Audience

AUDIENCE


YEAR LEVEL
ENGLISH STRANDS
ENGLISH SUB-STRANDS
SUB-STRAND ELEMENT
ELABORATION
ENGLISH TYPE
GENERAL CAPABILITIES
CROSS-CURRICULA PRIORITIES
1
LITERACY
Creating texts
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
• referring to learned knowledge of text structure and grammar when creating a new text

• applying new vocabulary appropriately in creating text

• learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events

• beginning to consider audience in designing a communication involving visual components, selecting images for maximum impact
WRITING
Critical and creative thinking , Literacy

2
LITERATURE
Interacting with others
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 (ACELY1789)
discussing appropriate conventions to use in group discussions

exploring ways to comment on what others say, including using sentence starters such as ‘I like the way you…’, ‘I agree that …’, ‘I have a different thought…’, ‘I’d like to say something different…’

participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations

demonstrating appropriate listening behaviour, responding to and paraphrasing a partner’s contribution to a discussion, such as think/pair/share activities

asking relevant questions and making connections with personal experiences and the contributions of others

brainstorming topics, contributing ideas and acknowledging the ideas of others

speaking clearly and with appropriate intonation

understanding how to disagree with a point of view or offer an alternative idea courteously

experimenting with presentation strategies such as pitch, volume and intonation
LISTENING, SPEAKING
Critical and creative thinking , ICT, Personal and social competence

2
LITERATURE
Interacting with others
Rehearse and deliver short presentations on familiar and new topics (ACELY1667)
adjusting presentation for different audiences

preparing and giving oral presentations, including reports of group discussions, using more formal speech and specific vocabulary about content area topics

listening and responding to presentations, including those using multimedia, on familiar and learned topics, recording key information, and connecting new and existing knowledge about a topic
LISTENING, SPEAKING
Critical and creative thinking , Literacy , Personal and social competence

2
LITERATURE
Interpreting, analysing and evaluating
Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
identifying the main purpose of a text, including whether the author wants to entertain, explain or persuade and considering how audiences might respond to those texts
LISTENING, READING, SPEAKING
Critical and creative thinking , Literacy , Personal and social competence
Sustainability
2
LITERATURE
Creating texts
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 (ACELY1671)
learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events

sequencing content according to text structure

using appropriate simple and compound sentence to express and combine ideas

using vocabulary, including technical vocabulary, appropriate to text type and purpose
WRITING
Critical and creative thinking , Literacy

3
LITERATURE
Responding to literature
Develop criteria for establishing personal preferences for literature (ACELT1598)
building a conscious understanding of preference regarding topics and genres of personal interest (for example humorous short stories, school and family stories, mysteries, fantasy and quest, series books)

selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of texts
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy , Personal and social competence

3
LITERATURE
Creating literature
Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)
creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text

creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world
LISTENING, READING, SPEAKING, WRITING
Intercultural understanding, Literacy
Aboriginal Torres Strait Is history and culture, Asia and Australia’s engagement with Asia
3
LITERACY
Interacting with others
Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
drawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas and information
LISTENING, SPEAKING
Critical and creative thinking , Literacy , Personal and social competence

3
LITERACY
Interacting with others
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 (ACELY1792)
participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations

listening actively including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information

learning the specific speaking or listening skills of different group roles, for example group leader, note taker and reporter

acquiring new vocabulary in all curriculum areas through listening, reading, viewing and discussion and using this vocabulary in specific ways such as describing people, places, things and processes

using language appropriately in different situations such as making a request of a teacher, explaining a procedure to a classmate, engaging in a game with friends

experimenting with voice effects in formal presentations such as tone, volume and pace
SPEAKING
Literacy , Personal and social competence

3
LITERACY
Interpreting, analysing and evaluating
Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
identifying the author’s point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with the view presented
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy , Personal and social competence

3
LITERACY
Creating texts
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)
using print and digital resources to gather information about a topic

selecting appropriate text structure for a writing purpose and sequencing content for clarity and audience impact

using appropriate simple, compound and complex sentences to express and combine ideas

using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideas
WRITING
Critical and creative thinking , ICT, Literacy

4
LANGUAGE
Text structure and organisation
Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)
knowing how authors construct texts that are cohesive and coherent through the use of: pronouns that link back to something previously mentioned; determiners (for example ‘this’, ‘that’, ‘these’, ‘those’, ‘the’, ‘his’, ‘their’); text connectives that create links between sentences (for example ‘however’, ‘therefore’, ‘nevertheless’, ‘in addition’, ‘by contrast’, ‘in summary’)

identifying how a topic is described throughout a text by tracking noun groups and pronouns

describing how texts connectives link sections of a text providing sequences through time, for example ‘firstly’, ‘then’, ‘next’, and ‘finally’
LISTENING, READING, SPEAKING, WRITING
Literacy

4
LANGUAGE
Expressing and developing ideas
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 (ACELA1496)
examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and visual point of view and beginning to understand how these choices impact on viewer response
READING
Critical and creative thinking , Literacy

4
LITERACY
Texts in context
Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)
viewing documentaries and news footage from different periods, comparing the style of presentation, including costumes and iconography with contemporary texts on similar topics and tracking changing views on issues, for example war, race, gender
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Ethical behaviour , Literacy , Personal and social competence

