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NSW Syllabuses

English K–10 - Stage 3 - Objective A Reading and viewing


A student:

  • EN3-3A

    uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

  • Content

  • Students:
  • Develop and apply contextual knowledge
  • understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) CCT
  • appreciate how demanding texts, eg extended novels and informative texts, contain increasing levels of complexity and abstraction to enhance enjoyment
  • explain and justify the responsible use of digital technologies ICTEU
  • compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708) ICTCCT
  • analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) CCT
  • recognise and compare how composers use a range of language features, including connectives, topic sentences and active and passive voice, to achieve their purposes
  • understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)
  • identify the impact of first-person and third-person narration on the reader/viewer
  • recognise how grammatical features help to build meaning in texts, including reference links and adverbial and adjectival phrases
  • recognise evaluative language, including emotive language and modality
  • understand, interpret and experiment with sound devices and imagery, including similemetaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611) CCT
  • identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524) N
  • recognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-ups ICT
  • explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretations (ACELA1511) ICTCCT
  • select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) CCT
  • navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702) CCT
  • interpret picture books, comic strips and sequences of digital images which do not contain written text ICT
  • use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1703, ACELY1713) ICTCCT
  • recognise how aspects of personal perspective influence responses to text
  • summarise a text and evaluate the intended message or theme
  • analyse and evaluate the way that inference is used in a text to build understanding in imaginative, informative and persuasive texts
  • discuss aspects of literature that influence personal choice in reading

ESL scales links to the English syllabus

The level on the ESL scales needed to achieve this English syllabus outcome is Reading and Responding level 6/7.

An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Reading and Responding strand from Beginning level 1 to level 6/7. 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 structures and features and Strategies ESL scales strand organisers. See ESL scales outcomes B1.3, B1.4, B2.3, B2.4, B3.3, B3.4, 1.7, 1.8, 2.7, 2.8, 3.7, 3.8, 4.7, 4.8, 5.7, 5.8, 6.7, 6.8, 7.7, 7.8.

National Literacy Learning Progression links to this English outcome

When working towards achieving the outcome EN3–3A the sub-element (and levels) of Understanding texts (UnT8–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.