- The document provides an overview of the new NSW English K-6 Syllabus, outlining both similarities and differences to the previous syllabus. - Key similarities include retaining the overall structure and many features of the previous syllabus. Key differences include an increased emphasis on literature and reorganizing the content into a clear K-10 continuum. - The syllabus focuses on developing students' skills in speaking and listening, reading and viewing, writing and representing, grammar, punctuation and vocabulary, and other areas. It outlines objectives and outcomes for each stage from Early Stage 1 to Stage 3.

1. Engaging school leaders in the
Diocese of Broken Bay with the
NSW SYLLABUS for the
Australian curriculum
English K-6
May 20

2. The structure and many of the
features of the current English
syllabus have been retained,
including: objectives and outcomes
and
content organised in stages from
Early Stage 1 to Stage 5.
Session 1- some essentials

3. A table of objectives and outcomes identifies the sequence of
knowledge, understanding and skills from Kindergarten to Year 10.
Foundation statements are replaced by stage statements that summarise
the knowledge, understanding, skills, values and attitudes that students
develop as they achieve the outcomes in K–10.
Learning across the curriculum areas include cross-curriculum
priorities, general capabilities and other important learning for all
students. These 13 areas are incorporated in the content of each syllabus
and identified by icons. Teachers may identify additional opportunities for
students to learn about these areas.
There is a hyperlinked subject-specific glossary for the English K–10
Syllabus.
What is new?

4. Kindergarten – Year 6
SIMILARITIES
Students will continue to:
• be actively engaged in the development of skills
through
speaking, listening, reading, writing, viewing and
representing
• engage with a variety of different types of texts for
different purposes and different audiences
• acquire skills of English as an EAL student through
explicit teaching and links to the ESL scales
• develop the range of skills required to be literate
through explicit teaching, a clear continuum of
learning and using a variety of strategies.

5. DIFFERENCES
•An increased emphasis on the teaching of
literature through clearly defined content and text
requirements.
•Content is reorganised in a K–10 continuum, which
clearly defines processes and skill development.
This includes the explicit teaching of contextual
knowledge, comprehension, and thinking and
reflecting skills and processes.
•The K–10 continuum has been developed to
demonstrate a clear pathway of learning in English.
•The text requirements include experience of
contexts, such as intercultural experiences,
Aboriginal histories and cultures, Asian
perspectives and environmental sustainability.

6. Make
meaning
through
language
Objectives

7. Responding and composing
In the English K–10 Syllabus, the study of
English is an active pursuit where students use
language to learn about language. The key
processes of responding to and composing
texts are central to students using language
purposefully and meaningfully and engaging
with a wide range of texts.

8. 'Responding' is the activity that occurs as students
read, listen to or view texts. It encompasses the
personal and intellectual connection a student makes
with texts. It also recognises that students and the texts
to which they respond reflect social contexts.
Responding typically involves:
•shaping and arranging textual elements to explore and
express ideas, emotions and values
•identifying, comprehending, selecting, articulating, ima
gining, critically analysing and evaluating.

9. In this syllabus, 'composing' is the activity that occurs
as students produce written, spoken or visual texts.
Composing typically involves:
•shaping, making and arranging textual elements to
explore and express ideas, emotions and values
•processes of
imagining, drafting, appraising, reflecting and refining
•knowledge, understanding and use of the language
forms, features and structures of texts.

10. As students undertake the key processes of responding to and
composing texts in their study of English, they undertake a number
of other integrated and concurrent processes which also highlight
the importance of students as active users and learners of
language.
The processes in this syllabus are intended to emphasise student
agency through students developing and applying knowledge and
understanding of context and language forms and features, and
reflecting on their learning.

11. In addition to the key processes of responding and
composing, these processes include:
•engaging personally with texts
•developing and applying contextual knowledge
•understanding and applying knowledge of language
forms and features.
The key processes also help to organise and emphasise
content in this syllabus within and across stages of
learning.

12. Use of terminology
The generic terms 'composer' and 'compose' can be
used in preference to 'author' and 'create' as used in
the Australian curriculum. The use of the terms
'composer' and 'compose' does not preclude use of
specific nomenclature such as 'poet', 'writer',
'novelist' or 'playwright' by teachers and students
where appropriate.

