responds to and composes a range of texts about familiar aspects of the world and their own experiences
- Engage personally with texts
- recognise and begin to understand that their own experience helps shape their responses to and enjoyment of texts
- identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
- Develop and apply contextual knowledge
- discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1581, ACELT1587)
- recognise simple ways meaning in texts is shaped by structure and perspective
- respond to texts drawn from a range of cultures and experiences (ACELY1655)
- Understand and apply knowledge of language forms and features
- discuss aspects of imaginative texts such as setting and dialogue, making connections with students' own experiences
- identify features of texts from a range of cultures, including language patterns and style of illustration
- compose simple print, visual and digital texts that depict aspects of their own experience
- discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)
- discuss the place of Dreaming stories in Aboriginal and Torres Strait Islander life
- identify, explore and discuss symbols of Aboriginal and Torres Strait Islander culture and recognise recurring characters, settings and themes in Dreaming stories
- identify, explore and discuss the morals of stories from a variety of cultures, eg Asian stories, and identify their central messages
- express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)
- respond to a range of texts, eg short films, documentaries and digital texts, that include issues about their world, including home life and the wider community
ESL scales links to the English syllabus
The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 3, Reading and Responding level 3 and Oral Interaction level 5.
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 3 and Oral Interaction strand from level 1 to level 5. 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 Language and cultural understanding ESL scales strand organiser. See ESL scales outcomes for Oral Interaction: 1.3, 2.3, 3.3, 4.3, 5.3; Reading and Responding: B1.3, B2.3, B3.3, 1.7, 2.7, 3.7; Writing: B1.7, B2.7, B3.7, 1.11, 2.11, 3.11.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN1-11D the sub-elements (and levels) of Listening (LiS5–LiS6), Interacting (InT4), Speaking (SpK4), Understanding texts (UnT4–UnT6) and Creating texts (CrT4–CrT6) 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.