Performance+Standards


 * Performance Standards for Stage 1 English as a Second Language**

Students who complete 20 credits of Stage 1 or Stage 2 English as a Second Language with a **C grade or better** will meet the literacy requirement of the SACE.

Thorough knowledge and understanding of the ways in which texts are composed for specific purposes and audiences. Detailed knowledge of the relationship between contexts and texts. || Thorough analysis and combination of information from more than one source. Comprehensive recognition of the relationship between purpose, structure, and language features of a range of texts. Effective ability to locate, record, analyse, synthesise, and use knowledge that is relevant to a context. || Comprehensive selection and use of information from a range of sources. Complex meaning conveyed appropriately in familiar and unfamiliar contexts. Comprehensive use of text-appropriate language features to make meaning. || Writing and speaking consistently accurate, clear, and coherent, with a sophisticated technical and non-technical vocabulary. Language used appropriately to convey mostly complex meaning in a range of unfamiliar and familiar contexts. Sophisticated use of text-appropriate language features to build a coherent text. Fluent use of interpersonal language to sustain spoken interaction. || Sound knowledge and understanding of the ways in which texts are composed for specific purposes and audiences. Sound knowledge of the relationship between contexts and texts. || Sound analysis and combination of information from more than one source. Effective recognition of the relationship between purpose, structure, and language features of a range of texts. Sound ability to locate, record, analyse, and use knowledge that is relevant to a context. || Sound selection and use of information from a range of sources. Sound meaning conveyed appropriately in familiar and some unfamiliar contexts. Sound use of text-appropriate language features to make meaning. || Writing and speaking usually accurate, clear, and coherent, with a sound technical and non-technical vocabulary. Language used appropriately to convey both complex and simple meaning in a range of familiar and some unfamiliar contexts. Proficient use of text-appropriate language features to build a coherent text. Effective use of interpersonal language to sustain spoken interaction. || Adequate knowledge and understanding of the ways in which texts are composed for specific purposes and audiences. Adequate knowledge of the relationship between contexts and texts. || Appropriate analysis and combination of information from more than one source. Adequate recognition of the relationship between purpose, structure, and language features of a range of texts. Adequate ability to locate, record, paraphrase and on occasions analyse, and use knowledge that is relevant to a context. || Appropriate selection and use of information from a limited range of sources. Simple meaning conveyed appropriately in familiar contexts. Considered use of text-appropriate language features to make meaning. || Writing and speaking mostly accurate, clear, and coherent, with an adequate technical and non-technical vocabulary. Language used appropriately to convey simple meaning in a narrow range of familiar and unfamiliar contexts. Adequate use of text-appropriate language features to build a coherent text. Adequate use of interpersonal language to sustain spoken interaction. || Some knowledge and understanding of the ways in which texts are composed for specific purposes and audiences. Some awareness of the relationship between contexts and texts. || Partial analysis and combination of information from more than one source. Partial recognition of the relationship between purpose, structure, and language features of a range of texts. Partial ability to locate, record, and use knowledge that is relevant to a context. || Partially successful selection and use of information from a narrow range of sources. Partial meaning conveyed appropriately in a narrow range of familiar contexts. Partial use of text-appropriate language features to make meaning. || Writing and speaking occasionally accurate, clear, and coherent, with a restricted technical and non-technical vocabulary. At times language used appropriately to convey simple meaning in familiar contexts. Some use of text-appropriate language features to build a coherent text. Basic use of interpersonal language to sustain spoken interaction. || Limited recognition or awareness of the ways in which texts are composed for specific purposes and audiences. Limited awareness of the relationship between contexts and texts. || Analysis and combination of information from more than one source attempted. Limited recognition of the relationship between purpose, structure, and language features of a range of texts. Limited ability to locate and record knowledge that is, on occasions, relevant to a context. || Limited success in selecting and using information from a narrow range of sources. Limited meaning is conveyed appropriately in a narrow range of highly familiar contexts. Attempted use of text-appropriate language features to make meaning. || Writing and speaking limited in accuracy, clarity, and coherence, with a limited technical and non-technical vocabulary. Language occasionally used appropriately to convey literal meaning in highly familiar contexts. Limited use of text-appropriate language features to build a coherent text. Attempted use of interpersonal language to sustain spoken interaction. || 
 * || ** Knowledge and Understanding ** || ** Analysis ** || ** Application ** || ** Communication ** ||
 * ** A ** || Detailed knowledge and sophisticated understanding of ideas in texts.
 * ** B ** || Sound knowledge and understanding of ideas in texts.
 * ** C ** || Adequate knowledge and understanding of ideas in texts.
 * ** D ** || Some recognition and understanding of ideas in texts.
 * ** E ** || Limited recognition of ideas in texts.