13. Learning across the curriculum content, including
the cross-curriculum priorities and general
capabilities, assists students to achieve the broad
learning outcomes defined in the Board of Studies
K–10 Curriculum Framework and Statement of Equity
Principles, and in the Melbourne Declaration on
Educational Goals for Young Australians (December
2008).
Learning across the curriculum.
P.12

17. Task:
In pairs-
• Choose one of the Learning across the curriculum areas
• Read the paragraph that explains it. (pp.27-30)
• Look through the content area of the syllabus, find the icon
and discuss how this priority or capability has been
embedded in the content of the syllabus.
• What did you notice about the icons and their use while
looking in the content pages?

18. Stage Statements
p.18-21
Task:
Read 2 consecutive stage statements.
Discuss:
• How does the language change between the two?
• How could teachers use these statements?

19. Outcome coding p.11
Read this page.
Go to a content page in the syllabus.
‘Decode’ the outcome.
‘Decode’ the Australian curriculum reference.
What do you notice?
Session 2:
Outcomes- Continuum of Learning.

20. Table of objectives and outcomes – continuum
of learning
Syllabus p 16-17
Place the objectives, A,B, C, D and E onto the
hard copy diagram of ‘organisation of content’.

21. Choose 1 ‘row’ of outcomes and read across.
What content or skill does this outcome relate
to?
How does the language change from ES1 to Stg
4?
What implications does this have for classroom
learning?
What do you notice about the stage 3 and stage
4 outcomes?
What does this imply for stg 3 and 4 learning?
Task:

22. The content of the syllabus has 10 ‘modes and skills’
areas:
Speaking and Listening
Reading and Viewing
Writing and Representing
Grammar, Punctuation and Vocabulary
Spelling
Responding and composing (stg 3)
Handwriting and using digital technologies
Thinking imaginatively and creatively
Expressing themselves
Reflecting on learning
Modes and Skills:

23. Use the large laminated sheets with the
‘modes and skills’
‘Plot’ onto the sheets the outcomes that
match the modes and skills.
You will need to access the content pages
for each stage. (p.31-121)
What do you notice?
What are the implications for developing
teachers’ understanding?
Task:

24. Content p. 24
“The content describes in more detail how the
outcomes are to be interpreted and used, and the
intended learning appropriate for the stage.
In considering the intended learning, teachers will
make decisions about the sequence, the emphasis to
be given to particular areas of content, and any
adjustments required based on the needs, interests
and abilities of their students.”
Session 3: Application of content

26. Choose 1 mode or skill area for 1 stage.
Read the content intentions for the mode or skill
Using the ENGLISH block guidelines plan where and
what could be taught to meet some of these
intentions.
Discuss with a partner.
Try another mode or skill in a different stage.
Task

27. Discuss what you heard and learnt.
Which modes and skills did the lesson cover?
Which outcomes were covered?
Task: Shared Text lesson

28. Diocesan Literacy Statement
DEC K-6 Literacy continuum
Literacy for leaders training
Observation survey training
Best Start training
Differentiation for gifted and high ability students and for
students of English as an Additional Language or Dialect
(EAL/D)
New scheme, returning and casual teacher training
Links to other system learning

29. References and Support
The Board of Studies has developed a range of resources to support implementation of
the new English K–10 Syllabus:
Parents' Guide
Schools' Guides
Assessment advice and strategies
Programming advice and samples
Program Builder
Also there are many existing professional organisations and sites developing resources
to support the new curriculum:
ALEA support resources for the Aust. curriculum.
Scootle (you will need your CNN password)
Splash ABC
The Literacy Shed
At the CSO we will act as the filter for the new resources and inform you of new sites
and resources.

30. Board of Studies support
Many existing resources will continue to be
useful and relevant. Online, the English K–10
Syllabus can be viewed by stage, outcomes and
content.

