Essential English syllabus, dot point by dot point

Identify and explain the perspectives on community, local and global issues presented in texts, including whose voices are included or left out, and select and use subject matter to support a perspective in your own texts

Create a spoken response that presents a perspective on a community, local or global issue to a particular audience, using spoken, non-verbal and persuasive language features, an appropriate role and relationship with the audience, and a coherent structure

Explain how language features, text structures and visual elements in texts that seek to influence (advertisements, opinion pieces, speeches, campaigns and social media posts) position audiences and invite particular responses

Respond to seen and unseen media texts by identifying, considering and explaining how the elements that make up the texts (written, visual and layout features) shape meaning and represent issues, identities, places, events or concepts, as required in the common internal assessment

Explain how popular culture texts (such as films, television series, music videos, games, podcasts and social media content) represent identities, places, events and concepts, including Australian ones, and how language, visual and audio features invite audiences to accept, question or reject those representations

Make language choices according to register informed by purpose, audience and context, use mode-appropriate language features across spoken, written and multimodal texts, and sequence subject matter with cohesive devices to construct coherent texts

Create a multimodal response that represents an Australian identity, place, event or concept, combining spoken, written, visual and audio modes and mode-appropriate language features to achieve a purpose for a particular audience

Create a written response for a particular purpose and audience that represents identities, places, events and/or concepts, using the patterns and conventions of the chosen genre, sequenced subject matter, cohesive devices and deliberate language choices