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Contact - Stage 1

Monique Langley-Freeman

Education Consultant

+61 8 8115 4720
monique.langley-freeman@sa.gov.au

Contact — Stage 2

Michael Randall

SACE Officer — Curriculum and Assessment

+61 8 8115 4791
michael.randall@sa.gov.au

Stage 2 | Subject outline | version control

English Stage 2
Subject outline

Version 1.0
For teaching in 2021. Accredited in May 2015 for teaching at Stage 2 from 2017.

Stage 2 | Subject outline | Performance standards

Performance standards

Stage 2 performance standards for English can be viewed below. You can also download in Word format [DOC 260KB].

To learn more about what performance standards are, how they are used, and other general information, see performance standards and grades

  Knowledge and Understanding   Analysis  Application  

A

Comprehensive knowledge and understanding of ideas and perspectives in a range of texts.

Thorough knowledge and understanding of ways in which creators of texts use a range of language features, stylistic features, and conventions to make meaning.

Extensive knowledge and understanding of a wide range of ways in which texts are created for different purposes, audiences, and contexts.

Complex analysis of ideas, perspectives, and/or aspects of culture represented in texts.

Perceptive analysis of language features, stylistic features, and conventions used in texts, and thoughtful evaluation of how these influence audiences.

Critical analysis of similarities and differences when comparing texts.

Versatile and precise use of language and stylistic features to create a wide range of coherent texts that address the purpose, audience, and context.

Fluently integrated use of evidence from texts to develop and support a response.

Sophisticated use of accurate, clear, and fluent expression.

B

Knowledge and understanding of ideas and perspectives in a range of texts.

Knowledge and understanding of ways in which creators of texts use a range of language features, stylistic features, and conventions to make meaning.

Knowledge and understanding of a range of ways in which texts are created for different purposes, contexts, and audiences.

Detailed analysis of ideas, perspectives, and/or aspects of culture represented in texts.

Detailed analysis of language features, stylistic features, and conventions, and evaluation of how these influence audiences.

Clear analysis of similarities and differences when comparing texts.

Accurate use of language and stylistic features to create a range of coherent texts that address the purpose, context, and audience.

Appropriate use of evidence from texts to develop and support a response.

Consistent use of accurate, clear, and fluent expression. 

C

Knowledge and understanding of some ideas and perspectives in texts.

Knowledge and understanding of ways in which creators of texts use some language features, stylistic features, and conventions to make meaning.

Knowledge and understanding of ways in which everyday texts are created for different purposes, contexts, and audiences.

Analysis of some ideas and perspectives represented in texts.

Description and some analysis of different language features, stylistic features, and conventions, and/or some evaluation of how these influence audiences.

Analysis of some similarities and differences when comparing texts.

Generally accurate use of language and stylistic features to create texts that address the purpose, context, and audience.

Selection of some evidence from texts to develop and support a response.

Appropriate use of accurate, clear, and fluent expression.

D

Knowledge and understanding of some ideas in a narrow range texts.

Some knowledge and understanding of ways in which creators of texts use language features and conventions to make meaning.

Knowledge and understanding of ways in which some everyday texts are created for different purposes and audiences. 

Description of some ideas in texts.

Description of some language features, stylistic features, and/or conventions.

Description of some similarities and differences in texts.

Use of some language and stylistic features to create a narrow range of texts.

Partial use of basic evidence from texts to develop a response.

Inconsistent use of expression. 

E

Identification of an idea in a text.

Identification of a limited range of ways in which creators of texts use language techniques.

Recognition of one or more ways in which a familiar text is created.

Reference to an idea in a text.

Recognition of language or stylistic features.

Recognition of a simple connection between texts. 

Restricted use of language or stylistic features to create a text.

Limited use of evidence from a text in a response.

Limited use of clear expression.