31. Early Stage 1
outcomes
A student:
Stage 1
outcomes
A student:
Stage 2
outcomes
A student:
Stage 3
outcomes
A student:
•communicates with peers and
known adults in informal and
guided activities demonstrating
emerging skills of group
interaction
•ENe-1A
•communicates with a range of
people in informal and guided
activities demonstrating
interaction skills and considers
how own communication is
adjusted in different situations
•EN1-1A
•communicates in a range of
informal and formal contexts
by adopting a range of roles in
group, classroom, school and
community contexts
•EN2-1A
•communicates effectively for a
variety of audiences and
purposes using increasingly
challenging topics, ideas, issues
and language forms and
features
•EN3-1A
•recognises that there are
different kinds of spoken texts
with specific language features
and shows an emerging
awareness of some purposes
for spoken language
•ENe-6B
•recognises a range of
purposes and audiences for
spoken language and
recognises organisational
patterns and features of
predictable spoken texts
•EN1-6B
•identifies the effect of purpose
and audience on spoken texts,
distinguishes between different
forms of English and identifies
organisational patterns and
features
•EN2-6B
Speaking and listening (communicating)

32. Early Stage 1
outcomes
A student:
Stage 1
outcomes
A student:
Stage 2
outcomes
A student:
Stage 3
outcomes
A student:
•demonstrates developing
skills and strategies to read,
view and comprehend short,
predictable texts on familiar
topics in different media and
technologies
•ENe-4A
•draws on an increasing
range of skills and strategies
to fluently read, view and
comprehend a range of
texts on less familiar topics
in different media and
technologies
•EN1-4A
•uses an increasing range of
skills, strategies and
knowledge to fluently read,
view and comprehend a
range of texts on
increasingly challenging
topics in different media and
technologies
•EN2-4A
•uses an integrated range of
skills, strategies and
knowledge to read, view
and comprehend a wide
range of texts in different
media and technologies
•EN3-3A
•demonstrates emerging
skills and knowledge of
texts to read and view, and
shows developing
awareness of purpose,
audience and subject matter
•ENe-8B
•recognises that there are
different kinds of texts
when reading and viewing
and shows an awareness of
purpose, audience and
subject matter
•EN1-8B
•identifies and compares
different kinds of texts
when reading and viewing
and shows an understanding
of purpose, audience and
subject matter
•EN2-8B
Reading and viewing

33. Early Stage 1
outcomes
A student:
Stage 1
outcomes
A student:
Stage 2
outcomes
A student:
Stage 3
outcomes
A student:
•composes simple texts
to convey an idea or
message
•ENe-2A
•plans, composes and
reviews a small range of
simple texts for a variety
of purposes on familiar
topics for known readers
and viewers
•EN1-2A
•plans, composes and
reviews a range of texts
that are more demanding
in terms of topic,
audience and language
•EN2-2A
•composes, edits and
presents well-structured
and coherent texts
•EN3-2A
•recognises some
different purposes for
writing and that own
texts differ in various
ways
•ENe-7B
•identifies how language
use in their own writing
differs according to their
purpose, audience and
subject matter
•EN1-7B
•identifies and uses
language forms and
features in their own
writing appropriate to a
range of purposes,
audiences and contexts
•EN2-7B
Writing and representing

34. Early Stage 1
outcomes
A student:
Stage 1
outcomes
A student:
Stage 2
outcomes
A student:
Stage 3
outcomes
A student:
•demonstrates
developing skills and
knowledge in grammar,
punctuation and
vocabulary when
responding to and
composing texts
•ENe-9B
•uses basic grammatical
features, punctuation
conventions and
vocabulary appropriate
to the type of text
when responding to
and composing texts
•EN1-9B
•uses effective and
accurate sentence
structure, grammatical
features, punctuation
conventions and
vocabulary relevant to
the type of text when
responding to and
composing texts
•EN2-9B
•uses knowledge of
sentence structure,
grammar, punctuation
and vocabulary to
respond to and
compose clear and
cohesive texts in
different media and
technologies
•EN3-6B
Grammar, punctuation and vocabulary

35. Early Stage 1
outcomes
A student:
Stage 1
outcomes
A student:
Stage 2
outcomes
A student:
Stage 3
outcomes
A student:
•demonstrates
developing skills in using
letters, simple sound
blends and some sight
words to represent
known words when
spelling
•ENe-5A
•uses a variety of
strategies, including
knowledge of sight
words and letter–sound
correspondences, to
spell familiar words
•EN1-5A
•uses a range of
strategies, including
knowledge of letter–
sound correspondences
and common letter
patterns, to spell familiar
and some unfamiliar
words
•EN2-5A
•draws on appropriate
strategies to accurately
spell familiar and
unfamiliar words when
composing texts
•EN3-4A
Spelling

