skip to main content
NSW Syllabuses

English K–10 - Stage 2 - Objective D Expressing themselves


A student:

  • EN2-11D

    responds to and composes a range of texts that express viewpoints of the world similar to and different from their own

  • Content

  • Students:
  • Engage personally with texts
  • recognise how texts draw on a reader's or viewer's experience and knowledge to make meaning and enhance enjoyment
  • recognise how aspects of personal perspective influence responses to texts
  • Develop and apply contextual knowledge
  • draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) PSCCCT
  • discuss how people from different times and cultures may respond differently to characters, actions and events in texts DDIUA
  • recognise the ways that stories depict Australians who are significant at a local and community level AHCAIUDD
  • understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) PSCCCT
  • identify and compare the differences between texts from a range of cultures, languages and times
  • make connections between students' own experiences and those of characters and events represented in texts
  • consider and discuss ideas drawn from their world and the worlds of their texts
  • compose a variety of texts, eg simple poetry, that include aspects of home and local community life SEAHC
  • experiment with visual, multimodal and digital technologies to represent aspects of experience and relationships ICT
  • respond to and appreciate how Dreaming stories form part of an oral tradition for Aboriginal and Torres Strait Islander peoples AHC
  • discuss aspects of literature from a range of cultures to explore common experiences and ideas as well as recognising difference AIU
  • respond to short films, documentaries and multimedia texts that express familiar and new aspects of the broader world ICT
  • identify the point of view in a text and suggest alternative points of view (ACELY1675) PSCCCT
  • discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) PSC
  • describe and discuss ethical issues encountered in texts EUCCT
  • justify personal opinions by citing evidence, negotiating with others and recognising opinions presented
  • draw on the literature and ideas from other countries and times to compose imaginative and informative texts DDIUA

ESL scales links to the English syllabus

The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 5, Reading and Responding level 5 and Oral Interaction level 6.

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 5 and 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 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, 6.3; Reading and Responding: B1.3, B2.3, B3.3, 1.7, 2.7, 3.7, 4.7, 5.7; Writing: B1.7, B2.7, B3.7, 1.11, 2.11, 3.11, 4.11, 5.11.

National Literacy Learning Progression links to this English outcome

When working towards achieving the outcome EN2-11D the sub-elements (and levels) of Listening (LiS5–LiS6), Interacting (InT5), Speaking (SpK4–SpK6), Understanding texts (UnT6–UnT7) and Creating texts (CrT6–CrT7) 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.