4
LITERACY
Interacting with others
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)
making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required

discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience
LISTENING, SPEAKING
Critical and creative thinking , Literacy

4
LITERACY
Interacting with others
Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
participating in pair, group, class and school speaking and listening situations, including informal conversations, class discussions and presentations

developing appropriate speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherently

choosing a variety of appropriate words and prepositional phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately

exploring the effects of changing voice tone, volume, pitch and pace in formal and informal contexts
LISTENING, SPEAKING
Critical and creative thinking , Literacy , Personal and social competence

4
LITERACY
Interacting with others
Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
reporting on a topic in an organised manner, providing relevant facts and descriptive detail to enhance audience understanding, and beginning to refer to reliable sources to support claims
LISTENING, SPEAKING
Critical and creative thinking , Literacy , Personal and social competence

5
LANGUAGE
Text structure and organisation
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative text and how they can be composed and presented in written, digital and multimedia forms
LISTENING, SPEAKING, WRITING
Literacy

5
LITERATURE
Literature and context
Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs

identifying variability within cultural contexts in literary texts, recognising the diversity of people’s experiences within a cultural group such as differences in setting and lifestyle between urban and remote Aboriginal and Torres Strait Islander peoples
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Intercultural understanding, Personal and social competence
Aboriginal Torres Strait Is history and culture
5
LITERATURE
Responding to literature
Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)
orally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising that a student’s view may not be shared by others and that others have equal claims to divergent views
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy

5
LITERATURE
Examining literature
Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)
identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement

examining texts written from different narrative points of view and discussing what information the audience can access, how this impacts on the audience’s sympathies, and why an author might choose a particular narrative point of view

examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Intercultural understanding, Personal and social competence
Aboriginal Torres Strait Is history and culture, Sustainability
5
LITERATURE
Examining literature
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)
discussing how figurative language including simile and metaphor can make use of a comparison between different things, for example ‘My love is like a red, red rose’; ‘Tyger!, Tyger! burning bright, In the forests of the night’; and how by appealing to the imagination, it provides new ways of looking at the world

investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment
LISTENING, READING, SPEAKING, WRITING
Ethical behaviour , Literacy

5
LITERACY
Texts in context
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)
identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy , Personal and social competence

5
LITERACY
Interacting with others
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)
participating in pair, group, class and school speaking and listening situations, including informal conversations, discussions and presentations

using effective strategies for dialogue and discussion including speaking clearly and to the point, pausing in appropriate places for others to respond, asking pertinent questions and linking students’ own responses to the contributions of others

choosing vocabulary and sentence structures for particular purposes including formal and informal contexts, to report and explain new concepts and topics, to offer a point of view and to persuade others

experimenting with voice effects in formal presentations such as tone, volume, pitch and pace, recognising the effects these have on audience understanding
LISTENING, SPEAKING
Critical and creative thinking , Literacy , Personal and social competence

5
LITERACY
Creating texts
Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)
writing letters in print and by email, composing with increasing fluency, accuracy and legibility and demonstrating understanding of what the audience may want to hear
WRITING
ICT

6
LANGUAGE
Text structure and organisation
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
exploring a range of everyday, community, literary and informative texts discussing elements of text structure and language features and comparing the overall structure and effect of authors’ choices in two or more texts

examining different works by an author who specialises in humour or pathos to identify strategies such as exaggeration and character embarrassment to amuse and to offer insights into characters’ feelings, so building empathy with their points of view and concern for their welfare
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy

6
LITERATURE
Creating literature
Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)
creating narratives in written, spoken or multimodal/digital format for more than one specified audience, requiring adaptation of narrative elements and language features

planning and creating texts that entertain, inform, inspire and/or emotionally engage familiar and less-familiar audiences
READING, WRITING
Critical and creative thinking , ICT, Literacy

6
LITERACY
Texts in context
Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers

using display advertising as a topic vehicle for close analysis of the ways images and words combine for deliberate effect including examples from the countries of Asia (for example comparing Hollywood film posters with Indian Bollywood film posters)
LISTENING, READING, SPEAKING, WRITING
Critical and creative thinking , Literacy
Asia and Australia’s engagement with Asia
6
LITERACY
Interacting with others
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)
participating in pair, group, class, school and community speaking and listening situations, including informal conversations, discussions, debates and presentations

using effective strategies for dialogue and discussion in range of familiar and new contexts, including speaking clearly and coherently and at appropriate length, acknowledging and extending the contributions of others, asking pertinent questions and answering others’ questions

choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, adapting language choices to meet the perceived audience needs, such as recounting an excursion to a younger class or welcoming a visitor to a school function

experimenting with voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement
LISTENING, SPEAKING
Critical and creative thinking , Personal and social competence

6
LITERACY
Interacting with others
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 (ACELY1710)
using technologies to collaboratively prepare a humorous, dynamic group view on a debatable topic, such as ‘Kids should be allowed to read and view what they like,’ to be presented to teachers and parents
LISTENING, READING, SPEAKING, WRITING
ICT, Literacy , Personal and social competence

6
LITERACY
Creating texts
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 (ACELY1714)
creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity

using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting audience susceptibilities
WRITING
Critical and creative thinking , ICT, Literacy

6
LITERACY
Creating texts
Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)
editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience
WRITING
Literacy