English K-10 Syllabus Visual Literacy

Visual Literacy Metalanguage Early Stage 1 Stage 1 Stage 2 Stage 3 Use metalanguage to describe Use metalanguage to the effects of ideas, text describe the effects of ideas, structures and language text structures and language features of literary texts (ACELT features on particular 1604) audiences (ACELT 1795) Use appropriate metalanguage to identify and describe relationships between and among texts Identify organisational patterns Identify, describe and discuss and language features of print similarities and differences and visual texts appropriate to between texts, including a range cv purposes those by the same author, or illustrator, and evaluate Explore the effect of choices characteristics that define an when framing an image, authors individual style placement of elements in the (ACELT 1616) image, and salience on composition of still and Compare how composers and moving images in a range of illustrators make stories types of texts (ACELA exciting, moving and 1483,ACELA 1496) absorbing to hold readers interest Discuss how authors and illustrators make stories Explain sequences of images exciting, moving and absorbing in print texts and compare and hold readers interest by these to the ways using various hyperlinked digital texts are techniques..(ACELT 1605) organised, explaining their effect on viewers Use images in imaginative, interpretations informative and persuasive texts to enhance meaning Recognise how the use of language and visual features Identify and explain language can depict cultural features of texts from earlier

Understand and apply knowledge

Recognise that words and pictures have meaning Explore the different contribution of words and images to meaning in stories and informative texts
(ACELA 1786)

Discuss the different purposes of drawing and writing in simple texts

Compare different kinds of images in narrative and information texts and discuss how they contribute to meaning Discuss some of the different purposes for written and visual texts Recognise and begin to understand how composers use creative features to engage their audience Identify creative language features in imaginative texts that enhance enjoyment eg. illustrations, repetition Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT 1581, ACELT 1587) Understand that spoken, visual and written forms of

This document has been created directly from the English K-10 Syllabus Judy Gerber 2012.

English K-10 Syllabus Visual Literacy

language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA 1460) Responding Interpret pictures with labels, environmental print logos and other visual images Discuss familiar written and visual texts. Select simple print, visual and/or digital texts to read independently for enjoyment and pleasure

Identify visual representations of characters actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA
1469)

Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures
(ACELY 1660, ACELY 1670)

times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY 1686) Appreciate how the reader or viewer can enjoy a range of literary experiences through texts Identify and interpret the different forms of visual information, including maps, tables, charts, diagrams, animations and images Describe how some skills in speaking, listening, reading/viewing, writing/representing help the development of language learners

assumptions in texts

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA 1524) Interpret picture books, comic strips and sequences of digital images which do not contain written text

Identify creative language features in imaginative texts that enhance enjoyment eg. illustrations, repetition Identify helpful strategies during speaking, listening,

This document has been created directly from the English K-10 Syllabus Judy Gerber 2012.

English K-10 Syllabus Visual Literacy

reading, writing, and/or viewing and representing activities, eg. writing conferences, class charts Composing Create visuals that reflect character, setting and events Retell familiar literary texts through performance, use of illustrations and images (ACELT 1580) Communicate the purposes of drawings and other visual media Use imagination to represent aspects of an experience using written text, drawings and other visual media Compose texts using drawings and other visual media to create meaning Compose simple written and visual texts that include aspects of home, personal and local community life Compose and review written and visual texts for different purposes and audiences Recreate texts imaginatively using drawing, writing, performance and digital forms of communication
(ACELT 1586)

Create imaginative texts based on characters, settings and events from students own and other cultures using visual features, for example, perspective, distance and angle
(ACELT 1601, ACELT 1794)

Compose simple print, visual and digital texts that depict aspects of their own experience Compose texts supported by visual information (eg diagrams and maps) on familiar topics) Create events and characters using different media that develop key events and characters from literary texts
(ACELT 1593)

Experiment with visual multimodal and digital processes to represent ideas encountered in texts Use visual representations, including those digitally produced, to represent ideas, experience and information for different purposes and audiences

Compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design, layout and graphics. Recognise the effect of multimedia elements eg film techniques, animation, voiceovers, sound effects, framing, close-ups Plan, draft and publish imaginative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY 1704, ACELY 1714)

This document has been created directly from the English K-10 Syllabus Judy Gerber 2012.

English K-10 Syllabus Visual Literacy

Multimedia
Experiment with basic visual, multimodal and digital processes to represent some simple ideas expressed in texts and to convey experiences

Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY 1664, ACELY 1674)

Experiment with visual multimodal and digital processes to represent ideas encountered in texts Respond to short films, documentaries and multimedia texts that express familiar and new aspects of the broader world

Recognise the effect of multimedia elements eg. film techniques, animation, voiceovers, sound effects, framing, close-ups Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers interpretations (ACELA 1511) Compare texts, including media texts, that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY 1708) Discuss the conventions of a range of complex texts eg.. layout conventions in print and digital texts Respond to short films, documentaries and multimedia texts that express familiar and new aspects of the broader world

This document has been created directly from the English K-10 Syllabus Judy Gerber 2012.