English k-10 Syllabus

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First published October 2012

Revised February 2013
Revised May 2018 – inclusion of the National Literacy Learning Progressions
CONTENTS
Introduction .................................................................................................................................... 4
English key .................................................................................................................................... 8
Rationale ..................................................................................................................................... 10
The place of the English K–10 Syllabus in the K–12 curriculum ................................................. 11
Aim .............................................................................................................................................. 12
Objectives .................................................................................................................................... 13
Outcomes .................................................................................................................................... 14
Stage statements ........................................................................................................................ 19
Organisation of content ............................................................................................................... 23
Content ........................................................................................................................................ 31
Early Stage 1 ........................................................................................................................... 31
Stage 1 ..................................................................................................................................... 56
Stage 2 ..................................................................................................................................... 81
Stage 3 ................................................................................................................................... 105
Stage 4 ................................................................................................................................... 123
Stage 5 ................................................................................................................................... 141
Years 7–10 Life Skills outcomes and content ........................................................................... 159
Assessment ............................................................................................................................... 189
Glossary .................................................................................................................................... 191
English K–10 Syllabus 3

INTRODUCTION
K–10 CURRICULUM
The NSW Education Standards Authority (NESA) syllabuses are developed with respect to
some overarching views about education. These include the NESA K–10 Curriculum
Framework and Statement of Equity Principles and the Melbourne Declaration on Educational
Goals for Young Australians (December 2008).
NESA syllabuses include agreed Australian Curriculum content and content that clarifies the
scope, breadth and depth of learning. The Australian Curriculum achievement standards
underpin the syllabus outcomes and the Stage statements for Early Stage 1 to Stage 5.
In accordance with the K–10 Curriculum Framework and the Statement of Equity Principles, the
syllabus takes into account the diverse needs of all students. It identifies essential knowledge,
understanding, skills, values and attitudes. It outlines clear standards of what students are
expected to know and be able to do in K–10. It provides structures and processes by which
teachers can provide continuity of study for all students.
The framework also provides a set of broad learning outcomes that summarise the knowledge,
understanding, skills, values and attitudes essential for all students in all learning areas to
succeed in and beyond their schooling.
The continued relevance of the K–10 Curriculum Framework is consistent with the intent of the
Melbourne Declaration on Educational Goals for Young Australians (December 2008), which
sets the direction for Australian schooling for the next 10 years. There are two broad goals:
Goal 1: Australian schooling promotes equity and excellence
Goal 2: All young Australians become successful learners, confident and creative
individuals, and active and informed citizens.
The way in which learning in the English K–10 Syllabus contributes to the curriculum, and to
students’ achievement of the broad learning outcomes, is outlined in the syllabus rationale.

DIVERSITY OF LEARNERS
NSW syllabuses are inclusive of the learning needs of all students. Syllabuses accommodate
teaching approaches that support student diversity, including students with special education
needs, gifted and talented students, and students learning English as an additional language or
dialect (EAL/D). Students may have more than one learning need.
STUDENTS WITH SPECIAL EDUCATION NEEDS

All students are entitled to participate in and progress through the curriculum. Under the
Disability Standards for Education 2005, schools are required to provide additional support or
adjustments to teaching, learning and assessment activities for some students with special
education needs. Adjustments are measures or actions taken in relation to teaching, learning
and assessment that enable a student with special education needs to access syllabus
outcomes and content and demonstrate achievement of outcomes.
Students with special education needs can access outcomes and content from K–10 syllabuses
in a range of ways. Students may engage with:
 syllabus outcomes and content from their age-appropriate stage with adjustments to
teaching, learning and/or assessment activities; or
 selected syllabus outcomes and content from their age-appropriate stage, relevant to their
learning needs; or
 syllabus outcomes from an earlier Stage, using age-appropriate content; or
 selected Years 7–10 Life Skills outcomes and content from one or more syllabuses for
students in Stages 4 and 5.
Decisions regarding curriculum options, including adjustments, should be made in the context of
collaborative curriculum planning with the student, parent/carer and other significant individuals
to ensure that syllabus outcomes and content reflect the learning needs and priorities of
individual students.
Further information can be found in support materials for:
 English
 Special education
 Life Skills.
GIFTED AND TALENTED STUDENTS

Gifted and talented students have specific learning needs that may require adjustments to the
pace, level and content of the curriculum. Differentiated educational opportunities will assist in
meeting the needs of gifted and talented students.
Generally, gifted and talented students demonstrate the following characteristics:
 the capacity to learn at faster rates
 the capacity to find and solve problems
 the capacity to make connections and manipulate abstract ideas.
There are different kinds and levels of giftedness. Gifted and talented students may also have
learning disabilities and/or English as an additional language or dialect. These needs should be
addressed when planning appropriate teaching, learning and assessment activities.
Curriculum strategies for gifted and talented students may include:
 differentiation: modifying the pace, level and content of teaching, learning and assessment
activities
 acceleration: promoting a student to a level of study beyond their age group

 curriculum compacting: assessing a student’s current level of learning and addressing
aspects of the curriculum that have not yet been mastered.
School decisions about appropriate strategies are generally collaborative and involve teachers,
parents/carers and students, with reference to documents and advice available from NESA and
the education sectors.
Gifted and talented students may also benefit from individual planning to determine the
curriculum options, as well as teaching, learning and assessment strategies, most suited to their
needs and abilities.
STUDENTS LEARNING ENGLISH AS AN ADDITIONAL LANGUAGE OR

DIALECT (EAL/D)
Many students in Australian schools are learning English as an additional language or dialect
(EAL/D). EAL/D students are those whose first language is a language or dialect other than
Standard Australian English and who require additional support to assist them to develop
English language proficiency.
EAL/D students come from diverse backgrounds and may include:
 overseas and Australian-born children whose first language is a language other than
English, including creoles and related varieties
 Aboriginal and Torres Strait Islander students whose first language is Aboriginal English,
including Kriol and related varieties.
EAL/D students enter Australian schools at different ages and stages of schooling and at
different stages of English language learning. They have diverse talents and capabilities and a
range of prior learning experiences and levels of literacy in their first language and in Standard
Australian English. EAL/D students represent a significant and growing percentage of learners
in NSW schools. For some, school is the only place they use Standard Australian English.
EAL/D students are simultaneously learning a new language and the knowledge, understanding
and skills of a syllabus through that new language. They require additional time and support,
along with informed teaching that explicitly addresses their language needs, and assessments
that take into account their developing language proficiency.
Using the ESL scales with EAL learners
The ESL scales provide a detailed description of English language progression for EAL/D
students. In the NSW English K–10 Syllabus, the subject content has been mapped to the ESL
scales to support teachers of EAL/D students. Teachers should use the ESL scales in
conjunction with the syllabus to address the needs of EAL/D students and to assist them to
access English curriculum outcomes and content.
The ESL scales provide a description of English language learning progression typical of EAL/D
students. This progression is organised into strands of Oral Interaction, Reading and
Responding, and Writing. Each of these strands is organised into level statements. The level
statements range from Levels 1 to 7 for Reading and Responding and Writing and from Levels
1 to 8 for Oral Interaction. There are also beginner levels in Reading and Responding and
Writing for students who are not literate in any language when they begin learning English.
EAL/D students may be at any stage in the development of their English language skills and
therefore any level on the ESL scales. Teachers can address the needs of EAL/D students by
determining their level of language on the ESL scales and then considering the ESL scales
outcomes mapped to the English content.
The ESL scales outcomes mapped to the content have been selected to show the level of
English EAL/D students need in order to achieve the English outcomes. Teachers can use the
outcomes and the relevant performance indicators in the ESL scales to plan and program for
the language needs of EAL/D students. This should be done in conjunction with development of
the knowledge, understanding and skills of the English syllabus content.
EAL/D, English as a Second Language (ESL) and English for Speakers of Other Languages
(ESOL) frameworks such as the ESL scales, the English as an Additional Language or Dialect:
Teacher Resource and related materials can provide detailed information about the English

language development phases of EAL/D students. These resources can be used by teachers to
address the specific needs of EAL/D students in their classes and to assist students to access
syllabus outcomes and content.
NATIONAL LITERACY AND NUMERACY LEARNING

PROGRESSIONS
The National Literacy and Numeracy Learning Progressions can assist in strengthening teacher
knowledge and facilitating a shared professional understanding of literacy and numeracy
development.
The progressions can be used to identify the literacy and numeracy development of students
and the development that should follow. This assists teachers to differentiate teaching and
learning experiences and to provide feedback to students about next steps in learning. The
progressions are used in conjunction with the syllabuses, which remain the focus for planning,
programming, teaching, learning and assessment.
The progressions are organised into elements and sub-elements that describe common
developmental pathways as students become increasingly adept in particular aspects of literacy
and numeracy. Each sub-element is clarified by descriptions of observable student behaviours
known as indicators. The indicators within each sub-element are grouped together to form
developmental levels.
The National Literacy Learning Progression has been mapped to the NSW English K–10
syllabus and the National Numeracy Learning Progression has been mapped to the NSW
Mathematics K–10 syllabus to demonstrate the range and level of literacy and numeracy skills
required to access the outcomes and content.

ENGLISH KEY
The following codes and icons are used in the English K–10 Syllabus.
OUTCOME CODING
Syllabus outcomes have been coded in a consistent way. The code identifies the subject, stage,
outcome number and the way content is organised.
The stages are represented by the following codes:
Stage Code
Early Stage 1 e
Stage 1 1
Stage 2 2
Stage 3 3
Stage 4 4
Stage 5 5
In the English syllabus, the outcome codes indicate the subject, stage, outcome number and
objective. For example:
Outcome code Interpretation

ENe-6B English, Early Stage 1 - Outcome 6, Objective B
EN5-8D English, Stage 5 - Outcome 8, Objective D
ENLS-17E English, Life Skills - Outcome 17, Objective E
CODING OF THE AUSTRALIAN CURRICULUM CONTENT

The syllabus includes all the Australian Curriculum content descriptions for English. The content
descriptions are identified by an Australian Curriculum code which appears in brackets at the
end of each content description, for example:
 evaluate the social, moral and ethical positions represented in texts (ACELT1812).
Where a number of content descriptions are jointly represented, both description codes are
included, for example (ACELT1619, ACELT1626).

The Australian Curriculum English codes are:
Code Interpretation
ACELA Australian Curriculum, English, Language
ACELT Australian Curriculum, English, Literature
ACELY Australian Curriculum, English, Literacy
LEARNING ACROSS THE CURRICULUM ICONS

Learning across the curriculum content, including cross-curriculum priorities, general capabilities
and other areas identified as important learning for all students, is incorporated and identified by
icons in the English K–10 Syllabus.
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
General capabilities
Critical and creative thinking
Ethical understanding
Information and communication technology capability
Intercultural understanding
Literacy*
Numeracy
Personal and social capability
Other learning across the curriculum areas
Civics and citizenship
Difference and diversity
Work and enterprise
* Literacy is embedded throughout the English K–10 Syllabus. It relates to a high proportion of the content
descriptions across K–10. Consequently, this particular general capability is not tagged in this syllabus.

RATIONALE
Language shapes our understanding of ourselves and our world. It is the primary means by
which we relate to others and is central to the intellectual, social and emotional development of
all students. In the years of schooling from Kindergarten to Year 10, English is the study and
use of the English language in its various textual forms. These encompass spoken, written and
visual texts of varying complexity through which meaning is shaped, conveyed, interpreted and
reflected.
In acknowledgement of its role as the national language, English is the mandatory subject from
Kindergarten to Year 12 in the NSW curriculum. Knowledge, understanding, skills, values and
attitudes acquired in English are central to the learning and development of students in NSW.
Developing proficiency in English enables students to take their place as confident
communicators, critical and imaginative thinkers, lifelong learners and informed, active
participants in Australian society. It supports the development and expression of a system of
personal values, based on students’ understanding of moral and ethical matters, and gives
expression to their hopes and ideals.
The study of English from Kindergarten to Year 10 should develop a love of literature and
learning and be challenging and enjoyable. It develops skills to enable students to experiment
with ideas and expression, to become active, independent and lifelong learners, to work with
each other and to reflect on their learning.
Through responding to and composing texts from Kindergarten to Year 10, students learn about
the power, value and art of the English language for communication, knowledge and enjoyment.
They engage with and explore texts that include widely acknowledged quality literature of past
and contemporary societies and engage with the literature and literary heritage of Aboriginal
and Torres Strait Islander peoples. By composing and responding with imagination, feeling,
logic and conviction, students develop understanding of themselves and of human experience
and culture. They develop clear and precise skills in speaking, listening, reading, writing,
viewing and representing, and knowledge and understanding of language forms and features
and structures of texts.
The study of English in this syllabus is founded on the belief that language learning is recursive
and develops through ever-widening contexts. Students learn English through explicit teaching
of language and through their engagement with a diverse range of purposeful and increasingly
demanding language experiences. The English K–10 Syllabus enables teachers to draw on the
methods of different theoretical perspectives and models for teaching English to assist their
students to achieve the syllabus outcomes at the highest levels. The syllabus is linked to the
purpose statement and broad learning outcomes of the K–10 Curriculum Framework.
In their study of English, students continue to develop their critical and imaginative faculties and
broaden their capacity for cultural understanding. They examine the contexts of language usage
to understand how meaning is shaped by a variety of social factors. As students’ command of
English grows, they are able to question, assess, challenge and reformulate information and
use creative and analytical language to identify and clarify issues and solve problems. They
become imaginative and confident users of a range of electronic and digital technologies and
understand and reflect on the ongoing impact of these technologies on society. These skills and
understandings allow them to develop their control of language in ways that will help them in
lifelong learning, in their careers and in life.

THE PLACE OF THE ENGLISH K–10 SYLLABUS IN
THE K–12 CURRICULUM

AIM
The aim of English in Years K–10 is to enable students to understand and use language
effectively, appreciate, reflect on and enjoy the English language and to make meaning in ways
that are imaginative, creative, interpretive, critical and powerful.

OBJECTIVES
Objectives provide specific statements of the intention of a syllabus. They amplify the aim and
provide direction to teachers on the teaching and learning process emerging from the syllabus.
They define, in broad terms, the knowledge, understanding, skills, values and attitudes to be
developed through study in the subject. They act as organisers for the intended outcomes.
KNOWLEDGE, UNDERSTANDING AND SKILLS

Through responding to and composing a wide range of texts and through the close study of
texts, students will develop knowledge, understanding and skills in order to:
 communicate through speaking, listening, reading, writing, viewing and representing
 use language to shape and make meaning according to purpose, audience and context
 think in ways that are imaginative, creative, interpretive and critical
 express themselves and their relationships with others and their world
 learn and reflect on their learning through their study of English.
VALUES AND ATTITUDES

Students will value and appreciate:
 the importance of the English language as a key to learning
 the personal enrichment to be gained from a love of English, literature and learning
 the power of language to explore and express views of themselves as well as the social,
cultural, ethical, moral, spiritual and aesthetic dimensions of human experiences
 the power of effective communication using the language modes of speaking, listening,
reading, writing, viewing and representing
 the role of language in developing positive interaction and cooperation with others
 the diversity and aesthetics of language through literary and other texts
 the independence gained from thinking imaginatively, creatively, interpretively and critically.

OUTCOMES
TABLE OF OBJECTIVES AND OUTCOMES – CONTINUUM OF

LEARNING
Objectives: through responding to and composing a wide range of texts and through the close
study of texts, students will develop knowledge, understanding and skills in order to:
Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5

outcomes outcomes outcomes outcomes outcomes outcomes
A student: A student: A student: A student: A student: A student:
A. communicate
ENe-1A EN1-1A EN2-1A EN3-1A EN4-1A responds EN5-1A responds
through speaking,
communicates communicates communicates in communicates to and composes to and composes
listening, reading,
with peers and with a range of a range of effectively for a texts for increasingly
writing, viewing
known adults in people in informal and variety of understanding, sophisticated and
and representing*
informal and informal and formal contexts audiences and interpretation, sustained texts
guided activities guided activities by adopting a purposes using critical analysis, for
demonstrating demonstrating range of roles in increasingly imaginative understanding,
emerging skills of interaction skills group, classroom, challenging expression and interpretation,
group interaction and considers school and topics, ideas, pleasure critical analysis,
how own community issues and imaginative
communication is contexts language forms expression and
adjusted in and features pleasure
different
situations
ENe-2A EN1-2A plans, EN2-2A plans, EN3-2A

composes simple composes and composes and composes, edits
texts to convey reviews a small reviews a range and presents
an idea or range of simple of texts that are well-structured
message texts for a variety more demanding and coherent
of purposes on in terms of topic, texts
familiar topics for audience and
known readers language
and viewers
ENe-3A produces EN1-3A EN2-3A uses EN4-2A EN5-2A

most lower case composes texts effective effectively uses a effectively uses
and upper case using letters of handwriting and widening range and critically
letters and uses consistent size publishes texts of processes, assesses a wide
digital and slope and using digital skills, strategies range of
technologies to uses digital technologies and knowledge processes, skills,
construct texts technologies for responding to strategies and

and composing knowledge for

ENe-4A EN1-4A draws on EN2-4A uses an EN3-3A uses an
texts in different responding to
demonstrates an increasing increasing range integrated range
media and and composing a
developing skills range of skills of skills, of skills,
technologies wide range of
and strategies to and strategies to strategies and strategies and
texts in different
read, view and fluently read, knowledge to knowledge to
media and
comprehend view and fluently read, read, view and
technologies
short, predictable comprehend a view and comprehend a
texts on familiar range of texts on comprehend a wide range of
topics in different less familiar range of texts on texts in different
media and topics in different increasingly media and
technologies media and challenging technologies
technologies topics in different
media and
technologies
ENe-5A EN1-5A uses a EN2-5A uses a EN3-4A draws on

demonstrates variety of range of appropriate
developing skills strategies, strategies, strategies to
in using letters, including including accurately spell
simple sound knowledge of knowledge of familiar and
blends and some sight words and letter–sound unfamiliar words
sight words to letter–sound correspondences when composing
represent known correspondences, and common texts
words when to spell familiar letter patterns, to
spelling words spell familiar and
some unfamiliar
words
B. use language
ENe-6B EN1-6B EN2-6B identifies EN3-5B discusses EN4-3B uses and EN5-3B selects
to shape and
recognises that recognises a the effect of how language is describes and uses
make meaning
there are range of purpose and used to achieve a language forms, language forms,
according to
different kinds of purposes and audience on widening range features and features and
purpose,
spoken texts with audiences for spoken texts, of purposes for a structures of texts structures of texts
audience and
specific language spoken language distinguishes widening range appropriate to a appropriate to a
context
features and and recognises between different of audiences and range of range of
shows an organisational forms of English contexts purposes, purposes,
emerging patterns and and identifies audiences and audiences and
awareness of features of organisational contexts contexts,
some purposes predictable patterns and describing and
for spoken spoken texts features explaining their
language

effects on
ENe-7B EN1-7B identifies EN2-7B identifies
meaning
recognises some how language and uses
different use in their own language forms
purposes for writing differs and features in
writing and that according to their their own writing
own texts differ purpose, appropriate to a
in various ways audience and range of
subject matter purposes,
audiences and
contexts
ENe-8B EN1-8B EN2-8B identifies

demonstrates recognises that and compares
emerging skills there are different kinds of
and knowledge different kinds of texts when
of texts to read texts when reading and
and view, and reading and viewing and
shows developing viewing and shows an
awareness of shows an understanding of
purpose, awareness of purpose,
audience and purpose, audience and
subject matter audience and subject matter
subject matter
ENe-9B EN1-9B uses EN2-9B uses EN3-6B uses EN4-4B makes EN5-4B
demonstrates basic grammatical effective and knowledge of effective effectively
developing skills features, accurate sentence sentence language choices transfers
and knowledge in punctuation structure, structure, to creatively knowledge, skills
grammar, conventions and grammatical grammar, shape meaning and
punctuation and vocabulary features, punctuation and with accuracy, understanding of
vocabulary when appropriate to punctuation vocabulary to clarity and language
responding to the type of text conventions and respond to and coherence concepts into
and composing when responding vocabulary compose clear new and different
texts to and relevant to the and cohesive contexts
composing texts type of text when texts in different

responding to media and

and composing technologies
texts
C. think in ways
ENe-10C thinks EN1-10C thinks EN2-10C thinks EN3-7C thinks EN4-5C thinks EN5-5C thinks
that are
imaginatively and imaginatively and imaginatively, imaginatively, imaginatively, imaginatively,
imaginative,
creatively about creatively about creatively and creatively, creatively, creatively,
creative,
familiar topics, familiar topics, interpretively interpretively and interpretively and interpretively and
interpretive and
simple ideas and ideas and texts about critically about critically about critically about
critical
the basic features when responding information, ideas information and information, ideas information and
of texts when to and and texts when ideas and and arguments to increasingly
responding to composing texts responding to identifies respond to and complex ideas
and composing and composing connections compose texts and arguments to
texts texts between texts respond to and
when responding compose texts in
to and a range of
composing texts contexts
EN4-6C identifies EN5-6C

and explains investigates the
connections relationships
between and between and
among texts among texts
D. express
ENe-11D EN1-11D EN2-11D EN3-8D identifies EN4-7D EN5-7D
themselves and
responds to and responds to and responds to and and considers demonstrates understands and
their relationships
composes simple composes a composes a how different understanding of evaluates the
with others and
texts about range of texts range of texts viewpoints of how texts can diverse ways texts
their world
familiar aspects about familiar that express their world, express aspects can represent
of the world and aspects of the viewpoints of the including aspects of their personal and
their own world and their world similar to of culture, are broadening world public worlds
experiences own experiences and different represented in and their
from their own texts relationships
within it
EN4-8D identifies, EN5-8D

considers and questions,
appreciates challenges and
cultural evaluates cultural
assumptions in

expression in texts and their

texts effects on
meaning
E. learn and
ENe-12E EN1-12E EN2-12E EN3-9E EN4-9E uses, EN5-9E
reflect on their
demonstrates identifies and recognises and recognises, reflects on and purposefully
learning through
awareness of how discusses aspects uses an reflects on and assesses their reflects on,
their study of
to reflect on of their own and increasing range assesses their individual and assesses and
English
aspects of their others’ learning of strategies to strengths as a collaborative skills adapts their
own and others’ reflect on their learner for learning individual and
learning own and others’ collaborative skills
learning with increasing
independence
and effectiveness
* Some students with special education needs communicate through a variety of verbal or non-
verbal communication systems or techniques. It is important to take account of the individual
communication strategies used by these students within the context of the English K–10
Syllabus.

STAGE STATEMENTS
Stage statements are summaries of the knowledge, understanding, skills, values and attitudes
that have been developed by students as a result of achieving the outcomes for each stage of
learning.
PRIOR-TO-SCHOOL LEARNING
Students bring to school a range of knowledge, understanding and skills developed in home
and prior-to-school settings. The movement into Early Stage 1 should be seen as a continuum
of learning and planned for appropriately.
The Early Years Learning Framework for Australia describes a range of opportunities for
students to learn and develop a foundation for future success in learning.
The Early Years Learning Framework for Australia has five learning outcomes that reflect
contemporary theories and research evidence about children’s learning. The outcomes are
used to guide planning and to assist all children to make progress.
The outcomes are:
1. Children have a strong sense of identity.
2. Children are connected with and contribute to their world.
3. Children have a strong sense of wellbeing.
4. Children are confident and involved learners.
5. Children are effective communicators.
In addition, teachers need to acknowledge the learning that children bring to school, and plan
appropriate learning experiences that make connections with existing language and literacy
development, including language used at home.
EARLY STAGE 1
By the end of Early Stage 1 students respond to a range of spoken, written and multimodal texts
from familiar contexts. They demonstrate active listening behaviours to follow simple
instructions and ask relevant questions. Students mix and communicate informally with peers,
teachers and known adults in informal and structured classroom settings. They communicate
clearly and purposefully when engaging in pair, group and class discussions. Students
demonstrate an emerging awareness of how people use spoken language for different
purposes. They deliver short presentations using familiar and learned vocabulary. Students
explore the way familiar spoken texts are constructed and the features of these texts.
Students develop reading, viewing and comprehension skills and strategies using context,
grammar, word usage and phonics to make meaning from short, predictable printed texts on
familiar topics. They interpret and provide relevant explanations of characters and main events
in imaginative texts, and key ideas and visual features in short informative texts, making
connections to personal experience. Students recognise, discuss and respond to the different
kinds and purposes of various written, visual and digital texts from a variety of cultures. They
read with some fluency and accuracy, drawing support from concepts of print and their
developing sound and letter knowledge. Students explore and identify some features of texts,
including the use of rhyme, letter patterns and sounds in words in written and spoken texts.
Students engage in writing with an increasing awareness of the nature, purpose and
conventions of written language. They create simple texts and recreate familiar imaginative
texts by drawing on personal experience and through performance, drawing and images.
Students retell events and experiences for known audiences that demonstrate an awareness of
the text structure, basic grammar and punctuation needed. Students begin to apply simple
editing techniques to their written work. They know and use letters and sounds of the alphabet
to attempt to spell known words. Students write most lower and upper case letters
appropriately, using the NSW Foundation Style as appropriate. They explore the use of digital

technologies to construct a variety of multimodal texts. Students become aware of how to reflect
on and assess their own and others’ learning.
STAGE 1
By the end of Stage 1 students communicate with a wide range of audiences on familiar and
introduced topics to achieve a variety of purposes. They interact effectively, adopting new
communication skills and select vocabulary to enhance meaning in order to give confident
presentations. Students attend to instructions, share ideas and engage effectively in group and
class discussions. They recognise that spoken language has a range of purposes and
audiences and use this knowledge when attempting to communicate effectively with others.
They investigate the different types and organisational patterns of common spoken texts and
recognise features within them. Students create imaginative, informative and persuasive spoken
texts drawing on their own experiences, their imagination, and ideas they have learned.
Students read and view imaginative, informative and persuasive texts. They use an increasing
variety of skills and strategies, including knowledge of text structure, context, grammar,
punctuation, word usage and phonics, to make connections between texts and between their
own experiences and information in texts. Students read with developing fluency and intonation
short texts with some unfamiliar vocabulary, simple sentences and images. Students read,
interpret and discuss texts from a variety of cultures, including visual and multimodal texts,
using a range of skills and strategies. They locate literal information in written texts and refer to
features of language and images to make inferences about characters’ actions and motivations.
Students explore and identify ways in which texts differ according to purpose, audience and
subject.
Students create imaginative, informative and persuasive texts on familiar topics for known
readers by planning, proofreading and editing their own writing. They write using basic
grammatical features and conventions of punctuation, showing an awareness of different
purposes, audiences and subject matter. Students use knowledge of letter–sound
correspondence, sight words and regular spelling patterns to accurately spell known words and
an increasing number of irregularly spelt words. They write consistently and clearly using NSW
Foundation Style as appropriate and use digital technologies to produce texts, recognising
simple conventions, language and functions. Students reflect on and assess their own and
others’ learning.
STAGE 2
By the end of Stage 2 students communicate expressively and clearly with growing proficiency
about ideas and information in classroom, school and social situations for a range of purposes.
They explore a variety of roles when interacting in pairs and groups, attending to different views
and responding appropriately. Students use various listening behaviours to gather general ideas
and key points from conversations, reports or spoken presentations. They identify the effect of
purpose, audience and culture on spoken texts and shape and present ideas accordingly.
Students identify common organisational patterns and language features of predictable spoken
texts.
Students independently read, view and respond to familiar and challenging texts and justify
interpretations of ideas, information and events using a range of skills and strategies. They
integrate a range of skills and strategies efficiently when reading, interpreting, analysing and
evaluating texts and visual images. Students identify literal information in texts and make
inferences, integrating and linking ideas and asking questions to clarify understandings. They
recognise the representation of characters, settings and events in imaginative texts and start to
evaluate point of view. They explain some ways in which authors and illustrators engage the
interests of audiences and achieve a range of purposes. Students explore the structural and
grammatical features and purposes for a range of written, visual and multimodal texts.
Students create well-structured imaginative, informative and persuasive texts in terms of topic,
purpose, audience and language by drafting, proofreading and editing for familiar and unfamiliar
audiences. They use simple and complex sentences, paragraphing, punctuation and
grammatical features characteristic of the various texts to support meaning. Students spell
familiar and unfamiliar words using knowledge of letter–sound correspondence, regular and
irregular spelling patterns, spelling rules and a range of other strategies. They use increasing
fluency when writing, applying NSW Foundation Style as appropriate, and develop digital

publishing skills. Students explain and reflect on how they structure their writing to achieve
intended purposes.
STAGE 3
By the end of Stage 3 students communicate effectively, using considered language to
entertain, inform and persuade audiences for an increasing range of purposes. They work
productively and independently in pairs or groups to deliver effective presentations using
various skills and strategies. Students collaborate with others to share and evaluate ideas and
opinions and to develop different points of view. They express well-developed and well-
organised ideas about literary texts and respond constructively to different opinions. They
demonstrate active listening behaviours in order to gather specific information and ideas,
recognising and exploring how spoken and written language differ and how spoken language
varies according to context. Students evaluate characteristic language features and
organisational patterns of challenging spoken texts.
Students independently read and view an extensive range of complex texts and visual images
using a comprehensive range of skills and strategies. They respond to themes and issues within
texts, recognise point of view and justify interpretations by referring to their own knowledge,
values and experiences. They identify, critically analyse and respond to techniques, literary
devices and language features used by writers to influence readers. Students compare and
accurately summarise information on a particular topic from different texts and make well-
supported generalisations about the topic. Students identify text structure of a range of complex
texts and explore how grammatical features work to influence an audience’s understanding of
written, visual, media and multimodal texts.
Students create well-structured and well-presented written and multimodal imaginative,
informative and persuasive texts for a wide range of purposes and audiences. They deal with
complex topics, issues and language features. Students select information and ideas from
personal, literary and researched resources, and adapt imaginative ideas and situations from
literature. They make considered choices in written texts from an expanding vocabulary and
from growing knowledge of grammatical patterns, complex sentence structures, cohesive links
and literary devices. Students write well-structured sentences and paragraphs on particular
aspects of the topic, clarifying and explaining how choices of language and literary features
were designed to influence the meaning communicated in their texts. They spell most common
words accurately and use a variety of strategies to spell less common words. They develop a
fluent writing style and employ digital technology to present written texts effectively in a variety
of ways for different purposes and audiences. Students evaluate the effectiveness of their
writing by drafting, proofreading, editing, reviewing and publishing, focusing on grammatical
features and the conventions of writing.
STAGE 4
By the end of Stage 4 students respond to a variety of texts critically, imaginatively and
interpretively and compose accurate, clear and coherent texts. They use English in personal,
social and learning contexts with increasing control and understanding of the form and features
of language and structures of texts, and with increasing awareness of purpose, audience and
context. Students make connections between texts, they recognise the main ideas and points of
view, and the ways in which texts seek to position responders. They make decisions about
whether content and language are appropriate to purpose, audience and context.
In speaking, writing and representing, students shape meaning through the thoughtful selection
and ordering of appropriate content and by drawing on a widening repertoire of language
choices. They can express a personal point of view, give words and images to their imaginings
and compose logical argument. They experiment with form and language in different modes and
technologies to produce various types of texts for specific purposes. As appropriate, they plan,
draft and edit to produce polished texts.
Students apply their knowledge of textual features and conventions to their texts. They
constructively analyse and evaluate their own and others’ compositions and they articulate their
response to texts and to the process and experience of composing. Students reflect on their
learning, becoming aware of how they learn and identifying what they have learned, effective
ways to learn and what they need to learn next.

