NESA - English - K - 10 - 2022 (ES1, S1, S2, S3)

NSW Education Standards Authority
English K–10
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Table of contents
Table of contents................................................................................................................................3
English K–10......................................................................................................................................5
Implementation for K–2 from 2023 and 3–10 from 2024................................................................5
Course overview.............................................................................................................................5
Organisation of English K–10.....................................................................................................5
Course requirements K–10........................................................................................................8
Access content points K–6.......................................................................................................15
Life Skills outcomes and content 7–10.....................................................................................15
Balance of content....................................................................................................................15
Working at different stages.......................................................................................................15
The importance of language in English....................................................................................16
Aim...............................................................................................................................................17
Table of outcomes........................................................................................................................18
Primary (K–6)...........................................................................................................................18
Outcomes and content for Early Stage 1.....................................................................................23
Oral language and communication...........................................................................................23
Vocabulary...............................................................................................................................26
Phonological awareness..........................................................................................................28
Print conventions......................................................................................................................29
Phonic knowledge....................................................................................................................30
Reading fluency........................................................................................................................32
Reading comprehension..........................................................................................................33
Creating written texts................................................................................................................35
Spelling.....................................................................................................................................37
Handwriting..............................................................................................................................39
Understanding and responding to literature.............................................................................40
Outcomes and content for Stage 1..............................................................................................42
Vocabulary...............................................................................................................................45
Phonic knowledge....................................................................................................................46
Reading fluency........................................................................................................................48
Spelling.....................................................................................................................................55
Handwriting..............................................................................................................................57
Vocabulary...............................................................................................................................64
Reading fluency........................................................................................................................67
Spelling.....................................................................................................................................81
Handwriting and digital transcription........................................................................................84
Vocabulary...............................................................................................................................93
Creating written texts..............................................................................................................100
Spelling...................................................................................................................................107
Handwriting and digital transcription......................................................................................109
Understanding and responding to literature...........................................................................110
Assessment................................................................................................................................114
Common Grade Scale............................................................................................................114
Course performance descriptors............................................................................................114
Assessment of Life Skills outcomes.......................................................................................115

English K–10
Implementation for K–2 from 2023 and 3–10 from 2024
English for K−2
The new syllabus must now be taught in Kindergarten to Year 2 in all NSW primary schools.
English for 3−10
The new syllabus is to be taught in Years 3 to 10 from 2024.
2023 Plan and prepare to teach the new syllabus
2024 Start teaching the new syllabus
School sectors are responsible for implementing syllabuses and are best placed to provide schools
with specific guidance and information on implementation given their understanding of their
individual circumstances.
Course overview
Organisation of English K–10
The organisation of outcomes and content for English K–10 highlights the role and connection that
Understanding Texts and Creating Texts have across all areas of English. The organisation of
outcomes and content reflects the essential knowledge, understanding and skills that students are
expected to learn, including the study of a wide range of literature.
The knowledge, understanding and skills described in the outcomes and content of each focus
area provide a basis for students to successfully progress to the next stage of learning. Focus
areas should not be interpreted as hierarchical or time bound, as instructional priorities will be
informed by learner needs.
K–2 focus areas

The focus areas for each stage support students’ growing knowledge and understanding in the
areas of:
§ Oral language and communication

§ Vocabulary
§ Phonological awareness
§ Print conventions
§ Phonic knowledge
§ Reading fluency
§ Reading comprehension
§ Creating written texts
§ Spelling
§ Handwriting
§ Understanding and responding to literature
English K–10 Page 5 of 117

Figure 1: The organisation of English K–2
3–6 focus areas

areas of:
§ Oral language and communication

§ Vocabulary
§ Reading fluency
§ Reading comprehension
§ Creating written texts
§ Spelling
§ Handwriting and digital transcription
§ Understanding and responding to literature

