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New NSW Syllabuses

English K–10 - Stage 2 - Objective B Reading and viewing 2


A student:

  • EN2-8B

    identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter


  • Students:
  • Develop and apply contextual knowledge
  • identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) CCT
  • 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) CCT
  • 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 (ACELA1483, ACELA1496) ICTCCT
  • identify the features of online texts that enhance navigation (ACELA1790) ICT
  • recognise the use of figurative language in texts, eg similes, metaphorsidioms 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) CCT
  • identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793) ICT
  • 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) CCT
  • identify and interpret the different forms of visual information, including maps, tables, charts, diagrams, animations and images NICT

ESL scales links to the English syllabus

The level on the ESL scales needed to achieve this English syllabus outcome is Reading and Responding level 5.

An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Reading and Responding strand from Beginning level 1 to level 5. 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 B1.1, B1.2, B2.1, B2.2, B3.1, B3.2, 1.5, 1.6, 2.5, 2.6, 3.5, 3.6, 4.5, 4.6, 5.6.