Every Student

C2 - Listening & Responding - 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-2A A student composes simple texts to convey an idea or message

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

ENe-12E A student demonstrates awareness of how to reflect on aspects of their own and others’ learning

 

Life Skills 7-10 Outcomes (2012)

ENLS-1A A student listens and responds in familiar contexts

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

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-14D A student explores how the use of language affects personal roles and relationships with others

 

HSC Life Skills 11-12 Outcomes (2007)

LS3.2 Listens and responds to verbal messages and associated visual cues.

LS3.3 Listens to and follows directions and announcements in a variety of contexts and media.

LS3.4 Listens to and responds appropriately to a variety of presentations in a variety of media.

 

 


Syllabus Content

Early Stage 1 (ENe) Content 

 Students:

-carry out instructions involving one step 1A

-listen to and respond orally to texts and to the communication of others in informal and 
structured classroom situations 1A

-respond to simple questions either verbally or non-verbally  1A

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

-use interaction skills including listening while others speak, using appropriate voice levels, 
articulation and body language, gestures and eye contact 1A

-recognise different methods of communication 2A

-recognise and interpret a simple instruction from teachers and peers 6B

-discuss what it means to be an active listener 12E

 

 

 

 


Life Skills (ENLS) Content 

 Students:

-respond to verbal cues 1A

-respond to single-word commands 1A

-respond to commands involving a single step1A

-respond to commands involving more than one step 1A

-recognise a variety of auditory cues occurring in the -environment 1A

-recognise non-verbal indicators associated with listening 1A

-recognise and demonstrate appropriate listening behaviours 1A

-respond to auditory cues through body language 1A

 -respond to questions during an interaction to indicate understanding 2A

-respond to familiar auditory cues and signals 5A

-recognise and interpret single words or simple instructions in context 6A

-recognise that gestures and eye contact may be interpreted differently across cultures 14D

 

 

HSC Life Skills (LS) Content 

 Students:

-respond to verbal requests accompanied by gestures or signs in a range of situations 3.2

-assess the body language and facial expression of a speaker while listening to their verbal message and make appropriate responses 3.2

 - respond to simple directions from a variety of people across a range of settings 3.3

-follow complex directions requiring multiple steps 3.3

-follow directions for new procedures in a range of situations 3.3

-interpret public announcements in a range of situations and take appropriate action 3.3

-listen and demonstrate acceptable behaviour in small and large groups 3.4

-listen to a variety of presentations in the community 3.4

-listen while others are talking in a variety of situations 3.4

-listen to a speaker and wait for an appropriate opportunity to respond 3.5

 

English Learning Continuum Content

Reacts

Vocalises Looks
Startle response Makes unintentional facial expressions Reacts using facial expressions

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


Please click here to go to the intentional level