Figure 2: The organisation of English 3–6
In English K–6, the importance of strong foundations in the early years across oral language,
reading and writing is highlighted. The organisation of the syllabus supports the development of
early literacy knowledge and skills, while continuing to acknowledge the importance of learning
about and enjoying literature.
Evidence highlights the importance of oral language, reading and writing. Oral language can
include spoken, nonverbal, symbolic and gestural forms. This includes Auslan, which fulfils the
same function as oral language in meeting the communication and language development needs
of students who are d/Deaf or hard of hearing.
Making connections through related content K–6

Many connections exist between the focus areas in English. Knowledge of and skills for focus
areas often develop in an interrelated manner and are therefore best addressed in parallel.
Within the context of the syllabus, ‘in parallel’ means teaching:
§ multiple focus areas at the same time

§ related content in a sequential manner
§ application of knowledge, understanding and skills through interrelated focus areas.
Addressing outcomes in parallel enables teachers to efficiently teach and assess essential
concepts within the syllabus content while supporting students to make connections with their
learning.
Examples of outcomes and content that could be addressed in parallel are identified for each focus
area. These are not an exhaustive list of ways that knowledge, understanding and skills are related
or can be taught together. Teachers should consider their students’ needs and abilities when
selecting related content, to design meaningful teaching and learning experiences.
§ Making Connections Early Stage 1

§ Making Connections Stage 1
7–10 focus areas

areas of:
§ Reading, viewing and listening to texts

§ Understanding and responding to texts
§ Expressing ideas and composing texts
English 7–10 builds on the foundational skills developed in the earlier years to support the growing
knowledge, understanding and skills in the areas of Reading, viewing and listening to texts,
Understanding and responding to texts and Expressing ideas and composing text.

Figure 3: The organisation of English 7–10
Image long description: The 3 focus areas of the English 7–10 Syllabus: Reading, viewing and
listening to texts; Understanding and responding to texts; and Expressing ideas and composing
texts. The first focus area is surrounded by a rectangular box titled Understanding texts. The third
focus area is surrounded by a rectangular box titled Composing texts. The second focus area is
elongated, so as to be included in both rectangular boxes.
Course requirements K–10

Text requirements
Engaging with texts is central to the study of English.
Text requirements for English K–2

Understanding and creating a wide range of texts is central to the study of English. In K–2 the term
texts refers to print, digital or spoken forms of communication and includes fiction and nonfiction
works. Many types of texts are easy to recognise by their subject matter, forms and structures,
such as imaginative, informative and persuasive texts. Texts have evolved over time for the
purpose of communicating effectively with a range of audiences. Sometimes a number of elements
from different types of texts can be included in a single text, resulting in a hybrid text. For example,
an imaginative text such as a narrative will predictably have language features such as action
verbs and descriptive noun groups, but may also contain visual features such as speech bubbles,
diagrams and subheadings more typically seen in informative texts.
The act of creating texts involves:
§ selecting the language appropriate to purpose

§ adapting and experimenting with language
§ using textual elements from different styles, modes and text forms.

Literature
Literature is defined as a body of work that has enduring personal, social, cultural or aesthetic
value. It comprises a dynamic and evolving range of fiction and nonfiction texts from diverse
contemporary, historical and cultural contexts.
Literature should be readily available to students in the classroom and updated regularly.
Across a year of learning, teachers must give students daily opportunities:
§ To be read to: Being read to supports children in acquiring new vocabulary from a text, gives
students access to texts beyond their immediate means and supports the development of
reading as pleasure. Independent reading should not supplant being read to. Where reading
aloud is not accessible for students, they should be read to using their preferred
communication form(s).
§ To read decodable texts: Decodable texts support beginning readers to use decoding
strategies and practise their developing reading skills. Provide decodable texts for beginning
readers in Early Stage 1, and as needed for students in Stage 1 and beyond.
§ For wide reading: Once students can consistently use phonic knowledge to decode words,
the use of decodable texts does not need to continue. At this point, students should be reading
a wide range of texts of increasing complexity and varied topics.
§ For wide writing: Students need to practise and experiment with creating written texts in
English and all other learning areas. Specific opportunities for writing may be found in texts
being read, or in other experiences that can provide real contexts, audiences and purposes.
Text selection
As teachers identify what their students need to learn at particular points in time, they can select
texts to facilitate the learning. Text selections should respond to the individual needs of students.
Texts should be selected that either support or extend students’ reading. A well-chosen text
enables students to practise, enhance and transfer knowledge and skills they already have and
apply this learning to new contexts.
Across a year of learning, the selection of texts must give students opportunities to engage with a
variety of texts, including:
§ texts by Aboriginal and Torres Strait Islander Peoples

