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NSW Syllabuses

English K–10 - Stage 4 - Objective B Outcome 3


A student:

  • EN4-3B

    uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts

Related Life Skills outcome: ENLS-10B

  • Content

  • Students:
  • Engage personally with texts
  • engage with the language and structures of texts in meaningful, contextualised and authentic ways
  • identify, discuss and reflect on the ideas and information in a range of texts
  • develop a sense of personal style and taste in composition and response
  • Develop and apply contextual knowledge
  • describe and analyse the purposeaudience and context of texts
  • use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1804, ACELY1808) PSCICT
  • explore texts that include both Standard Australian English and elements of other languages, including Aboriginal English IUDDAHC
  • recognise and use appropriate metalanguage in discussing a range of language forms, features and structures
  • analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause (ACELA1534, ACELA1545) CCT
  • understand the effect of nominalisation in the writing of informative and persuasive texts (ACELA1546) CCT
  • understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations (ACELA1549)
  • identify Standard Australian English, its variations and different levels of usage across a range of different types of texts to enhance own writing
  • understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphorirony and parody (ACELA1542) CCT
  • understand the ways etymology can clarify choice of vocabulary
  • interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767) CCT
  • investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537)
  • understand how modality is achieved through discriminating choices in modal verbs, adverbsadjectives and nouns (ACELA1536)
  • understand how coherence is created in complex texts through devices like lexical cohesion, ellipsis, grammatical theme and text connectives (ACELA1809)
  • understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763) ICTCCT
  • understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)
  • understand the use of punctuation conventions, including colons, semicolonsdashes and brackets in formal and informal texts (ACELA1532, ACELA1544)
  • understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them (ACELA1539)
  • Respond to and compose texts
  • analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text (ACELY1721, ACELY1732) CCT

ESL scales links to the English syllabus

The levels on the ESL scales needed to achieve this English syllabus outcome are Writing level 7, Reading and Responding level 7 and Oral Interaction level 8.

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 7 and Oral Interaction strand from level 1 to level 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 Language structures and features ESL scales strand organisers. See ESL scales outcomes for Oral Interaction: 5.2, 6.2, 7.2, 8.2; Reading and Responding: 4.6, 5.6, 5.7, 6.6, 6.7, 7.6, 7.7; Writing: 4.10, 5.10, 5.11, 6.10, 6.11, 7.10, 7.11.

National Literacy Learning Progression links to this English outcome

When working towards achieving the outcome EN4–3B the sub-elements (and levels) of Listening (LiS7–LiS8), Understanding texts (UnT9–UnT11), Grammar (GrA5–GrA7), Punctuation (PuN7–PuN8) and Spelling (SpG12–SpG14) 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.