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NSW Syllabuses

English K–10 - Stage 3 - Objective A Speaking and listening


A student:

  • EN3-1A

    communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

  • Content

  • Students:
  • Develop and apply contextual knowledge
  • compare and justify the ways in which spoken language differs from written language according to purpose, audience and context
  • understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501) IUPSCCCT
  • understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516) CCT
  • understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515) IUPSCAHC
  • use and describe language forms and features of spoken texts appropriate to a range of purposes, audiences and contexts
  • use appropriate metalanguage to identify and describe relationships between and among texts
  • develop criteria to evaluate the effectiveness of spoken texts
  • use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) CCT
  • plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1700, ACELY1710) PSCICTCCT
  • use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796) PSCCCT
  • use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816) PSCCCT
  • participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709) PSCCCT
  • identify and summarise key ideas and information from guest speakers, eg note-taking or using digital technologies ICTPSC
  • discuss and experiment with ways to strengthen and refine spoken texts in order to entertain, inform, persuade or inspire the audience

ESL scales links to the English syllabus

The level on the ESL scales needed to achieve this English syllabus outcome is Oral Interaction level 7/8.

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 7/8. 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 Language and cultural understanding and Strategies ESL scales strand organisers. See ESL scales outcomes 1.2, 1.4, 2.2, 2.4, 3.2, 3.4, 4.2, 4.4, 5.2, 5.4, 6.2, 6.4, 7.2, 7.4.

National Literacy Learning Progression links to this English outcome

When working towards achieving the outcome EN3-1A the sub-elements (and levels) of Listening (LiS7–LiS8), Interacting (InT5–InT6), Speaking (SpK6–SpK7) and Understanding texts (UnT7–UnT9) 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.