§ Australian literature
§ picture books
§ poetry and texts that feature wordplay and figurative language
§ classic and contemporary literature which include cultural and linguistic diversity
§ narrative texts that include examples of character (the term ‘narrative’ refers to an account of
events or related experiences that can be real or imagined)
§ texts that provide information in different forms
§ texts that include persuasive arguments presented in different forms
§ plays
§ decodable texts
§ a range of digital texts (Stage 1).
Text complexity
Text complexity may vary in:
§ ideas or knowledge
§ structure
§ vocabulary
§ sentence complexity
§ levels of meaning or subtlety.
Most texts combine aspects of simple and complex features. As learning progresses, students can
sustain reading of more complex texts for longer periods of time.
Teachers should preview all texts that students study in class. This allows teachers to identify
potential areas for targeted teaching.
Diversity of learners
Students learning English as an additional language or dialect (EAL/D) should be provided with
opportunities to share their experiences of reading or viewing texts in their home languages or
dialects. This can assist them to make meaningful connections between their home languages or
dialects and Standard Australian English. For students for whom Auslan is their first language, this
should include a variety of signed texts, which may be live or recorded. Students whose first
language or home language is Aboriginal English may be considered EAL/D learners.
These students bring a richness of linguistic capital and experiences which should be valued so
that all students can be active agents in their engagement with texts.
It is important to provide the opportunity for students to respond to and create texts using their
preferred communication techniques and systems. This may include assistive technology and
augmentative and alternative communication (ACC) systems, such as:
§ gesture
§ signing (reference to signing as an augmentative and alternative communication method
typically refers to Key Word Sign)
§ real objects
§ photographs
§ pictographs
§ pictograms
§ texts with enlarged print
§ audio books
§ braille
§ speech-to-text and text-to-speech applications
§ digital technology.
Text requirements for English 3–6

Understanding and creating a wide range of texts is central to the study of English. In 3–6 the term
texts refers to print and digital forms of communication that include linguistic, visual, audio, gestural
and spatial meaning-making systems. Quality examples of literature should be presented in print
and digital mediums, as well as in multimodal, visual and spoken modes, including picture books.
Many types of texts are easy to recognise by their subject matter, forms and structures.
Persuasive, informative and imaginative texts include a range of genres for different social
purposes.
Texts have evolved over time for the purpose of communicating effectively with a range of
audiences. Sometimes several elements from different types of texts can be included in a single
text, resulting in a hybrid text. Hybridity can encompass genre, modality and form.
Literature
Literature is defined as a body of work that has enduring personal, social, cultural or aesthetic
value. It comprises a dynamic and evolving range of fiction and nonfiction texts from diverse
contemporary, historical and cultural contexts. Literature is a way of sharing experiences about and
beyond readers’ lives while also creating empathy and opportunities for enjoyment.
Literature should be readily available to students in the classroom and updated regularly.
Across each year of learning, teachers must give students daily opportunities:
§ To be read to: Teachers can support the development of reading for pleasure. By reading
aloud and engaging students in discussions, teachers provide students with access to texts
beyond their immediate means, introducing them to new ideas and vocabulary and
encouraging them to explore different ways of thinking.
Where listening to texts read aloud is not accessible for students, they should be read to using
their preferred communication form(s).
§ For wide and deep reading: Students should independently read and respond to a wide
range of texts of varied genres and topics, with increasing complexity. They should also read
and respond to texts of personal interest. Students should read aloud and silently for meaning,
to acquire new ideas and vocabulary for communication, and for enjoyment.
Students who are not reading independently and have not mastered the initial and extended
phonic code may need access to age-appropriate decodable texts to continue learning and
consolidating decoding skills.
Where reading aloud is not accessible for students, they can share their reading using their
preferred communication form(s) or engage in silent reading.
§ For wide writing: Students need to practise and experiment with creating persuasive,
informative and imaginative texts in different forms. These can be created in English and in
other learning areas, in both print and digital modes. Students should practise their writing
under a variety of conditions with varied parameters of length and time. Writing refers to the
creation of texts rather than the skill of handwriting. Students should be encouraged to create
texts using their preferred communication form(s), including through the use of assistive
technology as required. Reading supports wide writing, giving students the knowledge to:
 select appropriate language suited to purpose
 adapt and experiment with language
 use textual elements from different genres and modes.
Text selection
As teachers identify what their students need to learn at points in time, they select texts to facilitate
that learning. Text selections should respond to the individual needs of students. Texts should be
selected that either support or extend students’ reading. Selecting high-quality texts enables
students to study features within and between texts. It can also enhance their knowledge,
understanding and experience of others and of how texts represent the world. High-quality texts
can support students to apply their language learning to new contexts for both reading and writing.
The selection of texts must include:
§ texts by Aboriginal and Torres Strait Islander Peoples

