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NSW Syllabuses

English K–10 - Stage 5 - Objective C Outcome 5


A student:

  • EN5-5C

    thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts

Related Life Skills outcomes: ENLS-12C, ENLS-13C

  • Content

  • Students:
  • Engage personally with texts
  • investigate the ways different modes, subject areas, media and cultural representation affect their personal and critical responses to texts IUDD
  • engage in wide reading of self-selected imaginative, factual and critical texts for enjoyment and analysis and share responses in a variety of relevant contexts, including digital and face-to-face contexts CCTICT
  • create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814) PSCCCT
  • reflect on, extend, endorse or refute others' interpretations of and responses to literature (ACELT1634, ACELT1640) PSCCCT
  • Develop and apply contextual knowledge
  • compare ways in which spoken, written, visual, multimodal and digital texts are shaped according to personal, historical, cultural, social, technological and workplace contexts ICTWEDD
  • critically respond to texts by drawing on knowledge of the historical context in which texts were composed through a program of wide reading and viewing CCT
  • understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1551, ACELA1564) CCTIUPSC
  • understand and use the language of argument, eg the use of logic, evidence, refutation, ellipsis, irrelevance and circumlocution, and analyse how it affects responses
  • understand the ways generalisations, clichés, rhetorical devices, appeals to authority and appeals to popularity and public opinion shape meaning and responses CCT
  • critically evaluate the ways bias, stereotypesperspectives and ideologies are constructed in texts DD
  • explain the ways the language of argument and persuasion can be adapted for different contexts CCT
  • investigate the ways web and digital technologies use and manipulate visual images, hyperlinks, sound and the written word to create meaning CCTICT
  • respond to and compose texts that use inference and figurative language, eg symbolism and allusion, in complex and subtle ways CCT
  • respond to and compose a range of sustained imaginative, informative and persuasive texts which are increasingly demanding in terms of ideas, arguments and linguistic, structural, cognitive, emotional and moral complexity CCTEU
  • formulate, develop and express their own ideas and beliefs creatively, thoughtfully, positively and confidently on issues such as sustainable patterns of living CCTSE
  • understand and analyse differences between opinions and reasoned arguments, differences in shades of opinion and inconsistencies
  • evaluate the ways inference, point of view, figurative language and alternative readings can be used creatively as strategies for responding to and composing spoken, written, visual, multimodal and digital texts beyond the literal level CCT
  • pose increasingly perceptive and relevant questions, make logical predictions, draw analogies and challenge ideas and information as presented by others and in texts CCT
  • understand and explain the ways in which composers transform ideas and experience into and within texts, including consideration of their insight, imaginative powers and ingenuity

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 EN5-5C the sub-elements (and levels) of Listening (LiS8), Interacting (InT6–InT7), Speaking (SpK8), Understanding texts (UnT11) and Creating texts (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.