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NSW Syllabuses

English K–10 - Stage 5 - Objective A Outcome 1


A student:

  • EN5-1A

    responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

Related Life Skills outcomes: ENLS-1A, ENLS-2A, ENLS-3A, ENLS-4A, ENLS-8A


  • Content

  • Students:
  • Engage personally with texts
  • appreciate, explain and respond to the aesthetic qualities and the power of language in an increasingly sophisticated range of texts
  • Develop and apply contextual knowledge
  • Understand and apply knowledge of language forms and features
  • identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561)
  • investigate and experiment with the ways irony, sarcasm and ridicule can be used to expose, denounce and deride, and how these shape responses CCT
  • analyse and explain the use of symbolsicons and myth in still and moving images and how these augment meaning (ACELA1560) ICTCCT
  • identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1740, ACELY1750) CCT
  • explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745) ICTCCT
  • evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572) CCT
  • create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1746, ACELY1756) ICTCCTEUPSC
  • present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771) PSCCCT

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 ESL scales strand organiser. See ESL scales outcomes for Oral Interaction: 5.2, 6.2, 7.2, 8.2; Reading and Responding: 4.6, 5.6, 6.6, 7.6; Writing: 4.10, 5.10, 6.10, 7.10.

National Literacy Learning Progression links to this English outcome

When working towards achieving the outcome EN5-1A the sub-elements (and levels) of Listening (LiS8), 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.