Students who have achieved Stage 4 respond to literary and other texts for enjoyment and to
expand their perspectives on their own lives. They engage with images of their real and
imagined worlds and explore the relationship between them. They explore texts critically,
evaluating content, differentiating between fact and opinion, challenging points of view and
identifying, considering and appreciating cultural expressions. They respond to imagery and
symbolism in verbal and visual forms. They engage with print, film and digital texts with an
informed awareness of the language forms and features and structures of those texts. Students
develop personal preferences in what they hear, read and view, and are able to articulate their
preference in personal and critical responses.
STAGE 5
By the end of Stage 5 students respond to and compose a comprehensive range of imaginative,
factual and critical texts using different modes and technologies. They enjoy, reflect on, critically
assess and articulate processes of response and composition. They respond to and compose a
wide range of simple and complex texts for pleasure, critical analysis and information-gathering,
varying their approach according to a text’s purpose, audience and context. They focus on
details of texts to analyse meaning, perspective, cultural assumptions, ideologies and language.
Students use varying technologies to compose texts. They apply their knowledge of the
elements that shape meaning in texts. They use a range of strategies to shape their texts to
address purpose and audience in different contexts. They conform to or challenge an
audience’s preconceptions and expectations about content and form, and they evaluate the
effectiveness of each approach. Students display a developing personal style in their personal,
imaginative, critical and analytical compositions. They work through the composing process,
including planning, researching, drafting, conferencing, editing and publishing. Students reflect
on their composing process and how it has affected the final version of their text.
Students respond to texts from different cultures that offer a range of perspectives. In
considering possible meanings, they develop sustained interpretations supported by evidence
and think creatively beyond the text. They infer and interpret, and investigate the similarities and
differences between and among texts. Through close and wide engagement with texts students
extend their imaginations and engage with images of their real and imagined worlds. They
respond imaginatively and critically to verbal and visual imagery and iconography, considering
how these and other features reflect the cultural context of the text. By critically evaluating texts,
students identify strengths and weaknesses and are able to articulate coherent responses.
From their responses to individual texts they generalise about views of the world and strategies
that are used to communicate and sustain such views.
Students reflect on their own and others’ learning, assessing learning strategies and purposes
to adapt their knowledge, understanding and skills to new contexts.

ORGANISATION OF CONTENT
For Kindergarten to Year 10, courses of study and educational programs are based on the
outcomes of syllabuses. The content describes in more detail how the outcomes are to be
interpreted and used, and the intended learning appropriate for the stage. In considering the
intended learning, teachers will make decisions about the sequence, the emphasis to be given
to particular areas of content, and any adjustments required based on the needs, interests and
abilities of their students.
The knowledge, understanding and skills described in the outcomes and content provide a
sound basis for students to successfully move to the next stage of learning.

CONTENT AND THE USE OF TERMINOLOGY
Responding and composing
In the English K–10 Syllabus, the study of English is an active pursuit where students use
language to learn about language. The key processes of responding to and composing texts are
central to students using language purposefully and meaningfully and engaging with a wide
range of texts.
‘Responding’ is the activity that occurs as students read, listen to or view texts. It encompasses
the personal and intellectual connection a student makes with texts. It also recognises that
students and the texts to which they respond reflect social contexts. Responding typically
involves:
 shaping and arranging textual elements to explore and express ideas, emotions and values
 identifying, comprehending, selecting, articulating, imagining, critically analysing and
evaluating.
In this syllabus, ‘composing’ is the activity that occurs as students produce written, spoken or
visual texts. Composing typically involves:
 shaping, making and arranging textual elements to explore and express ideas, emotions
and values
 processes of imagining, drafting, appraising, reflecting and refining
 knowledge, understanding and use of the language forms, features and structures of texts.
As students undertake the key processes of responding to and composing texts in their study of
English, they undertake a number of other integrated and concurrent processes which also
highlight the importance of students as active users and learners of language. The processes in
this syllabus are intended to emphasise student agency through students developing and
applying knowledge and understanding of context and language forms and features, and
reflecting on their learning. In addition to the key processes of responding and composing,
these processes include:
 engaging personally with texts
 developing and applying contextual knowledge
 understanding and applying knowledge of language forms and features.
The key processes also help to organise and emphasise content in this syllabus within and
across stages of learning.
Use of terminology
The generic terms ‘composer’ and ‘compose’ can be used in preference to ‘author’ and ‘create’
as used in the Australian curriculum. The use of the terms ‘composer’ and ‘compose’ does not
preclude use of specific nomenclature such as ‘poet’, ‘writer’, ‘novelist’ or ‘playwright’ by
teachers and students where appropriate.

CONTENT AND TEXT REQUIREMENTS FOR EARLY STAGE 1 TO
STAGE 3
In this syllabus, the study of a wide range of texts is central to the study of English. This
includes the study of texts which are widely regarded as quality literature, providing students
with the opportunity for aesthetic experience and to develop an appreciation of the artistic
expression found in texts.
In the primary years of schooling, the study of text types, as part of a broader study of texts, is
intended to facilitate student literacy skills and help to establish knowledge about the purpose
and audience, structures and language features of a broader range of texts. In the
categorisation of texts into ‘text types’, it is important to note that any such classification is to
some extent arbitrary and that there is always likely to be overlap between ways of grouping
and defining texts.
While delivering courses that reflect the outcomes and content, the following text requirements
should be addressed.
Students in K–6 must read, listen to and view a variety of texts that are appropriate to their
needs, interests and abilities. These texts become increasingly sophisticated as students
move from Kindergarten to Year 6.
In each Year students must study examples of:
 spoken texts
 print texts
 visual texts
 media, multimedia and digital texts.
Across a stage of learning, the selection of texts must give students experience of:
 texts which are widely regarded as quality literature
 a widely defined Australian literature, including texts that give insights into Aboriginal
experiences in Australia
 a wide range of literary texts from other countries and times, including poetry, drama scripts,
prose fiction and picture books
 texts written about intercultural experiences
 texts that provide insights about the peoples and cultures of Asia
 everyday and community texts
 a wide range of factual texts that present information, issues and ideas
 texts that include aspects of environmental and social sustainability
 an appropriate range of digital texts, including film, media and multimedia.
In selecting specific texts for study in English, teachers should consider the needs, interests and
abilities of their students and the ethos of the school and its local community.
Note: students with special education needs may not be able to use all or some of the language
modes. Some students with special education needs communicate through a variety of verbal
or non-verbal communication systems or techniques. It is important to take account of the
individual communication strategies used by these students and make appropriate curriculum
adjustments.

CONTENT AND TEXT REQUIREMENTS FOR STAGE 4
Over Stage 4, students must read, listen to and view a variety of texts that are appropriate to
their needs, interests and abilities. These texts become increasingly sophisticated as
students move from Stage 3 to Stage 4 and from Stage 4 to Stage 5.
Students will undertake the essential content and work towards course outcomes through close
reading of, listening to or viewing the following:
Stage 4
Fiction at least two works
Poetry a wide range of types of poems
Film at least two works
Nonfiction at least two works
Drama at least two works
The following specifications may be fulfilled through the required types of texts outlined above
and/or through other texts.
In each Year of Stage 4 students must study examples of:
 spoken texts
 print texts
 visual texts
Across the stage, the selection of texts must give students experience of:
 everyday and workplace texts
 a wide range of cultural, social and gender perspectives, popular and youth cultures
 nonfiction, picture books, graphic novels
adjustments.

CONTENT AND TEXT REQUIREMENTS FOR STAGE 5
Over Stage 5, students must read, listen to and view a variety of texts that are appropriate to
their needs, interests and abilities. These texts become increasingly sophisticated as
students move from Stage 4 to Stage 5.
Students will undertake the essential content and work towards course outcomes through close
reading of, listening to or viewing the following:
Stage 5
Fiction at least two works
Poetry a variety drawn from different anthologies and/or study of one or two poets
Film at least two works
Nonfiction at least two works
Drama at least two works
The following specifications may be fulfilled through the required types of texts outlined above
and/or through other texts.
In each Year of Stage 5 students must study examples of:
 spoken texts
 print texts
 visual texts
Across the stage, the selection of texts must give students experience of:
 Shakespearean drama
adjustments.
LEARNING ACROSS THE CURRICULUM

Learning across the curriculum content, including the cross-curriculum priorities and general
capabilities, assists students to achieve the broad learning outcomes defined in the Board of

Studies K–10 Curriculum Framework and Statement of Equity Principles, and in the Melbourne
Declaration on Educational Goals for Young Australians (December 2008).
Cross-curriculum priorities enable students to develop understanding about and address the
contemporary issues they face.
The cross-curriculum priorities are:
 Aboriginal and Torres Strait Islander histories and cultures
 Asia and Australia’s engagement with Asia
 Sustainability
General capabilities encompass the knowledge, skills, attitudes and behaviours to assist
students to live and work successfully in the 21st century.
The general capabilities are:
 Critical and creative thinking
 Ethical understanding
 Information and communication technology capability
 Intercultural understanding
 Literacy
 Numeracy
 Personal and social capability
The NESA syllabuses include other areas identified as important learning for all students:
 Civics and citizenship
 Difference and diversity
 Work and enterprise
Learning across the curriculum content is incorporated, and identified by icons, in the content of
the English K–10 Syllabus in the following ways:
Aboriginal and Torres Strait Islander histories and cultures
The Aboriginal and Torres Strait Islander histories and cultures cross-curriculum area
encompasses the concepts of Country and Place, People, Culture and Identity. In their study of
English, students will have the opportunity to engage with texts that give them experience of the
beliefs and value systems of Aboriginal and Torres Strait Islander peoples. Students will
develop knowledge and understanding of Aboriginal and Torres Strait Islander history and
culture in Australia. In their study of English, students explore a range of experiences and
achievements of Aboriginal peoples in historical and social contexts and the links between
cultural expression, language and spirituality.
Asia and Australia’s engagement with Asia
The study of English provides learning opportunities for students to explore and appreciate the
rich tradition of texts from and about the people and countries of Asia, including texts written by
Asian authors. They develop an understanding of the many languages and diverse Asian
cultures and how they have influenced Australian culture. Through their study, students will
develop an appreciation of the role Australia has played in Asia and the ongoing relationship
Australia has developed with the countries that make up the Asian region.
Sustainability
The study of English provides students with the skill required to investigate and understand
issues of environmental and social sustainability, to communicate information about
sustainability, and to advocate action to improve sustainability.
If people now and into the future are to be treated fairly, action to improve sustainability needs
to be informed by a worldview of people, places and communities. Both literature and literacy
are key elements in the development of each student’s worldview. More sustainable patterns of

living are largely shaped by people’s behaviours. English provides an important means of
influencing behaviours, facilitating interaction and expressing viewpoints through the creation of
texts for a range of purposes, audiences and contexts, including multimodal texts and the use of
visual language.
Critical and creative thinking
Students develop critical and creative thinking by seeking new pathways or solutions when they
evaluate knowledge, ideas and possibilities. English provides students with opportunities to
think in ways that are critical and creative using information and ideas and arguments to
respond to and compose texts, evaluate their own work and the work of others, and plan for
future learning. These skills are integral to activities that require reason, logic, imagination and
innovation. In learning to think broadly and deeply students use reason and imagination to direct
their thinking for different purposes.
Ethical understanding
The study of English provides students with opportunities to strengthen their capacity for ethical
understanding and commitment to ethical behaviour for occasions when they face uncertainty
and conflicting claims in a range of contexts.
Opportunities arise for students to engage with situations or circumstances from the real or
virtual worlds, or the imaginative worlds of texts that involve ethical or moral issues, dilemmas or
decisions as they respond to and compose texts. Ethical issues are integral to many of the texts
that students encounter in English.
Information and communication technology capability
The study of English enables students to develop and apply knowledge, understanding and
skills of ICT in their composing, responding and presenting, and as part of the imaginative and
critical thinking they undertake in English.
Students have the opportunity to become competent, discriminating and creative users of ICT
as they learn to use ICT effectively and appropriately when investigating, creating and
communicating ideas and information. Students will learn about the ethics of information
communication through technology.
Intercultural understanding
Students develop intercultural understanding as they learn to understand their own identity in
relation to others from different cultures and backgrounds.
The study of English offers rich opportunities for intercultural understanding and exchange.
Students experience a range of literature from different cultures, including the inscriptional and
oral narrative traditions of Aboriginal people and Torres Strait Islander people, as well as the
contemporary literature of these two cultural groups. They also read classic and contemporary
world literature, including texts from and about Asia.
Literacy
[Literacy is embedded throughout the English K–10 Syllabus. It relates to a high proportion of
the content descriptions across K–10. Consequently, this particular general capability is not
tagged in this syllabus.]
Literacy is the ability to use a repertoire of knowledge and skills to communicate and
comprehend effectively in a wide variety of contexts, modes and media. Literacy knowledge and
skills provide students with the foundations for current and future learning and for participation
in the workplace and wider society. The knowledge and skills also provide opportunities for
personal enrichment through social interaction, further education, training and skilled
employment and a range of cultural pursuits, including engagement with literature and the arts.
Literacy knowledge and skills also enable students to better understand and negotiate the world
in which they live and to contribute to a democratic society through becoming ethical and
informed citizens.
Being ‘literate’ is more than the acquisition of technical skills: it includes the ability to identify,
understand, interpret, create and communicate purposefully using written, visual and digital
forms of expression and communication for a number of purposes in different contexts. The
English learning area has a particular role in developing literacy because of its inherent focus on

language and meaning. However, all curriculum areas have a responsibility for the general
literacy requirements of students as they construct meaning for themselves and others.
The established functions of speaking and listening, reading and writing, and viewing and
representing remain central to being literate together with literacy demands related to a range of
visual and multimodal texts, as well as those that have evolved from the growth of digital
technologies. Students today need the knowledge and skills required for judicious use of these
technologies and to question, challenge and evaluate the role of these technologies and the
wider implications of their use for contemporary society.
Numeracy
The study of English provides opportunities for students to develop their skills in numeracy by
identifying and using numerical, measurement, spatial, graphical and statistical concepts and
skills. Students strengthen their understanding of how issues and points of view that are based
on data are represented in texts by developing their skills to identify, analyse and synthesise
numerical information as they respond to the reliability of sources and methodology.
Personal and social capability
Students develop personal and social capability as they learn to understand and manage
themselves, their relationships, lives, work and learning more effectively. There are many
opportunities for students to develop personal and social capability in English. The study of
English helps them to identify and express their own opinions, beliefs and responses and to
interact confidently and appropriately in a range of social contexts. English provides students
with opportunities to reflect on their own and others’ learning and to assess and adapt their
individual and collaborative skills for learning with increasing independence and effectiveness.
Civics and citizenship
Civics and citizenship content involves knowledge and understanding of how our Australian
society operates. In their study of English, students demonstrate their active participation by
considering how civic issues are represented in the public arena, the socially responsible
construction and use of media, and the representation of Australian images and significant
Australians.
Difference and diversity
Students experience and value difference and diversity in their everyday lives. Age, beliefs,
gender, ability, language and race are some of the factors that comprise difference and
diversity. English provides students with opportunities to deal with difference and diversity in a
positive and informed manner, showing awareness, understanding and acceptance. It assists
them to develop and express their sense of self, to connect with other people and communities
and to understand the features of a fair and just society that values diversity. Through the study
of texts from a range of perspectives, countries and times, English develops students’
understanding of others and builds empathy for individual differences.
Work and enterprise
English provides opportunities for students to develop knowledge, understanding and skills
required in the workplace and to develop values and attitudes about work. English develops
many of the key skills required for effective participation in work environments, including literacy,
working in groups and skills in acquiring, processing, assessing and communicating information,
both orally and in a variety of written forms. Through the study of English, students also develop
an understanding of the ways in which language is used for particular audiences, purposes and
contexts. Additionally, the study of texts with workplace contexts expands students’
understanding of the world of work. The communication skills developed through the study of
English provide a platform for students to undertake future vocational education and training.

EARLY STAGE 1
OBJECTIVE A
SPEAKING AND LISTENING 1
OUTCOME
A student:
› communicates with peers and known adults in informal and guided activities demonstrating
emerging skills of group interaction ENe-1A
CONTENT
Students:
Develop and apply contextual knowledge

• understand that English is one of many languages spoken in Australia and that different
languages may be spoken by family, classmates and community (ACELA1426)
• understand how to communicate effectively in pairs and groups using agreed interpersonal
conventions, active listening, appropriate language and taking turns
Understand and apply knowledge of language forms and features

• begin to identify some language features of familiar spoken texts in classroom interactions
• communicate appropriately and effectively within the classroom using agreed conventions,
eg staying on topic, asking for and offering assistance
• recognise how 'and', 'but', 'then' link ideas in spoken texts
• attempt to match noun to pronoun in spoken text, eg 'My brother has a pet. He feeds his
pet.'
• replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range
of cultures (ACELT1579)
Respond to and compose texts

• use interaction skills including listening while others speak, using appropriate voice levels,
articulation and body language, gestures and eye contact (ACELY1784)
• listen to and respond orally to texts and to the communication of others in informal and
structured classroom situations (ACELY1646)
• deliver short oral presentations to peers (ACELY1647)
• communicate with peers and familiar adults about personal experience
• describe an object of interest to the class, eg toy, pet
• express a point of view about texts read and/or viewed
• respond to simple questions either verbally or non-verbally
• contribute appropriately to class discussions
• use questions and statements appropriately in class discussions
• use correct intonation when asking questions and making statements
• carry out instructions involving one step

• understand simple classroom routines
• engage with and respond to a range of oral and aural texts for enjoyment and pleasure
• respond to the shared reading of texts for enjoyment and pleasure
• recite short, simple poems
• retell familiar stories, including in home language
ESL scales links to the English syllabus

The level on the ESL scales needed to achieve this English syllabus outcome is Oral
Interaction level 4.
An EAL student at this stage of schooling may be assessed at a range of levels on the ESL
scales Oral Interaction strand from level 1 to level 4. 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 ESL scales strand organiser. See ESL scales
outcomes 1.1, 2.1, 3.1, 4.1.
National Literacy Learning Progression links to this English outcome
When working towards achieving the outcome ENe-1A the sub-elements (and levels) of
Listening (LiS2–4), Interacting (InT1–InT3), Speaking (SpK2–SpK3), Phonological
awareness (PhA1), Understanding texts (UnT2–UnT4) and Creating texts (CrT1–CrT3)
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.

EARLY STAGE 1
OBJECTIVE A
WRITING AND REPRESENTING 1
OUTCOME
A student:
› composes simple texts to convey an idea or message ENe-2A
CONTENT
Students:

• drawing on their experience of language and texts, begin to understand that writing
and representing can be used to convey an idea or message
• share writing with others for enjoyment
• develop an awareness of issues relating to the responsible use of digital communication

• know that spoken sounds and words can be written down using letters of the alphabet and
how to write some high-frequency sight words and known words (ACELA1758)

• create short texts to explore, record and report ideas and events using familiar words and
beginning writing knowledge (ACELY1651)
• identify and use words around the classroom and in books during writing
• compose texts using some sight words and known words
• compose texts on familiar topics using pictures and graphics to support their choice of
words
• experiment with basic visual, multimodal and digital processes to represent some simple
ideas expressed in texts and to convey experiences
• use opportunities to write in their home language and dialect and make basic connections
with English, including Aboriginal languages and Aboriginal English
• participate in shared editing of students' own texts for meaning, spelling, capital letters and
full stops (ACELY1652)

The level on the ESL scales needed to achieve this English syllabus outcome is Writing level
1.
scales Writing strand from Beginning level 1 to level 1. Teachers plan a learning pathway for
learning will be within the Communication and Language and cultural understanding ESL
scales strand organisers. See ESL scales outcomes B1.5, B1.6, B2.5, B2.6, 1.9, 1.10.

Creating texts (CrT2–CrT4), Grammar (GrA1–GrA3), Punctuation (PuN1–PuN2), Spelling
(SpG1–SpG4) and Handwriting and keyboarding (HwK2–HwK4) describe observable
behaviours that can assist teachers in making evidence-based decisions about student
development and future learning.

EARLY STAGE 1
OBJECTIVE A
HANDWRITING AND USING DIGITAL TECHNOLOGIES
OUTCOME
A student:
› produces most lower case and upper case letters and uses digital technologies to construct
texts ENe-3A
CONTENT
Students:

• demonstrate a growing understanding that handwriting and presentation of work needs to
reflect audience and purpose in order to communicate effectively

• understand foundation movements that underpin NSW Foundation Style
• begin to understand the sequence of letters through structured and guided activities

• use foundation movements as a basis for the introduction of formal letters when composing
simple imaginative and other texts for enjoyment or to convey an idea or experience
• develop basic skills of writing, including correct pencil grip, good posture, handwriting
movements and accurate use of alternative writing tools, to form some lower case and
upper case letters
• write from left to right and leave spaces between words
• produce some lower case and upper case letters using learned letter formations (ACELY1653)
• use simple functions of keyboard and mouse, including typing letters, scrolling, selecting
icons and dropdown menus
• experiment using digital technologies, eg produce own name, commonly used words and
simple sentences
• construct texts using software including word processing programs (ACELY1654)

1.

learning will be within the Language structures and features ESL scales strand organiser.
See ESL scales outcomes B1.7, B2.7, 1.11.

When working towards achieving the outcome ENe–3A the sub-elements (and levels) of
Creating texts (CrT2–CrT4) and Handwriting and keyboarding (HwK1–HwK4) describe
observable behaviours that can assist teachers in making evidence-based decisions about
student development and future learning.

EARLY STAGE 1
OBJECTIVE A
READING AND VIEWING 1
OUTCOME
A student:
› demonstrates developing skills and strategies to read, view and comprehend short,
predictable texts on familiar topics in different media and technologies ENe-4A
CONTENT
Students:

• identify some familiar written symbols in context, eg logos, computer icons and commands,
labels of packages, signs
• identify unfamiliar words and attempt to use experience and context to work out word
meanings
• identify and compare similar ideas, characters and settings in texts

• understand concepts about print and screen, including how books, film and simple digital
texts work, and know some features of print, for example directionality (ACELA1433)
• recognise basic book conventions, eg open and hold books correctly, turn pages
• understand direction of print, return sweeps and spaces between words
• identify a sentence in imaginative and informative texts and understand its meaning
• recognise the letters of the alphabet and know there are lower and upper case letters
(ACELA1440)
• recognise grammatical patterns when reading to assist in making meaning, eg locating

words that tell who, what, when or where in texts
Develop and apply phonemic knowledge

• join in rhymes and chants
• understand that spoken words are made up of sounds
• recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)
• consistently identify words that start with the same initial sound
• segment words into onset and rime
• identify the beginning and end sounds of words
• orally blend two or three sounds to make a word
• segment simple spoken words into separate sounds
• identify the new word when asked to delete or add a phoneme (sound) to an existing
spoken word

Develop and apply graphological, phonological, syntactic and semantic knowledge
• recognise high-frequency words, including own name
• read and understand some sight words in simple, predictable texts
• identify most of the sounds and name all letters in a given word
• use phonological strategies when reading, including letter–sound relationships
• use knowledge of letters and sounds to decode words, including those in initial, final and
medial positions
• manipulate letters to assist reading, eg delete an onset to make a new word, delete a rime
to say an onset
Respond to, read and view texts

• read predictable texts, practising phrasing and fluency, and monitor meaning using
concepts about print and emerging contextual, semantic, grammatical and phonic
knowledge (ACELY1649)
• use comprehension strategies to understand and discuss texts listened to, viewed or read
independently (ACELY1650)
• predict meaning using elements of texts prior to reading
• read one or more sentences correctly and for meaning in environmental/print texts
• identify literal meanings presented in texts, eg character, setting and events
• make connections between a text and own life
• interpret meaning by responding to an inferential question
• retell a familiar story in sequence and identify main idea
• create visuals that reflect character, setting and events
• use context to predict meaning in written texts to supplement decoding attempts
• make acceptable substitutions when reading simple texts
• begin to use self-correction strategies, eg rereading, pausing, using picture cues and
semantic and syntactic skills, to make meaning from print and non-print texts
• use with increasing awareness appropriate reading behaviours, eg pitch, intonation and
fluency

The level on the ESL scales needed to achieve this English syllabus outcome is Reading and
Responding level 1.
scales Reading and Responding strand from Beginning level 1 to level 1. 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.
learning will be within the Language structures and features and Strategies ESL scales
strand organisers. See ESL scales outcomes B1.3, B1.4, B2.3, B2.4, 1.7, 1.8.

Listening (LiS2-LiS4), Speaking (SpK2–SpK3), Phonological awareness (PhA1–PhA5),
Phonic knowledge and word recognition (PkW1–PkW5), Fluency (FIY1–FIY2) and
Understanding texts (UnT1–UnT5) describe observable behaviours that can assist teachers in
making evidence-based decisions about student development and future learning.

EARLY STAGE 1
OBJECTIVE A
SPELLING
OUTCOME
A student:
› demonstrates developing skills in using letters, simple sound blends and some sight words
to represent known words when spelling ENe-5A
CONTENT
Students:

• understand that initial approximations can lead to correct formal spelling

• spell unknown words phonetically with closer approximations
• know how to use onset and rime to spell words (ACELA1438)
• identify patterns in words leading to the identification of word families
• use and write beginning and ending sounds of spoken words
• know that letters are used to represent sounds when writing words

• use approximations and some conventional spelling
• attempt to spell unknown words using simple strategies, eg segmenting
• spell some common words accurately in their own writing
• vocalise or subvocalise words when trying to write them
• use plural form when spelling some words

1.
learning will be within the Strategies ESL scales strand organiser. See ESL scales outcomes
B1.8, B2.8, 1.12.

When working towards achieving the outcome ENe-5A the sub-elements (and levels) of Phonic
knowledge and word recognition (PkW3–PkW6), Creating texts (CrT3–CrT5), Grammar
(GrA2) and Spelling (SpG1–SpG5) describe observable behaviours that can assist teachers in

EARLY STAGE 1
OBJECTIVE B
OUTCOME
A student:
› recognises that there are different kinds of spoken texts with specific language features and
shows an emerging awareness of some purposes for spoken language ENe-6B
CONTENT
Students:

• recognise that there are different ways of using spoken language to communicate
• demonstrate a developing understanding of language used at school and expectations for
using spoken language according to audience and purpose
• recognise different methods of communication, eg Standard Australian English, Aboriginal
English, home language, sign language and body language
• explore how language is used differently at home and school depending on the
relationships between people (ACELA1428)
• understand that language can be used to explore ways of expressing needs, likes and
dislikes (ACELA1429)

• begin to identify some language features of familiar spoken texts
• identify the difference between a question and a statement
• understand the use of vocabulary in familiar contexts related to everyday experiences,
personal interests and topics taught at school (ACELA1437)

• greet people differently according to the relationship
• make simple requests using appropriate word order
• recognise and interpret a simple instruction from teachers and peers
• compose texts to communicate feelings, needs, opinions and ideas
• use music and/or actions to enhance the enjoyment and understanding of rhymes, poems,
chants and songs


learning will be mainly within the Communication and Language and cultural understanding
ESL scales strand organisers. See ESL scales outcomes 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2.

When working towards achieving the outcome ENe-6B the sub-elements (and levels) of
Listening (LiS2–LiS3), Interacting (InT2), Speaking (SpK2–SpK4) and Understanding texts
(UnT3) describe observable behaviours that can assist teachers in making evidence-based
decisions about student development and future learning.

EARLY STAGE 1
OBJECTIVE B
OUTCOME
A student:
› recognises some different purposes for writing and that own texts differ in various ways
ENe-7B
CONTENT
Students:

• discuss the possible audiences of imaginative and informative texts
• understand that texts can take many forms, can be very short (for example an exit sign) or
quite long (for example an information book or a film) and that stories and informative texts
have different purposes (ACELA1430)
• discuss the different purposes of drawing and writing in simple texts

• understand that some language in written texts is unlike everyday spoken language
(ACELA1431)
• identify some differences between imaginative and informative texts (ACELY1648)

• identify that imaginative texts are about 'characters' that are represented by nouns and
noun groups
• demonstrate an awareness of written forms of communication, including labels, symbols,
emails, letters and photographs

• compose texts for known audience, eg self, class, other classes, parents
• compose texts using drawings and other visual media to create meaning
• reread own texts with peers and known adults and explain the purpose for the writing

1.
learning will be within the Communication ESL scales strand organiser. See ESL scales
outcomes B1.5, B2.5, 1.9.

When working towards achieving the outcome ENe-7B the sub-element (and levels) Creating
texts (CrT1–CrT4) describe observable behaviours that can assist teachers in making
evidence-based decisions about student development and future learning.

EARLY STAGE 1
OBJECTIVE B
OUTCOME
A student:
› demonstrates emerging skills and knowledge of texts to read and view, and shows
developing awareness of purpose, audience and subject matter ENe-8B
CONTENT
Students:

• recognise that there are different kinds of imaginative and informative texts for enjoyment
and finding information
• identify some familiar texts and the contexts in which they are used (ACELY1645)
• understand that readers/viewers may have varied and individual responses to a text
• recognise parts of print and digital texts, eg front and back covers, title and author, layout
and navigation
• recognise key differences between imaginative and informative texts
• identify some purposes of simple and imaginative texts
• identify the intended audience for a particular text and give reasons

• distinguish print from drawings
• understand that words can be spoken or written
• recognise that words and pictures have meaning and that words can be read aloud
• explore the different contribution of words and images to meaning in stories and informative
texts (ACELA1786)
• identify some features of texts including events and characters and retell events from a text
(ACELT1578)

• engage with shared stories and join in shared book activities on familiar and imaginary
books
• explore sequencing of a story, focusing on the beginning, middle and end and recognise
cultural patterns of storytelling, eg 'Once upon a time', the Dreaming
• interpret pictures with labels, environmental print logos and other visual images
• select simple print, visual and/or digital texts to read independently for enjoyment and
pleasure
• discuss familiar written and visual texts

Responding level 1.
outcomes.
scales strand organisers. See ESL scales outcomes B1.1, B1.2, B2.1, B2.2, 1.5, 1.6.

When working towards achieving the outcome ENe-8B the sub-elements (and levels) of Phonic
knowledge and word recognition (PkW2) and Understanding texts (UnT1–UnT5) describe

EARLY STAGE 1
OBJECTIVE B
GRAMMAR, PUNCTUATION AND VOCABULARY
OUTCOME
A student:
› demonstrates developing skills and knowledge in grammar, punctuation and vocabulary
when responding to and composing texts ENe-9B
CONTENT
Students:

• begin to understand that grammar, punctuation and vocabulary are needed to achieve the
purpose of the text
• show a growing awareness of words that enrich their vocabulary

• recognise that texts are made up of words and groups of words that make meaning
(ACELA1434)
• recognise that sentences are key units for expressing ideas (ACELA1435)
• identify statements, questions, commands and exclamations and their functions in texts
• experiment with adverbial phrases in structured and guided activities to indicate when,
where and how actions occurred, eg last week, at home
• demonstrate an awareness of nouns, pronouns and conjunctions
• recognise simple pronoun references to maintain meaning
• understand that punctuation is a feature of written text different from letters; recognise how
capital letters are used for names, and that capital letters and full stops signal the beginning
and end of sentences (ACELA1432)
• identify features of sentence punctuation, eg question marks and exclamation marks, when
reading and composing
Understand and apply knowledge of vocabulary

• begin to build personal vocabulary
• know the meaning of commonly used words
• demonstrate an awareness that some words have multiple meanings

• compose effective sentences in writing using appropriate word order
• begin to use statements and questions with appropriate punctuation
• attempt to incorporate unfamiliar words in writing
• use a growing vocabulary to describe everyday events and experience

1.
See ESL scales outcomes B1.7, B2.7, 1.11.

When working towards achieving the outcome ENe-9B the sub-elements (and levels) of
Speaking (SpK1–SpK2), Understanding texts (UnT4), Creating texts (CrT4–CrT5),
Grammar (GrA2–GrA3) and Punctuation (PuN1–PuN3) describe observable behaviours that
can assist teachers in making evidence-based decisions about student development and future
learning.

EARLY STAGE 1
OBJECTIVE C
THINKING IMAGINATIVELY AND CREATIVELY
OUTCOME
A student:
› thinks imaginatively and creatively about familiar topics, simple ideas and the basic features
of texts when responding to and composing texts ENe-10C
CONTENT
Students:
Engage personally with texts

• respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
• share picture books and digital stories for enjoyment and pleasure

• understand that imaginative texts can be composed for a range of audiences and purposes,
using a range of media
• engage with and appreciate the imaginative use of language through storytelling

• recognise some different types of literary texts and identify some characteristic features of
literary texts, for example beginnings and endings of traditional texts and rhyme in poetry
(ACELT1785)
• discuss creative language features in imaginative texts that can enhance enjoyment, eg
illustrations, repetition

• use imagination to represent aspects of an experience using written text, drawings and
other visual media
• respond to a range of imaginative and creative texts, including visual media
• retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
• share feelings and thoughts about the events and characters in texts (ACELT1783)
• discuss intended personal writing topics to form the basis for composing
• communicate the purposes of drawings and other visual media

The levels on the ESL scales needed to achieve this English syllabus outcome are Writing
level 1, Reading and Responding level 1 and Oral Interaction level 4.
scales Writing and Reading and Responding strands from Beginning level 1 to level 1 and

Oral Interaction strand from level 1 to level 4. 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.
outcomes for Oral Interaction: 1.1, 2.1, 3.1, 4.1; Reading and Responding: B1.1, B2.1, 1.5;
Writing: B1.5, B2.5, 1.9.

