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NSW Syllabuses

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


A student:

  • EN4-4B

    makes effective language choices to creatively shape meaning with accuracy, clarity and coherence

Related Life Skills outcome: ENLS-11B

  • Content

  • Students:
  • Engage personally with texts
  • recognise and appreciate the ways a wide range of texts communicate by using effective language choices
  • Develop and apply contextual knowledge
  • explore and analyse the ways purposeaudience and context affect a composer's choices of content, language forms and features and structures of texts to creatively shape meaning CCT
  • understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return (ACELA1540) IUCCT
  • combine visual and digital elements to create layers of meaning for serious, playful and humorous purposes ICT
  • experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768, ACELT1805) CCT
  • experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students' own texts (ACELY1810) CCT
  • analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764) CCT
  • Respond to and compose texts
  • create imaginativeinformative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736) ICTCCTPSC
  • plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
  • plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1720, ACELY1731) PSCICTCCTIUDD
  • create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632) CCT
  • creatively adapt and transform their own or familiar texts into different forms, structures, modes and media for a range of different purposes and audiences
  • respond to and compose new print and multimodal texts, experimenting with appropriations and intertextuality

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 Communication and Language and cultural understanding ESL scales strand organisers. See ESL scales outcomes for Oral Interaction: 5.1, 6.1, 7.1, 8.1; Reading and Responding: 4.5, 4.6, 5.5, 5.6, 6.5, 6.6, 7.5, 7.6; Writing: 4.9, 4.10, 5.9, 5.10, 6.9, 6.10, 7.9, 7.10.

National Literacy Learning Progression links to this English outcome

When working towards achieving the outcome EN4-4B the sub-elements (and levels) of Interacting (InT6–InT7), Speaking (Spk6–SpK8), Understanding texts (UnT10–UnT11) 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.