Writing+Objectives

EN3-2A CONTENT
 * Writing and Representing **
 * composes, edits and presents well-structured and coherent texts
 * Students:
 * Engage personally with texts
 * 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 [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/ict.png caption="ICT"]][[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/eu.png caption="EU"]]
 * Develop and apply contextual knowledge
 * identify and explore underlying themes and central storylines in imaginative texts
 * explore and analyse the effectiveness of informative and persuasive devices in texts [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/cct.png caption="CCT"]]
 * understand and use the key elements of planning, composing, reviewing and publishing in order to meet the increasing demands of topic, audience and language [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/we.png caption="WE"]]
 * Understand and apply knowledge of language forms and features
 * 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) [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/ict.png caption="ICT"]][[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/cct.png caption="CCT"]]
 * 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) [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/cct.png caption="CCT"]]
 * Respond to and compose texts
 * 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 [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/se.png caption="SE"]]
 * present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609) [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/cct.png caption="CCT"]][[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/psc.png caption="PSC"]]
 * create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798) [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/cct.png caption="CCT"]]
 * 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) [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/cct.png caption="CCT"]]
 * compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design , layout and graphics [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/ict.png caption="ICT"]]
 * use increasingly complex research data from print and digital sources to compose short and sustained texts [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/cct.png caption="CCT"]][[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/ict.png caption="ICT"]]
 * assess the reliability of resources, including digital resources, when researching topics [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/ict.png caption="ICT"]][[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/cct.png caption="CCT"]]
 * reread and edit students' own and others' work using agreed criteria and explaining editing choices (ACELY1705, ACELY1715) [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/cct.png caption="CCT"]]
 * 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) [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/ict.png caption="ICT"]]

ESL SCALES LINKS TO THE ENGLISH SYLLABUS The level on the //ESL scales// needed to achieve this English syllabus outcome is **Writing level 6/7**. An EAL student at this stage of schooling may be assessed at a range of levels on the //ESL 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' 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 within the**Communication** and **Language and cultural understanding** //ESL 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, 4.9, 4.10, 5.9, 5.10, 6.9, 6.10, 7.9, 7.10.

Spelling CONTENT ESL SCALES LINKS TO THE ENGLISH SYLLABUS The level on the //ESL scales// needed to achieve this English syllabus outcome is **Writing level 6/7**. An EAL student at this stage of schooling may be assessed at a range of levels on the //ESL 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' 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 within the **Language structures and features** and **Strategies** //ESL scales// 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.
 * EN3-4A draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts
 * Students:
 * Develop and apply contextual knowledge
 * understand how accurate spelling supports the reader to read fluently and interpret written text with clarity
 * Understand and apply knowledge of language forms and features
 * 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)
 * Respond to and compose texts
 * 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 [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/ict.png caption="ICT"]]

CONTENT ESL SCALES LINKS TO THE ENGLISH SYLLABUS The level on the //ESL scales// needed to achieve this English syllabus outcome is **Writing level 6/7**. An EAL student at this stage of schooling may be assessed at a range of levels on the //ESL 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' 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 within the **Language structures and features** //ESL scales// strand organiser. See //ESL scales// outcomes B1.7, B2.7, B3.7, 1.11, 2.11, 3.11, 4.11, 5.11, 6.11, 7.11.
 * Grammar, punctuation and vocabulary**
 * EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
 * Students:
 * Develop and apply contextual knowledge
 * 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
 * Understand and apply knowledge of language forms and features
 * identify and explain how choices in language, for example modality, emphasis, repetition and metaphor , influence personal response to different texts (ACELT1615) [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/cct.png caption="CCT"]]
 * understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/cct.png caption="CCT"]]
 * 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) [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/cct.png caption="CCT"]]
 * 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) [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/cct.png caption="CCT"]]
 * 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 and apply knowledge of vocabulary
 * 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)
 * Respond to and compose texts
 * 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