When working towards achieving the outcome ENe-10C the sub-elements (and levels) of
Listening (LiS4), Speaking (SpK2–SpK3), Understanding texts (UnT3–UnT5) and Creating

EARLY STAGE 1
OBJECTIVE D
EXPRESSING THEMSELVES
OUTCOME
A student:
› responds to and composes simple texts about familiar aspects of the world and their own
experiences ENe-11D
CONTENT
Students:

• share responses to aspects of a text that relate to their own life
• engage with a variety of simple texts and begin to understand that readers draw on their
own knowledge to make meaning and enhance enjoyment

• recognise that texts are created by authors who tell stories and share experiences that may
be similar or different to students' own experiences (ACELT1575)
• understand that different languages and dialects may be spoken by family, classmates and
community

• understand that language can be used to describe likes and dislikes
• explore how language is used differently at home and school

• compare and connect own experiences to those depicted in stories
• compose simple written and visual texts that include aspects of home, personal and local
community life
• use visual, multimodal and digital processes to represent simple aspects of home and
community life
• respond to texts that depict aspects of home and community life, eg short films and digital
texts
• respond to Dreaming stories, eg stories from local Aboriginal and Torres Strait Islander
communities
• respond to literature and a variety of other texts from a range of storytellers and cultures,
using picture books and online sources
• read and discuss stories that reflect students' social and cultural groups
• begin to recognise points of view in text

See ESL scales outcomes for Oral Interaction: 1.3, 2.3, 3.3, 4.3; Reading and Responding:
B1.3, B2.3, 1.7; Writing: B1.7, B2.7, 1.11.

When working towards achieving the outcome ENe-11D the sub-elements (and levels) of
Listening (LiS4), Interacting (InT4), Speaking (SpK2–SpK3), Understanding texts (UnT4)
and Creating texts (CrT3–CrT5) describe observable behaviours that can assist teachers in

EARLY STAGE 1
OBJECTIVE E
REFLECTING ON LEARNING
OUTCOME
A student:
› demonstrates awareness of how to reflect on aspects of their own and others’ learning
ENe-12E
CONTENT
Students:

• develop a growing understanding of how a rich text environment underpins learning
• begin to recognise that there are different ways of learning in English
• demonstrate an emerging awareness of criteria to enable the successful completion of
tasks

• contribute to guided discussion about how people learn to read and write
• develop an appreciation for books, poetry and song and the importance of narrative

• discuss what it means to be an active listener
• discuss what it means to be a cooperative group member
• reflect on own reading and discuss the pleasure and challenges of learning to read
• discuss likes and dislikes after reading texts

for Oral Interaction: 1.4, 2.4, 3.4, 4.4; Reading and Responding: B1.4, B2.4, 1.8; Writing: B1.8,
B2.8, 1.12.

When working towards achieving the outcome ENe-12E the sub-elements (and levels) of
Listening (LiS3–LiS4), Interacting (T2–InT4), Speaking (SpK2–SpK3) and Understanding
texts (UnT3–UnT4) describe observable behaviours that can assist teachers in making

STAGE 1
OBJECTIVE A
OUTCOME
A student:
› communicates with a range of people in informal and guided activities demonstrating
interaction skills and considers how own communication is adjusted in different situations
EN1-1A
CONTENT
Students:

• understand that language varies when people take on different roles in social and
classroom interactions and how the use of key interpersonal language resources varies
depending on context (ACELA1461)
• listen for specific purposes and information, including instructions, and extend students' own
and others' ideas in discussions (ACELY1666)
• understand that language is used in combination with other means of communication, for
example facial expressions and gestures to interact with others (ACELA1444)

• understand that there are different ways of asking for information, making offers and giving
commands (ACELA1446)
• use turn-taking, questioning and other behaviours related to class discussions
• identify, reproduce and experiment with rhythmic, sound and word patterns in poems,
chants, rhymes and songs (ACELT1592)
• explore different ways of expressing emotions, including verbal, visual, body language and
facial expressions (ACELA1787)

• communicate with increasing confidence in a range of contexts
• engage in conversations and discussions, using active listening behaviours, showing
interest, and contributing ideas, information and questions (ACELY1656)
• describe in detail familiar places and things
• use role-play and drama to represent familiar events and characters in texts
• use intonation to emphasise the need to seek further clarification of a question
• formulate open and closed questions appropriate to the context
• use a comment or a question to expand on an idea in a discussion
• use some persuasive language to express a point of view

• use interaction skills including initiating topics, making positive statements and voicing
disagreement in an appropriate manner, speaking clearly and varying tone, volume and
pace appropriately (ACELY1788, ACELY1789)
• demonstrate attentive listening across a range of school contexts, eg assemblies, welcome
to and acknowledgement of country, and school performances
• contribute appropriately to class discussions
• carry out complex instructions involving more than one step

outcomes 1.1, 2.1, 3.1, 4.1, 5.1.

When working towards achieving the outcome EN1-1A the sub-elements (and levels) of
Listening (LiS4–LiS5), Interacting (InT3–InT5), Speaking (SpK3), Understanding texts
(UnT3–UnT5) and Creating texts (CrT4) describe observable behaviours that can assist
teachers in making evidence-based decisions about student development and future learning.

STAGE 1
OBJECTIVE A
OUTCOME
A student:
› plans, composes and reviews a small range of simple texts for a variety of purposes on
familiar topics for known readers and viewers EN1-2A
CONTENT
Students:

• understand how planning, composing and reviewing contribute to effective imaginative,
informative and persuasive texts
• experiment in all aspects of composing to enhance learning and enjoyment
• develop an awareness of issues relating to the responsible use of digital communication

• create short imaginative, informative and persuasive texts using growing knowledge of text
structures and language features for familiar and some less familiar audiences, selecting
print and multimodal elements appropriate to the audience and purpose (ACELY1661,
ACELY1671)
• understand the process of planning, drafting and publishing imaginative, informative and
persuasive texts

• plan, compose and review simple imaginative, informative and persuasive texts on familiar
topics
• compose texts supported by visual information (eg diagrams and maps) on familiar topics
• create events and characters using different media that develop key events and characters
from literary texts (ACELT1593)
• compose a range of written forms of communication, including emails, greeting cards and
letters
• use effective strategies to plan ideas for writing, eg making notes, drawing, using diagrams,
planning a sequence of events or information
• draw on personal experience and topic knowledge to express opinions in writing
• experiment with publishing using different modes and media to enhance planned
presentations
• reread and edit text for spelling, sentence-boundary punctuation and text structure
(ACELY1662, ACELY1672)

3.
scales strand organisers. See ESL scales outcomes B1.5, B1.6, B2.5, B2.6, B3.5, B3.6, 1.9,
1.10, 2.9, 2.10, 3.9, 3.10.

Creating texts (CrT4–CrT6), Grammar (GrA3), Punctuation (PuN2–PuN3), Spelling (SpG7–
SpG9) and Handwriting and keyboarding (HWK5) describe observable behaviours that can
assist teachers in making evidence-based decisions about student development and future
learning.

STAGE 1
OBJECTIVE A
OUTCOME
A student:
› composes texts using letters of consistent size and slope and uses digital technologies
EN1-3A
CONTENT
Students:

• understand that handwriting and presentation of work needs to reflect audience
and purpose in order to communicate effectively

• develop clear and consistent writing using NSW Foundation Style as appropriate
• understand that the position and size of letters supports consistent handwriting
• understand how the formation of letters can be used to begin transition to cursive writing

• write legibly and with growing fluency using unjoined upper case and lower case letters
• use appropriate strategies when writing, eg maintaining correct body position, holding/using
writing tools or using assistive digital technologies
• construct texts featuring print, visual and audio elements using software, including word
processing programs (ACELY1664, ACELY1674)

3.
See ESL scales outcomes B1.7, B2.7, B3.7, 1.11, 2.11, 3.11.

When working towards achieving the outcome EN1–3A the sub-element (and levels) of
Handwriting and keyboarding (HWK5) describe observable behaviours that can assist

STAGE 1
OBJECTIVE A
OUTCOME
A student:
› draws on an increasing range of skills and strategies to fluently read, view and comprehend
a range of texts on less familiar topics in different media and technologies EN1-4A
CONTENT
Students:

• understand how readers' self-selection and enjoyment of texts is informed by personal
interests
• discuss different texts on a similar topic, identifying similarities and differences between the
texts (ACELY1665)

• recognise grammatical patterns to enhance comprehension, eg action verbs, words or
groups of words that tell who, what, when, where and how
• recognise a clause as a complete message or thought expressed in words, noun–pronoun
agreement, conjunctions
• understand that nouns represent people, places, things and ideas and can be, for example,
common, proper, concrete or abstract, and that noun groups/phrases can be expanded
using articles and adjectives (ACELA1468)
• understand patterns of repetition and contrast in simple texts (ACELA1448)
• identify the parts of a simple sentence that represent 'What's happening?', 'Who or what is
involved?' and the surrounding circumstances (ACELA1451)
• understand how sentence punctuation is used to enhance meaning and fluency
• identify word families and word origins to understand the meaning of unfamiliar words, eg
base words, rhyming words and synonyms

• recognise sound–letter matches including common vowel and consonant digraphs and
consonant blends (ACELA1458)
• understand the variability of sound–letter matches (ACELA1459)
• recognise most sound–letter matches including silent letters, vowel/consonant digraphs and
many less common sound–letter combinations (ACELA1474)
• automatically recognise irregular high-frequency words, eg 'come' and 'are'
• use phonological, graphological, syntactic and semantic cues to decode and make meaning
from written texts, eg using an increasing repertoire of high-frequency and sight words,
segmenting words into syllables

• manipulate sounds in spoken words including phoneme deletion and substitution
(ACELA1457)

• read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical
and phonic knowledge and emerging text processing strategies, for example prediction,
monitoring meaning and rereading (ACELY1659)
• self-correct when meaning is interrupted in simple texts, eg pausing, repeating words and
phrases, rereading and reading on
• read less predictable texts with phrasing and fluency by combining contextual, semantic,
grammatical and phonic knowledge using text processing strategies, for example monitoring
meaning, predicting, rereading and self-correcting (ACELY1669)
• read with fluency and expression, responding to punctuation and attending to volume,
pace, intonation and pitch
• use comprehension strategies to build literal and inferred meaning and begin to analyse
texts by drawing on growing knowledge of context, language and visual features and print
and multimodal text structures (ACELY1660, ACELY1670)
• use background knowledge of a topic to make inferences about the ideas in a text
• predict author intent, series of events and possible endings in an imaginative, informative
and persuasive text
• discuss the use of text connectives, eg sequencing ideas, indicating time
• identify the cohesive links between pronouns and people and things
• sequence a summary of events and identify key facts or key arguments in imaginative,
• identify visual representations of characters' actions, reactions, speech and thought
processes in narratives, and consider how these images add to or contradict or multiply the
meaning of accompanying words (ACELA1469)
• compare opinions about characters, events and settings in and between texts (ACELT1589)
• distinguish between fact and opinion in persuasive texts

Responding level 3.
outcomes.
strand organisers. See ESL scales outcomes B1.3, B1.4, B2.3, B2.4, B3.3, B3.4, 1.7, 1.8, 2.7,
2.8, 3.7, 3.8.

Listening (LiS4–LiS6), Speaking (SpK4), Phonological awareness (PhA4–PhA5), Phonic
knowledge and word recognition (PkW4–PkW8), Fluency (FIY3–FIY4) and Understanding

STAGE 1
OBJECTIVE A
SPELLING
OUTCOME
A student:
› uses a variety of strategies, including knowledge of sight words and letter–sound
correspondences, to spell familiar words EN1-5A
CONTENT
Students:

• demonstrate growing awareness of how accurate spelling supports the reader in
understanding written texts to read fluently

• know that regular one-syllable words are made up of letters and common letter clusters that
correspond to the sounds heard, and how to use visual memory to write high-frequency
words (ACELA1778)
• understand how to use digraphs, long vowels, blends and silent letters to spell words, and
use morphemes and syllabification to break up simple words and use visual memory to
write irregular words (ACELA1471)
• recognise common prefixes and suffixes and how they change a word's meaning
(ACELA1455, ACELA1472)
• begin to understand how knowledge of word origins supports spelling and vocabulary

• spell high-frequency and common sight words accurately when composing texts
• spell known words using letter names
• isolate and write the initial, medial and final sound of a word
• exchange one letter in a written word with a different letter to make a new word
• use double consonants where appropriate, eg 'hopping'
• begin to use a dictionary for spelling activities and word meaning
• recognise when a word is spelt incorrectly
• use morphemic and phonological knowledge when spelling

3.
B1.8, B2.8, B3.8, 1.12, 2.12, 3.12.

When working towards achieving the outcome EN1-5A the sub-elements (and levels) of Phonic
knowledge and word recognition (PkW4–PkW6), Creating texts (CrT4–CrT5) and Spelling
(SpG5–SpG9) describe observable behaviours that can assist teachers in making evidence-
based decisions about student development and future learning.

STAGE 1
OBJECTIVE B
OUTCOME
A student:
› recognises a range of purposes and audiences for spoken language and recognises
organisational patterns and features of predictable spoken texts EN1-6B
CONTENT
Students:

• understand that people use different systems of communication to cater to different needs
and purposes and that many people may use sign systems to communicate with others
(ACELA1443)
• understand that spoken, visual and written forms of language are different modes of
communication with different features and their use varies according to the audience,
purpose, context and cultural background (ACELA1460)
• make connections between different methods of communication, eg Standard Australian
English, Aboriginal English, home language, sign language and body language
• recognise a range of purposes and audiences for spoken language with increasing
independence
• recognise different oral texts, eg conversations at home, in the classroom and playground
• develop an understanding of different forms of communication technologies available for
hearing and visually impaired people and people with other disabilities

• identify organisational patterns and features of predictable spoken texts
• understand the use of vocabulary in everyday contexts as well as a growing number of
school contexts, including appropriate use of formal and informal terms of address in
different contexts (ACELA1454)
• identify language that can be used for appreciating texts and the qualities of people and
things (ACELA1462)

• make short presentations using some introduced text structures and language, for example
opening statements (ACELY1657)
• rehearse and deliver short presentations on familiar and new topics (ACELY1667)
• retell familiar stories and events in logical sequence, including in home language
• rephrase questions to seek clarification
• listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing
sound patterns including alliteration and rhyme (ACELT1585)

• explain personal opinions orally using supporting reasons, simple inferences and
reasonable prediction
• demonstrate active listening behaviours and respond appropriately to class discussions
• recognise and respond to instructions from teachers and peers

ESL scales strand organisers. See ESL scales outcomes 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2,
5.1, 5.2.

When working towards achieving the outcome EN1-6B the sub-elements (and levels) of
Listening (LiS5), Interacting (InT4), Speaking (SpK3–SpK4) and Understanding texts
(UnT4–UnT6) describe observable behaviours that can assist teachers in making evidence-

STAGE 1
OBJECTIVE B
OUTCOME
A student:
› identifies how language use in their own writing differs according to their purpose, audience
and subject matter EN1-7B
CONTENT
Students:

• identify the audience of imaginative, informative and persuasive texts (ACELY1668)
• discuss some of the different purposes for written and visual texts

• understand that different types of texts have identifiable text structures and language
features that help the text serve its purpose (ACELA1447, ACELA1463)
• describe some differences between imaginative informative and persuasive texts
(ACELY1658)
• compare different kinds of images in narrative and informative texts and discuss how they
contribute to meaning (ACELA1453)
• understand the use of vocabulary about familiar and new topics and experiment with and
begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)

• draw on personal experience and feelings as subject matter to compose imaginative and
other texts for different purposes
• compose and review written and visual texts for different purposes and audiences
• discuss the characters and settings of different texts and explore how language is used to
present these features in different ways (ACELT1584, ACELT1591)
• make inferences about character motives, actions, qualities and characteristics when
responding to texts

3.

outcomes B1.5, B2.5, B3.5, 1.9, 2.9, 3.9.

Understanding texts (UnT5–UnT6) and Creating texts (CrT4–CrT6) describe observable

STAGE 1
OBJECTIVE B
OUTCOME
A student:
› recognises that there are different kinds of texts when reading and viewing and shows an
awareness of purpose, audience and subject matter EN1-8B
CONTENT
Students:

• recognise a range of purposes and audiences for imaginative, informative and persuasive
print and visual texts
• identify how imaginative, informative and persuasive texts can vary in purpose, structure
and topic
• understand that texts can draw on readers' or viewers' knowledge of texts to make meaning
and enhance enjoyment, eg comparing fairytales
• discuss possible author intent and intended audience of a range of texts

• understand concepts about print and screen, including how different types of texts are
organised using page numbering, tables of content, headings and titles, navigation buttons,
bars and links (ACELA1450)
• understand how text structure contributes to the meaning of texts
• know some features of text organisation including page and screen layouts, alphabetical
order, and different types of diagrams, for example timelines (ACELA1466)
• understand simple explanations in diagrammatic form, including flowcharts, hierarchies, life
cycles

• select a widening range of texts for enjoyment and pleasure and discuss reasons for their
choice
• respond to a range of literature and discuss purpose and audience

Responding level 3.

outcomes.
1.6, 2.5, 2.6, 3.5, 3.6.

Understanding texts (UnT5–UnT6) and Creating texts (CrT4) describe observable behaviours
that can assist teachers in making evidence-based decisions about student development and
future learning.

STAGE 1
OBJECTIVE B
OUTCOME
A student:
› uses basic grammatical features, punctuation conventions and vocabulary appropriate to
the type of text when responding to and composing texts EN1-9B
CONTENT
Students:

• understand that ideas in texts can be organised to enhance meaning using sentences and
paragraphs
• begin to understand that choice of vocabulary adds to the effectiveness of text

• understand that paragraphs are used to organise ideas
• understand that simple connections can be made between ideas by using a compound
sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467)
• explore differences in words that represent people, places and things (nouns, including
pronouns), happenings and states (verbs), qualities (adjectives) and details such as when,
where and how (adverbs) (ACELA1452)
• recognise that a preposition placed in front of a noun group can show where, when, eg 'on
the box' (where), 'before my birthday' (when)
• recognise that time connectives sequence information in texts
• recognise that different types of punctuation, including full stops, question marks and
exclamation marks, signal sentences that make statements, ask questions, express
emotion or give commands (ACELA1449)
• recognise that capital letters signal proper nouns and commas are used to separate items in
lists (ACELA1465)
• experiment with the use of quoted speech/direct speech (direct) and reported (indirect)
speech

• understand how texts are made cohesive through resources, for example word
associations, synonyms, and antonyms (ACELA1464)
• recognise, discuss and use creative word play, eg alliteration and onomatopoeia

• begin to organise ideas into paragraphs when composing texts

• compose sentences effectively using basic grammatical features and punctuation
conventions
• use subject–verb and noun–pronoun agreement when composing texts and responding to
texts orally and in writing
• demonstrate the use of more precise vocabulary to describe emotions and experiences
when writing

3.
See ESL scales outcomes B1.7, B2.7, B3.7, 1.11, 2.11, 3.11.

Speaking (SpK4), Understanding texts (UnT6), Creating texts (CrT5–CrT7), Grammar
(GrA4–GrA5) and Punctuation (PuN3–PuN5) describe observable behaviours that can assist

STAGE 1
OBJECTIVE C
THINKING IMAGINATIVELY AND CREATIVELY
OUTCOME
A student:
› thinks imaginatively and creatively about familiar topics, ideas and texts when responding to
and composing texts EN1-10C
CONTENT
Students:

• engage in wide reading of self-selected and teacher-selected texts, including digital texts,
for enjoyment, and share responses
• recognise the way that different texts create different personal responses
• respond to a wide range of texts through discussing, writing and representing

• recognise and begin to understand how composers use creative features to engage their
audience
• identify and compare the imaginative language used by composers

• identify that different texts have different organisational patterns and features for a variety of
audiences
• identify creative language features in imaginative texts that enhance enjoyment, eg
illustrations, repetition

• recreate texts imaginatively using drawing, writing, performance and digital forms of
communication (ACELT1586)
• predict and discuss ideas drawn from picture books and digital stories
• use creative and imaginative features in role-play and drama
• recognise similarities between texts from different cultural traditions, eg representations of
dragons in traditional European and Asian texts
• recognise the place of ancestral beings in Aboriginal and Torres Strait Islander Dreaming
stories
• jointly adapt a well-known text for a different audience and purpose
• express a range of feelings in response to a text

outcomes for Oral Interaction: 1.1, 2.1, 3.1, 4.1, 5.1; Reading and Responding: B1.1, B2.1,
B3.1, 1.5, 2.5, 3.5; Writing: B1.5, B2.5, B3.5, 1.9, 2.9, 3.9.

When working towards achieving the outcome EN1-10C the sub-elements (and levels) of

STAGE 1
OBJECTIVE D
OUTCOME
A student:
› responds to and composes a range of texts about familiar aspects of the world and their
own experiences EN1-11D
CONTENT
Students:

• recognise and begin to understand that their own experience helps shape their responses
to and enjoyment of texts
• identify aspects of different types of literary texts that entertain, and give reasons for
personal preferences (ACELT1590)

• discuss how depictions of characters in print, sound and images reflect the contexts in
which they were created (ACELT1581, ACELT1587)
• recognise simple ways meaning in texts is shaped by structure and perspective
• respond to texts drawn from a range of cultures and experiences (ACELY1655)

• discuss aspects of imaginative texts such as setting and dialogue, making connections with
students' own experiences
• identify features of texts from a range of cultures, including language patterns and style of
illustration

• compose simple print, visual and digital texts that depict aspects of their own experience
• discuss characters and events in a range of literary texts and share personal responses to
these texts, making connections with students' own experiences (ACELT1582)
• discuss the place of Dreaming stories in Aboriginal and Torres Strait Islander life
• identify, explore and discuss symbols of Aboriginal and Torres Strait Islander culture and
recognise recurring characters, settings and themes in Dreaming stories
• identify, explore and discuss the morals of stories from a variety of cultures, eg Asian
stories, and identify their central messages
• express preferences for specific texts and authors and listen to the opinions of others
(ACELT1583)
• respond to a range of texts, eg short films, documentaries and digital texts, that include
issues about their world, including home life and the wider community

learning will be within the Language and cultural understanding ESL scales strand organiser.
See ESL scales outcomes for Oral Interaction: 1.3, 2.3, 3.3, 4.3, 5.3; Reading and Responding:
B1.3, B2.3, B3.3, 1.7, 2.7, 3.7; Writing: B1.7, B2.7, B3.7, 1.11, 2.11, 3.11.

When working towards achieving the outcome EN1-11D the sub-elements (and levels) of
Listening (LiS5–LiS6), Interacting (InT4), Speaking (SpK4), Understanding texts (UnT4–
UnT6) and Creating texts (CrT4–CrT6) describe observable behaviours that can assist

STAGE 1
OBJECTIVE E
OUTCOME
A student:
› identifies and discusses aspects of their own and others’ learning EN1-12E
CONTENT
Students:

• develop an understanding of how a rich text environment underpins learning
• recognise and begin to understand that there are different ways of learning in English
• develop an awareness of criteria for the successful completion of tasks

• begin to discuss different ways we learn to read and write
• discuss some of the ways that story can be reflected in a variety of media, eg film, music
and dance

• jointly develop criteria for assessing their own and others' presentations or compositions
with teacher guidance
• identify helpful strategies during speaking, listening, reading, writing, and/or viewing
and representing activities, eg writing conferences, class charts
• reflect on own reading: 'What reading have I done today/this week?', 'Which part of my
reading do I like best?', 'What do I want/need to read about?'
• discuss the roles and responsibilities when working as a member of a group

for Oral Interaction: 1.4, 2.4, 3.4, 4.4, 5.4; Reading and Responding: B1.4, B2.4, B3.4, 1.8, 2.8,
3.8; Writing: B1.8, B2.8, B3.8, 1.12, 2.12, 3.12.

When working towards achieving the outcome EN1-12E the sub-elements (and levels) of
Listening (LiS5), Interacting (InT4–InT5), Speaking (SpK3) and Understanding texts (UnT4–
UnT5) describe observable behaviours that can assist teachers in making evidence-based

STAGE 2
OBJECTIVE A
OUTCOME
A student:
› communicates in a range of informal and formal contexts by adopting a range of roles in
group, classroom, school and community contexts EN2-1A
CONTENT
Students:

• understand the ways in which spoken language differs from written language when adopting
a range of roles
• interpret ideas and information in spoken texts and listen for key points in order to carry out
tasks and use information to share and extend ideas and information (ACELY1687)
• understand that social interactions influence the way people engage with ideas and respond
to others for example when exploring and clarifying the ideas of others, summarising their
own views and reporting them to a larger group (ACELA1488)

• understand that successful cooperation with others depends on shared use of social
conventions, including turn-taking patterns, and forms of address that vary according to the
degree of formality in social situations (ACELA1476)
• understand and adopt the different roles in a debate, eg through experience of formal
debates and role-playing

• interact effectively in groups or pairs, adopting a range of roles
• use interaction skills, including active listening behaviours and communicate in a clear,
coherent manner using a variety of everyday and learned vocabulary and appropriate tone,
pace, pitch and volume (ACELY1688, ACELY1792)
• use information to support and elaborate on a point of view
• demonstrate understanding of ideas and issues in texts through dramatic representation,
role-play and simulations
• retell or perform part of a story from a character's point of view
• adapt language to suit familiar situations, eg giving instructions to a younger child
• respond appropriately to the reading of texts to demonstrate enjoyment and pleasure


outcomes 1.1, 2.1, 3.1, 4.1, 5.1, 6.1.

Listening (LiS4–LiS5), Interacting (InT3–InT5), Speaking (SpK4–SpK5) and Understanding

STAGE 2
OBJECTIVE A
OUTCOME
A student:
› plans, composes and reviews a range of texts that are more demanding in terms of topic,
audience and language EN2-2A
CONTENT
Students:

• identify key elements of planning, composing, reviewing and publishing in order to meet the
demands of composing texts on a particular topic for a range of purposes and audiences
• experiment and share aspects of composing that enhance learning and enjoyment
• discuss issues related to the responsible use of digital communication

• plan, draft and publish imaginative, informative and persuasive texts containing key
information and supporting details for a widening range of audiences, demonstrating
increasing control over text structures and language features (ACELY1682, ACELY1694)
• understand, interpret and experiment with a range of devices and deliberate word play in
poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and
puns (ACELT1606)

• plan, compose and review imaginative and persuasive texts
• discuss aspects of planning prior to writing, eg knowledge of topic, specific vocabulary and
language features
• plan and organise ideas using headings, graphic organisers, questions and mind maps
• create imaginative texts based on characters, settings and events from students' own and
other cultures using visual features, for example perspective, distance and angle (ACELT1601,
ACELT1794)
• create texts that adapt language features and patterns encountered in literary texts, for
example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue
(ACELT1791)
• experiment with visual, multimodal and digital processes to represent ideas encountered in
texts
• identify elements of their writing that need improvement and review using feedback from
teacher and peers
• reread and edit texts for meaning, appropriate structure, grammatical choices and
punctuation (ACELY1683)

• reread and edit for meaning by adding, deleting or moving words or word groups to improve
content and structure (ACELY1695)

5.
1.10, 2.9, 2.10, 3.9, 3.10, 4.9, 4.10, 5.9, 5.10.

Understanding texts (UnT6–UnT7), Creating texts (CrT5–CrT8), Grammar (GrA4),
Punctuation (PuN4–PuN5), Spelling (SpG8–SpG9) and Handwriting and keyboarding
(HWK6–HwK7) describe observable behaviours that can assist teachers in making evidence-

STAGE 2
OBJECTIVE A
OUTCOME
A student:
› uses effective handwriting and publishes texts using digital technologies EN2-3A
CONTENT
Students:

• recognise that effective handwriting and presentation of work is required in order to
communicate effectively for a range of audiences

• write using NSW Foundation Style cursive, as appropriate, and explore joins that facilitate
fluency and legibility
• recognise that legibility requires consistent size, slope and spacing

• write using clearly-formed joined letters, and develop increased fluency and automaticity
• use a range of software including word processing programs to construct, edit and publish
written text, and select, edit and place visual, print and audio elements (ACELY1685,
ACELY1697)

5.
See ESL scales outcomes B1.7, B2.7, B3.7, 1.11, 2.11, 3.11, 4.11, 5.11.

Handwriting and keyboarding (HWK6–HwK7) describe observable behaviours that can assist

STAGE 2
OBJECTIVE A
OUTCOME
A student:
› uses an increasing range of skills, strategies and knowledge to fluently read, view and
comprehend a range of texts on increasingly challenging topics in different media and
technologies EN2-4A
CONTENT
Students:

• discuss how a reader's self-selection of texts for enjoyment can be informed by reading
experiences
• draw on experiences, knowledge of the topic or context to work out the meaning of
unknown words

• use metalanguage to describe the effects of ideas, text structures and language features of
literary texts (ACELT1604)
• understand how texts are made cohesive through the use of linking devices
including pronoun reference and text connectives (ACELA1491)
• know that word contractions are a feature of informal language and that apostrophes
of contraction are used to signal missing letters (ACELA1480)
• skim a text for overall message and scan for particular information, eg headings, key words
• identify and explain language features of texts from earlier times and compare with the
vocabulary, images, layout and content of contemporary texts (ACELY1686)

• use graphological, phonological, syntactic and semantic strategies to respond to texts, eg
knowledge of homophones, contractions, syllables, word families and common prefixes
• identify syllables in multisyllabic words in order to support decoding of longer words in
context to make meaning
• recognise high frequency sight words (ACELA1486)

• read different types of texts by combining contextual, semantic, grammatical and phonic
knowledge using text processing strategies for example monitoring meaning, cross
checking and reviewing (ACELY1679, ACELY1691)
• read texts, including poems and scripted drama, using appropriate expression, eg pitch,
pause, emphasis and attending to punctuation

• use comprehension strategies to build literal and inferred meaning to expand content
knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1680,
ACELY1692)
• use strategies to confirm predictions about author intent in imaginative, informative and
persuasive texts
• recognise how aspects of personal perspective influence responses to texts
• recognise cohesive links in texts, eg pronouns that refer back to particular people or things,
and understand how they contribute to meaning
• connect information by observing text connectives
• summarise a paragraph and indicate the main idea, key points or key arguments in
imaginative, informative and persuasive texts
• interpret text by discussing the differences between literal and inferred meanings
• justify interpretations of a text, including responses to characters, information and ideas

Responding level 5.
outcomes.
2.8, 3.7, 3.8, 4.7, 4.8, 5.7, 5.8.

Listening (LiS5–LiS6), Speaking (SpK4–SpK5), Phonic knowledge and word recognition
(PkW5–PkW9), Fluency (FIY4–FIY5) and Understanding texts (UnT6–UnT8) describe

STAGE 2
OBJECTIVE A
SPELLING
OUTCOME
A student:
› uses a range of strategies, including knowledge of letter–sound correspondences and
common letter patterns, to spell familiar and some unfamiliar words EN2-5A
CONTENT
Students:

• understand how accurate spelling supports the reader to read fluently and interpret written
text

• understand how to use strategies for spelling words, including spelling rules, knowledge of
morphemic word families, spelling generalisations, and letter combinations including double
letters (ACELA1485, ACELA1779)
• recognise homophones and know how to use context to identify correct spelling (ACELA1780)
• understand how knowledge of word origins supports spelling

• use a variety of spelling strategies to spell high-frequency words correctly when composing
imaginative and other texts
• use morphemic, visual, syntactic, semantic and phonological knowledge when attempting to
spell unknown words
• discuss and use strategies for spelling difficult words
• experiment with spell check applications and develop an awareness of the limitations of
their features in digital technology
• use knowledge of alphabetical order to locate information in texts, eg dictionaries,
glossaries
• identify spelling errors in own writing and unknown texts and provide correct spelling

5.

