- reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1662, ACELY1672)
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 3.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing strand from Beginning level 1 to level 3. 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 and Language and cultural understanding ESL scales strand organisers. See ESL scales outcomes B1.5, B1.6, B2.5, B2.6, B3.5, B3.6, 1.9, 1.10, 2.9, 2.10, 3.9, 3.10.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN1-2A the sub-elements (and levels) of Creating texts (CrT4–CrT6), Grammar (GrA3), Punctuation (PuN2–PuN3), Spelling (SpG7–SpG9) and Handwriting and keyboarding (HWK5) 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.