identifies and explains connections between and among texts
Related Life Skills outcomes: ENLS-12C, ENLS-13C
- Engage personally with texts
- recognise, explain and analyse the ways literary texts draw on readers' knowledge of other texts and enable new understanding and appreciation of aesthetic qualities (ACELT1629)
- Develop and apply contextual knowledge
- explain the similarities and differences in meaning and language between texts created for different purposes or audiences
- investigate and explain appropriations into English from a range of other cultures and times
- Understand and apply knowledge of language forms and features
- compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)
- categorise texts by content, composer and genre considering language forms, features and structures of texts
- understand and explain the ways in which use of detail, perspective and choice of vocabulary connect texts
- investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)
- create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)
- identify and explain the links between the ideas, information, perspectives and points of view presented in a range of different texts
- identify, compare and describe the connection between texts with similar subject matter, such as a book and its film adaptation
- compose texts that make creative connections with, adapt or transform other texts, such as the preparation of promotional material for a film or book or a narration for a documentary
- use an increasingly wide range of strategies to present information, opinions and perspectives across a range of different types of texts
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 EN4-6C the sub-elements (and levels) of Interacting (InT7), Speaking (SpK8), Understanding texts (UnT10–UnT11) and Creating texts (CrT10–CrT11) 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.