discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
- Develop and apply contextual knowledge
- identify and discuss how own texts have been structured to achieve their purpose and discuss ways of using conventions of language to shape readers' and viewers' understanding of texts
- discuss how the intended audience, structure and context of an extended range of texts influence responses to texts
- Understand and apply knowledge of language forms and features
- identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)
- identify the ways in which language use in imaginative texts, including use of figurative language, character development, events and setting, creates interest for the reader or viewer
- investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)
- analyse strategies authors use to influence readers (ACELY1801)
- understand the uses of objective and subjective language and bias (ACELA1517)
- discuss the conventions of a range of complex texts, eg act and stage directions in plays, literary devices in poems and stories, layout conventions in print and digital texts
- compose more complex texts using a variety of forms appropriate to purpose and audience
- recognise the techniques used by writers to position a reader and influence their point of view
- identify and use a variety of strategies to present information and opinions across a range of texts
- consider and develop sustained arguments and discussions supported by evidence
ESL scales links to the English syllabus
The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 6/7.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing 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 and cultural understanding ESL scales strand organiser. See ESL scales outcomes B1.6, B2.6, B3.6, 1.10, 2.10, 3.10, 4.10, 5.10, 6.10, 7.10.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome EN3-5B the sub-elements (and levels) of Listening (LiS7–LiS8), Interacting (InT7), Speaking (SpK7), Understanding texts (UnT8–UnT9) and Creating texts (CrT9–CrT10) 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.