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NSW Syllabuses

English K–10 - Life Skills - Objective A Outcome 7


A student:

  • ENLS-7A

    uses strategies to obtain meaning from and interpret a range of texts

Related Stage 4/5 outcomes: EN4-2A, EN5-2A

  • Content

  • Students:
  • Engage personally with texts
  • develop a point of view in relation to an argument or issue presented in a text, eg an environmental issue CCTSE
  • use prior knowledge to gain meaning from and interpret texts
  • Develop and apply contextual knowledge
  • identify intended audiences for imaginative, informative and persuasive texts
  • identify visual, aural, written and digital elements of multimodal and multimedia texts ICT
  • identify common features of narrative texts, eg characters, events, setting
  • recognise genres, eg science fiction, horror, romance, tragedy, comedy, fantasy, myths and legends
  • recognise different language forms, features and structures used for different types of texts, eg narrative (orientation/complication/climax), report (introduction/description)
  • explore how the structure of narrative texts is used to shape meaning, eg the orientation introduces the characters and setting, the conflict is used to sustain the responder's attention CCT
  • use text structures and organisers to locate specific information, eg title page, table of contents, menu tool bar, index, glossary, breadcrumb trail
  • use text features to gain meaning from texts, eg font, bold words, underlining, italics, paragraphs, bullet points, lists, diagrams, illustrations
  • use a dictionary to find the meaning of a word
  • adjust reading strategies according to the type of text and its purpose, eg look for keys or symbols when reading a diagram, examine pictures and text when reading a picture book
  • distinguish between fact and opinion in texts, eg newspaper editorials, advertisements, sports results
  • recognise language forms, features and structures of print, visual and digital texts appropriate to a range of purposes CCT
  • identify persuasive language in texts, eg bias, opinion, tone
  • recognise ways in which language can create different responses to characters, setting, issues and ideas CCT
  • identify the main idea in a range of familiar written, visual and aural texts, eg advertising for the 'Clean Up Australia' campaign SE
  • summarise ideas, arguments and information presented in a range of texts, eg a website on using energy efficiently in the home
  • use a variety of strategies, eg skimmingscanning and using a glossary, to find information on an unfamiliar topic in factual texts
  • communicate an understanding of literal and inferential questions about character motives, actions, qualities and characteristics in a range of narrative texts CCT
  • explore an issue presented in a text, using a range of media and multimedia, eg internet, articles, documentaries ICTCCT
  • respond to a range of texts composed in different media and technologies ICT