questions, challenges and evaluates cultural assumptions in texts and their effects on meaning
Related Life Skills outcome: ENLS-16D
- Engage personally with texts
- create texts to demonstrate their view of the world with reference to the texts of other cultures
- analyse and explain the ways in which particular texts relate to their cultural experiences and the culture of others
- Develop and apply contextual knowledge
- identify, explain and challenge cultural values, purposes and assumptions in texts, including representations of gender, ethnicity, religion, youth, age, disability, sexuality and social class
- identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)
- compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1633, ACELT1639)
- analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)
- Understand and apply knowledge of language forms and features
- examine how language is used to express contemporary cultural issues
- explain and evaluate the ways in which modern communication technologies are used to shape, adapt and re-present past and present cultures, including popular culture and youth cultures, for particular audiences
- analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
- analyse literary texts created by and about a diverse range of Australian people, including people from Asian backgrounds, and consider the different ways these texts represent people, places and issues
- explain and analyse cultural assumptions in texts, including texts by and about Aboriginal Australians
- analyse and describe the ways texts sustain or challenge established cultural attitudes and values
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 EN5-8D the sub-elements (and levels) of Listening (LiS8), Interacting (InT7), Understanding texts (UnT10–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.