Students can develop and demonstrate speaking, listening and interacting competencies through the suggested learning activities below. Most activities do not require materials. They provide opportunities for assessment with selected observable behaviours being identified.
These learning activities can function independently or as an element of a holistic program, supporting the understanding of the English textual concepts:
- connotation, imagery and symbol
Differentiation and adjustment
When making decisions about teaching and learning activities, teachers should consider a student’s preceding knowledge, experiences and skills as well as the literacy demands of the activity. Teachers may be required to provide differentiation and adjustments to support students to access and participate in the teaching and learning activities on the same basis as their peers, and these will need to be considered prior to and throughout the lesson. See the additional information below for further advice to support Aboriginal and Torres Strait Islander students, students with disability and additional learning and support needs, high potential and gifted students and EAL/D students.
Aboriginal education and communities
In their study of English, students learn about the interconnected elements of Country and Place, People, Culture and Identity and engage in a range of experiences showing links between cultural expression, language and spirituality of Aboriginal and Torres Strait Islander peoples.
When planning and programming content relating to Aboriginal and Torres Strait Islander histories and cultures, teachers are encouraged to involve local Aboriginal communities and/or appropriate knowledge holders in determining suitable resources, or to use Aboriginal or Torres Strait Islander authored or endorsed publications.
When assessing Aboriginal and Torres Strait Islander students in speaking and listening activities, teachers should acknowledge and be sensitive to the different ways of expressing emotions which may impact student involvement and contribution. For example, their use of non-verbal responses, common use of silence, lack of eye-contact and feelings of shame.
Further information and support can be found on the Aboriginal education and communities’ page and through your area’s School Services Aboriginal Education team.