B1.8, B2.8, B3.8, 1.12, 2.12, 3.12, 4.12, 5.12.

knowledge and word recognition (PKW5–PKW8), Understanding texts (UnT4–UnT7),
Creating texts (CrT6–CrT8), Spelling (SpG7–SpG911) and Handwriting and keyboarding
(HwK7) describe observable behaviours that can assist teachers in making evidence-based

STAGE 2
OBJECTIVE B
OUTCOME
A student:
› identifies the effect of purpose and audience on spoken texts, distinguishes between
different forms of English and identifies organisational patterns and features EN2-6B
CONTENT
Students:

• discuss ways in which spoken language differs from written language and how spoken
language varies according to different audiences, purposes and contexts
• make connections between Standard Australian English and different methods of
communication, including home language, sign language and body language
• understand that Standard Australian English is one of many social dialects used in
Australia, and that while it originated in England it has been influenced by many other
languages (ACELA1487)
• understand that languages have different written and visual communication systems,
different oral traditions and different ways of constructing meaning (ACELA1475)
• identify purposes for listening in a variety of formal and informal situations

• identify organisational patterns and language features of spoken texts appropriate to a
range of purposes
• understand the use of vocabulary in discussing and presenting spoken texts in familiar and
unfamiliar contexts

• plan, rehearse and deliver presentations incorporating learned content and taking into
account the particular purposes and audiences (ACELY1689)
• discuss how writers and composers of texts engage the interest of the reader or viewer
• listen to and contribute to conversations and discussions to share information and ideas and
negotiate in collaborative situations (ACELY1676)
• plan and deliver short presentations, providing some key details in logical sequence
(ACELY1677)
• use persuasive language to compose simple persuasive texts appropriate to a range of

contexts
• enhance presentations by using some basic oral presentation strategies, eg using notes as
prompts, volume and change in emphasis

ESL scales strand organisers. See ESL scales outcomes 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2,
5.1, 5.2, 6.1, 6.2.


STAGE 2
OBJECTIVE B
OUTCOME
A student:
› identifies and uses language forms and features in their own writing appropriate to a range
of purposes, audiences and contexts EN2-7B
CONTENT
Students:

• identify and analyse the purpose and audience of imaginative, informative and persuasive
texts
• understand how characters, actions and events in imaginative texts can engage the reader
or viewer

• understand how a range of language features can shape readers' and viewers'
understanding of subject matter
• describe how audience and purpose impact on language forms and features in imaginative,
• examine how evaluative language can be varied to be more or less forceful (ACELA1477)
• use images in imaginative, informative and persuasive texts to enhance meaning
• understand how audience and purpose influence the choice of vocabulary

• discuss how texts, including their own, are adjusted to appeal to different audiences, how
texts develop the subject matter and how they serve a wide variety of purposes
• express a point of view for a particular purpose in writing, with supporting arguments
• make constructive statements that agree/disagree with an issue
• compare and review written and visual texts for different purposes and audiences

5.

outcomes B1.5, B2.5, B3.5, 1.9, 2.9, 3.9, 4.9, 5.9.

Understanding texts (UnT6–Unt7) and Creating texts (CrT7–CrT8) describe observable

STAGE 2
OBJECTIVE B
OUTCOME
A student:
› identifies and compares different kinds of texts when reading and viewing and shows an
understanding of purpose, audience and subject matter EN2-8B
CONTENT
Students:

• identify the audience and purpose of imaginative, informative and persuasive texts
(ACELY1678)
• understand how texts vary in complexity and technicality depending on the approach to the
topic, the purpose and the intended audience (ACELA1490)
• interpret how imaginative, informative and persuasive texts vary in purpose, structure and
topic

• identify organisational patterns and language features of print and visual texts appropriate
to a range of purposes
• identify characteristic features used in imaginative, informative and persuasive texts to meet
the purpose of the text (ACELY1690)
• understand how different types of texts vary in use of language choices, depending on their
purpose and context (for example, tense and types of sentences) (ACELA1478)
• explore the effect of choices when framing an image, placement of elements in the image,
and salience on composition of still and moving images in a range of types of texts
• identify the features of online texts that enhance navigation (ACELA1790)

• recognise the use of figurative language in texts, eg similes, metaphors, idioms and
personification, and discuss their effects
• recognise how quotation marks are used in texts to signal dialogue, titles and quoted
(direct) speech (ACELA1492)
• discuss how language is used to describe the settings in texts, and explore how the settings
shape the events and influence the mood of the narrative (ACELT1599)
• identify features of online texts that enhance readability including text, navigation, links,
graphics and layout (ACELA1793)

• discuss personal choices of texts for enjoyment
• respond to a wide range of literature and analyse purpose and audience

• discuss the nature and effects of some language devices used to enhance meaning and
shape the reader's reaction, including rhythm and onomatopoeia in poetry and prose
(ACELT1600)
• identify and interpret the different forms of visual information, including maps, tables, charts,
diagrams, animations and images

Responding level 5.
outcomes.
1.6, 2.5, 2.6, 3.5, 3.6, 4.5, 4.6, 5.6.

When working towards achieving the outcome EN2-8B the sub-element (and levels) of

STAGE 2
OBJECTIVE B
OUTCOME
A student:
› uses effective and accurate sentence structure, grammatical features, punctuation
conventions and vocabulary relevant to the type of text when responding to and composing
texts EN2-9B
CONTENT
Students:

• understand that effective organisation of ideas in imaginative, informative and
persuasive texts enhances meaning
• understand that choice of vocabulary impacts on the effectiveness of texts

• understand that paragraphs are a key organisational feature of written texts (ACELA1479)
• understand that a clause is a unit of grammar usually containing a subject and a verb and
that these need to be in agreement (ACELA1481)
• understand how to elaborate on ideas in texts through the use of prepositional phrases
• understand how adverb groups/phrases and prepositional phrases work in different ways to
provide circumstantial details about an activity (ACELA1495)
• understand that the meaning of sentences can be enriched through the use of noun
groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
• identify and use grammatical features, eg pronouns, conjunctions and connectives, to
accurately link ideas and information
• understand that verbs represent different processes (doing, thinking, saying, and relating)
and that these processes are anchored in time through tense (ACELA1482)
• experiment with punctuation to engage the reader and achieve purpose
• investigate how quoted (direct) and reported (indirect) speech work in different types of text
(ACELA1494)
• use apostrophes for contractions

• identify a variety of connectives in texts to indicate time, to add information and to clarify
understanding

• learn extended and technical vocabulary and ways of expressing opinion including modal
verbs and adverbs (ACELA1484)
• experiment with vocabulary choices to engage the listener or reader

• compose a range of effective imaginative, informative and persuasive texts using language
appropriate to purpose and audience
• use grammatical features to create complex sentences when composing texts
• experiment with figurative language when composing texts to engage an audience, eg
similes, metaphors, idioms and personification
• incorporate new vocabulary from a range of sources into students' own texts including
vocabulary encountered in research (ACELA1498)

5.
See ESL scales outcomes B1.7, B2.7, B3.7, 1.11, 2.11, 3.11, 4.11, 5.11.

Speaking (SpK3–SpK6), Understanding texts (UnT6–UnT7), Creating texts (CrT6–CrT8),
Grammar (GrA4–GrA6) and Punctuation (PuN6) describe observable behaviours that can
learning.

STAGE 2
OBJECTIVE C
THINKING IMAGINATIVELY, CREATIVELY AND

INTERPRETIVELY
OUTCOME
A student:
› thinks imaginatively, creatively and interpretively about information, ideas and texts when
responding to and composing texts EN2-10C
CONTENT
Students:

• share responses to a range of texts and identify features which increase reader enjoyment
• respond to texts by identifying and discussing aspects of texts that relate to their own
experience

• discuss how authors and illustrators make stories exciting, moving and absorbing and hold
readers' interest by using various techniques, for example character development and plot
tension (ACELT1605)
• identify and analyse the different organisational patterns and features to engage their
audience

• identify creative language features in imaginative, informative and persuasive texts that
contribute to engagement
• identify and discuss how vocabulary establishes setting and atmosphere

• create literary texts that explore students' own experiences and imagining (ACELT1607)
• use visual representations, including those digitally produced, to represent ideas,
experience and information for different purposes and audiences
• respond to a range of texts, eg through role-play or drama, for pleasure and enjoyment, and
express thoughtful conclusions about those texts
• justify interpretations of a text, including responses to characters, information and ideas, eg
'The main character is selfish because …'
• make connections between the ways different authors may represent similar storylines,
ideas and relationships (ACELT1594, ACELT1602)

outcomes for Oral Interaction: 1.1, 2.1, 3.1, 4.1, 5.1, 6.1; Reading and Responding: B1.1, B2.1,
B3.1, 1.5, 2.5, 3.5, 4.5, 5.5; Writing: B1.5, B2.5, B3.5, 1.9, 2.9, 3.9, 4.9, 5.9.


STAGE 2
OBJECTIVE D
OUTCOME
A student:
› responds to and composes a range of texts that express viewpoints of the world similar to
and different from their own EN2-11D
CONTENT
Students:

• recognise how texts draw on a reader's or viewer's experience and knowledge to make
meaning and enhance enjoyment
• recognise how aspects of personal perspective influence responses to texts

• draw connections between personal experiences and the worlds of texts, and share
responses with others (ACELT1596)
• discuss how people from different times and cultures may respond differently to characters,
actions and events in texts
• recognise the ways that stories depict Australians who are significant at a local and
community level

• understand differences between the language of opinion and feeling and the language of
factual reporting or recording (ACELA1489)
• identify and compare the differences between texts from a range of cultures, languages and
times
• make connections between students' own experiences and those of characters and events
represented in texts

• consider and discuss ideas drawn from their world and the worlds of their texts
• compose a variety of texts, eg simple poetry, that include aspects of home and local
community life
• experiment with visual, multimodal and digital technologies to represent aspects of
experience and relationships
• respond to and appreciate how Dreaming stories form part of an oral tradition for Aboriginal
and Torres Strait Islander peoples
• discuss aspects of literature from a range of cultures to explore common experiences and
ideas as well as recognising difference

• respond to short films, documentaries and multimedia texts that express familiar and new
aspects of the broader world
• identify the point of view in a text and suggest alternative points of view (ACELY1675)
• discuss literary experiences with others, sharing responses and expressing a point of view
(ACELT1603)
• describe and discuss ethical issues encountered in texts

• justify personal opinions by citing evidence, negotiating with others and recognising
opinions presented
• draw on the literature and ideas from other countries and times to compose imaginative and
informative texts

See ESL scales outcomes for Oral Interaction: 1.3, 2.3, 3.3, 4.3, 5.3, 6.3; Reading and
Responding: B1.3, B2.3, B3.3, 1.7, 2.7, 3.7, 4.7, 5.7; Writing: B1.7, B2.7, B3.7, 1.11, 2.11, 3.11,
4.11, 5.11.

Listening (LiS5–LiS6), Interacting (InT5), Speaking (SpK4–SpK6), Understanding texts
(UnT6–UnT7) and Creating texts (CrT6–CrT7) describe observable behaviours that can assist

STAGE 2
OBJECTIVE E
OUTCOME
A student:
› recognises and uses an increasing range of strategies to reflect on their own and others’
learning EN2-12E
CONTENT
Students:

• recognise how own texts can be influenced by a rich text environment
• identify different ways of learning in English and consider own preferences
• develop criteria for the successful completion of tasks

• discuss different ways we learn to read and write
• appreciate how the reader or viewer can enjoy a range of literary experiences through texts

• develop criteria for establishing personal preferences for literature (ACELT1598)
• jointly develop and use criteria for assessing their own and others' presentations
• discuss the roles and responsibilities when working as a member of a group and
understand the benefits of working collaboratively with peers to achieve a goal
• describe how some skills in speaking, listening, reading/viewing, writing/representing help
the development of language learners
• reflect on own reading and identify the qualities of texts that have contributed to enjoyment
of the text

scales Writing and Reading and Responding strands from Beginning level 1 to level
5 and Oral Interaction strand from level 1 to level 6. Teachers plan a learning pathway for

for Oral Interaction: 1.4, 2.4, 3.4, 4.4, 5.4, 6.4; Reading and Responding: B1.4, B2.4, B3.4, 1.8,
2.8, 3.8, 4.8, 5.8; Writing: B1.8, B2.8, B3.8, 1.12, 2.12, 3.12, 4.12, 5.12.

Listening (LiS5), Interacting (InT5) and Understanding texts (UnT5) describe observable

STAGE 3
OBJECTIVE A
SPEAKING AND LISTENING
OUTCOME
A student:
› communicates effectively for a variety of audiences and purposes using increasingly
challenging topics, ideas, issues and language forms and features EN3-1A
CONTENT
Students:

• compare and justify the ways in which spoken language differs from written language
according to purpose, audience and context
• understand that patterns of language interaction vary across social contexts and types of
texts and that they help to signal social roles and relationships (ACELA1501)
• understand that strategies for interaction become more complex and demanding as levels
of formality and social distance increase (ACELA1516)
• understand that different social and geographical dialects or accents are used in Australia in
addition to Standard Australian English (ACELA1515)

• use and describe language forms and features of spoken texts appropriate to a range of
purposes, audiences and contexts
• use appropriate metalanguage to identify and describe relationships between and among
texts
• develop criteria to evaluate the effectiveness of spoken texts
• use metalanguage to describe the effects of ideas, text structures and language features on
particular audiences (ACELT1795)

• plan, rehearse and deliver presentations, selecting and sequencing appropriate content
and multimodal elements for defined audiences and purposes, making appropriate choices
for modality and emphasis (ACELY1700, ACELY1710)
• use interaction skills, for example paraphrasing, questioning and interpreting non-verbal
cues and choose vocabulary and vocal effects appropriate for different audiences and
purposes (ACELY1796)
• use interaction skills, varying conventions of spoken interactions such as voice volume,
tone, pitch and pace, according to group size, formality of interaction and needs and
expertise of the audience (ACELY1816)
• participate in and contribute to discussions, clarifying and interrogating ideas, developing
and supporting arguments, sharing and evaluating information, experiences and opinions
(ACELY1709)

• identify and summarise key ideas and information from guest speakers, eg note-taking or
using digital technologies
• discuss and experiment with ways to strengthen and refine spoken texts in order to
entertain, inform, persuade or inspire the audience

Interaction level 7/8.
scales Oral Interaction strand from level 1 to level 7/8. Teachers plan a learning pathway for
learning will be mainly within the Language and cultural understanding and Strategies ESL
scales strand organisers. See ESL scales outcomes 1.2, 1.4, 2.2, 2.4, 3.2, 3.4, 4.2, 4.4, 5.2,
5.4, 6.2, 6.4, 7.2, 7.4.


STAGE 3
OBJECTIVE A
WRITING AND REPRESENTING
OUTCOME
A student:
› composes, edits and presents well-structured and coherent texts EN3-2A
CONTENT
Students:

• understand and appreciate the way texts are shaped through exploring a range of language
forms and features and ideas
• experiment and use aspects of composing that enhance learning and enjoyment
• recognise and discuss issues related to the responsible use of digital communication

• identify and explore underlying themes and central storylines in imaginative texts
• explore and analyse the effectiveness of informative and persuasive devices in texts
• understand and use the key elements of planning, composing, reviewing and publishing in
order to meet the increasing demands of topic, audience and language

• plan, draft and publish imaginative, informative and persuasive texts, choosing and
experimenting with text structures, language features, images and digital resources
appropriate to purpose and audience (ACELY1704, ACELY1714)
• understand, interpret and experiment with the use of imagery in imaginative texts, poetry
and songs, eg similes, metaphors, personification and sound devices such as alliteration
• understand that cohesive links can be made in texts by omitting or replacing words
(ACELA1520)
• investigate how complex sentences can be used in a variety of ways to elaborate, extend
and explain ideas (ACELA1522)

• compose imaginative and informative texts that show evidence of developed ideas
• compose texts that include sustained and effective use of persuasive devices, eg texts
dealing with environmental issues
• present a point of view about particular literary texts using appropriate metalanguage, and
reflecting on the viewpoints of others (ACELT1609)
• create literary texts that experiment with structures, ideas and stylistic features of selected
authors (ACELT1798)

• experiment with text structures and language features and their effects in creating literary
texts, for example, using imagery, sentence variation, metaphor and word choice
(ACELT1800)
• compose increasingly complex print, visual, multimodal and digital texts, experimenting with
language, design, layout and graphics
• use increasingly complex research data from print and digital sources to compose short and
sustained texts
• assess the reliability of resources, including digital resources, when researching topics
• reread and edit students' own and others' work using agreed criteria and explaining editing
choices (ACELY1705, ACELY1715)
• develop a handwriting style that is legible, fluent and automatic and varies according to
audience and purpose (ACELY1706, ACELY1716)
• use a range of software, including word processing programs, learning new functions as
required to create texts (ACELY1707, ACELY1717)

6/7.
scales Writing strand from Beginning level 1 to level 6/7. Teachers plan a learning pathway
for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students'
1.10, 2.9, 2.10, 3.9, 3.10, 4.9, 4.10, 5.9, 5.10, 6.9, 6.10, 7.9, 7.10.

Understanding texts (UnT8–UnT9), Creating texts (CrT8–CrT10), Grammar (GrA5), Spelling
(SpG14) and Handwriting and keyboarding (HWK7–HwK8) describe observable behaviours
that can assist teachers in making evidence-based decisions about student development and
future learning.

STAGE 3
OBJECTIVE A
READING AND VIEWING
OUTCOME
A student:
› uses an integrated range of skills, strategies and knowledge to read, view and comprehend
a wide range of texts in different media and technologies EN3-3A
CONTENT
Students:

• understand how texts vary in purpose, structure and topic as well as the degree of formality
(ACELA1504)
• appreciate how demanding texts, eg extended novels and informative texts, contain
increasing levels of complexity and abstraction to enhance enjoyment
• explain and justify the responsible use of digital technologies

• compare texts including media texts that represent ideas and events in different ways,
explaining the effects of the different approaches (ACELY1708)
• analyse how text structures and language features work together to meet the purpose of a
text (ACELY1711)
• recognise and compare how composers use a range of language features, including
connectives, topic sentences and active and passive voice, to achieve their purposes
• understand that the starting point of a sentence gives prominence to the message in the
text and allows for prediction of how the text will unfold (ACELA1505)
• identify the impact of first-person and third-person narration on the reader/viewer
• recognise how grammatical features help to build meaning in texts, including reference links
and adverbial and adjectival phrases
• recognise evaluative language, including emotive language and modality
• understand, interpret and experiment with sound devices and imagery, including
simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes
(ACELT1611)
• identify and explain how analytical images like figures, tables, diagrams, maps and graphs
contribute to our understanding of verbal information in factual and persuasive texts
(ACELA1524)
• recognise the effect of multimedia elements, eg film techniques, animation, voice-overs,

sound effects, framing, close-ups
• explain sequences of images in print texts and compare these to the
ways hyperlinked digital texts are organised, explaining their effect on viewers'
interpretations (ACELA1511)

• select, navigate and read texts for a range of purposes, applying appropriate text
processing strategies and interpreting structural features, for example table of contents,
glossary, chapters, headings and subheadings (ACELY1712)
• navigate and read texts for specific purposes applying appropriate text processing
strategies, for example predicting and confirming, monitoring meaning, skimming and
scanning (ACELY1702)
• interpret picture books, comic strips and sequences of digital images which do not contain
written text
• use comprehension strategies to interpret and analyse information and ideas, comparing
content from a variety of textual sources including media and digital texts (ACELY1703,
ACELY1713)
• recognise how aspects of personal perspective influence responses to text

• summarise a text and evaluate the intended message or theme
• analyse and evaluate the way that inference is used in a text to build understanding in
imaginative, informative and persuasive texts
• discuss aspects of literature that influence personal choice in reading

Responding level 6/7.
scales Reading and Responding strand from Beginning level 1 to level 6/7. Teachers plan
a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers
outcomes.
2.8, 3.7, 3.8, 4.7, 4.8, 5.7, 5.8, 6.7, 6.8, 7.7, 7.8.


STAGE 3
OBJECTIVE A
SPELLING
OUTCOME
A student:
› draws on appropriate strategies to accurately spell familiar and unfamiliar words when
composing texts EN3-4A
CONTENT
Students:

• understand how accurate spelling supports the reader to read fluently and interpret written
text with clarity

• understand how to use banks of known words, word origins, base words, suffixes and
prefixes, morphemes, spelling patterns and generalisations to learn and spell new words,
for example technical words and words adopted from other languages (ACELA1513,
ACELA1514, ACELA1526)
• understand that the pronunciation, spelling and meanings of words have histories and
change over time (ACELA1500)

• recognise most misspelt words in their own writing and use a variety of resources for
correction
• integrate a range of spelling strategies and conventions to accurately spell most words,
including words of many syllables, when composing imaginative and other texts
• use morphemic, visual, syntactic, semantic and phonological strategies, eg recognition of
letter patterns of words, when composing texts
• demonstrate an awareness of the limitations of spell check features in digital
communication

6/7.

strand organisers. See ESL scales outcomes B1.8, B2.8, B3.8, 1.12, 2.12, 3.12, 4.12, 5.12,
6.12, 7.12.

knowledge and word recognition (PkW9), Understanding texts (UnT7–UnT9), Creating
texts (CrT8–CrT9), Spelling (SpG10–SpG913) and Handwriting and keyboarding (HwK7)

STAGE 3
OBJECTIVE B
RESPONDING AND COMPOSING
OUTCOME
A student:
› discusses how language is used to achieve a widening range of purposes for a widening
range of audiences and contexts EN3-5B
CONTENT
Students:

• identify and discuss how own texts have been structured to achieve their purpose and
discuss ways of using conventions of language to shape readers' and viewers'
understanding of texts
• discuss how the intended audience, structure and context of an extended range of texts
influence responses to texts

• identify and explain characteristic text structures and language features used in imaginative,
informative and persuasive texts to meet the purpose of the text (ACELY1701)
• identify the ways in which language use in imaginative texts, including use of figurative
language, character development, events and setting, creates interest for the reader or
viewer
• investigate how the organisation of texts into chapters, headings, subheadings, home pages
and sub pages for online texts and according to chronology or topic can be used to predict
content and assist navigation (ACELA1797)
• analyse strategies authors use to influence readers (ACELY1801)
• understand the uses of objective and subjective language and bias (ACELA1517)
• discuss the conventions of a range of complex texts, eg act and stage directions in plays,
literary devices in poems and stories, layout conventions in print and digital texts

• compose more complex texts using a variety of forms appropriate to purpose and audience
• recognise the techniques used by writers to position a reader and influence their point of
view
• identify and use a variety of strategies to present information and opinions across a range of
texts
• consider and develop sustained arguments and discussions supported by evidence

6/7.
See ESL scales outcomes B1.6, B2.6, B3.6, 1.10, 2.10, 3.10, 4.10, 5.10, 6.10, 7.10.

Listening (LiS7–LiS8), Interacting (InT7), Speaking (SpK7), Understanding texts (UnT8–
UnT9) and Creating texts (CrT9–CrT10) describe observable behaviours that can assist

STAGE 3
OBJECTIVE B
OUTCOME
A student:
› uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to
and compose clear and cohesive texts in different media and technologies EN3-6B
CONTENT
Students:

• understand that language is structured to create meaning according to audience, purpose
and context
• understand that choices in grammar, punctuation and vocabulary contribute to the
effectiveness of texts

• identify and explain how choices in language, for example modality, emphasis, repetition
and metaphor, influence personal response to different texts (ACELT1615)
• understand the difference between main and subordinate clauses and that a complex
sentence involves at least one subordinate clause (ACELA1507)
• experiment using a range of language features, eg connectives, topic sentences, active
and passive voice and nominalisation
• understand how noun groups/phrases and adjective groups/phrases can be expanded in a
variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)
• understand how ideas can be expanded and sharpened through careful choice of verbs,
elaborated tenses and a range of adverb groups/phrases (ACELA1523)
• show how ideas and points of view in texts are conveyed through the use of vocabulary,
including idiomatic expressions, objective and subjective language, and that these can
change according to context (ACELY1698)
• identify a variety of connectives in texts to indicate time, add information, clarify
understanding, show cause and effect and indicate condition/concession
• use complex punctuation to engage the reader and achieve purpose
• understand how the grammatical category of possessives is signalled through apostrophes
and how to use apostrophes with common and proper nouns (ACELA1506)
• understand the uses of commas to separate clauses (ACELA1521)

• understand the use of vocabulary to express greater precision of meaning, and know that
words can have different meanings in different contexts (ACELA1512)
• investigate how vocabulary choices, including evaluative language can express shades of
meaning, feeling and opinion (ACELA1525)

• select some more challenging language features, literary devices (eg irony, humour) and
grammatical features (eg modality) to engage and influence an audience
• experiment with different types of sentences, eg short sentences to build tension and
complex sentences to add detail
• use topic sentences and appropriately organise main (independent) and subordinate
(dependent) ideas to enhance coherence in written texts
• select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative,
emotive and colloquial, when composing texts
• use grammatical features, eg pronouns, conjunctions and connectives, to accurately link
ideas and information to ensure meaning when composing texts

6/7.
See ESL scales outcomes B1.7, B2.7, B3.7, 1.11, 2.11, 3.11, 4.11, 5.11, 6.11, 7.11.

Speaking (SpK6–SpK8), Understanding texts (UnT7–UnT9), Creating texts (CrT9–CrT10),
Grammar (GrA6) and Punctuation (PuN5–PuN7) describe observable behaviours that can
learning.

STAGE 3
OBJECTIVE C
THINKING IMAGINATIVELY, CREATIVELY,

INTERPRETIVELY AND CRITICALLY
OUTCOME
A student:
› thinks imaginatively, creatively, interpretively and critically about information and ideas and
identifies connections between texts when responding to and composing texts EN3-7C
CONTENT
Students:

• recognise and explain creative language features in imaginative, informative and
persuasive texts that contribute to engagement and meaning
• interpret events, situations and characters in texts
• explain own preferences for a particular interpretation of a text, referring to text details and
own knowledge and experience
• think critically about aspects of texts such as ideas and events
• think imaginatively when engaging with texts, using prediction, for example, to imagine what
happens to characters after the text

• identify, describe, and discuss similarities and differences between texts, including those by
the same author or illustrator, and evaluate characteristics that define an author's individual
style (ACELT1616)
• compare how composers and illustrators make stories exciting, moving and absorbing to
hold readers' interest
• explore and discuss simple appropriation of texts

• understand how authors often innovate on text structures and play with language features
to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
• identify the relationship between words, sounds, imagery and language patterns in
narratives and poetry such as ballads, limericks and free verse (ACELT1617)

• create literary texts that adapt or combine aspects of texts students have experienced in
innovative ways (ACELT1612, ACELT1618)
• adapt aspects of print or media texts to create new texts by thinking creatively and
imaginatively about character, setting, narrative voice, dialogue and events

• analyse and evaluate similarities and differences in texts on similar topics, themes or plots
(ACELT1614)
• experiment with others' imaginative texts by changing aspects such as place, characters,
rhythm, mood, sound effects and dialogue
• interpret a range of texts, eg through role-play or drama, for pleasure and enjoyment, and
express an analytical conclusion about those texts

level 6/7, Reading and Responding level 6/7 and Oral Interaction level 7/8.
scales Writing and Reading and Responding strands from Beginning level 1 to level 6/7
and Oral Interaction strand from level 1 to level 7/8. Teachers plan a learning pathway for
outcomes for Oral Interaction: 1.1, 2.1, 3.1, 4.1, 5.1, 6.1, 7.1; Reading and Responding: B1.1,
B2.1, B3.1, 1.5, 2.5, 3.5, 4.5, 5.5, 6.5; Writing: B1.5, B2.5, B3.5, 1.9, 2.9, 3.9, 4.9, 5.9, 6.9.

Listening (LiS7), Understanding texts (UnT9–Unt10) and Creating texts (CrT9–CrT10)

STAGE 3
OBJECTIVE D
OUTCOME
A student:
› identifies and considers how different viewpoints of their world, including aspects of culture,
are represented in texts EN3-8D
CONTENT
Students:

• recognise that ideas in literary texts can be conveyed from different viewpoints, which can
lead to different kinds of interpretations and responses (ACELT1610)
• consider how texts about local events and issues in the media are presented to engage the
reader or viewer

• make connections between students' own experiences and those of characters and events
represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
• understand how to move beyond making bare assertions and take account of
differing perspectives and points of view (ACELA1502)
• identify aspects of literary texts that convey details or information about particular social,
cultural and historical contexts (ACELT1608)

• recognise how the use of language and visual features can depict cultural assumptions in
texts
• identify language features used to position the reader/viewer in a wide variety of
communication activities for a range of purposes, including debates, formal talks,
interviews, explanations, anecdotes and recitations

• identify and describe the representation of people, places and events in film and the media
• explore, discuss and appreciate connections between Dreaming stories and contemporary
Aboriginal and Torres Strait Islander life
• clarify understanding of content as it unfolds in formal and informal situations, connecting
ideas to students' own experiences and present and justify a point of view (ACELY1699)
• discuss and explore moral, ethical and social dilemmas encountered in texts
• respond to short films, documentaries and multimedia texts that express familiar and new
aspects of the broader world
• compose a variety of texts, eg poetry, that reflect their understanding of the world around
them

• discuss aspects of literature from a range of cultures to explore common experiences and
ideas as well as recognising difference

See ESL scales outcomes for Oral Interaction: 1.3, 2.3, 3.3, 4.3, 5.3, 6.3, 7.3; Reading and
Responding: B1.3, B2.3, B3.3, 1.7, 2.7, 3.7, 4.7, 5.7, 6.7; Writing: B1.7, B2.7, B3.7, 1.11, 2.11,
3.11, 4.11, 5.11, 6.11.

Listening (LiS7–LiS8), Interacting (InT7), Speaking (SpK7–SpK8) and Understanding texts
(UnT8–UnT10) describe observable behaviours that can assist teachers in making evidence-

STAGE 3
OBJECTIVE E
OUTCOME
A student:
› recognises, reflects on and assesses their strengths as a learner EN3-9E
CONTENT
Students:

• begin to understand the difference between their way of learning and the way others learn
• reflect on own learning achievements against specific criteria

• recognise that there is a language for discussing learning experiences
• discuss how the reader or viewer can enjoy and discover a wide range of literary
experiences through texts

• develop criteria for assessing their own and others' presentations
• critically reflect on the effectiveness of their own and others' writing, seeking and responding
to feedback
• identify selections of own writing that they believe reflect their growth and competence as
writers
• formulate questions for specific purposes, eg to clarify and reflect
• discuss and reflect on the roles and responsibilities when working as a member of a group
and evaluate the benefits of working collaboratively with peers to achieve a goal
• describe how skills in speaking, listening, reading/viewing and writing/representing
contribute to language development


for Oral Interaction: 1.4, 2.4, 3.4, 4.4, 5.4, 6.4, 7.4; Reading and Responding: B1.4, B2.4, B3.4,
1.8, 2.8, 3.8, 4.8, 5.8, 6.8; Writing: B1.8, B2.8, B3.8, 1.12, 2.12, 3.12, 4.12, 5.12, 6.12.

Listening (LiS8) and Interacting (InT5–InT6) describe observable behaviours that can assist
Learning Progression

STAGE 4
OBJECTIVE A
OUTCOME 1
OUTCOME
A student:
› responds to and composes texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure EN4-1A
Related Life Skills outcomes: ENLS-1A, ENLS-2A, ENLS-3A, ENLS-4A, ENLS-8A
CONTENT
Students:

• recognise, reflect on, interpret and explain the connections between their own experiences
and the world in texts
• consider and analyse the ways their own experience affects their responses to texts
• explore and appreciate the aesthetic qualities in their own and other texts and the power of
language to communicate information, ideas, feelings and viewpoints
• experiment with language forms and features to compose texts for pleasure and enjoyment

• interpret the stated and implied meanings in spoken texts, and use evidence to support or
challenge different perspectives (ACELY1730)

• apply increasing knowledge of vocabulary, text structures and language features to
understand the content of texts (ACELY1733)
• recognise that vocabulary choices contribute to the specificity, abstraction and style of texts
(ACELA1547)
• analyse how the text structures and language features of persuasive texts, including media
texts, vary according to the medium and mode of communication (ACELA1543)
• understand and explain how the text structures and language features of texts become
more complex in informative and persuasive texts and identify underlying structures such as
taxonomies, cause and effect, and extended metaphors (ACELA1531)
• use increasingly sophisticated verbal, aural, visual and/or written techniques, eg imagery,
figures of speech, selective choice of vocabulary, rhythm, sound effects, colour and design,
to compose imaginative texts for pleasure
• recognise when information is presented objectively and subjectively by examining the
language of opinion, including modality, bias, personal pronouns and other semantic cues
• identify and evaluate devices that create tone, for example humour, wordplay, innuendo
and parody in poetry, humorous prose, drama or visual texts (ACELT1630)

• respond to and compose imaginative, informative and persuasive texts for different
audiences, purposes and contexts for understanding, interpretation, critical analysis,
imaginative expression and pleasure
• explore and explain the ways authors combine different modes and media in creating texts,
and the impact of these choices on the viewer/listener (ACELY1735)
• identify and discuss main ideas, concepts and points of view in spoken texts to evaluate
qualities, for example the strength of an argument or the lyrical power of a poetic rendition
(ACELY1719)
• compare the ways that language and images are used to create character, and to influence
emotions and opinions in different types of texts (ACELT1621)
• recognise and analyse the ways that characterisation, events and settings are combined in
narratives, and discuss the purposes and appeal of different approaches (ACELT1622)
• understand how language is used to evaluate texts and how evaluations about a text can be
substantiated by reference to the text and other sources (ACELA1782)
• understand, interpret and discuss how language is compressed to produce a dramatic effect
in film or drama, and to create layers of meaning in poetry, for example haiku, tankas,
couplets, free verse and verse novels (ACELT1623)

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.

