communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts
- Develop and apply contextual knowledge
- understand the ways in which spoken language differs from written language when adopting a range of roles
- interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
- understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
- Understand and apply knowledge of language forms and features
- understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
- understand and adopt the different roles in a debate, eg through experience of formal debates and role-playing
- interact effectively in groups or pairs, adopting a range of roles
- use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1688, ACELY1792)
- use information to support and elaborate on a point of view
- demonstrate understanding of ideas and issues in texts through dramatic representation, role-play and simulations
- retell or perform part of a story from a character's point of view
- adapt language to suit familiar situations, eg giving instructions to a younger child
- respond appropriately to the reading of texts to demonstrate enjoyment and pleasure
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Oral Interaction level 6.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Oral Interaction strand from level 1 to level 6. 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 Communication ESL scales strand organiser. See ESL scales outcomes 1.1, 2.1, 3.1, 4.1, 5.1, 6.1.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN2-1A the sub-elements (and levels) of Listening (LiS4–LiS5), Interacting (InT3–InT5), Speaking (SpK4–SpK5) and Understanding texts (UnT4–UnT7) 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.