Syllabus bites – visual literacy

Primary KLA:
English
Secondary KLA:
English
Educational levels:
Year 2, Year 3, Year 4, Year 5, Year 6, Year 7, Year 8, Year 9, Year 10

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A resource with information, study guides and resources on visual literacy to support the English K-10 Australian Curriculum in English. It provides a series of activities, guidelines and tasks about visual texts from a variety of sources. Contains writing scaffolds, templates and proformas for responding and composing visual texts.

NSW syllabus outcomes

(EN2-1A) communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts

(EN2-2A) plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language

(EN2-6B) identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features

(EN2-7B) identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts

(EN2-8B) identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter

(EN2-10C) thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts

(EN3-2A) composes, edits and presents well-structured and coherent texts

(EN3-8D) identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts

(EN4-1A) responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

(EN4-2A) effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies

(EN4-4B) makes effective language choices to creatively shape meaning with accuracy, clarity and coherence

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

(EN4-5C) thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts

(EN4-6C) identifies and explains connections between and among texts

(EN5-1A) responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

(ENLS-1A) listens and responds in familiar contexts

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

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

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

(ENLS-8A) writes short texts for everyday purposes

(EN5-2A) effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide range of texts in different media and technologies

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

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

(ENLS-7A) uses strategies to obtain meaning from and interpret a range of texts

(ENLS-9A) composes texts for a variety of purposes and audiences

(EN5-3B) selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning

(ENLS-10B) explores the ways in which language forms, features and structures of texts vary according to purpose, audience and context

(EN5-5C) thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts

(ENLS-12C) responds to texts in ways that are imaginative and interpretive

(ENLS-13C) engages critically with texts using personal experiences

(EN5-7D) understands and evaluates the diverse ways texts can represent personal and public worlds

(ENLS-14D) explores how the use of language affects personal roles and relationships with others

(ENLS-15D) responds to and composes texts that explore personal, social and world issues

Australian curriculum content descriptions

(ACELA1475) Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning

(ACELA1476) Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations

(ACELA1487) Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages

(ACELA1488) Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group

(ACELA1501) Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships

(ACELA1506) Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns

(ACELA1507) Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause

(ACELA1508) 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

(ACELA1512) Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts

(ACELA1515) Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English

(ACELA1516) Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase

(ACELA1518) Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

(ACELA1520) Understand that cohesive links can be made in texts by omitting or replacing words

(ACELA1521) Understand the uses of commas to separate clauses

(ACELA1523) Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases

(ACELA1525) Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion

(ACELA1531) Understand and explain how the text structures and language features of texts become more complex in informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and extended metaphors

(ACELA1540) Understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return

(ACELA1543) Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication

(ACELA1547) Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts

(ACELA1548) Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning

(ACELA1550) Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing

(ACELA1552) Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor

(ACELA1553) Understand that authors innovate with text structures and language for specific purposes and effects

(ACELA1556) Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes

(ACELA1557) Explain how authors creatively use the structures of sentences and clauses for particular effects

(ACELA1559) Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text

(ACELA1560) Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning

(ACELA1561) Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness

(ACELA1562) Understand how spelling is used creatively in texts for particular effects, for example characterisation and humour and to represent accents and styles of speech

(ACELA1563) Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve

(ACELA1564) Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people

(ACELA1567) Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects

(ACELA1568) Understand conventions for citing others, and how to reference these in different ways

(ACELA1569) Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts

(ACELA1570) Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction

(ACELA1571) Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences

(ACELA1572) Evaluate the impact on audiences of different choices in the representation of still and moving images

(ACELA1573) Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots

(ACELA1764) Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance

(ACELA1782) Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources

(ACELT1601) Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle

(ACELT1612) Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced

(ACELT1614) Analyse and evaluate similarities and differences in texts on similar topics, themes or plots

(ACELT1615) Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts

(ACELT1616) Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style

(ACELT1617) Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse

(ACELT1618) Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways

(ACELT1620) Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view

(ACELT1621) Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts

(ACELT1622) Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches

(ACELT1623) Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels

(ACELT1625) Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition

(ACELT1629) Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities

(ACELT1630) Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts

(ACELT1632) Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects

(ACELT1640) Reflect on, extend, endorse or refute others’ interpretations of and responses to literature

(ACELT1641) Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response

(ACELT1642) Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text

(ACELT1643) Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses

(ACELT1768) Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts

(ACELT1771) Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text

(ACELT1791) Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue

(ACELT1794) Create literary texts by developing storylines, characters and settings

(ACELT1795) Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences

(ACELT1798) Create literary texts that experiment with structures, ideas and stylistic features of selected authors

(ACELT1800) Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice

(ACELT1803) Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage

(ACELT1814) Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts

(ACELT1815) Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience

(ACELY1528) ACELY1528

(ACELY1676) Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations

(ACELY1677) Plan and deliver short presentations, providing some key details in logical sequence

(ACELY1682) 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

(ACELY1683) Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation

(ACELY1687) 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

(ACELY1688) 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

(ACELY1689) Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences

(ACELY1694) Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features

(ACELY1700) Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

(ACELY1704) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

(ACELY1705) Reread and edit student's own and others’ work using agreed criteria for text structures and language features

(ACELY1706) Develop a handwriting style that is becoming legible, fluent and automatic

(ACELY1707) 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

(ACELY1709) Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions

(ACELY1710) 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

(ACELY1714) 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

(ACELY1716) Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose

(ACELY1717) Use a range of software, including word processing programs, learning new functions as required to create texts

(ACELY1719) Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition

(ACELY1720) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing

(ACELY1722) Use prior knowledge and text processing strategies to interpret a range of types of texts

(ACELY1723) Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources

(ACELY1724) Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences

(ACELY1725) Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas

(ACELY1726) Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact

(ACELY1727) Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing for extended periods

(ACELY1728) Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts

(ACELY1729) Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication

(ACELY1730) Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives

(ACELY1731) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints

(ACELY1733) Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts

(ACELY1734) Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view

(ACELY1735) Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener

(ACELY1738) Use a range of software, including word processing programs, to create, edit and publish texts imaginatively

(ACELY1740) Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways

(ACELY1741) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes

(ACELY1742) Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts

(ACELY1743) Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension

(ACELY1744) Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts

(ACELY1746) Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features

(ACELY1747) Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features

(ACELY1748) Use a range of software, including word processing programs, flexibly and imaginatively to publish texts

(ACELY1750) Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage

(ACELY1751) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action

(ACELY1752) Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences

(ACELY1754) Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence

(ACELY1756) Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues

(ACELY1757) Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects

(ACELY1765) Analyse and explain the effect of technological innovations on texts, particularly media texts

(ACELY1776) Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user

(ACELY1792) 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

(ACELY1796) Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes

(ACELY1810) Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts

(ACELY1811) Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects

(ACELY1813) Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences

(ACELY1816) 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

More information

Resource type:
Interactive Resource
ScOT topics:
Stereotypes, Graphic novels, Picture books, Language modes, Comics (Cartoons), Viewing, Multimodal texts
File type:
text/html
Language/s:
en-AU
Author:
State of NSW, Department of Education
Publisher:
State of NSW, Department of Education
Date created:
Monday, 12 November 2018

Resource ID: 3e05f587-d7cb-4e4d-bcfe-323c4a421766