Listening (LiS8), Interacting (InT7), Speaking (SpK7), Understanding texts (UnT9–UnT11)
and Creating Texts (CrT9–CrT10) describe observable behaviours that can assist teachers in

STAGE 4
OBJECTIVE A
OUTCOME 2
OUTCOME
A student:
› effectively uses a widening range of processes, skills, strategies and knowledge for
responding to and composing texts in different media and technologies EN4-2A
Related Life Skills outcomes: ENLS-5A, ENLS-6A, ENLS-7A, ENLS-9A
CONTENT
Students:

• discuss and explain the processes of responding and composing, identifying the personal
satisfaction and difficulties experienced
• recognise the different processes required for responding and composing in a range of
forms and media
• reflect on ideas and opinions about characters, settings and events in literary texts,
identifying areas of agreement and difference with others and justifying a point of view
(ACELT1620)

• analyse and explain how language has evolved over time and how technology and the
media have influenced language use and forms of communication (ACELA1528, ACELY1729)
• recognise and practise responsible and ethical digital communication

• consider and apply a range of strategies to improve their texts, including editing by
rereading and peer editing, checking accuracy of paragraphing, grammar, spelling and
punctuation, and considering relevance for purpose, audience and context
• edit for meaning by removing repetition, refining ideas, reordering sentences and adding or
substituting words for impact (ACELY1726)
• use processes of representation, including the creative use of symbols, images, icons,
clichés, stereotypes, connotations and particular aural, visual and/or digital techniques
• understand and use bibliographies, citations (including web citations) to acknowledge
sources and avoid plagiarism
• understand and use the terminology associated with responding to and composing digital
texts
• use a range of software, including word processing programs, to create, edit and publish
texts imaginatively (ACELY1728, ACELY1738)

• use comprehension strategies to interpret and evaluate texts by reflecting on the validity of
content and the credibility of sources, including finding evidence in the text for the author's
point of view (ACELY1723, ACELY1734)
• analyse and explain the effect of technological innovations on texts, particularly media texts
(ACELY1765)
• use prior knowledge and text processing strategies to interpret a range of types of texts
(ACELY1722)
• use a widening range of processes of composing and publishing sustained texts, including
planning, drafting, rehearsing and editing
• use a range of effective strategies for organising information, ideas and arguments, eg
clustering, listing, compare and contrast, semantic chains, graphic and diagram outlines,
and mind maps
• use collaborative processes, eg playbuilding, performances and digital compositions to
construct texts
• consolidate a personal handwriting style that is legible, fluent and automatic and supports
writing for extended periods (ACELY1727)

learning will be mainly within the Strategies ESL scales strand organiser. See ESL scales
outcomes for Oral Interaction: 6.4, 7.4, 8.4; Reading and Responding: 4.8, 5.8, 6.8, 7.8; Writing:
4.12, 5.12, 6.12, 7.12.

Listening (LiS7), Interacting (InT6–InT7), Speaking (SpK7), Understanding texts (UnT9–
UnT11), Creating texts (CrT10–CrT11), Spelling (SpG14) and Handwriting and keyboarding
(HWK7) describe observable behaviours that can assist teachers in making evidence-based

STAGE 4
OBJECTIVE B
OUTCOME 3
OUTCOME
A student:
› uses and describes language forms, features and structures of texts appropriate to a range
of purposes, audiences and contexts EN4-3B
Related Life Skills outcome: ENLS-10B
CONTENT
Students:

• engage with the language and structures of texts in meaningful, contextualised and
authentic ways
• identify, discuss and reflect on the ideas and information in a range of texts
• develop a sense of personal style and taste in composition and response

• describe and analyse the purpose, audience and context of texts
• use interaction skills for identified purposes, using voice and language conventions to suit
different situations, selecting vocabulary, modulating voice and using elements such as
music, images and sound for specific effects (ACELY1804, ACELY1808)
• explore texts that include both Standard Australian English and elements of other
languages, including Aboriginal English
• recognise and use appropriate metalanguage in discussing a range of language forms,
features and structures
• analyse and examine how effective authors control and use a variety of clause structures,
including clauses embedded within the structure of a noun group/phrase or clause
• understand the effect of nominalisation in the writing of informative and persuasive texts
(ACELA1546)
• understand how to apply learned knowledge consistently in order to spell accurately and to
learn new words including nominalisations (ACELA1549)
• identify Standard Australian English, its variations and different levels of usage across a
range of different types of texts to enhance own writing
• understand how rhetorical devices are used to persuade and how different layers of
meaning are developed through the use of metaphor, irony and parody (ACELA1542)

• understand the ways etymology can clarify choice of vocabulary
• interpret and analyse language choices, including sentence patterns, dialogue, imagery and
other language features, in short stories, literary essays and plays (ACELT1767)

• investigate vocabulary typical of extended and more academic texts and the role of abstract
nouns, classification, description and generalisation in building specialised knowledge
through language (ACELA1537)
• understand how modality is achieved through discriminating choices in modal verbs,
adverbs, adjectives and nouns (ACELA1536)
• understand how coherence is created in complex texts through devices like lexical
cohesion, ellipsis, grammatical theme and text connectives (ACELA1809)
• understand that the coherence of more complex texts relies on devices that signal text
structure and guide readers, for example overviews, initial and concluding paragraphs and
topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)
• understand how cohesion in texts is improved by strengthening the internal structure of
paragraphs through the use of examples, quotations and substantiation of claims
(ACELA1766)
• understand the use of punctuation conventions, including colons, semicolons, dashes

and brackets in formal and informal texts (ACELA1532, ACELA1544)
• understand how to use spelling rules and word origins, for example Greek and Latin roots,
base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and
how to spell them (ACELA1539)

• analyse and evaluate the ways that text structures and language features vary according to
the purpose of the text and the ways that referenced sources add authority to a text

learning will be mainly within the Language and cultural understanding and Language
structures and features ESL scales strand organisers. See ESL scales outcomes for Oral
Interaction: 5.2, 6.2, 7.2, 8.2; Reading and Responding: 4.6, 5.6, 5.7, 6.6, 6.7, 7.6, 7.7; Writing:
4.10, 5.10, 5.11, 6.10, 6.11, 7.10, 7.11.

When working towards achieving the outcome EN4–3B the sub-elements (and levels) of
Listening (LiS7–LiS8), Understanding texts (UnT9–UnT11), Grammar (GrA5–GrA7),
Punctuation (PuN7–PuN8) and Spelling (SpG12–SpG14) describe observable behaviours that
can assist teachers in making evidence-based decisions about student development and future
learning.

STAGE 4
OBJECTIVE B
OUTCOME 4
OUTCOME
A student:
› makes effective language choices to creatively shape meaning with accuracy, clarity and
coherence EN4-4B
CONTENT
Students:

• recognise and appreciate the ways a wide range of texts communicate by using effective
language choices

• explore and analyse the ways purpose, audience and context affect a composer's choices
of content, language forms and features and structures of texts to creatively shape meaning
• understand the influence and impact that the English language has had on other languages
or dialects and how English has been influenced in return (ACELA1540)

• combine visual and digital elements to create layers of meaning for serious, playful and
humorous purposes
• experiment with particular language features drawn from different types of texts, including
combinations of language and visual choices to create new texts (ACELT1768, ACELT1805)
• experiment with text structures and language features to refine and clarify ideas to improve
the effectiveness of students' own texts (ACELY1810)
• analyse how point of view is generated in visual texts by means of choices, for
example gaze, angle and social distance (ACELA1764)

• create imaginative, informative and persuasive texts that raise issues, report events and
advance opinions, using deliberate language and textual choices, and including digital
elements as appropriate (ACELY1736)
• plan, draft and publish imaginative, informative and persuasive texts, selecting aspects
of subject matter and particular language, visual, and audio features to convey information
and ideas (ACELY1725)
• plan, rehearse and deliver presentations, selecting and sequencing appropriate content,
including multimodal elements, to reflect a diversity of viewpoints (ACELY1720, ACELY1731)

• create literary texts that draw upon text structures and language features of other texts for
particular purposes and effects (ACELT1632)
• creatively adapt and transform their own or familiar texts into different forms, structures,
modes and media for a range of different purposes and audiences
• respond to and compose new print and multimodal texts, experimenting with appropriations
and intertextuality

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.

Interacting (InT6–InT7), Speaking (Spk6–SpK8), Understanding texts (UnT10–UnT11) and
Creating texts (CrT9–CrT10) describe observable behaviours that can assist teachers in

STAGE 4
OBJECTIVE C
OUTCOME 5
OUTCOME
A student:
› thinks imaginatively, creatively, interpretively and critically about information, ideas and
arguments to respond to and compose texts EN4-5C
Related Life Skills outcomes: ENLS-12C, ENLS-13C
CONTENT
Students:

• describe and explain qualities of language in their own and others' texts that contribute to
the enjoyment that can be experienced in responding to and composing texts
• engage in wide reading of self-selected texts for enjoyment and share responses
individually, in pairs and/or in small groups in a variety of relevant contexts, including digital
and face-to-face contexts
• share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts
(ACELT1627)

• explore the ways individual interpretations of texts are influenced by students' own
knowledge, values and cultural assumptions
• critically consider the ways in which meaning is shaped by context, purpose, form, structure,
style, content, language choices and their own personal perspective

• investigate and understand the ways web and digital technologies influence language use
and shape meaning
• understand and use conventions of storytelling in a range of modes and media, eg digital
storytelling
• use imaginative texts as models to replicate or subvert textual conventions to create new
texts

• compose texts using alternative, creative and imaginative ways of expressing ideas,
recognising, valuing and celebrating originality and inventiveness
• express considered points of view and arguments on areas such as sustainability and the
environment accurately and coherently in speech or writing with confidence and fluency
• compose a range of visual and multimodal texts using a variety of visual conventions,
including composition, vectors, framing and reading pathway

• critically analyse the ways experience, knowledge, values and perspectives can be
represented through characters, situations and concerns in texts and how these affect
responses to texts
• discuss aspects of texts, for example their aesthetic and social value, using relevant and
appropriate metalanguage (ACELT1803)

6.10, 7.9, 7.10.

Interacting (InT6–InT7), Speaking (SpK7–SpK8), Understanding texts (UnT10–UnT11) and

STAGE 4
OBJECTIVE C
OUTCOME 6
OUTCOME
A student:
› identifies and explains connections between and among texts EN4-6C
CONTENT
Students:

• 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)

• 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

• 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

6.10, 7.9, 7.10.

Interacting (InT7), Speaking (SpK8), Understanding texts (UnT10–UnT11) and Creating

STAGE 4
OBJECTIVE D
OUTCOME 7
OUTCOME
A student:
› demonstrates understanding of how texts can express aspects of their broadening world
and their relationships within it EN4-7D
Related Life Skills outcomes: ENLS-14D, ENLS-15D
CONTENT
Students:

• explore and analyse the ways in which personal experiences and perspectives shape their
responses to texts
• draw on experience to consider the ways the 'real world' is represented in the imaginary
worlds of texts, including imaginative literature, film, media and multimedia texts

• compare and contrast texts that present alternative views of their own world
• explain and justify personal empathy, sympathy and antipathy towards characters,
situations and concerns depicted in texts

• analyse the ways that language features such as modality are used to represent individual,
shared or disparate views of the world
• analyse how combinations of words, sound and images can create particular perspectives
of the same event or issue such as environmental sustainability
• analyse and understand the ways techniques of representation in multimodal texts are used
to present alternative views of the world, people, places and events

• respond to and compose sustained texts in an increasingly wide range of forms that reflect
their broadening world and their relationships within it
• explore the ways 'story' shapes their experience of and responses to a range of texts,
including film and multimedia



Listening (LiS8), Interacting (InT7), Understanding texts (UnT10–Unt11) and Creating texts
(CrT10–CrT11) describe observable behaviours that can assist teachers in making evidence-

STAGE 4
OBJECTIVE D
OUTCOME 8
OUTCOME
A student:
› identifies, considers and appreciates cultural expression in texts EN4-8D
Related Life Skills outcome: ENLS-16D
CONTENT
Students:

• consider the ways culture and personal experience position readers and viewers and
influence responses to and composition of texts
• explore the ways that ideas and viewpoints in literary texts drawn from different historical,
social and cultural contexts may reflect or challenge the values of individuals and groups
(ACELT1619, ACELT1626)

• identify and explain cultural expressions in texts, including those about gender, ethnicity,
religion, youth, age, sexuality, disability and social class
• investigate texts about cultural experiences from different sources, eg texts from Asia and
texts by Asian Australians, and explore different viewpoints
• explore the ways recurring stories, eg legends and fairy stories, have been written and
rewritten for different contexts and media

• understand how conventions of speech adopted by communities influence the identities of
people in those communities (ACELA1529, ACELA1541)
• understand and explain how combinations of words and images in texts are used to
represent particular groups in society, and how texts position readers in relation to those
groups (ACELT1628)

• respond to and compose texts in a range of different modes and media, recognising and
appreciating cultural factors, including cultural background and perspectives
• recognise and explain differing viewpoints about the world, cultures, individual people and
concerns represented in texts (ACELT1807)
• explore the interconnectedness of Country and Place, People, Identity and Culture in texts
including those by Aboriginal and Torres Strait Islander authors (ACELT1806)
• explore and appreciate the ways different cultural stories, icons, Aboriginal images and
significant Australians are depicted in texts


Listening (LiS8), Speaking (SpK7–SpK8), Understanding texts (UnT10–UnT11) and

STAGE 4
OBJECTIVE E
OUTCOME 9
OUTCOME
A student:
› uses, reflects on and assesses their individual and collaborative skills for learning EN4-9E
Related Life Skills outcome: ENLS-17E
CONTENT
Students:

• articulate and reflect on the pleasure and difficulties, successes and challenges
experienced in their individual and collaborative learning
Understand and apply contextual knowledge

• understand and value the differences between their own and others' ways of learning in
English
• understand the demands of a task and the outcomes and criteria for planned assessment

• develop and use vocabulary for describing, analysing and reflecting on their learning
experiences

• discuss and explain the processes of responding and composing, identifying the personal
pleasures and difficulties experienced
• use and reflect on metacognitive processes used for planning, including brainstorming,
mind mapping, storyboarding, role-play and improvisation
• identify, plan and prioritise stages of tasks, making use of organisational strategies,
eg drawing up a schedule, monitoring progress and meeting deadlines
• reflect on and assess their own and others' learning against specific criteria, using reflection
strategies, eg learning logs, blogs and discussions with teachers and peers
• understand the roles and responsibilities of individuals in groups, performing an allocated
role responsibly in a group and assessing the success of individual and collaborative
processes


outcomes for Oral Interaction: 5.4, 6.4, 7.4, 8.4; Reading and Responding: 5.8, 6.8, 7.8; Writing:
4.12, 5.12, 6.12, 7.12.

Listening (LiS8) and Interacting (InT7) describe observable behaviours that can assist

STAGE 5
OBJECTIVE A
OUTCOME 1
OUTCOME
A student:
› responds to and composes increasingly sophisticated and sustained texts for
understanding, interpretation, critical analysis, imaginative expression and pleasure EN5-1A
Related Life Skills outcomes: ENLS-1A, ENLS-2A, ENLS-3A, ENLS-4A, ENLS-8A
CONTENT
Students:

• appreciate, explain and respond to the aesthetic qualities and the power of language in an
increasingly sophisticated range of texts

• analyse and explain the ways language forms and features, ideas, perspectives and
originality are used to shape meaning
• analyse ideas, information, perspectives, contexts and ideologies and the ways they are
presented in increasingly demanding, sustained imaginative, informative and persuasive
texts
• explore real and imagined (including virtual) worlds through close and wide reading and
viewing of increasingly demanding texts

• 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
• analyse and explain the use of symbols, icons and myth in still and moving images and how
these augment meaning (ACELA1560)

• 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)
• explore and explain the combinations of language and visual choices that authors make to
present information, opinions and perspectives in different texts (ACELY1745)
• evaluate the impact on audiences of different choices in the representation of still and
moving images (ACELA1572)

• 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)
• present an argument about a literary text based on initial impressions and subsequent
analysis of the whole text (ACELT1771)


Listening (LiS8), Interacting (InT7), Speaking (SpK8), Understanding texts (UnT10–UnT11)

STAGE 5
OBJECTIVE A
OUTCOME 2
OUTCOME
A student:
› effectively uses and critically assesses a wide range of processes, skills, strategies and
knowledge for responding to and composing a wide range of texts in different media and
technologies EN5-2A
Related Life Skills outcomes: ENLS-5A, ENLS-6A, ENLS-7A, ENLS-9A
CONTENT
Students:

• evaluate their own processes of composition and response and reflect on ways of
developing their strengths, addressing their weaknesses and consolidating and broadening
their preferences as composers and responders
• value engagement in the creative process of composing texts
• consider how aspects of texts, including characterisation, setting, situations, issues,
ideas, tone and point of view, can evoke a range of responses, including empathy,
sympathy, antipathy and indifference

• interpret, analyse and evaluate how different perspectives of issue, event, situation,
individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
• evaluate the ways film, websites and other multimedia texts use technology for different
purposes, audiences and contexts to convey ideas and points of view
• understand the nature, scope and ethical use of digital technologies and apply this
knowledge in their own composing and responding in digital media

• review, edit and refine students' own and others' texts for control of content, organisation,
sentence structure, vocabulary, and/or visual features to achieve particular purposes and
effects (ACELY1747, ACELY1757)
• understand that authors innovate with text structures and language for specific purposes
and effects (ACELA1553)
• understand conventions for citing others, and how to reference these in different ways
(ACELA1568)

• understand and apply a wide range of reading strategies to enhance comprehension and
learning for a range of print, multimodal and digital texts
• apply word processing functions, as well as web authoring programs, to compose and
format texts for different purposes, audiences and contexts, including the workplace
• use increasingly sophisticated processes of representation to respond to and compose
complex spoken, written, visual, multimodal and/or digital texts for a wide range of purposes
and audiences, considering and evaluating the effect of the technology
• interpret and evaluate the effectiveness of information and ideas conveyed in diagrammatic
representation, eg charts, graphs, timelines and surveys
• use comprehension strategies to compare and contrast information within and between
texts, identifying and analysing embedded perspectives, and evaluating supporting
evidence (ACELY1744, ACELY1754)
• apply an expanding vocabulary to read increasingly complex texts with fluency and
comprehension (ACELY1743)
• identify, explain and discuss how narrative viewpoint, structure, characterisation and
devices including analogy and satire shape different interpretations and responses to a text
(ACELT1642)
• investigate how evaluation can be expressed directly and indirectly using devices, for
example allusion, evocative vocabulary and metaphor (ACELA1552)
• plan, rehearse and deliver presentations, selecting and sequencing appropriate content and
multimodal elements to influence a course of action (ACELY1741, ACELY1751)
• use a range of software, including word processing programs, confidently, flexibly and
imaginatively to create, edit and publish texts, considering the identified purpose and the
characteristics of the user (ACELY1748, ACELY1776)

outcomes for Oral Interaction: 6.4, 7.4, 8.4; Reading and Responding: 4.8, 5.8, 6.8, 7.8; Writing:
4.12, 5.12, 6.12, 7.12.

Listening (LiS8), Interacting (InT7), Speaking (SpK8), Fluency (Fl6), Understanding texts
(UnT11), Creating texts (CrT10–CrT11), Spelling (SpG14) and Handwriting and
keyboarding (HWK7–HWK8) describe observable behaviours that can assist teachers in

STAGE 5
OBJECTIVE B
OUTCOME 3
OUTCOME
A student:
› selects and uses language forms, features and structures of texts appropriate to a range of
purposes, audiences and contexts, describing and explaining their effects on meaning
EN5-3B
CONTENT
Students:

• engage with a range of increasingly complex language forms, features and structures of
texts in meaningful, contextualised and authentic ways
• analyse and explain how text structures, language features and visual features of texts and
the context in which texts are experienced may influence audience response (ACELT1641)
• compare and evaluate how 'voice' as a literary device can be used in a range of different
types of texts such as poetry to evoke particular emotional responses (ACELT1643)
• analyse and evaluate the effectiveness of a wide range of sentence and clause structures
as authors design and craft texts (ACELA1557, ACELA1569)

• understand that Standard Australian English in its spoken and written forms has a history of
evolution and change and continues to evolve (ACELA1550, ACELA1563)
• analyse a range of texts that include the use of Aboriginal dialects and Aboriginal English

• evaluate techniques (eg contrast, exaggeration, juxtaposition or changing chronological
order) used in spoken, written and visual texts to, for example, construct plot and create
emotional responses
• understand how certain abstract nouns can be used to summarise preceding or subsequent
stretches of text (ACELA1559)
• analyse how higher order concepts are developed in complex texts through language
features including nominalisation, clause combinations, technicality and abstraction
(ACELA1570)
• understand how paragraphs and images can be arranged for different purposes purpose,
audiences, perspectives and stylistic effects (ACELA1567)
• refine vocabulary choices to discriminate between shades of meaning, with deliberate
attention to the effect on audiences (ACELA1571)
• understand how to use knowledge of the spelling system to spell unusual and technical
words accurately, for example those based on uncommon Greek and Latin roots (ACELA1573)

• understand how spelling is used creatively in texts for particular effects, for example
characterisation and humour and to represent accents and styles of speech (ACELA1562)
• understand how punctuation is used along with layout and font variations in constructing
texts for different audiences and purposes (ACELA1556)

• create literary texts with a sustained 'voice', selecting and adapting appropriate text
structures, literary devices, language, auditory and visual structures and features for a
specific purpose and intended audience (ACELT1815)
• use organisation patterns, voice and language conventions to present a point of view on a
subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical
devices to engage audiences (ACELY1813)
• compose and respond to a wide range of visual texts, eg picture books, graphic novels and
films, using a range of appropriate techniques and metalanguage
• use voice effects, eg tone, volume, pitch, pauses and change of pace, for specific effects
such as arguing a point of view or attempting to persuade an audience to a course of action
• use interaction skills to present and discuss an idea and to influence and engage an
audience by selecting persuasive language, varying voice tone, pitch, and pace, and using
elements such as music and sound effects (ACELY1811)

learning will be mainly within the Language and cultural understanding and Language
structures and features ESL scales strand organisers. See ESL scales outcomes for Oral
Interaction: 5.2, 6.2, 7.2, 8.2; Reading and Responding: 4.6, 5.6, 5.7, 6.6, 6.7, 7.6, 7.7; Writing:
4.10, 5.10, 5.11, 6.10, 6.11, 7.10, 7.11.

When working towards achieving the outcome EN5–3B the sub-elements (and levels) of
Listening (LiS8), Understanding texts (UnT9–UnT11), Interacting (InT7), Speaking (SpK7–
SpK8), Understanding texts (UnT10–UnT11), Creating texts (CrT10–11), Grammar (GrA7)
and Spelling (SpG14) describe observable behaviours that can assist teachers in making

STAGE 5
OBJECTIVE B
OUTCOME 4
OUTCOME
A student:
› effectively transfers knowledge, skills and understanding of language concepts into new and
different contexts EN5-4B
CONTENT
Students:

• appreciate and value the ways language concepts, ideas and information can be shaped
and transformed for new and different contexts
• analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content
and the appeal of an individual author's literary style (ACELT1636)

• apply existing knowledge, skills and understanding about language to access and express
increasingly complex information and ideas for new purposes, audiences and contexts

• evaluate how particular forms and features of language and structures of texts can be
adapted, synthesised and transformed for new and different purposes, audiences and
contexts
• examine and evaluate the cohesion of syntax and content in familiar and unfamiliar texts
• experiment with the ways that language features, image and sound can be adapted in
literary texts, for example the effects of stereotypical characters and settings, the
playfulness of humour and pun and the use of hyperlink (ACELT1638)
• investigate and experiment with the use and effect of extended metaphor, metonymy,
allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic
novels, and plays on similar themes (ACELT1637)

• creatively adapt texts into different forms, structures, modes and media for different
purposes, audiences and contexts and explain the differences emerging as a result of such
adaptations
• creatively transform a range of different types of texts, including their own, into new
imaginative texts, experimenting with patterns, representations, intertextuality and
appropriations
• use prediction, speculation, hypothesis and paraphrasing as strategies for accessing
complex types of texts with unfamiliar ideas or structures

• locate, select, synthesise and creatively use information, ideas and arguments from texts to
compose new texts
• recognise different uses of visual texts, media and multimedia, including the internet, eg
browsing the web to locate information, using the internet to communicate socially or
professionally, watching a documentary to gain knowledge and/or pleasure

6.10, 7.9, 7.10.

Interacting (InT7), Understanding texts (UnT10–UnT11) and Creating texts (CrT11) describe

STAGE 5
OBJECTIVE C
OUTCOME 5
OUTCOME
A student:
› 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 EN5-5C
CONTENT
Students:

• investigate the ways different modes, subject areas, media and cultural representation
affect their personal and critical responses to texts
• 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
• create literary texts that reflect an emerging sense of personal style and evaluate the
effectiveness of these texts (ACELT1814)
• reflect on, extend, endorse or refute others' interpretations of and responses to literature
(ACELT1634, ACELT1640)

• compare ways in which spoken, written, visual, multimodal and digital texts are shaped
according to personal, historical, cultural, social, technological and workplace contexts
• 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
• understand how language use can have inclusive and exclusive social effects, and can
empower or disempower people (ACELA1551, ACELA1564)

• 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
• critically evaluate the ways bias, stereotypes, perspectives and ideologies are constructed
in texts
• explain the ways the language of argument and persuasion can be adapted for different
contexts
• investigate the ways web and digital technologies use and manipulate visual images,
hyperlinks, sound and the written word to create meaning

• respond to and compose texts that use inference and figurative language, eg symbolism
and allusion, in complex and subtle ways

• 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
• formulate, develop and express their own ideas and beliefs creatively, thoughtfully,
positively and confidently on issues such as sustainable patterns of living
• 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
• pose increasingly perceptive and relevant questions, make logical predictions,
draw analogies and challenge ideas and information as presented by others and in texts
• 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

6.10, 7.9, 7.10.

Listening (LiS8), Interacting (InT6–InT7), Speaking (SpK8), Understanding texts (UnT11)
and Creating texts (CrT11) describe observable behaviours that can assist teachers in making

STAGE 5
OBJECTIVE C
OUTCOME 6
OUTCOME
A student:
› investigates the relationships between and among texts EN5-6C
CONTENT
Students:

• explain and justify responses to texts and widening personal preferences within and among
texts
• explore and appreciate the similarities and differences between and among more
demanding texts

• investigate, hypothesise and explain the ways a concept may be reinterpreted over time
through different texts and media
• research and explore the texts of specific composers, eg a novelist, poet, filmmaker or
dramatist, considering themes, language techniques and similarities and differences in their
works

• investigate and describe the recurring features of particular genres, eg westerns or science
fiction, focusing on their storylines, iconography, value systems and techniques
• study and evaluate variations within conventions of particular genres and how these
variations reflect a text's purpose
• compare the purposes, text structures and language features of traditional and
contemporary texts in different media (ACELA1566)
• compare and contrast the use of cohesive devices in texts, focusing on how they serve to
signpost ideas, to make connections and to build semantic associations between ideas
(ACELA1770)
• analyse and evaluate text structures and language features of literary texts and make
relevant thematic and intertextual connections with other texts (ACELT1772, ACELT1774)
• select a range of digital and multimedia texts and investigate the ways content, form and
ideas of texts can be connected
• use appropriate metalanguage to identify, describe and explain relationships between and
among texts

• create imaginative texts that make relevant thematic and intertextual connections with other
texts (ACELT1644, ACELT1773)
• research, analyse and explain the treatment of a common theme or idea in a range of texts
in different modes and media
• choose a reading technique and reading path appropriate for the type of text, to retrieve and
connect ideas within and between texts (ACELY1753)

6.10, 7.9, 7.10.

Speaking (Sp7–SpK8), Understanding texts (UnT10–UnT11), Creating texts (CrT10–CrT11)
and Grammar (GrA6–GrA7) describe observable behaviours that can assist teachers in making

STAGE 5
OBJECTIVE D
OUTCOME 7
OUTCOME
A student:
› understands and evaluates the diverse ways texts can represent personal and public worlds
EN5-7D
Related Life Skills outcomes: ENLS-14D, ENLS-15D
CONTENT
Students:

• explore and reflect on their own values in relation to the values expressed and explored in
texts
• reflect on personal experience and broadening views of the world by responding to the
ideas and arguments of others with increasingly complex ideas and arguments of their own

• evaluate the ways personal perspective and language choices affect meaning and can be
shaped by social, cultural and historical influences
• understand that people's evaluations of texts are influenced by their value systems,
the context and the purpose and mode of communication (ACELA1565)
• explore and reflect on personal understanding of the world and significant human
experience gained from interpreting various representations of life matters in texts
(ACELT1635)
• evaluate the social, moral and ethical positions represented in texts (ACELT1812)

• analyse the ways in which creative and imaginative texts can explore human experience,
universal themes and social contexts
• use and analyse increasingly complex language features to present a viewpoint on issues
such as environmental and social sustainability

• explore and analyse ethical positions on a current issue, including the values and/or
principles involved, in digital communication forums
• respond to and compose sustained imaginative, creative and critical texts that represent
aspects of their expanding personal and public worlds, for a wide range of purposes,
including for enjoyment and pleasure


Listening (LiS8), Interacting (InT7), Speaking (SpK8), Understanding texts (UnT10–Unt11)

STAGE 5
OBJECTIVE D
OUTCOME 8
OUTCOME
A student:
› questions, challenges and evaluates cultural assumptions in texts and their effects on
meaning EN5-8D
Related Life Skills outcome: ENLS-16D
CONTENT
Students:

• 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

• 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)

• 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


Listening (LiS8), Interacting (InT7), Understanding texts (UnT10–UnT11) and Creating
texts (CrT11) describe observable behaviours that can assist teachers in making evidence-

STAGE 5
OBJECTIVE E
OUTCOME 9
OUTCOME
A student:
› purposefully reflects on, assesses and adapts their individual and collaborative skills with
increasing independence and effectiveness EN5-9E
Related Life Skills outcome: ENLS-17E
CONTENT
Students:

• articulate and discuss the pleasures and difficulties, successes and challenges experienced
in investigation, problem-solving and independent and collaborative work, and establish
improved practices

• purposefully reflect on and value the learning strengths and learning needs of themselves
and others
• understand the learning purposes, specific requirements and targeted outcomes of tasks

• understand and apply appropriate metalanguage to reflect on their learning experiences
• adapt knowledge of language forms and features for new learning contexts

• understand and confidently integrate their own processes of responding to and composing a
wide range of different types of texts
• choose effective learning processes, resources and technologies appropriate for particular
tasks and situations
• examine the ways that the processes of planning, including investigating, interviewing,
selecting, and recording and organising ideas, images and information, can and should be
modified according to specific purposes, texts and learning contexts
• use and assess individual and group processes to investigate, clarify, critically evaluate and
present ideas


outcomes for Oral Interaction: 5.4, 6.4, 7.4, 8.4; Reading and Responding: 5.8, 6.8, 7.8; Writing:
4.12, 5.12, 6.12, 7.12.

Listening (LiS8), Interacting (InT7), Speaking (SpK8) and Understanding texts (UnT11)

YEARS 7–10 LIFE SKILLS OUTCOMES AND CONTENT
The Years 7–10 Life Skills outcomes and content are developed from the objectives of the
English K–10 Syllabus.
Before deciding that a student should undertake a course based on Life Skills outcomes and
content, consideration should be given to other ways of assisting the student to engage with the
regular course outcomes. This assistance may include a range of adjustments to teaching,
learning and assessment activities.
If the adjustments do not provide a student with sufficient access to some or all of the Stage 4
and Stage 5 outcomes, a decision can be explored for the student to undertake Life Skills
outcomes and content. This decision should be made through the collaborative curriculum
planning process involving the student and parent/carer and other significant individuals. School
principals are responsible for the management of the collaborative curriculum planning process.
The following points need to be taken into consideration:
 students are required to demonstrate achievement of one or more Life Skills outcomes
 specific Life Skills outcomes should be selected based on the needs, strengths, goals,
interests and prior learning of each student
 achievement of an outcome may be demonstrated through selected Life Skills content
 outcomes may be demonstrated independently or with support.
Further information in relation to planning, implementing and assessing Life Skills outcomes and
content can be found in support materials for:
 English
 Life Skills.