36. Stage 3
outcomes
A student:
•discusses how language is used to achieve a
widening range of purposes for a widening
range of audiences and contexts
•EN3-5B
Responding and Composing

37. Early Stage 1
outcomes
A student:
Stage 1
outcomes
A student:
Stage 2
outcomes
A student:
•produces most lower case
and upper case letters and
uses digital technologies to
construct texts
•ENe-3A
•composes texts using
letters of consistent size
and slope and uses digital
technologies
•EN1-3A
•uses effective handwriting
and publishes texts using
digital technologies
•EN2-3A
Handwriting and using digital technologies

38. Early Stage 1
outcomes
A student:
Stage 1
outcomes
A student:
Stage 2
outcomes
A student:
Stage 3
outcomes
A student:
•thinks imaginatively and
creatively about familiar
topics, simple ideas and
the basic features of
texts when responding to
and composing texts
•ENe-10C
•thinks imaginatively and
creatively about familiar
topics, ideas and texts
when responding to and
composing texts
•EN1-10C
•thinks imaginatively,
creatively and
interpretively about
information, ideas and
texts when responding to
and composing texts
•EN2-10C
•thinks imaginatively,
creatively, interpretively
and critically about
information and ideas
and identifies
connections between
texts when responding to
and composing texts
•EN3
Thinking imaginatively and creatively

39. Early Stage 1
outcomes
A student:
Stage 1
outcomes
A student:
Stage 2
outcomes
A student:
Stage 3
outcomes
A student:
•responds to and
composes simple texts
about familiar aspects of
the world and their own
experiences
•ENe-11D
•responds to and
composes a range of
texts about familiar
aspects of the world and
their own experiences
•EN1-11D
•responds to and
composes a range of
texts that express
viewpoints of the world
similar to and different
from their own
•EN2-11D
•identifies and considers
how different viewpoints
of their world, including
aspects of culture, are
represented in texts
•EN3-8D
Expressing themselves

40. Early Stage 1
outcomes
A student:
Stage 1
outcomes
A student:
Stage 2
outcomes
A student:
Stage 3
outcomes
A student:
•demonstrates awareness
of how to reflect on
aspects of their own and
others’ learning
•ENe-12E
•identifies and discusses
aspects of their own and
others’ learning
•EN1-12E
•recognises and uses an
increasing range of
strategies to reflect on
their own and others’
learning
•EN2-12E
•recognises, reflects on
and assesses their
strengths as a learner
•EN3-9E
Reflecting on learning

41. Early Stage 1 Stage 1 Stage 2 Stage 3
•Speaking and listening
1
•Speaking and listening
1
•Speaking and listening
1
•Speaking and listening
•Writing and
representing 1
•Writing and
representing 1
•Writing and
representing 1
•Writing and
representing
•Handwriting and using
digital technologies
•Handwriting and using
digital technologies
•Handwriting and using
digital technologies
•Reading and viewing 1 •Reading and viewing 1 •Reading and viewing 1 •Reading and viewing
•Spelling •Spelling •Spelling •Spelling
•Speaking and listening
2
•Speaking and listening
2
•Speaking and listening
2
•Responding and
composing
•Writing and
representing 2
•Writing and
representing 2
•Writing and
representing 2
•Reading and viewing 2 •Reading and viewing 2 •Reading and viewing 2

42. •Grammar,
punctuation and
vocabulary
•Grammar,
punctuation and
vocabulary
•Grammar,
punctuation and
vocabulary
•Grammar,
punctuation and
vocabulary
•Thinking
imaginatively and
creatively
•Thinking
imaginatively and
creatively
•Thinking
imaginatively,
creatively and
interpretively
•Thinking
imaginatively,
creatively,
interpretively and
critically
•Expressing
themselves
•Expressing
themselves
•Expressing
themselves
•Expressing
themselves
•Reflecting on
learning
•Reflecting on
learning
•Reflecting on
learning
•Reflecting on
learning