Every Student

C1 - Talking - Pre-Intentional

Syllabus Outcomes and Content
Syllabus Outcomes

Early Stage 1 Outcomes (2012)

ENe-1A A student communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction

ENe-6B 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 

 

Life Skills 7-10 Outcomes (2012)

ENLS-2A A student communicates for a variety of purposes, audiences and contexts

ENLS-3A A student selects and uses language to communicate according to purpose, audience and context

ENLS-4A A student views and responds to a range of visual texts, media and multimedia

ENLS-5A A student recognises and uses visual texts, media and multimedia for a variety of purposes, audiences and contexts

ENLS-6A A student reads and responds to a range of written texts in familiar contexts

ENLS-11B A student composes, publishes and presents texts appropriate to purpose and audience in a range of contexts

HSC Life Skills 11-12 Outcomes (2007)

HSC LS1.1 Gives attention to another person, an object or an event in their environment.

HSC LS1.6 Gives information, comments, asks questions spontaneously or on request

HSC LS1.8 Utilises appropriate technology, and a range of age-appropriate aids, to facilitate communication with others

HSC LS1.9 Initiates and sustains communication with others

HSC LS2.5 Conveys and relays messages

HSC LS2.9 Speaks with others in a range of formal and informal situations

HSC LS6.1 Recognises familiar objects and images when presented in a range of formats so as to make choices and communicate needs

Syllabus Content

Early Stage 1 (ENe) Content 

 Students:

-respond to the shared reading of texts for enjoyment and pleasure  1A

-engage with and respond to a range of oral and aural texts for enjoyment and pleasure 1A

-understand how to communicate effectively in pairs and groups using agreed interpersonal 
conventions, active listening, appropriate language and taking turns 1A

-contribute appropriately to class discussions 1A

-replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures  1A

-recite short, simple poems 1A

-use music and/or actions to enhance the enjoyment and --understanding of rhymes, poems, chants and songs 6B

 

 

Life Skills (ENLS) Content 

Students:

-select and use appropriate means of communication, including technology, for a particular audience 2A

-contribute to class discussions using a range of skills, including turn-taking, questioning, rephrasing for clarification 2A

-use photographs, pictures, symbols and visual aids for a variety of purposes 5A

 

HSC Life Skills (LS) Content 

Students:

-convey information through vocalisation, gesture, sign, communication device or speech in response to initiation from others 1.6

-give information or comments on specific matters, in response to a question from others, in an appropriate manner using communication devices 1.6

-uses communication technology or aids with peer or adult assistance to communicate basic needs and wants, to convey information and indicate preferences in a range of situations 1.8

-convey a verbal message directly from one person to another (involving known and unknown people) in a range of situations using a single sentence 2.5

-speak with a known person (individually) in an appropriate manner (volume, tone, vocabulary, grammar) to convey basic information, express choices, or make requests in a range of situations 2.9

-speak with an unknown person (individually) in an appropriate manner (volume, tone, vocabulary, grammar) to con vey basic information, express choices, or make requests in a range of situations 2.9

-speak with several known people in an appropriate manner (volume, tone, vocabulary) in a range of small group situations 2.9

English Learning Continuum Content

 

Makes a reflex vocalisation
Reacts to stimulus

Students currently working at a pre-intentional level should work toward intentional content.


Please click here to go to the intentional level