YEARS 7–10 LIFE SKILLS OUTCOMES
TABLE OF OBJECTIVES AND OUTCOMES
Objective A
texts, students will develop knowledge, understanding and skills in order to communicate
through speaking, listening, reading, writing, viewing and representing*
Life Skills outcomes

A student:
ENLS-1A
listens and responds in familiar contexts
ENLS-2A
communicates for a variety of purposes, audiences and contexts
ENLS-3A
selects and uses language to communicate according to purpose, audience and context
ENLS-4A
views and responds to a range of visual texts, media and multimedia
ENLS-5A
recognises and uses visual texts, media and multimedia for a variety of purposes, audiences
and contexts
ENLS-6A
reads and responds to a range of written texts in familiar contexts
ENLS-7A
uses strategies to obtain meaning from and interpret a range of texts
ENLS-8A
writes short texts for everyday purposes
ENLS-9A
composes texts for a variety of purposes and audiences
*Some students with special education needs communicate through a variety of verbal or non-verbal
communication systems or techniques. It is important to take account of the individual communication
strategies used by these students within the context of the English K–10 Syllabus.

Objective B
texts, students will develop knowledge, understanding and skills in order to use language to
shape and make meaning according to purpose, audience and context

A student:
ENLS-10B
explores the ways in which language forms, features and structures of texts vary according to
purpose, audience and context
ENLS-11B
composes, publishes and presents texts appropriate to purpose and audience in a range of
contexts
Objective C
texts, students will develop knowledge, understanding and skills in order to think in ways that
are imaginative, creative, interpretive and critical

A student:
ENLS-12C
responds to texts in ways that are imaginative and interpretive
ENLS-13C
engages critically with texts using personal experiences
Objective D
texts, students will develop knowledge, understanding and skills in order to express
themselves and their relationships with others and their world

A student:
ENLS-14D
explores how the use of language affects personal roles and relationships with others
ENLS-15D
responds to and composes texts that explore personal, social and world issues
ENLS-16D
explores the ways cultural ideas and perspectives shape a range of spoken, written, visual
and multimedia texts

Objective E
texts, students will develop knowledge, understanding and skills in order to learn and reflect on
their learning through their study of English
Life Skills outcome

A student:
ENLS-17E
uses individual and collaborative skills in the learning process

YEARS 7–10 LIFE SKILLS AND RELATED SYLLABUS OUTCOMES
Objective A
texts, students will develop knowledge, understanding and skills in order to communicate
through speaking, listening, reading, writing, viewing and representing*
Life Skills outcomes Related Stage 4/5 outcomes

A student: A student:
ENLS-1A EN4-1A
listens and responds in familiar contexts responds to and composes texts for
ENLS-2A understanding, interpretation, critical
analysis, imaginative expression and
communicates for a variety of purposes,
pleasure
audiences and contexts
EN5-1A
ENLS-3A
responds to and composes increasingly
selects and uses language to communicate
sophisticated and sustained texts for
according to purpose, audience and context
understanding, interpretation, critical
ENLS-4A analysis, imaginative expression and
views and responds to a range of visual pleasure
texts, media and multimedia
ENLS-8A
writes short texts for everyday purposes
ENLS-5A EN4-2A
recognises and uses visual texts, media and effectively uses a widening range of
multimedia for a variety of purposes, processes, skills, strategies and knowledge
audiences and contexts for responding to and composing texts in
ENLS-6A different media and technologies
reads and responds to a range of written EN5-2A
texts in familiar contexts effectively uses and critically assesses a
ENLS-7A wide range of processes, skills, strategies
and knowledge for responding to and
uses strategies to obtain meaning from and
composing a wide range of texts in different
interpret a range of texts
media and technologies
ENLS-9A
composes texts for a variety of purposes and
audiences
*Some students with special education needs communicate through a variety of verbal or non-verbal
communication systems or techniques. It is important to take account of the individual communication
strategies used by these students within the context of the English K–10 Syllabus.

Objective B
texts, students will develop knowledge, understanding and skills in order to use language to
shape and make meaning according to purpose, audience and context

ENLS-10B EN4-3B
explores the ways in which language forms, uses and describes language forms, features
features and structures of texts vary and structures of texts appropriate to a range
according to purpose, audience and context of purposes, audiences and contexts
EN5-3B
selects and uses language forms, features
and structures of texts appropriate to a range
of purposes, audiences and contexts,
describing and explaining their effects on
meaning
ENLS-11B EN4-4B
composes, publishes and presents texts makes effective language choices to
appropriate to purpose and audience in a creatively shape meaning with accuracy,
range of contexts clarity and coherence
EN5-4B
effectively transfers knowledge, skills and
understanding of language concepts into new
and different contexts
Objective C
texts, students will develop knowledge, understanding and skills in order to think in ways that
are imaginative, creative, interpretive and critical

ENLS-12C EN4-5C
responds to texts in ways that are thinks imaginatively, creatively, interpretively
imaginative and interpretive and critically about information, ideas and
ENLS-13C arguments to respond to and compose texts
engages critically with texts using personal EN4-6C
experiences identifies and explains connections between
and among texts
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
EN5-6C
investigates the relationships between and
among texts

Objective D
texts, students will develop knowledge, understanding and skills in order to express
themselves and their relationships with others and their world

ENLS-14D EN4-7D
explores how the use of language affects demonstrates understanding of how texts can
personal roles and relationships with others express aspects of their broadening world
ENLS-15D and their relationships within it
responds to and composes texts that explore EN5-7D
personal, social and world issues understands and evaluates the diverse ways
texts can represent personal and public
worlds
ENLS-16D EN4-8D
explores the ways cultural ideas and identifies, considers and appreciates cultural
perspectives shape a range of spoken, expression in texts
written, visual and multimedia texts EN5-8D
questions, challenges and evaluates cultural
assumptions in texts and their effects on
meaning
Objective E
texts, students will develop knowledge, understanding and skills in order to learn and reflect
on their learning through their study of English

ENLS-17E EN4-9E
uses individual and collaborative skills in the uses, reflects on and assesses their
learning process individual and collaborative skills for learning
EN5-9E
purposefully reflects on, assesses and
adapts their individual and collaborative skills
with increasing independence and
effectiveness

YEARS 7–10 LIFE SKILLS CONTENT
The Years 7–10 Life Skills content is suggested.
Content describes the intended learning for students as they work towards achieving one or
more of the Life Skills outcomes. It provides the foundations for students to progress to the next
stage of schooling or post-school opportunities.
Teachers will make decisions about the choice of outcomes and selection of content regarding
the sequence, emphasis and any adjustments required based on the needs, strengths, goals,
interests and prior learning of students. Examples provided in the content are suggestions only.
Teachers may use the examples provided or use other examples to meet the particular needs
of individual students.
TEXT SELECTIONS
Teaching and learning opportunities which draw from a diverse range of texts can assist
students to broaden and develop their own language skills. Examples of spoken texts, print
texts, visual texts, media, multimedia and digital texts can be used to address the English Years
7–10 Life Skills outcomes. Where appropriate, students should experience a range of texts
drawn from:
 an appropriate range of digital texts, including film, media and multimedia
 Shakespearean drama.
Refer to the Content section of this syllabus for further information about the organisation of
content.

LIFE SKILLS
OBJECTIVE A
OUTCOME 1
OUTCOME
A student:
› listens and responds in familiar contexts ENLS-1A
Related Stage 4/5 outcomes: EN4-1A, EN5-1A
CONTENT
Students:

• respond to auditory cues through body language, eg turn head, nod, smile, reach out
• respond to familiar auditory cues and signals, eg turn to teacher's voice, smile in response
to favourite music

• recognise a variety of auditory cues occurring in the environment, eg school bell, telephone
ringing, traffic lights, fire alarms
• listen and respond to auditory signals and cues in a range of community contexts, eg listen
for beep at pedestrian lights to cross, leave the building when the smoke alarm is activated

• recognise non-verbal indicators associated with listening, eg eye contact, nodding, smiling,
gesturing
• recognise and demonstrate appropriate listening behaviours, eg listen to peer presentation
without interrupting, listen to a musical or dramatic performance and applaud at appropriate
times

• respond to verbal cues, eg say 'hello' when greeted, wave to a friend who calls 'goodbye'
• respond to single-word commands, eg 'stop', 'wait', 'look'
• respond to commands involving a single step, eg 'turn the page', 'log on to the computer'
• respond to commands involving more than one step, eg 'Take out your workbook and open
it at a new page', 'Have a look at that picture and tell me what you see'

LIFE SKILLS
OBJECTIVE A
OUTCOME 2
OUTCOME
A student:
› communicates for a variety of purposes, audiences and contexts ENLS-2A
CONTENT
Students:

• recognise a variety of ways people communicate with each other, eg speech, gesture, sign,
telephone, SMS, letter, email, social media
• recognise different forms of communication technologies

• recognise the role and purpose of non-verbal indicators in communication, eg a nod for
agreement, a frown for displeasure
• identify how language is used according to context, eg home, school or community

• use non-verbal indicators to communicate for a variety of purposes such as to request and
reject, eg eye contact, nodding, smiling, gesturing, turning away
• greet and farewell people in an appropriate manner in a variety of contexts, eg say goodbye
to a friend, shake hands to welcome a visitor to the school
• communicate with peers and adults in an appropriate manner, eg enter and leave
conversations, maintain conversations, remain on topic
• communicate personal needs, eg need for assistance
• indicate a preference, eg for a book or film, choice of partner for an activity, item on a menu
• use recognised conventions when communicating in a range of contexts, eg use eye
gaze/gesture to select an activity, put hand up in class to answer a question, use
appropriate gesture to attract attention
• contribute to class discussions using a range of skills, including turn-taking, questioning,
rephrasing for clarification
• respond to questions during an interaction to indicate understanding, eg during class
discussions, after listening to a presentation by a guest speaker
• identify and communicate key ideas and information from aural texts, eg a presentation by a
guest speaker
• use appropriate interaction skills across a range of contexts, eg group work
• use digital communication responsibly

• select and use appropriate means of communication, including technology, for a
particular audience, eg use social media to communicate with friends, write a letter of
thanks

LIFE SKILLS
OBJECTIVE A
OUTCOME 3
OUTCOME
A student:
› selects and uses language to communicate according to purpose, audience and context
ENLS-3A
CONTENT
Students:

• identify the purposes of communication, eg explaining, describing, discussing, recounting,
arguing, informing, persuading, entertaining
• identify different audiences for communication, eg peers, familiar and unfamiliar adults,
guests, school audiences, employers
• select and use language forms and features such as intonation, tone and vocabulary to
communicate for a variety of purposes, eg making an apology, acting the part of a character
in a play, requesting a refund

• recognise that language features may vary according to the audience, eg family and friends,
familiar and unfamiliar adults, class and whole-school audiences
• recognise how features of voice can be used to shape meaning, eg tone, volume, intonation

• select and use the appropriate media to communicate for a particular purpose, eg choose to
write a letter of complaint rather than make a telephone call, send a card rather than write
an email
• select and use the appropriate media to communicate with a particular audience, eg send a
text message to a friend, send an email to follow up a job application, write a formal letter to
thank a parent/adult
• adjust communication to suit purpose and audience, eg select appropriate vocabulary and
tone
• transfer communication skills effectively across a range of new and different contexts

LIFE SKILLS
OBJECTIVE A
OUTCOME 4
OUTCOME
A student:
› views and responds to a range of visual texts, media and multimedia ENLS-4A
CONTENT
Students:

• recognise photographs, pictures or symbols as representations of familiar people, objects,
venues
• view and respond to a range of visual texts, media and multimedia for enjoyment, eg age-
appropriate books, photographs, magazines, television programs, video games, DVDs

• recognise symbols, signs and logos in everyday situations, eg computer icons, retail
brands, pedestrian and road signs
• recognise the variety of formats in which visual texts, media and multimedia may be
presented
• recognise different uses of visual texts, media and multimedia, including the internet,
eg browsing the web to locate information, using the internet to communicate socially or
professionally, watching a documentary to gain knowledge and/or pleasure

• predict meaning from visual texts, media and multimedia, eg cover of a novel, video, DVD,
poster, advertisement
• view and respond to their preferred visual texts in a range of contexts, eg select book/DVD
in a community library
• create simple visual texts to convey a message, eg poster, cartoon, pictorial advertisement
• respond to texts using a range of visual texts, eg pictures of costumes used in a

Shakespearean play
• view and respond to graphs, charts and maps in everyday contexts
• respond to a variety of texts, eg picture books and online sources, from a range of
storytellers and cultures, including those from Aboriginal and Torres Strait Islander and
Asian cultures
• respond to elements of digital and multimedia texts, eg sound and lighting

LIFE SKILLS
OBJECTIVE A
OUTCOME 5
OUTCOME
A student:
› recognises and uses visual texts, media and multimedia for a variety of purposes,
audiences and contexts ENLS-5A
CONTENT
Students:

• express a point of view in relation to the content or presentation of visual texts,
media or multimedia, eg plot, genre, characters, setting of a film, purpose of an
advertisement

• recognise signs and symbols with universal meaning, eg exit sign, lift sign, disabled access
symbol, first aid symbol, poison symbol, recycle symbol
• recognise how technology is used for different purposes and audiences in film, websites
and other multimedia texts

• identify different ways information is conveyed in visual texts, media and multimedia
• identify the forms and features used in visual texts, media and multimedia to create
meaning for a range of purposes and audiences, eg colour, size, layout, framing, lighting,
music, camera angles
• recognise the effect of elements of multimedia, eg film techniques, animation, voice-overs,
sound effects, framing
• explore the ways features of visual texts, media and multimedia are used to create meaning
for a range of purposes and audiences, eg music to reflect mood

• use photographs, pictures, symbols and visual aids for a variety of purposes, eg to respond
to questions about a movie clip, to indicate sequencing and narrative flow
• use visual texts to communicate with a variety of audiences, eg feelings chart, map
• interpret different forms of visual information, eg maps, diagrams, animations and images
• identify the key ideas presented in an increasingly wide range of visual texts, including
maps, tables, diagrams and animation

• respond to a range of visual texts, media and multimedia for a variety of purposes in a
range of contexts, eg recount the storyline of a text shown on a film or video, make
judgements about the nature and accuracy of a magazine article, create an action plan for
the school community in response to an advertising campaign promoting an environmental
issue
• respond critically to a range of visual texts, media and multimedia, eg compare visual
images and express a preference, compose a review of a film, recognise if texts meet the
intended purpose and audience, participate in a debate about an issue presented in a
media text
• demonstrate understanding of ethical digital citizenship, eg recognise the internet is a public
domain, use social networking sites appropriately, demonstrate responsible use of ICT

LIFE SKILLS
OBJECTIVE A
OUTCOME 6
OUTCOME
A student:
› reads and responds to a range of written texts in familiar contexts ENLS-6A
CONTENT
Students:

• read a variety of short, written texts for enjoyment or information, eg email, sports results,
SMS, instructions for using technology
• relate to texts using personal experiences
• select a range of texts for enjoyment and justify reasons for their choice
• express a point of view/opinion about a text
• contribute to and provide an opinion on familiar topics represented in texts through class
and small-group discussions

• identify the purpose of a variety of written texts, eg school diary, letter, media article
• recognise the difference between types of texts, eg cookbook, safety manual, drama script,
web page, novel

• identify and use reading behaviours, eg reading headings and subheadings, looking at
pictures and graphics that accompany written texts, predicting, self-correcting,
rereading, reflecting
• use phonological knowledge to read texts
• use semantic and grammatical cues to gain meaning from written texts, eg use
context clues to comprehend an unfamiliar word in a text

• recognise and interpret single words or simple instructions in context, eg 'exit', 'no entry',
'out of bounds', 'danger', 'enter password', 'close program', movie titles
• predict meaning in written texts, eg predict the storyline of a novel from reading the back
cover, predict the ending of a story
• read and respond to questions about texts to demonstrate comprehension
• compare familiar texts on a similar topic

LIFE SKILLS
OBJECTIVE A
OUTCOME 7
OUTCOME
A student:
› uses strategies to obtain meaning from and interpret a range of texts ENLS-7A
CONTENT
Students:

• develop a point of view in relation to an argument or issue presented in a text, eg an
environmental issue
• use prior knowledge to gain meaning from and interpret texts

• identify intended audiences for imaginative, informative and persuasive texts
• identify visual, aural, written and digital elements of multimodal and multimedia texts
• 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

• 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
• identify persuasive language in texts, eg bias, opinion, tone

• recognise ways in which language can create different responses to characters, setting,
issues and ideas

• identify the main idea in a range of familiar written, visual and aural texts, eg advertising for
the 'Clean Up Australia' campaign
• 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 skimming, scanning 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
• explore an issue presented in a text, using a range of media and multimedia, eg internet,
articles, documentaries
• respond to a range of texts composed in different media and technologies

LIFE SKILLS
OBJECTIVE A
OUTCOME 8
OUTCOME
A student:
› writes short texts for everyday purposes ENLS-8A
CONTENT
Students:

• complete personal details in a range of formats for a variety of purposes

• recognise the range of conventions used in written texts, eg capital letters, full stops
• write short texts using correct conventions, eg punctuation, sentence structure and
grammar

• write own name
• write signature in consistent form
• construct short texts using visual aids and/or appropriate technology, eg a poster promoting
caring for the school environment
• write short texts, eg notes, cards, lists, SMS, entry in electronic diary
• transfer information from one source to another, eg copy timetable to school diary, transfer
details of school event into electronic diary
• write about familiar topics for everyday purposes, eg email a friend about holidays, special
events, sport, music

LIFE SKILLS
OBJECTIVE A
OUTCOME 9
OUTCOME
A student:
› composes texts for a variety of purposes and audiences ENLS-9A
CONTENT
Students:

• compose short texts, drawing on personal experiences, using simple textual features
appropriate to purpose and audience

• recognise the structures of different types of texts, eg narrative, report, procedure

• explore how the structures of different types of texts create meaning, eg how narrative text
uses setting, character, conflict, resolution
• identify how audience and purpose affect language forms and features in imaginative,
• explore the ways language features can be used in a variety of texts, eg simile (cool as a
cucumber), idiom (raining cats and dogs)

• recognise the various stages involved when composing texts, eg planning, drafting, editing,
publishing/presenting
• use various strategies to plan ideas for composing texts, eg headings, graphic organisers,
questions and mind maps
• produce a variety of digital and multimodal texts for particular purposes and audiences
• use strategies to structure texts, eg scaffolding, graphic organisers
• collaboratively construct texts for a variety of purposes and audiences
• compose simple texts that include aspects of home and local community life

LIFE SKILLS
OBJECTIVE B
OUTCOME 10
OUTCOME
A student:
› explores the ways in which language forms, features and structures of texts vary according
to purpose, audience and context ENLS-10B
Related Stage 4/5 outcomes: EN4-3B, EN5-3B
CONTENT
Students:

• recognise that texts are constructed for different purposes, eg to inform, persuade, entertain
• recognise that texts are constructed for different audiences, eg children, adults
• recognise the structures of different types of texts, eg recount, narrative, procedure

• recognise that texts differ according to their purpose, audience and context, eg cookbooks,
safety manuals, drama scripts, web pages, novels, films and television, SMS, social media
sites
• identify the language forms and features affected by purpose, audience and context,
eg word choice, voice, tone, audio and visual features
• compare the language forms, features and structures of texts composed for different
purposes and audiences, eg recipes for an adult or child presented in a cookbook or online,
a film poster/trailer compared with a film review blog
• understand how grammatical conventions can shape meaning when composing texts for a
variety of audiences, purposes and contexts, eg tense, adjectives, action verbs, cohesive
links
• explore the effects of language forms, features and structures for a variety of purposes,
audiences and contexts, eg the use of humour to sustain an audience
• explore the ways language forms and features can be used to create layers of meaning,
eg imagery, tone, figurative language
• explore the ways in which language forms, features and structures can be used to position
the reader, eg the use of emotive and persuasive language to create a perspective

LIFE SKILLS
OBJECTIVE B
OUTCOME 11
OUTCOME
A student:
› composes, publishes and presents texts appropriate to purpose and audience in a range of
contexts ENLS-11B
Related Stage 4/5 outcomes: EN4-4B, EN5-4B
CONTENT
Students:

• compose texts for enjoyment, experimenting with personal styles of composition
• identify different ways of using feedback to improve their texts

• use spelling rules to accurately spell a range of words when composing texts for a variety of
purposes
• use grammar and punctuation conventions accurately and effectively when composing texts
for a variety of purposes
• recognise the range of language forms, features and structures of texts used to compose
texts for different purposes and audiences, including:
– in written texts: organisation, sentence structure, grammar, punctuation, vocabulary and
spelling, the use of formal or colloquial language
– in visual texts: organisation, colour, size, layout, framing, camera angles
– in spoken texts: organisation, clarity, volume, expression, intonation, non-verbal
language
• use structures and features of text to engage an audience and sustain their interest,
eg creating visual images to accompany a written text, changing the length of an oral
presentation to make it more concise
• select and use appropriate organisers and connectives to compose coherent texts for a
variety of purposes, audiences and contexts
• make deliberate language choices when composing texts for a variety of purposes,
audiences and contexts

• create imaginative, informative and persuasive texts
• use a range of technology to create meaning when composing texts
• select and use appropriate editing techniques and tools, including ICT, to enhance clarity
and meaning in own texts, eg rereading, peer editing, grammar and spelling tools, reference
texts for spelling and word choice

• select and use a range of technology and strategies to create visual and multimedia texts
for particular purposes, contexts and audiences, eg picture books, advertisements,
illustrations, cartoons
• recognise ways that drafts of texts can be enhanced, eg by reviewing and amending
vocabulary, spelling, punctuation, sentence structure, paragraphs, cohesion, presentation
• alter the structure and/or language of own compositions to enhance meaning
• use a critical friend to assess the quality of work, eg brainstorm with a partner or group,
engage in class presentations
• explore ways to present information using appropriate technology and strategies
• plan, rehearse and deliver presentations using language forms, features and structures
appropriate to purpose, audience and context
• experiment with different modes and media to publish texts and enhance presentations

LIFE SKILLS
OBJECTIVE C
OUTCOME 12
OUTCOME
A student:
› responds to texts in ways that are imaginative and interpretive ENLS-12C
Related Stage 4/5 outcomes: EN4-5C, EN4-6C, EN5-5C, EN5-6C
CONTENT
Students:

• read and view a variety of texts for pleasure
• share their responses to texts they have read in a variety of relevant contexts, including
digital and face-to-face contexts
• relate a personal experience, thought or feeling about the characters, events, setting
or themes of a text
• recognise the connections between their own experiences and the world of texts
• draw on personal experiences to speculate on texts, eg behaviours of characters, cause
and effect, plot direction, writing style
• draw on personal experiences to understand elements in texts, eg plot, character, setting
and issues
• respond with empathy to characters, situations and issues in texts, eg imagine how they
would react if they were the hero in the story

• identify different kinds of imaginative and informative texts and their purposes
• explore real and imagined worlds through texts

• explore ways in which ideas, information and perspectives are presented in a range of texts
• recognise the difference between fact and opinion, reality and fantasy
• appreciate the ways in which storytelling makes use of imaginative language

• respond imaginatively to a range of visual texts, media and multimedia, eg compose a
poem in response to a visual text, compose the script for an alternative ending to a film,
draw or create an additional scene/slide in a film or multimedia presentation

LIFE SKILLS
OBJECTIVE C
OUTCOME 13
OUTCOME
A student:
› engages critically with texts using personal experiences ENLS-13C
Related Stage 4/5 outcomes: EN4-5C, EN4-6C, EN5-5C, EN5-6C
CONTENT
Students:

• draw on personal experiences to communicate points of view in relation to texts,
eg 'Everyone likes that character but I don't'
• justify a point of view, drawing on personal experience, eg 'I like that character because he's
just like my friend'
• draw on personal experiences to critically respond to ideas, information and perspectives in
texts
• appreciate that their own experience shapes responses to texts

• identify persuasive language used in texts, eg bias, opinion
• use persuasive language to present an opinion or point of view

• identify how different texts treat the same subject matter
• compare, discuss and justify different interpretations of texts
• compose persuasive texts in response to another text, eg exposition/discussion on a theme
of a novel, debate on the hero/villain of a story, argument for/against an environmental
issue
• develop critical and evaluative skills, eg identify points of difference in texts, communicate
preferences for texts, recognise if texts meet the intended purpose and audience

LIFE SKILLS
OBJECTIVE D
OUTCOME 14
OUTCOME
A student:
› explores how the use of language affects personal roles and relationships with others
ENLS-14D
Related Stage 4/5 outcomes: EN4-7D, EN5-7D
CONTENT
Students:

• recognise the power of language to communicate feelings

• identify how the aspects of context affect features of language, eg tone, voice, volume,
pace, body language
• recognise that gestures and eye contact may be interpreted differently across cultures

• select and use language appropriate to the relationship, eg nickname to refer to a friend,
formal salutation (Mrs/Mr/Ms) to refer to a teacher
• identify the effect of body language in communicating and developing relationships with
others
• recognise that language affects the development and maintenance of relationships,
eg offering words of comfort at a time of distress

• explore how the use of language can be empowering or disempowering, eg encouraging
words build self-esteem, inappropriate or disrespectful words cause offence
• explore how the use of language can be inclusive or exclusive, eg a speaker uses gestures,
proximity and eye contact to engage and include the audience; a speaker uses cultural,
technical or body language unknown to one member of a group

LIFE SKILLS
OBJECTIVE D
OUTCOME 15
OUTCOME
A student:
› responds to and composes texts that explore personal, social and world issues ENLS-15D
CONTENT
Students:

• acknowledge the value of their own personal experiences in responding to texts
• reflect on the ways their own personal experience affects their responses to texts

• recognise that texts represent people, places and events
• recognise that texts can represent individual or shared views
• identify the ways in which cultural assumption is presented in texts, eg gender, religion,
disability, culture

• recognise the ways in which ideas and points of view can be expressed in a range of
spoken, written, visual and multimedia texts
• recognise how the language of persuasion represents individual and group perspectives,
eg bias, argument

• compare personal experiences to those explored in a range of texts
• identify and explain different points of view presented in a range of texts
• explore the representation of people, place and events in film and the media
• explore personal, social and/or world issues in texts, eg gender, religion, disability, social
class, culture
• compose a response to an issue presented in a text
• compose texts to reflect a personal belief or point of view, eg a picture to show how they
feel about an issue, a text about their opinions on a particular issue
• develop arguments for and against cultural issues and perspectives in texts, eg the Stolen
Generations in Aboriginal history, the role of women in Asian cultures
• explore moral issues presented in texts, eg choices between right and wrong, honesty,
fairness, acceptable behaviour

LIFE SKILLS
OBJECTIVE D
OUTCOME 16
OUTCOME
A student:
› explores the ways cultural ideas and perspectives shape a range of spoken, written, visual
and multimedia texts ENLS-16D
CONTENT
Students:

• recognise how personal, social and cultural experiences can influence our understanding of
texts, including our attitudes towards characters, actions and events

• identify culturally specific body language and how this is used to create meaning in a range
of texts, eg thumbs up, handshakes
• identify home languages of students within the class or community
• recognise texts specific to Asian and Aboriginal and Torres Strait Islander cultures,
eg stories, poetry, chants and songs
• recognise that texts can be used to convey a particular point of view and to persuade others
in relation to particular groups in society
• discuss the importance of stories from the Dreaming to the identity of Aboriginal and Torres
Strait Islander peoples
• identify the way cultural expressions in texts shape meaning, including gender, ethnicity,
religion, youth, age, sexuality, disability and social class

• identify the use of clichés, colloquial or non-literal language, eg 'Get your act together', 'How
cool is that video clip', 'Pull your socks up', 'G'day mate'
• identify vocabulary in texts that may differ across a range of contexts, eg geographic
(jumper/pullover/sweater, port/suitcase/satchel), demographic (cool/great), generational
(courting/dating)
• recognise culturally specific signs, symbols and/or stereotypes in written, visual and
multimedia texts
• explore the ways cultural issues are represented through texts
• explore how indigenous cultures, including Aboriginal history, are represented in a variety of
texts
• identify symbols of Aboriginal and Torres Strait Islander cultures in stories from the
Dreaming

• respond to stories from local Aboriginal and Torres Strait Islander communities,
eg Dreaming stories
• explore commonalities of and differences in experiences and ideas of texts from a range of
cultures, including Asian and Aboriginal and Torres Strait Islander cultures
• explore texts from a range of cultures, including Asian and Aboriginal and Torres Strait
Islander cultures
• compare cultural experiences and viewpoints from different sources, eg texts from Asia and
by Asian Australians
• critically respond to texts from other cultures

LIFE SKILLS
OBJECTIVE E
OUTCOME 17
OUTCOME
A student:
› uses individual and collaborative skills in the learning process ENLS-17E
Related Stage 4/5 outcomes: EN4-9E, EN5-9E
CONTENT
Students:

• ask questions to assist learning, eg to clarify understanding, to seek direction
• demonstrate time management
• take on responsibilities as a learner both individually and as part of a group, eg collect
books from library, contribute to group discussion
• identify personal learning strengths and needs
• discuss the achievements and difficulties associated with a particular task
• review and reflect on their learning, eg pleasures, difficulties, successes, challenges
• assess the effectiveness of their contributions in collaborative learning situations
• reflect on personal reading, eg 'Which books have I enjoyed reading?', 'What do I want to
read about?', 'Do I need to broaden my reading choices?'

• recognise the nature of the task
• recognise the steps involved in achieving the task
• find, select and use information from a variety of sources, eg books, internet, multimedia
• use a variety of research techniques
• use a variety of strategies to structure and present ideas and information
• participate in partner, small-group and whole-class tasks
• independently select and use editing techniques and tools to enhance quality of work
• identify learning strategies that have been helpful during speaking, listening, reading, writing
and/or viewing and representing activities, eg scaffolds, cue cards, graphic organisers

ASSESSMENT
STANDARDS
The NSW Education Standards Authority (NESA) K–10 Curriculum Framework is a standards-
referenced framework that describes, through syllabuses and other documents, the expected
learning outcomes for students.
Standards in the framework consist of three interrelated elements:
 outcomes and content in syllabuses showing what is to be learned
 Stage statements that summarise student achievement
 samples of work on the NESA Assessment Resource Centre (ARC) website that provide
examples of levels of achievement within a Stage.
Syllabus outcomes in English contribute to a developmental sequence in which students are
challenged to acquire new knowledge, understanding and skills.
ASSESSMENT
Assessment is an integral part of teaching and learning. Well-designed assessment is central to
engaging students and should be closely aligned to the outcomes within a Stage. Effective
assessment increases student engagement in their learning and leads to enhanced student
outcomes.
Assessment for Learning, Assessment as Learning and Assessment of Learning are three
approaches to assessment that play an important role in teaching and learning. The NESA
Years K–10 syllabuses particularly promote Assessment for Learning as an essential
component of good teaching.
Further advice on programming and appropriate assessment practice in relation to the English
syllabus is provided on the NESA website. This support material provides general advice on
assessment as well as strategies to assist teachers in planning education programs.

ASSESSMENT FOR STUDENTS WITH SPECIAL EDUCATION
NEEDS
Some students with special education needs will require adjustments to assessment practices
in order to demonstrate what they know and can do in relation to syllabus outcomes and
content. The type of adjustments and support will vary according to the particular needs of the
student and the requirements of the activity. These may be:
 adjustments to the assessment process, for example additional guidance provided,
highlighted key words or phrases, the use of specific technology, extra time in an
examination
 adjustments to assessment activities, for example rephrasing questions, using simplified
language, fewer questions or alternative formats for questions
 alternative formats for responses, for example written point form instead of essays,
scaffolded structured responses, short objective questions or multimedia presentations.
It is a requirement under the Disability Standards for Education 2005 for schools to ensure that
assessment tasks are accessible to students with disability. Schools are responsible for any
decisions made at school level to offer adjustments to coursework, assessment activities and
tasks, including in-school tests. Decisions regarding adjustments should be made in the context
of collaborative curriculum planning.
Further examples of adjustments to assessment for students with special education needs and
information on assessment of students undertaking Life Skills outcomes and content can be
found in support materials for:
 English
 Life Skills.
REPORTING
Reporting is the process of providing feedback to students, parents and other teachers about
student progress.
Teachers use assessment evidence to extend the process of Assessment for Learning into their
Assessment of Learning. In a standards-referenced framework teachers make professional
judgements about student achievement at key points in the learning cycle. These points may be
at the end of a Year or Stage, when schools may wish to report differentially on the levels of
knowledge, understanding and skills demonstrated by students.
Descriptions of student achievement provide schools with a useful tool to report consistent
information about student achievement to students and parents/carers, and to the next teacher
to help plan the future steps in the learning process.
The A–E grade scale or equivalent provides a common language for reporting by describing
observable and measurable features of student achievement at the end of a Stage, within the
indicative hours of study. Teachers use the descriptions of the standards to make a
professional, on-balance judgement, based on available assessment information, to match each
student’s achievement to a description. Teachers use the Common Grade Scale (A–E) or
equivalent to report student levels of achievement from Stage 1 to Stage 5.
For students with special education needs, teachers may need to consider, in consultation with
their school and sector, the most appropriate method of reporting student achievement. It may
be deemed more appropriate for students with special education needs to be reported against
outcomes or goals identified through the collaborative curriculum planning process. There is no
requirement for schools to use the Common Grade Scale (A–E) or equivalent to report
achievement of students undertaking Life Skills outcomes and content.

