Stage 4:
Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure.
Stage 5:
Outcome 1: A student responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure.
Stage 4:
Outcome 2: A student uses a range of processes for responding to and composing texts.
Stage 5 :
Outcome 2: A student uses and critically assesses a range of processes for responding and composing.
Stage 4:
Outcome 3: A student responds to and composes texts in different technologies.
Stage 5:
Outcome 3: A student selects, uses, describes and explains how different technologies affect and shape
Craft: Composing and responding to a range of texts
Representation: Representing a text visually
Critical Reflection: Qualities of own work and work of others
Contextualisation: The impact of times on context on responding and composing
Genre: Conventions of texts
Interpretation: Interpretations of ideas and meaning in texts
Stage 5: Others’ Perspectives: Consideration of different reading positions of texts
Evaluation:
Evaluating the quality of own and others’ texts
Representation: The processes of representation and how meaning is conveyed
Planning: Processes of planning, editing, reflecting, meeting deadlines
Technology: Responding to ICT texts and how meaning is constructed and conveyed and/or composing texts using ICT
Popular Culture: How media shape, reflect and convey popular and youth cultures
Stage 5: Ethics: Use and impact of ICT
Karen Yager – NSR Professional Learning and Leadership Coordinator 1

meaning.
Stage 4:
Outcome 4: A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts.
Stage 5:
Outcome 4: A student selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning.
Stage 4:
Outcome 5: A student makes informed language choices to shape meaning with accuracy, clarity and coherence.
Stage 5:
Outcome 5: A student transfers understanding of language concepts into new and different contexts.
Stage 4:
Outcome 6: A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.
Stage 5:
Outcome 6: A student experiments with different ways of
Craft: Composing and responding to written, spoken and visual texts focusing on the conventions, form, audience, purpose and structure using the metalanguage
Adaptation: Adapting an original text to create an original text
Mainly Stage 5: Contextualisation: The impact of context, purpose and audience on composing and responding to texts
Persuasion: Expressing points of view in writing or speeches and responding to persuasive texts how points of view, inference, emphasis and language shape meaning
Composing: Composing personal texts such as narrative, poetry, speeches and scripts
Adaptation: Adapting own or familiar texts
Imagination OR Creativity: Composing a range of imaginative texts including narrative, poetry, instructions, scripts, advertisements and websites
Transformation OR Subversion : Transforming or subverting original texts
Directorial Vision: How filmmakers create films
Karen Yager – NSR Professional Learning and Leadership Coordinator 2

imaginatively and interpretively transforming experience, information and ideas into texts.
Stage 4:
Outcome 7: A student thinks critically and interpretively about information, ideas and arguments to respond to and compose texts.
Stage 5:
Outcome 7: A student thinks critically and interpretively using information, ideas and increasingly complex arguments to respond to and compose texts in a range of contexts.
Stage 4:
Outcome 8: A student makes connections between and among texts.
Stage 5:
Outcome 8: A student investigates the relationships between and among texts.
Persuasion OR Bias OR Argument: The techniques and validity of persuasion and/or argument such as rhetoric, bias and modality and the medium such as debating
Information: Locating, synthesizing information and organising information, ideas and opinions visually
Interpretation: Personal opinion and interpretation of texts and ideas
Connections : Compare and contrast texts and/or different perspectives of a similar subject matter or event or themes OR composing a range of texts connected to an original text
Adaptation: Connections between an original text and its adaptation such as a novel and a film
Intertextuality: How intertextuality is used to shape meaning in texts
Stage 5: Auteurism: The style of a director
Stage 5: Subversion: Composing sub-genres or texts that subvert the ideology or form of a text
Stage 5: Hybridity: The conventions and iconography of genres and how they evolve
Karen Yager – NSR Professional Learning and Leadership Coordinator 3

Stage 4:
Outcome 9: A student demonstrates understanding that texts express views of their broadening world and their relationships within it.
Stage 5:
Outcome 9: A student demonstrates understanding of the ways texts reflect personal and public worlds.
Stage 4:
Outcome 10: A student identifies, considers and appreciates cultural expression in texts.
Stage 5:
Outcome 10: A student questions, challenges and evaluates cultural assumptions in texts and their effects on meaning.
Stage 4:
Outcome 11: A student uses, reflects on and assesses individual and collaborative skills for learning.
Stage 5 :
Outcome 11: A student uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness.
Story or Narrative Voice: Responding to and composing stories OR how narrative voice invites empathy and understanding
Representation: Assessing representations of people, places and events in film and media
Personal Response: Ways of thinking and views of the world through texts
Stage 5: Others’ Perspectives: Alternative readings of a text and how they are shaped by context, experiences and values
Cultural Perspective: Impact of cultural assumptions, personal experience and perspectives on responding to and composing texts
Cultural Representation: How different cultures including Aboriginal Australians are represented in texts
Archetypal Stories: Exploration of myths, legends, fairy tales and key cultural stories
Stage 5: Cultural Experiences: How texts reflect different cultural experiences, beliefs and values
Critical Reflection: Reflecting on own and others’ texts and own learning strengths and weaknesses
Collaboration: Working in groups, performing a role and meeting deadlines
Karen Yager – NSR Professional Learning and Leadership Coordinator 4