GLOSSARY
The glossary draws on the NSW syllabus glossaries and the English glossary developed by the
Australian Curriculum, Assessment and Reporting Authority.
Aboriginal and/or Torres The term describes people who are either Aboriginal or Torres
Strait Islander Peoples Strait Islander or are Aboriginal and Torres Strait Islander.
An Aboriginal and/or Torres Strait Islander person is someone
who:
 is of Aboriginal and/or Torres Strait Islander descent
 identifies as an Aboriginal person and/or Torres Strait
Islander person, and
 is accepted as such by the Aboriginal and/or Torres Strait
Islander community in which they live.
Aboriginal cultural Aboriginal cultural protocols describe appropriate ways of

protocols behaving, communicating and showing respect for diversity of
histories and cultures. This involves appreciation of the
knowledge, standing and status of people within the local
Aboriginal community. Protocols inevitably vary between
communities, and between people within a community. In
establishing partnerships between Aboriginal communities and
industries or professions, it is especially important that
protocols are acknowledged and respected.
Aboriginal English Aboriginal English is a dialect of Standard Australian English.

It is a distinctly Aboriginal kind of English and is a powerful
vehicle for the expression of Aboriginal identity (see Diane
Eade 1995, Aboriginal English, Board of Studies NSW,
Sydney).
active listening A formal listening technique that develops communication

skills through the processes of understanding information,
remembering and retaining it and responding appropriately.
active voice (see voice)
adjective A word class that describes a noun to add extra meaning.

Different types of adjectives include:
 possessive adjectives, for example my, his, her
 numbering adjectives, for example two, many, lots of
 describing adjectives, for example big, old, yellow, beautiful
 comparing adjectives, for example more delicate, best,
bigger
 classifying adjectives, for example Persian cat, air transport.

adverb A word class that modifies:
 a verb, for example 'She sings beautifully.'
 an adjective, for example 'He is really interesting.'
 another adverb, for example 'She walks very slowly.'
In English many adverbs have an -ly ending.
adverbial An adverbial phrase or clause contributes additional

information to the main clause. Generally, these will answer
the questions:
 how, for example 'They walked to town very quickly.'
 when, for example 'She had dinner after everyone had left.'
 where, for example 'I spoke with him outside the house.'
 why, for example 'Tom felt tired because he had run a
marathon.'
An adverbial can also contribute evaluative interpersonal
meaning to a clause, for example 'Frankly, I don't care'.
Adverbs, adverb groups, prepositional phrases, nouns and
noun groups can function as adverbials.
aesthetic Relating to a sense of beauty or an appreciation of artistic

expression. The selection of texts that are recognised as
having aesthetic or artistic value is an important focus of the
study of literature.
allegory A story in prose fiction, poetry, drama or visual language that

has more than one level of meaning. The characters, events
and situations can represent other characters, events and
situations. For example, the witch trials in The Crucible are an
allegory of the US HUAC hearings in the 1950s. Allegories
often represent moral or political situations.
alliteration The recurrence, in close succession, of the same consonant

sounds usually at the beginning of words. In 'ripe, red
raspberry', the repetition of the 'r' sound creates a rich aural
effect, suggesting the lusciousness of the fruit.
allusion A deliberate and implicit reference to a person or event, or a

work of art which draws on knowledge and experiences
shared by the composer and responder.
alphabetic principle The awareness of the systematic relationship between letters

and sounds. This involves understanding that letters represent
sounds, that speech can be turned into print and that print can
be turned into speech.
analogy A comparison demonstrating the similarities between two

things, people or situations. It is a device to clarify an idea
through a connection. Analogies are often used in persuading,
explaining or arguing a point.

animation A simulation of movement created by displaying a series of
pictures, or frames, for example a cartoon.
antonym A word or word group with a meaning opposite to that of

another word or word group, for example hot (cold), go away
(come back).
apostrophe (') A punctuation marker used to:

 indicate possession, for example 'Rosie's cup'. Note: an
apostrophe attaches to nouns, not possessive pronouns
such as hers, his, its, theirs, ours
 indicate missing letters or numbers in a contracted
expression, for example 'He's gone home', 'It's news to me'.
apposition When one noun group immediately follows another with the
same reference, they are said to be in apposition, for example
'our neighbour, Mr Grasso ...', 'Canberra, the capital of
Australia ...'.
appreciation The act of discerning quality, value and enjoyment in

imaginative, informative and persuasive texts.
appropriation Taking an object or text from one context and using it in

another context. The process can allow new insights into the
original text or object and emphasise contextual differences.
Appropriation also gives extra insight into the newly created or
used text or object. Texts can be appropriated for a range of
purposes, including satirical criticism, consideration of existing
ideas in a new context and exploration of cultural
assumptions. The mass media frequently appropriate words,
images and icons from other cultural contexts. Films and
novels are often appropriations of earlier texts.
argument The reasons and evidence given to support an idea or a

proposition.
article There are three articles in the English language: a, an, the.
Articles are placed before nouns and form part of the noun
group when referring to either a specific person or thing (the)
or a non-specific person or thing (a, an). The is called a
definite article; a and an are called indefinite articles.
audience The intended group of readers, listeners or viewers that the

writer, designer, filmmaker or speaker is addressing.
author The composer or originator of a work (for example a novel,

play, poem, film, website, speech, essay, autobiography).
Author is most commonly used in relation to novels.

auxiliary verb A verb that gives further semantic or syntactic information
about a main or full verb. The most common auxiliary verbs
are be, do and have. Note that they are only auxiliary verbs
when connected to another verb. They can be used as verbs
on their own. Will and shall are auxiliary verbs used to express
future time. Modal auxiliaries such as shall, could and might
also operate to adjust verb meanings.
bias In argument or discussion, to favour one side or viewpoint by

ignoring or excluding conflicting information; a prejudice
against something.
body language A form of non-verbal communication which consists of body

movements and postures, gestures, facial expressions, and
eye and mouth movements, for example crossed arms or
leaning away from or towards another person.
brackets (see parentheses)
breadcrumb trail A method for providing ways to navigate through a website.

The breadcrumb trail shows where users are, how they got
there, and how to move back to the places they have been. An
example of a breadcrumb trail is: Home > Products >
Purchase > Checkout.
camera angle The angle at which the camera is pointed at the subject. It is
the perspective from which the camera shoots and from which
the viewer ultimately sees the image. Vertical angle can be
low, level or high. Horizontal angle can be oblique (side on) or
frontal.

clause A clause is a complete message or thought expressed in
words. The essential component of a clause is a finite verb or
verb group, for example 'She played in the sandpit', 'Duc was
running home'.
 A main clause (also known as a principal or independent
clause) is a clause that can stand alone as a complete
sentence, though it may be joined with other clauses, for
example 'The child came first'.
 A subordinate clause (also known as a dependent clause) is
a group of words that cannot stand alone or make complete
sense on its own. It needs to be combined with a main
clause to form a complete sentence. Subordinate clauses
will usually be adjectival or adverbial clauses.
 An adjectival clause is a clause that provides information
which defines the qualities or characteristics of the person or
thing named. It usually begins with a relative pronoun and is
sometimes called a relative clause, for example 'The child
who had the red top came first'.
 An adverbial clause is a clause that modifies the verb in the
main clause, for example 'The child came first because he
was the fastest runner'.
 An embedded clause occurs within the structure of another
clause, often as a qualifier to a noun group, for example 'The
man who came to dinner is my brother'.
cohesion That quality in a text determined by its parts being related and
contributing to its overall unity. Cohesion is achieved through
shaping the form, creating a structure that the responder can
recognise and use to navigate the text, and using features of
language that link the various parts of the text into a complete
whole. These features can include connectives such as
'furthermore' and 'therefore', cross-references to different parts
of the text, and reiteration of the title or terms of the topic or
question being addressed in the text.
cohesive links Those language features that help to develop unity within a
text. Cohesion can involve referring words such as pronouns,
for example 'Tony wanted to escape but he couldn't run', or
content words that are related in various ways, for example
'Tony wanted to escape but was too tired to run'.
collaborative learning An approach to teamwork that enables students to combine

their individual skills and resources to generate creative
solutions to problems.
collocation Words that commonly occur in close association with one

another (for example, 'blonde' goes with 'hair', 'butter' is
'rancid' not 'rotten', 'salt and pepper' not 'pepper and salt').
colloquial Informal expression of language, characteristic of speech and

often used in informal writing. The register of everyday
speech.

colon (:) A punctuation convention used to separate a general
statement from one or more statements that provide additional
information, explanation or illustration. The statements that
follow the colon do not have to be complete sentences. They
will generally form a list and may be set out in dot points.
comma (,) A punctuation marker used to indicate the grammatical

organisation of sentences. Commas are used in sentences:
 to indicate separation between parts of a sentence such as
clauses or phrases where such separation is important to
the meaning, for example 'Children, who cannot lift such
heavy weights, will not be allowed to participate', 'Children
who cannot lift such heavy weights will not be allowed to
participate'.
 to separate words, phrases or numbers in a series, for
example 'Children like to eat apples, bananas, oranges and
watermelons'.
command (or imperative) A sentence that gives direction or seeks an active response,
for example 'Leave now!', 'Go!' Commands always end with an
exclamation mark.
communication An overarching term encompassing the technologies

technologies (applications and devices) that facilitate wide scale
communication. These may include film, websites, email and
social networking platforms.
complex sentence (see sentence)
composer A collective noun to include an author, poet, playwright,

director, designer and so on.
composing The activity that occurs when students produce written,

spoken or visual texts. Composing typically involves:
 the shaping and arrangement of textual elements to explore
and express ideas, emotions and values
 the processes of imagining, organising, analysing, drafting,
appraising, synthesising, reflecting and refining
 knowledge, understanding and use of the language forms,
features and structures of texts
 awareness of audience and purpose.
composition The combination and integration of the various elements of an

image into a whole text.
compound sentence (see sentence)

compound word A word consisting of two or more words that has a meaning
different from that of the individual words, for example
farmyard.
comprehension strategies Strategies and processes by which readers bring meaning to

and extract meaning from texts. Key comprehension
strategies include:
 activating and using prior knowledge
 identifying literal information explicitly stated in the text
 making inferences based on information in the text and their
own prior knowledge
 predicting likely future events in a text
 visualising by creating mental images of elements in a text
 summarising and organising information from a text
 integrating ideas and information in texts
 critically reflecting on content, structure, language and
images used to construct meaning in a text.
concepts about print Concepts about how English print works. They include
information about where to start reading and how the print
travels from left to right across the page. Concepts about print
are essential for beginning reading.
conjunction A word that joins other words, phrases or clauses together in

logical relationships such as addition, time, cause or
comparison. There are two major types of conjunctions for
linking messages:
 coordinating conjunctions link words, phrases and clauses
in such a way that the elements have equal status in
meaning. They include conjunctions like and, or, but
 subordinating conjunctions introduce certain kinds of
subordinate clauses. They include words like that, whether
(or if), while, after, when, because, if (in the conditional
sense) and serve to mark the kind of subordinate clause
introduced.

connective Words which link paragraphs and sentences in logical
relationships of time, cause and effect, comparison or
addition. Connectives relate ideas to one another and help to
show the logic of the information. Connectives are important
resources for creating cohesion in texts. The logical
relationships can be grouped as follows:
 temporal – to indicate time or sequence ideas, for example
first, second, next
 causal – to show cause and effect, for example because,
for, so
 additive – to add information, for example also, besides,
furthermore
 comparative – for example rather, alternatively
 conditional/concessive – to make conditions or concession,
for example yet, although
 clarifying – for example in fact, for example.
connotation The nuances or shades of meaning attached to words, beyond

that of their literal or dictionary meanings. Connotations may
be positive, negative or neutral.
context The range of personal, social, historical, cultural and

workplace conditions in which a text is responded to and
composed.
contraction A contraction is a shortened form of one or two words (one of

which is usually a verb). In a contraction, an apostrophe takes
the place of the missing letter or letters. Some contractions
are: I'm (I am), can't (cannot), how's (how is), and Ma'am
(Madam).
convention An accepted language practice that has developed over time

and is generally used and understood, for example use of
punctuation.
coordinating conjunctions Words that link phrases and clauses in such a way that the
elements have equal status in meaning. They include
conjunctions such as and, or, either/neither, but, so and
then (see conjunction).
create/compose Develop and/or produce spoken, written or multimodal texts in

print, visual, oral or digital forms.
creating/composing Creating refers to the development and/or production of

spoken, written, visual or multimodal texts in print, graphic or
digital forms.

creativity The dynamic process of using language to conceptualise,
interpret and synthesise ideas in order to develop a 'product'.
critical Exploration of the quality of argument, content, analysis,

information or persuasion in oral, visual or written text, to
assess the way in which themes, issues or ideas are
presented for the audience and purposes intended.
cultural assumption Beliefs or attitudes about such things as gender, religion,

youth, age, disability, sexuality, social class and work that are
taken for granted as being part of the fabric of the social
practices of a particular culture. Cultural assumptions underlie
cultural expressions in texts and may also be embedded in
texts in various ways.
cultural expression The articulation or representation of beliefs, practices or

attitudes pertaining to a particular culture.
culture The social practices and ways of thinking of a particular

people or group, including shared beliefs, values, knowledge,
customs, lifestyle and artefacts.
dash (–) A punctuation marker used to indicate a break or pause in a

sentence or to begin and end a parenthetical clause. It is
increasingly used in formal and informal writing where
traditionally a colon, semicolon or comma may have been
used, for example in a parenthetical clause.
decode The process in which knowledge of letter–sound relationships,

including knowledge of letter patterns, is used to identify
written words.
dependent clause (see clause)
design The way particular elements are selected, organised and used
in the process of text construction for particular purposes.
These elements might be linguistic (words), visual (images),
audio (sounds), gestural (body language), spatial
(arrangement on the page, screen or 3D) and multimodal (a
combination of more than one).
dialect The terms of a given language which differ from one another,
usually to be found in a particular region or social class.
digital texts Audio, visual or multimodal texts produced through digital or

electronic technology which may be interactive and include
animations and/or hyperlinks. Examples of digital texts include
DVDs, websites, e-literature (e-books) and apps.

digraph Two letters that represent a single sound (phoneme). Vowel
digraphs are two vowels (oo, ea). Consonant digraphs have
two consonants (sh, th). Vowel/consonant digraphs have one
vowel and one consonant (er, ow).
directionality The direction in which English print is read. Early readers

need to learn where to start reading and in which direction the
print travels, noting that other languages may not follow this
convention.
discourse markers Words and phrases used in speaking and writing to ‘signpost’
discourse by showing turns, joining ideas together, showing
attitude, and generally controlling communication. Some
people regard discourse markers as a feature of spoken
language only (for example, ‘actually’, ‘so’, ‘OK’, ‘right?’,
‘anyway’).
discursive texts Texts whose primary focus is to explore an idea or variety of

topics. These texts involve the discussion of an idea(s) or
opinion(s) without the direct intention of persuading the
reader, listener or viewer to adopt any single point of view.
Discursive texts can be humorous or serious in tone and can
have a formal or informal register. They include texts such as
feature articles, creative nonfiction, blogs, personal essays,
documentaries and speeches.
e-literature The electronic publication of literature using the multimedia

capabilities of digital technologies to create interactive and
possibly non-linear texts, through combining written text,
movement, visual, audio and spatial elements. It may include
hypertext fiction, computer art installations, kinetic poetry and
collaborative writing projects allowing readers to contribute to
a work. E-literature also includes texts where print meanings
are enhanced through digital images and/or sound and
literature that is reconstituted from print texts, for example
online versions of The Little Prince or Alice in Wonderland. In
the form of e-books they are constructed to be read through e-
readers and electronic tablets.
electronic media Media technology, such as television, the internet, radio and
email, that communicates with large numbers of people. Much
electronic media will be interactive.

ellipsis Ellipsis is the omission of words where:
 words repeat what has gone before and these terms are
simply understood, for example 'The project will be
innovative. To be involved (in the project) will be exciting.'
 a word like one is substituted for a noun or noun group, as
in 'There are lots of apples in the bowl. Can I have one?' (of
them)
 a cohesive resource binds text together and is commonly
used in dialogue for speed of response, for example (Do
you) 'Want a drink?'/'Thanks' (I would like a drink)
 three dots (also known as points of ellipsis) are used to
indicate such things as surprise or suspense in a narrative
text or that there is more to come in an on-screen menu
 the points of ellipsis take the place of sections of text when
quoting from a source.
email Electronic mail. Correspondence sent and received using

electronic addresses, including messages, documents and
graphics.
emotive language Language that creates an emotional response.
etymology The origins of, and changes to, words in relation to meaning,
for example words derived from earlier or other languages,
place names, words derived from people's names, coinages
(for example googling). (See word origin.)
evaluative language Positive or negative language that judges the worth of

something. It includes language to express feelings and
opinions, to make judgements about aspects of people such
as their behaviour, and to assess the quality of objects such
as literary works. It includes evaluative words. The language
used by a speaker or writer to give a text a particular
perspective (for example judgemental, emotional, critical) in
order to influence how the audience will respond to the
content of the text.
everyday and workplace Texts that communicate in everyday situations and

texts workplaces. Everyday and workplace texts are composed with
a sensitivity to the broad range of language competencies
among the intended audience, and the contexts within which
they are placed. Examples of everyday texts include road
signs, information texts provided by government departments
and instructions on appropriate behaviour in places like
schools, restaurants and parks. Examples of workplace texts
include safety signs, information texts relating to workplace
procedures, and texts that use the jargon of the workplace.

exclamation mark (!) A punctuation marker used at the end of a sentence to
emphasise the emotion or feeling that is contained in the
sentence. In some forms, such as personal letters, it may be
used to strengthen the humorous element in a sentence, for
example 'We found the cat asleep in the rubbish bin!'
Exclamation marks are always used at the end of sentences
containing a command – Go!
figurative language Words or phrases used in a way that differs from the expected
or everyday usage. Figurative language creates comparisons
by linking the senses and the concrete to abstract ideas.
Words or phrases are used in a non-literal way for particular
effect, for example simile, metaphor, personification.
Figurative language may also use elements of other senses,
as in hearing with onomatopoeia, or in combination as in
synaesthesia.
finite verbs Verbs that have a specific tense and a subject with which they
grammatically agree (see verb). A complete sentence must
contain a finite verb.
fluency Ease of flow, for example in talking, reading, handwriting and

spelling.
framing The way in which elements in a still or moving image are

arranged to create a specific interpretation of the whole.
Strong framing creates a sense of enclosure around elements
while weak framing creates a sense of openness.
full stop (.) A punctuation marker used to indicate the end of a sentence
that is a statement or command, for example 'Maria came into
the room.', 'Come into the room, Maria.'
gaze The directed look of either a viewer or figure in an image,

including demand and offer.
gender  In text study, exploration of the way notions of gender

identity are constructed by the language and values of the
text.
 In grammar, a requirement for agreement between nouns,
adjectives, verbs and pronouns that must agree when they
are referring to males or females.
genre The categories into which texts are grouped. The term has a
complex history within literary and linguistic theory and is often
used to distinguish texts on the basis of, for example, their
subject matter (detective fiction, romance, science fiction,
fantasy fiction) and form and structure (poetry, novels, short
stories).

grammar The structure of the language we use and the description of
language as a system. In describing language, attention is
paid to both structure (form) and meaning (function) at the
level of the construction of words (graphemes), the word, the
sentence and the text.
grammatical/syntactical Information about language structure in comprehending a text,

information for example sentence structure, text organisation and word
order.
grapheme A letter or combination of letters that corresponds to or

represents phonemes, for example the f in frog, the ph in
phone, the gh in cough.
graphological Visual information about words and texts in print, for example
letter sequences, punctuation. The 26 letters that make up the
English alphabet are the basic data of the system of writing
and reading. Each individual word in a printed text is visually
identifiable because it is made up of a unique subset and
sequence of these letters. In the reading process
graphological knowledge involves identification of printed
words through visual processing. The visual processing
system gradually builds up detailed images of a growing
number of words that it can process automatically (with the aid
of other processing systems). Accuracy, fluency and,
eventually, automatic recognition of words by sight depend
greatly on the completeness and rapidity of one's visual
memory of the words. In early processing, the whole word is
recognised as an image, but later processing involves
combining letter sequences, use of which is facilitated by
phonological knowledge. Graphological knowledge is also
required for spelling and handwriting.
graphophonic knowledge The knowledge of how letters in printed English relate to the
sounds of the language.
handwriting The production of legible, correctly formed letters by hand with

the assistance of writing tools.
high-frequency sight The most common words used in written English text. They
words are sometimes called 'irregular words' or 'sight words'. Many
common or high-frequency words in English are not able to be
decoded using sound–letter correspondence because they do
not use regular or common letter patterns. These words need
to be learned by sight, for example come, was, were, one,
they, watch, many, through.
home language A language acquired and used in the home or community by

members of a family, for example speaking Mandarin at home
in an English-speaking country.

homograph A word with the same spelling as another, but of different
origin and meaning, for example wind (the wind blows), wind
(wind the clock).
homonym A word having the same sound and the same spelling, but a
different meaning, for example strike (verb), strike (noun).
homophone A word having the same sound as another but different

spelling and meaning, for example bear, bare.
hybrid texts Composite texts resulting from mixing elements from different
sources or genres (for example infotainment). Email is an
example of a hybrid text, combining the immediacy of talk and
the expectation of a reply with the permanence of print.
hyperlink An area of a web page or email (either text or an image) that

the user can click on in order to go to another item or source
of information.
hyphen (-) A punctuation marker used to indicate that a word is divided.

The hyphen is placed between syllables or, in the case of
compounds, between the parts of the word, for example role-
play, self-correcting, pre-eminent. In print it may be used to
break a word across a line to ensure a consistent right margin.
icon An image or likeness that carries meaning beyond its literal

interpretation. The cross is an icon that represents
Christianity, the Sydney Opera House is an icon that
represents Sydney or Australia. The meaning of 'icon' has also
broadened to refer to an image or likeness that is admired and
valued because of the qualities inherent in what it represents.
So, for example, leading figures in popular culture enjoy iconic
status when they are seen as representing admired qualities
such as intelligence, creativity, leadership, courage, talent,
physical strength, grace or endurance.
iconography The visual images and symbols associated with a particular

person, place, event, situation or concept.
idiom An expression peculiar to a language, that cannot be taken

literally, for example 'I've got a frog in my throat'.
idiomatic expressions Words or ways of speaking which are peculiar to a language

or area. The users of the text understand it to mean something
other than its literal translation. Idiomatic expressions give a
distinctive flavour to speech or writing, for example 'on thin
ice', 'fed up to the back teeth'. They can be over-used, to the
point of cliché.

imagery The use of figurative language or illustrations to represent
objects, actions or ideas.
imaginative The ability to use the mind for a wide array of purposes. These
purposes include, but are not limited to, creating and forming
images, ideas and thoughts, developing new insights,
reflecting on one's own self and others, and solving problems.
imaginative text (see types of texts)
Indigenous cultural and Includes objects, sites, cultural knowledge, cultural expression
intellectual property and the arts, that have been transmitted or continue to be
transmitted through generations as belonging to a particular
Indigenous group or Indigenous people as a whole or their
territory.
indirect speech (see reported speech)
inference The process of drawing conclusions based on evidence from a

text.
informative text (see types of texts)
interpretive Responding to a text in order to draw meaning from it.
intertextuality The associations or connections between one text and other

texts. Intertextual references can be more or less explicit and
self-conscious. They can take the form of direct quotation,
parody, allusion or structural borrowing (see appropriation).
intonation The pattern of pitch changes revealed in speech.
irony A clash between what the words say and what they mean.
Irony has three forms:
 rhetorical irony – saying something contrary to what is
meant, for example 'I had a great time' (I was bored)
 dramatic irony – stating or doing something unaware of its
contrast with the real situation, for example where the reader
or watcher knows disaster is about to befall a character who
says 'I've never been happier'
 situational irony where events are opposite to expectations.

juxtaposition The placement of two or more ideas, characters, actions,
settings, phrases or words side-by-side for a particular
purpose, for example to highlight contrast or for rhetorical
effect.
language A system of meaning, in spoken, written, visual and physical

modes, for communicating ideas, thoughts and feelings.
language concepts An overarching term including language forms and features,

modes, and pattern.
language features The features of language that support meaning, for example
sentence structure, vocabulary, illustrations, diagrams,
graphics, punctuation, figurative language. Choices in
language features and text structures together define a type of
text and shape its meaning (see structures of texts). These
choices vary according to the purpose of a text, its subject
matter, audience and mode or media of production.
language forms and The symbolic patterns and conventions that shape meaning in
features texts. These vary according to the particular mode or media of
production and can include written, spoken, non-verbal or
visual communication of meaning (see textual form).
language modes Listening, speaking, reading, writing, viewing and

representing. These modes are often integrated and
interdependent activities used in responding to and composing
texts in order to shape meaning. It is important to realise that:
 any combination of the modes may be involved in
responding to or composing print, sound, visual or
multimedia texts
 the refinement of the skills in any one of the modes
develops skills in the others. Students need to build on their
skills in all language modes.
language patterns The arrangement of identifiable repeated or corresponding

elements in a text. These include patterns of repetition or
similarity (for example the repeated use of verbs at the
beginning of each step in a recipe or the repetition of a chorus
after each verse in a song). The patterns may alternate (for
example the call and response pattern of some games or the
to and fro of a dialogue). Other patterns may contrast (for
example opposing viewpoints in a discussion or contrasting
patterns of imagery in a poem). The language patterns of a
text contribute to the distinctive nature of its overall
organisation and shape its meaning.
layout The spatial arrangement of print and graphics on a page or

screen, including size of font, positioning of illustrations,
inclusion of captions, labels, headings, bullet points, borders
and text boxes.

letter–sound relationship Association between a sound in English and a letter or letter
pattern in words. This assists in word recognition when
reading (see graphophonic knowledge).
lexical chain A sequence of related words in writing.
lexical cohesion The use of word associations to create links in texts.

Examples of links are the use of repetition of words, pronouns,
synonyms, antonyms and words that are related such as by
class and subclass (see cohesion).
linking devices Devices that link words, phrases and sentences, often used
interchangeably with conjunctions or text connectives.
listening The use of the sense of hearing, as well as a range of active

behaviours to comprehend information received through
gesture, body language and other sensory systems (see
active listening).
literacy A synthesis of language, thinking and contextual practices

through which meaning is shaped. 'Effective literacy is
intrinsically purposeful, flexible and dynamic' (J Dawkins 1991,
Australia's Language: The Australian Literacy and Language
Policy, AGPS, Canberra) and involves interactions in a range
of modes and through a variety of media.
literary devices Literary devices include textual elements such as structure,

generic conventions, language forms and features that are
used to shape meaning in texts; for example figurative
language or soliloquy.
literary texts Texts that fall within the definition or accepted class of
literature.
literature Literally means anything written, but the term is generally

associated with works of imagination, fictional and non-
fictional. It is often used to mean texts that are highly regarded
examples of their forms and media.
mass media Technologies used to communicate information to large

numbers of people over distances.
media Means of communication, for example print, digital. Plural of

medium.

memory Recognition, retention, recall and learning. The term is used to
describe spelling strategies that draw on 'known' or
'remembered' words. Memory may be:
 visual – recognising and recalling visual features, for
example little and kettle have similar patterns
 auditory – recognising and recalling sound features by
saying individual sounds and matching to letters in a word,
including syllabification
 kinaesthetic – recognising and recalling by writing, for
example Look, Cover, Write, Check
 tactile – recognising and recalling the feel of words
 articulatory – recognising and recalling the way the word is
made in the mouth.
metalanguage Language (which can include technical terms, concepts, ideas

or codes) used to describe and discuss a language. The
language of grammar and the language of literary criticism are
two examples of metalanguage.
metaphor A resemblance between one thing and another is declared by

suggesting that one thing is another, for example 'My fingers
are ice'. Metaphors are common in spoken and written
language and visual metaphors are common in still images
and moving images.
metonymy The use of the name of one thing or attribute of something to

represent something larger or related, for example using the
word 'crown' to represent a monarch of a country; referring to
a place for an event as in 'Chernobyl' when referring to
changed attitudes to nuclear power, or a time for an event as
in '9/11' when referring to changed global relations.
modal verb A verb that expresses a degree of probability attached by a

speaker to a statement (for example 'I might come home') or a
degree of obligation (for example 'You must give it to me').
modality Aspects of language that suggest a particular perspective on

events, a speaker or writer's assessment of possibility,
probability, obligation, frequency and conditionality. Modality
forms a continuum from high modality (for example obliged to,
always, must) to low modality (for example might, could,
perhaps, rarely). Modality is expressed linguistically in choices
for modal verbs (for example can, may, must, should), modal
adverbs (for example possibly, probably, certainly, perhaps),
modal nouns (for example possibility, probability, certainty)
and modal adjectives (for example likely, possible, certain).
mode The various processes of communication: listening, speaking,

reading, writing, viewing and representing. Modes are also
used to refer to the semiotic (meaning-making) resources
associated with these communicative processes, such as
sound, print, image and gesture (see language modes).

mood  In literature, the emotive attitude or feeling carried by a
particular text, for example happiness, excitement, doom. It
has much in common with tone (see tone).
 Grammatically, a verb form conveying the speaker's attitude
towards the subject. Traditionally classified as indicative
(statements and questions), imperative (commands) or
subjunctive (hypothetical or conditional). The subjunctive
involves use of auxiliaries such as could, may, should,
might.
morpheme The smallest meaningful or grammatical unit in language.

Morphemes are not necessarily the same as words. The word
cat has one morpheme, while the word cats has two
morphemes: cat for the animal and s to indicate that there is
more than one. Similarly like has one morpheme, while dislike
has two: like to describe appreciation and dis to indicate the
opposite. Morphemes are very useful in helping students work
out how to read and spell words.
multimedia Those texts that use more than one medium, for example
combining visual media, such as words and images, with
sound. Television, the internet and developments in computer
and digital technology have resulted in multimedia texts
becoming increasingly rich and complex. Multimedia texts now
generally feature moving images, sophisticated and complex
graphics, and interactivity. Examples of multimedia texts
include texts delivered on personal digital devices, music
videos, cartoons, video games and internet texts.
multimedial Relating to the use of a combination of media, including text,

graphics, images, audio, video and hypertext.
multimodal Comprising more than one mode. A multimodal text uses a

combination of two or more communication modes, for
example print, image and spoken text as in film or computer
presentations.
myths Important stories that began in the early times of a culture and
remained within that culture. They may be the basis of other
pieces of literature.
narrative A story of events or experiences, real or imagined. Narrative

includes the story (what is narrated) and the discourse (how it
is narrated).
neologism The creation of a new word or expression. Words which were

neologisms quickly become mainstream, for example robot,
email.

nominalisation A process for forming nouns from verbs (for example reaction
from react or departure from depart) or adjectives (for example
length from long, eagerness from eager). Also a process for
forming noun phrases from clauses (for example 'their
destruction of the city' from 'they destroyed the city').
Nominalisation is often a feature of texts that contain abstract
ideas and concepts.
noun A word used to represent people, places, ideas and things.

 Nouns used to name any one of a class of things are known
as common nouns, for example girl, classroom, egg.
 Nouns used to name a place, a person or the title of
something are known as proper nouns. They are signalled
by a capital letter, for example Sam, Wagga Wagga,
Olympic Games.
 Nouns used to name a group of things are known as
collective nouns, for example crowd, swarm, team.
 Nouns used to name things that we cannot see but which
exist in thoughts and feelings are known as abstract nouns,
for example sadness, love, wonder.
 Pronouns are words like I, you, them, hers that are used in
place of a noun (see pronoun).
noun groups A group of words representing who or what is involved in the

action or condition of the verb. Noun groups may occur in the
place of the subject or the object of the verb. They can include
different types of articles, adjectives and nouns linked
together, for example 'The run-down old inner-city terrace
house is for sale'. Noun groups can also include adjectival
phrases and adjectival clauses, for example 'The house with
the broken windows is for sale', 'The house that we saw
yesterday is for sale'. A noun group can consist of two or more
nouns, 'Boys and girls come out to play', 'Jenny, the oldest
child, came into the room'.
noun–pronoun agreement Occurs when a writer or speaker selects the correct pronoun
for the noun or noun group to which it is referring, for example
'The boy was looking for his father in the supermarket'. There
should be agreement in number and gender. In an effort to
avoid sexist statements the plural their is sometimes used in
place of his or her, without regard for the rules of agreement.
number A grammatical requirement for consistency between nouns,

verbs and pronouns that must agree when they are referring
to one (singular) or more (plural). If there is only one noun or
pronoun in the subject, the verb must be singular and if there
are more than one, the verb must be plural.
object The noun, noun group or pronoun in a sentence that is

affected by an action. To find the object ask who or what after
the verb, for example 'The girl threw the ball'. (She threw
what? Answer: the ball.)

onomatopoeia The formation of a name or word by imitating the sound
associated with the object designated.
onset/rime The phonological units of a spoken syllable. A syllable can

normally be divided into two parts: the onset which consists of
the initial consonant or consonant blend and the rime which
consists of the vowel and any final consonants. For example:
bark b (onset), ark (rime)
inside (no onset), in (rime), s (onset), ide (rime).
parentheses ( ) Punctuation markers used to enclose an explanatory word,

phrase or sentence, an aside or a commentary, for example
'She was referring to her friend (Shirley) again'.
parody A work intended to ridicule or mock through imitating the

ideas, tone, vocabulary and stylistic features of another work.
passive voice (see voice)
person The relationship between a subject and its verb showing

whether the subject is speaking about itself (first person – I or
we), being spoken to (second person – you), or being spoken
about (third person – he, she, it or they).
personification Attributing human characteristics to abstractions such as love,

things (for example The trees sighed and moaned in the wind)
or animals (for example The hen said to the fox ...).
perspective A way of regarding situations, facts and texts.
persuasive text (see types of texts)
phoneme The smallest sound unit in a language that is capable of

conveying a distinct meaning.
phonemic awareness The awareness of sounds (phonemes) that make up spoken

words. While phonemic awareness involves an understanding
of the ways sounds function in words, it deals with only one
aspect of sound: the phoneme.
Phonemic awareness is one aspect of phonological
knowledge and is very important for learning to read and spell.

phonics The understanding that there is a predictable relationship
between the sounds of a spoken language and the letters and
spellings that represent these sounds in written language.
phonological knowledge Information about the sounds of language and letter-sound

relationships (when comprehending text). It refers to the ability
to recognise that words are made up of a variety of sound
units, for example single sounds (phonemes) and blends. It
includes the ability to:
 attend to and segment the sound stream into ‘chunks’ of
sound known as syllables. Each syllable begins with a
sound (onset) and ends with another sound (rime), eg:
– d-og onset and rime
– el-e-phant syllables
 know letter-sound relationships and how to use these to
read words (including understanding of the blending
process)
 understand that there is a systematic relationship between
letters and sounds (the alphabetic principle).
phrase A group of words that forms part of a sentence and does not
include a finite verb (see finite verbs).
 Adjectival phrase – a group of words (usually beginning with
a preposition) that gives more information about a noun, for
example 'The girl with brown curly hair sat at the front', 'The
flowers in the vase were wilting'.
 Adverbial phrase – a group of words that provides
information about where, when, with what, how far, how
long, with whom, about what, as what, for example 'She
swept the floor with an old broom', 'Throughout time people
have attempted to halt old age'.
picture book A book, traditionally produced for children and now also being
composed for older readers, in which words and illustrations
complement each other to tell a story that might have some
allegorical, instructive or moral level of significance.
poetic devices Particular patterns and techniques of language used in poems

to create particular effects based in the use of sound, the
creation of images and other sensory inputs. They include
devices such as metaphor, simile, metonymy, rhyme, rhythm,
onomatopoeia, alliteration and assonance. Note that poetic
devices may also be used in prose writing and drama scripts
to obtain such effects.
poetic forms Fixed forms within poetry that must comply with certain
requirements, such as ballad, sonnet, elegy, ode, dramatic
monologue. The form will often be determined by the tone and
subject matter. Note that some poets may deliberately subvert
the fixed form (see subvert).

point of view  The particular perspective brought by a composer,
responder or character within a text to the text or to matters
within the text.
 Narrative point of view refers to the ways a narrator may be
related to the story. The narrator, for example, might take
the role of first or third person, omniscient or restricted in
knowledge of events, reliable or unreliable in interpretation
of what happens.
popular culture Cultural experiences, widely enjoyed by members of various

groups within the community, that are popular within their own
time, for example Shakespearean drama in Elizabethan
England.
positioning The composing technique of causing the responder to adopt a

particular point of view and interpret a text in a particular way.
Composers position responders by selectively using detail or
argument, by carefully shaping focus and emphasis and by
choosing language that promotes a particular interpretation
and reaction.
predictable text Texts that are easily navigated and read by beginning readers
because they contain highly regular features such as familiar
subject matter, a high degree of repetition, consistent
placement of text and illustrations, simple sentences, familiar
vocabulary and a small number of sight words.
prediction An informed presumption about something that might happen.

Predicting at the text level can include working out what a text
might contain by looking at the cover, or working out what
might happen next in a narrative. Predicting at the sentence
level is identifying what word is likely to come next in a
sentence. It is a useful technique when teaching reading or
when engaging with a text dealing with matters not previously
known.
prefix A word part that is attached to the beginning of a base word to

change the meaning or form, for example unhappy, dislike
(see suffix).
preposition A word that begins an adverbial phrase or an adjectival phrase

indicating time, place, manner, causality, for example in, on,
after, before, by, under, over, of, through. Pronouns following
prepositions always take objective case, for example 'between
you and me' (not between you and I).
prepositional phrases Units of meaning within a clause that begin with a preposition.
They indicate how, when, where or why, for example 'She ran
into the garden', 'He is available from nine o'clock'.

pronoun A word that is used in place of a noun. There are different
types of pronouns:
 personal pronouns represent specific people or things, for
example she, it, they, you, we
 demonstrative pronouns indicate a thing or things, for
example this, these, that, those
 possessive pronouns refer to the belonging of one thing,
person, etc, to another, for example his, theirs, yours, mine
 interrogative pronouns represent the things that we are
asking questions about, for example who, whom, what,
which
 reflexive pronouns refer back to the subject of the sentence
or clause. Reflexive pronouns end in -self (singular) or -
selves (plural). The reflexive pronoun myself is not a
substitute for the personal pronouns I or me
 reciprocal pronouns are used when each of two or more
subjects is acting in the same way towards the other, for
example 'Jack and Jill love each other', 'The footballers were
blaming one another'
 indefinite pronouns do not refer to any specific person, thing
or amount, for example all, another, any, anybody/anyone,
anything, each, everybody/everyone, everything, few, many,
nobody, none, one, several, some, somebody/someone
 relative pronouns introduce a relative clause. They are
called relative because they relate to the words they modify.
There are five relative pronouns: who, whom, whose, which,
that.
pronunciation The way in which a person speaks in terms of such aspects as

articulation, rhythm (stress, pause), intonation (pitch, tone)
and volume.
pun A figure of speech where there is a play on words. Puns are

usually humorous and rely on more than one meaning of a
word to emphasise the point, which may be serious.
purpose The purpose of a text, in very broad terms, is to entertain, to

inform or to persuade different audiences in different contexts.
Composers use a number of ways to achieve these purposes:
persuading through emotive language, analysis or factual
recount; entertaining through description, imaginative writing
or humour, and so on.
question A sentence that seeks information. The word group normally

tagged onto a clause in order to signal that a reply or
response is required is known as a question tag, for example
'You are going tomorrow, aren't you?', 'Move over, can't you?'
question mark (?) A punctuation marker used at the end of a sentence to

indicate that a question is being asked.

quotation marks ('...' or Punctuation markers used to indicate:
"...")
 quoted or direct speech, for example 'I am Arno's brother,'
he said. A new paragraph and separate quotation marks are
used for each speaker being quoted
 in formal writing, the actual words quoted from another
source. For example, Shakespeare is using dramatic irony
when Lady Macbeth says, 'A little water clears us of this
deed'
 the titles of poems, songs, short stories or articles, for
example the well-known song, 'Waltzing Matilda'
 that attention is being drawn to an unusual or particular
sense or usage of a word, for example Wombats are
'sociable' creatures.
Quotation marks are not used for the speech of characters in
a drama script.
quoted speech/direct Speech in a text that quotes what someone has said, giving
speech the exact words. It is represented in text by being contained
within quotation marks (see reported speech).
re-creating texts Transforming texts to explore how changes in particular

elements of a text affect meaning.
reading path The manner in which the eye of the viewer is led round an
image, usually by drawing the viewer to the most salient or
important elements in the composition.
recount A type of text that records events in the sequence in which

they occurred. The speaker/writer has often been personally
involved in these events.
reference A means of keeping track of objects, words and illustrations in

written and spoken texts. In spoken language the references
may be to items in the surrounding environment. In written
language the references are usually to words in the text or to
illustrations or other graphical items.
reference links Links that keep track of the people, animals or objects
throughout a text – usually nouns or pronouns, for example
'Sam sailed the boat down the coast. He overturned it and he
was towed to shore'.
reference list A reference list is a list of texts cited within the work as
appropriate to the medium and context of the work and in
accordance to the principles of All My Own Work.
reflection The thought process by which students develop an

understanding and appreciation of their own learning. This
process draws on both cognitive and affective experience.

register The degree of formality or informality of language used for a
particular purpose or in a particular social setting.
reimagine Reinterpret an event, work of art or a text imaginatively.
related texts Texts that students have chosen in addition to their prescribed
texts. The study of these related texts provides students with
the opportunity to explore a wider variety of texts related to the
particular module. Students draw their chosen texts from a
variety of sources, in a range of genres and media.
reported speech/indirect Speech in a text used to communicate what someone else

speech said, but without using the exact words. In reported speech
the tense of the verbs is often changed, for example She said
that she was going to leave (indirect speech), 'I am going to
leave,' she said (direct speech).
representation The way ideas are portrayed and represented in texts, using
language devices, forms, features and structures of texts to
create specific views about characters, events and ideas.
Representation applies to all language modes: spoken,
written, visual and multimodal.
representing The language mode that involves composing images in visual

or multimodal texts. These images and their meaning are
composed using codes and conventions. The term can include
such activities as graphically presenting the structure of a
novel, making a film, composing a web page or enacting a
dramatic text.
responder A collective noun to include a reader, listener, viewer, an

audience and so on.
responding The activity that occurs when students read, listen to or view
texts. It encompasses the personal and intellectual
connections a student makes with texts. It also recognises that
students and the texts to which they respond reflect social
contexts. Responding typically involves:
 reading, listening and viewing that depend on, but go
beyond, the decoding of texts
 identifying, comprehending, selecting, articulating,
imagining, critically analysing and evaluating.
rhetorical devices Strategies used by writers and speakers to achieve particular

effects, for example to stimulate the audience's imagination or
thought processes, to draw attention to a particular idea, or
simply to display wit and ingenuity in composition. Examples
of rhetorical devices are irony, paradox, rhetorical question,
contrast and appropriation.

salience A strategy of emphasis, highlighting what is important in a text.
In images, salience is created through strategies like
placement of an item in the foreground, size, and contrast in
tone or colour. In writing, salience can occur through placing
what is important at the beginning or at the end of a sentence
or paragraph or through devices such as underlining or italics.
satire The use of one or more of exaggeration, humour, parody,

irony, sarcasm or ridicule to expose, denounce and deride
folly or vice in human nature and institutions. The emphatic
feature of these language devices draws attention to what is
being criticised.
saturation The depth of field or purity in colour or light.
scanning When reading, moving the eyes quickly down the page
seeking specific words and phrases.
segment To separate or divide a word into sounds (phonemes). This

can include segmenting words without pauses (stretching a
word), for example mmmaaattt, and segmenting words with a
pause between each unit of sound, for example / m / a / t /.
semantic Semantic information, and knowledge of it, is the broad,

knowledge/information generalised knowledge of the world, of words and their
meanings and word associations that allows responders to
make sense of text beyond literal decoding and application of
syntactic knowledge to text.
semicolon (;) A punctuation marker used to indicate a separation between

clauses that is stronger than a comma but less complete than
a full stop. Semicolons may separate phrases or clauses that
already include commas, for example 'The competition was
not decided today; it will finish next week', 'Undo the outer
wrapping, taking care not to damage the catch; remove the
protective cover and open the box'. The clause after the
semicolon must contain a finite verb and function as a stand-
alone sentence.

sentence A unit of written language consisting of one or more clauses
that are grammatically linked. A written sentence begins with a
capital letter and ends with a full stop, question mark or
exclamation mark. A sentence contains a finite verb. There
are different types of sentences:
 simple sentence – is a single main clause and expresses a
complete thought. It has a subject and a finite verb and may
also have an object, for example 'Mary is beautiful.', 'The
ground shook.', 'Take a seat.'
 compound sentence – contains two or more clauses that are
coordinated or linked in such a way as to give each clause
equal status. In the following example and is the
coordinating conjunction: 'We went to the movies and
bought an ice cream.'
 complex sentence – contains a main (or independent)
clause and one or more subordinate (or dependent) clauses.
The subordinate clause is joined to the main clause through
subordinating conjunctions like when, while and before, as in
the following examples: 'We all went outside when the sun
came out.', 'Because I am reading a long book, my time is
limited.'
shot In film or television, an uninterrupted image which can last for

several seconds up to several minutes between two edits. The
term also refers to the camera angle and/or position such as a
close up, high angle or long shot.
simile A figure of speech that compares two usually dissimilar things.

The comparison starts with like, as or as if.
skimming This strategy is used when reading to quickly identify the main
ideas in a text.
social distance Culturally determined boundaries which suggest different

relations between the represented participant and the viewer,
for example intimate distance (close up), public distance (long
shot).
sound effect Any sound, other than speech or music, used to create a
mood, feeling or response to a text such as film or drama.
speaking Use voice to convey meaning and communicate with purpose.

Some students participate in speaking activities using
communication systems and assistive technologies to
communicate wants and needs and to comment about the
world.

spoonerism A slip of the tongue where the initial sounds of a pair of words
are transposed. Generally used for humour, for example 'a
blushing crow'.
Standard Australian English which, in its spoken and written forms, is the English
English of more formal communication throughout the Australian
community. Standard Australian English adheres to broadly
accepted rules of syntax and pronunciation and uses
vocabulary that is more formal than colloquial. Standard
Australian English operates to facilitate communication across
ethnic, social, occupational and cultural groups and can be
used as a benchmark against which to recognise Australian
dialects and cultural varieties of English. Standard Australian
English is a valuable and empowering communicative tool for
use in contexts where it is the preferred mode of
communication.
statement A sentence that provides information, for example 'I am

leaving now', as contrasted with a question.
stereotype A circumstance where a person or thing is judged to be the

same as all others of its type. Stereotypes are usually
formulaic and oversimplified. In literature, a stereotype is a
character representing generalised racial or social traits, with
no individualisation.
storyboard A series of drawings which approximate to a sequence of

images used for planning a film text.
structures of texts The relationships of different parts of a text to each other and
to the text as a complex whole. The structure of a text can
refer to the internal organisation of ideas, as in an argument or
story, the development of parallel plots in a novel or play, or
the overarching framework of the text (see language forms
and features and textual form).
stylistic features The ways aspects of texts, such as words, sentences and
images, are arranged, and how they affect meaning. Style can
distinguish the work of individual authors (for example
Jennings' stories, Lawson's poems) as well as the work of a
particular period (for example Elizabethan drama, nineteenth
century novels). Examples of stylistic features are narrative
viewpoint, structure of stanzas, juxtaposition, use of figurative
language and tone.

subject An element in the structure of a clause usually filled by a noun
group, for example 'The dog (subject) was barking'. The
subject indicates who or what gives agency or attributes to the
finite verb or verb group and is usually found by asking 'who'
or 'what' before the verb. In the sentence, 'The dog was
barking', asking 'What was barking?' gives the answer, the
dog. The normal position of the subject is before the verb
group, for example 'The dog was barking', but in most kinds of
interrogatives (questions) it follows the first auxiliary verb, for
example 'Was the dog barking?', 'Why was the dog barking?'
All main clauses and simple sentences must have a subject.
subject matter The topic or content of a text, for example an information

report on boats includes building materials, engines, etc. In
literary texts, the subject matter is often different from the
ideas of the text. For example, the subject matter of George
Orwell's Animal Farm is animals running a farm, while the idea
Orwell is exploring is totalitarianism.
subject–verb agreement The form of the verb must agree with the number of its
subject, which will be a noun or noun group, for example 'They
were not home' (as opposed to 'They was not home').
Confusion can arise when deciding whether the subject is
singular or plural, for example 'This group of students is very
clever', or when there are two subjects, for example 'Ice cream
and strawberries are delicious' (not 'is delicious').
subvert To compose or respond to a text in ways that are different

from the widely accepted reading or different from the
conventional genre. For example, Roald Dahl's Revolting
Rhymes provides a subverted reading of Cinderella. The
purpose of producing a subverted reading of a text might be to
entertain or to raise questions about the meaning or inherent
values in the original text.
suffix A word part that is attached to the end of a base word to

change the meaning or form, for example jeweller, eating (see
prefix).
sustained When referring to texts, maintaining consistency of style, form,

language features, argument and other unifying characteristics
across the entire text.
syllabification The process of dividing words into syllables for reading and
spelling purposes.
syllable A unit of sound within a word containing a single vowel sound,

for example won-der-ful, sing-ly.
symbol An object, animate or inanimate, which represents something

else through the use of association, intentional analogy and
convention.

symbolism Use of a symbol that represents something else, particularly in
relation to a quality or concept developed and strengthened
through repetition. For example, freedom can be symbolised
by a bird in flight in both verbal and visual texts.
synonym A word or word group with the same or similar meaning as

another word or word group, for example want (desire), go
away (leave).
syntactic Related to the study of syntax.
syntax The way in which sentences and clauses are structured.

Syntax is often described in terms of such elements as
subject, verb and object, for example 'Christine (subject)
munched (verb) the apple (object)'.
synthesise Combine elements of language or ideas or parts of characters,

and so on, to create more complex wholes.
taxonomies A particular classification arranged in a hierarchical structure.

Taxonomies influence text structures, ordering ideas within a
text.
tense The element that determines when the action or condition of

the verb form is located in time. In broad terms the tense will
be past, present or future, for example 'Sarah laughed', 'Sarah
laughs', 'Sarah will laugh'. Participles (verbs ending in -ing) do
not locate a verb in time and need a finite component to
indicate when the event happens. For example, the participle
running needs the finite auxiliaries was running (past), is
running (present), will be running (future) to indicate when the
running occurred.
term of address A name or title used when addressing different people, for
example Mum, Dr Singh, Johnno, Sir, darling.
text connectives Often called conjunctions, these are words for signposting the
development of a text and helping it hold together. They can:
 sequence ideas, for example firstly, secondly, thirdly, finally
 add information, for example in addition, furthermore, in the
same way
 show causes and results, for example so, therefore, for that
reason, accordingly, as a consequence
 introduce conditions or concessions, for example on the
other hand, however, nevertheless, despite this.

text navigation The way readers move through text. Readers generally read
novels in a linear fashion from the beginning to the end.
Readers of nonfiction books often use the contents page and
index and move between chapters according to the
information sought. Readers often read digital texts more
flexibly, according to interest and purpose, using hyperlinks to
move between pages and digital objects such as videos or
animations, making quick judgements about the relevance of
material.
text processing strategies Strategies for reading a text. These involve drawing on
contextual, semantic, grammatical and phonic knowledge in
systematic ways to work out what a text says. They include
predicting, recognising words and working out unknown
words, monitoring the reading, identifying and correcting
errors, reading on and rereading.
text structure The ways information is organised in different types of texts,

for example chapter headings, subheadings, tables of
contents, indexes and glossaries, overviews, introductory and
concluding paragraphs, sequencing, topic sentences,
taxonomies, cause and effect. Choices in text structures and
language features together define a text type and shape its
meaning (see language features).
texts Communications of meaning produced in any media that

incorporates language, including sound, print, film, electronic
and multimedia representations. Texts include written, spoken,
non-verbal, visual or multimodal communications of meaning.
They may be extended unified works, a series of related
pieces or a single, simple piece of communication.
textual form The conventions specific to a particular type of text, often

signalling content, purpose and audience, for example letter
form, drama script, blog.
textual integrity The unity of a text; its coherent use of form and language to
produce an integrated whole in terms of meaning and value.
theme  Refers to the central or one of the main underlying ideas or

messages of a text.
 Grammatical theme – in a sentence the theme is the clause
that comes in first position and indicates what the sentence
is about. Theme is important at different levels of text
organisation. The topic sentence serves as the theme for the
points raised in a paragraph. A pattern of themes contributes
to the method of development for the text as a whole.

theoretical perspectives Theoretical perspectives and models present significant views
and models on the teaching of English. They incorporate different ways of
considering texts to assist students to engage with the full
scope of, and relationship between, meaning and texts. They
include various teaching methods. Perspectives and models
include 'personal growth', 'critical literacy', 'cultural heritage',
'cultural literacy' and the 'social view of language'.
Personal growth: an approach to teaching English that
focuses on developing students' personal responses to texts,
their enjoyment of reading, and fostering individual creativity. It
is particularly concerned with students' social needs and
personal interests and explicitly values students' own
experiences. Through its exploration of personal experience
and its acceptance of the language of everyday
communication, a personal growth model allows for the
incorporation of a wide range of texts and media. This
approach allows for learning about self and the world through
relation to text and context.
Critical literacy: the ability to question, challenge and
evaluate the meanings and purposes of texts. It involves an
understanding of the ways in which values and attitudes are
communicated through language, including how subject
matter, point of view and language embody assumptions
about issues such as gender, ethnicity and class. A critical
literacy approach to teaching English has students composing,
responding to, analysing and evaluating written, spoken,
visual and multimedia texts from various perspectives in order
to learn how they operate as cultural products.
Cultural heritage: that approach to teaching that focuses on
transmitting to students the established knowledge and values
of high culture, expressed through literary texts. In the case of
English teaching, a cultural heritage model places high value
on the literature of the Western canon and involves detailed
analytical treatment of texts in order to uncover the meanings
intended and communicated by the author.
Cultural literacy: knowledge and understanding of texts as
cultural artefacts and how language, history, values and
traditions shape and are reflected in literature, the media,
popular culture and everyday and workplace contexts. Cultural
literacy requires an ability to respond to and compose texts
with an awareness of such cultural contexts.
Social view of language: an approach to literacy education
that recognises that acts of communication (texts) are socially
constructed. Texts vary according to different situations and
cultural factors. The effectiveness of a text is judged according
to how well it fulfils its social, personal or academic purpose.
tone  The voice adopted by a particular speaker to indicate

emotion, feeling or attitude to subject matter.
 The author's attitude towards the subject and audience, for
example playful, serious, ironic, formal, etc.

types of texts Classifications according to the particular purposes texts are
designed to achieve. These purposes influence the
characteristic features the texts employ. In general, texts can
be classified as belonging to one of three types (imaginative,
informative or persuasive), although it is acknowledged that
these distinctions are neither static nor watertight and
particular texts can belong to more than one category.
 Imaginative texts – texts that represent ideas, feelings and
mental images in words or visual images. An imaginative
text might use metaphor to translate ideas and feelings into
a form that can be communicated effectively to an audience.
Imaginative texts also make new connections between
established ideas or widely recognised experiences in order
to create new ideas and images. Imaginative texts are
characterised by originality, freshness and insight. These
texts include novels, traditional tales, poetry, stories, plays,
fiction for young adults and children, including picture books
and multimodal texts such as film.
 Informative texts – texts whose primary purpose is to
provide information through explanation, description,
argument, analysis, ordering and presentation of evidence
and procedures. These texts include reports, explanations
and descriptions of natural phenomena, recounts of events,
instructions and directions, rules and laws, news bulletins
and articles, websites and text analyses. They include texts
which are valued for their informative content, as a store of
knowledge and for their value as part of everyday life.
 Persuasive texts – texts whose primary purpose is to put
forward a point of view and persuade a reader, viewer or
listener. They form a significant part of modern
communication in both print and digital environments.
Persuasive texts seek to convince the responder of the
strength of an argument or point of view through information,
judicious use of evidence, construction of argument, critical
analysis and the use of rhetorical, figurative and emotive
language. They include student essays, debates,
arguments, discussions, polemics, advertising, propaganda,
influential essays and articles. Persuasive texts may be
written, spoken, visual or multimodal.
upper and lower case Upper case (also called capital letters) and lower case letters
are two forms of the letters of the alphabet. Lower case letters
are used except when it is necessary to:
 indicate specific names such as those of organisations,
titles, countries
 indicate the beginning of a sentence or the initial letter of a
proper noun.
value systems The set of personal, social and cultural beliefs that underpin a
text. For example, in the western genre a clear line is drawn
between good and evil and great value is placed on rugged
masculine individualism as a means of keeping order.

values These are the ideas and beliefs in a text. They may be
reflected in characters, through what they do and say; through
the setting of the text, reflecting particular social views; and
through the narrative voice of the text, perhaps through
authorial comment. Values are specific to individuals and
groups, and a text may contain a number of conflicting values.
vector An item that directs our eyes towards a focal point, for
example when the subject in a visual text is pointing or looking
in a certain direction. As the reader or viewer, our eyes will
follow the direction in which they are pointing or looking.
verb The verb is perhaps the most important part of the sentence.
A verb states what is happening in the sentence. Finite verbs
locate the condition or action of the verb in a specific time
frame: past, present or future (see finite verbs and tense).
Verbs create the relationship between the subject and the
object of the verb (see subject–verb agreement). Different
types of verbs include:
 action verbs, for example 'They danced all night.'
 relating verbs, for example 'Cows are herbivores.'
 thinking verbs, for example 'She forgot his name.'
 feeling verbs, for example 'Sarah likes baked beans.'
 possessing verbs, for example 'He has a new car.'
verb groups A group of words built up around a verb. Verb groups may
include auxiliary verbs (ie those 'helping' verbs used to
indicate tense or modality), for example 'She is going soon',
'They must leave before dark'. Verb groups can contain two or
more verbs, for example 'He huffed and puffed', 'They were
going to climb the fence'. These are sometimes called
complex/compound verbs. Some verb groups include other
words such as adverbs and prepositions, for example 'The
plane took off' (see auxiliary verb).
viewing Observing and comprehending a visual text, for example

diagram, illustration, photograph, film, television documentary,
multimedia. This sometimes involves listening to and reading
accompanying written text.
visual features Visual components of a text such as placement, salience,

framing, representation of action or reaction, shot size, social
distance and camera angle.
visual language Language that contributes to the meaning of an image or the

visual components of a multimodal text and are selected from
a range of visual features like placement, salience, framing,
representation of action or reaction, shot size, social distance
and camera angle. Visual language can also include elements
such as symbol, colour, scene and frame composition, setting
and landscape, lighting and the use of editing.

visual literacy The ability to decode, interpret, create, question, challenge
and evaluate texts that communicate with visual images as
well as, or rather than, words. Visually literate people can read
the intended meaning in a visual text such as an
advertisement or a film shot, interpret the purpose and
intended meaning, and evaluate the form, structure and
features of the text. They can also use images in a creative
and appropriate way to express meaning.
visual memory The retention, recall or recognition of things seen. In reading

and writing, visual memory is helpful in learning letter forms
and their sequence in words.
visual processing The reader's reaction to the visual features or appearance of

written text. This is influenced by the reader's familiarity with
letter strings and multi-letter patterns (see graphological).
visual texts Texts in which meaning is shaped and communicated by

images rather than words. Visual texts use techniques such as
line, shape, space, colour, movement, perspective, angle and
juxtaposition to shape meaning. Examples of visual texts
include cartoons, billboards, photographs, film, TV, artworks,
web pages and illustrations.
voice  In reference to a text, voice means the composer's voice –

the idea of a speaking consciousness, the controlling
presence or 'authorial voice' behind the characters, narrators
and personas in a text. It is also described as the implied
composer. The particular qualities of the composer's voice
are manifested by such things as her or his method of
expression (such as an ironic narrator) and specific
language.
 Grammatically, voice refers to the way of indicating who is
doing the action. Active voice is where the 'doer' of the
action comes before the verb, for example 'Ann broke the
vase'. Passive voice is where the 'receiver' of the action is
placed before the verb, for example 'The vase was broken
by Ann' (see theme). Stylistically, active voice is usually
preferred in writing, as it places the agent of the verb at the
start of the sentence and has a sense of immediacy,
whereas passive voice creates a sense of detachment
between subject and verb and is not so easily read and
understood.
 In speaking, a description of the oral production of text.
voice-over The voice of an unseen commentator or narrator heard during

a film or presentation.

word chain A sequence of nouns and noun groups or verbs and verb
groups that unifies a text by linking a particular content strand.
Chains can also be established through repetition. For
example, in a text about birds, words such as pelicans, blue
cranes, moorhens and ibises create a word chain based on a
pattern of words connecting classes of items.
word origin The source and history of a word (etymology), for example
photograph (from the Greek words for 'light' and 'picture').
word play Experimenting with and manipulating language (often in

humour), usually for entertaining effect, for example
spoonerisms, double meanings, puns.
writing Plan, compose, edit and publish texts in print or digital forms.
Writing usually involves activities using pencils, pens, word
processors; and/or using drawings, models, photos to
represent text; and/or using a scribe to record responses or
produce recorded responses.
youth cultures The shared beliefs, knowledge, creative activities, customs

and lifestyle of young people, particularly teenagers, within a
culture. Youth cultures develop in those societies which
differentiate teenagers as a group separate from children and
adults. In Australia, the dominant youth culture identifies
closely with popular culture and finds expression in the music
and multimedia texts of popular culture.

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© 2012 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of

New South Wales.

Phone: (02) 9367 8111

First published October 2012

English K–10 Syllabus 3

English K–10 Syllabus 4

STUDENTS WITH SPECIAL EDUCATION NEEDS

GIFTED AND TALENTED STUDENTS

English K–10 Syllabus 5

STUDENTS LEARNING ENGLISH AS AN ADDITIONAL LANGUAGE OR

English K–10 Syllabus 6

NATIONAL LITERACY AND NUMERACY LEARNING

English K–10 Syllabus 7

Outcome code Interpretation

CODING OF THE AUSTRALIAN CURRICULUM CONTENT

English K–10 Syllabus 8

LEARNING ACROSS THE CURRICULUM ICONS

English K–10 Syllabus 9

English K–10 Syllabus 10

English K–10 Syllabus 11

English K–10 Syllabus 12

KNOWLEDGE, UNDERSTANDING AND SKILLS

VALUES AND ATTITUDES

English K–10 Syllabus 13

TABLE OF OBJECTIVES AND OUTCOMES – CONTINUUM OF

Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5

A student: A student: A student: A student: A student: A student:

ENe-2A EN1-2A plans, EN2-2A plans, EN3-2A

ENe-3A produces EN1-3A EN2-3A uses EN4-2A EN5-2A

English K–10 Syllabus 14

A student: A student: A student: A student: A student: A student:

and composing knowledge for

ENe-5A EN1-5A uses a EN2-5A uses a EN3-4A draws on

English K–10 Syllabus 15

A student: A student: A student: A student: A student: A student:

ENe-8B EN1-8B EN2-8B identifies

English K–10 Syllabus 16

A student: A student: A student: A student: A student: A student:

responding to media and

EN4-6C identifies EN5-6C

EN4-8D identifies, EN5-8D

English K–10 Syllabus 17

A student: A student: A student: A student: A student: A student:

expression in texts and their

English K–10 Syllabus 18

English K–10 Syllabus 19

English K–10 Syllabus 20

English K–10 Syllabus 21

English K–10 Syllabus 22

English K–10 Syllabus 23

English K–10 Syllabus 24

English K–10 Syllabus 25

English K–10 Syllabus 26

LEARNING ACROSS THE CURRICULUM

English K–10 Syllabus 27

English K–10 Syllabus 28

English K–10 Syllabus 29

English K–10 Syllabus 30

SPEAKING AND LISTENING 1