§ Australian literature
§ literature from other countries.
Across a year of learning, the selection of texts must give students opportunities to engage with a
variety of literature that includes strong examples of:
§ narrative

§ characterisation, including examples of stereotypical and archetypal characters
§ imagery, symbol and connotation
§ genre
§ theme
§ context and perspective
§ argument and authority.
Literature must include:
§ novels (may include quests, fantasy, science fiction, mystery novels)

§ plays
§ poetry
§ classic and contemporary literature that represents diverse experiences (may include literature
by authors with diverse backgrounds and experiences, including authors with disability)
§ myths, legends, fables and fairytales
§ texts that provide information in different forms (may include everyday texts such as brochures,
community publications, recipes, advertisements)
§ texts that include persuasive arguments presented in different forms
§ hybrid texts (an imaginative text such as a narrative will typically have language features such
as the use of dialogue but may also contain visual features such as diagrams and subheadings
more typically seen in informative texts)
§ texts chosen by students for personal interest and enjoyment.
Text complexity
§ structure
§ vocabulary
§ levels of meaning or subtlety
§ modal elements.
Most texts combine aspects of simple and complex features. As learning progresses, students can
sustain reading of more complex texts for longer periods of time.
Teachers should preview all texts that students study in class. This allows teachers to identify
potential areas for targeted teaching.
opportunities to share their experiences of reading or viewing texts in their home languages or
dialects. This can assist them to make meaningful connections between their home languages or
dialects and Standard Australian English. For students for whom Auslan is their first language, this
should include a variety of signed texts, which may be live or recorded. Students whose first
language or home language is Aboriginal English may be considered EAL/D learners.
It is important to provide the opportunity for students to respond to and create texts using their
preferred communication techniques and systems. This may include assistive technology (AT) and
augmentative and alternative communication (AAC) systems such as:
§ gesture
§ real objects
§ photographs
§ pictographs
§ pictograms
§ audio books
§ braille
Text requirements for English 7–10

Engaging with texts is central to the study of English. In Years 7–10, texts should be understood to
mean any written, spoken/signed, nonverbal, visual, auditory or multimodal communication.
The forms, features and structures of texts evolve over time for the purpose of communicating
effectively with a range of audiences. Sometimes a number of elements from different types of
texts can be included in a single text, resulting in a hybrid text.
Students undertake essential content, and work towards course outcomes, by engaging
meaningfully with a range of texts. Teachers select texts based on their understanding of what
students need to learn at particular points in time. A well-chosen text enables students to study
features within and between texts that can enhance their knowledge, understanding and
experience of how texts represent the world. Texts should be selected that either support or extend
students’ reading.
Text selection
As the focus of learning in each Stage, students are required to engage meaningfully with:
§ at least 2 works of extended prose (including at least one novel)

§ at least 2 collections of poetry
§ at least 2 films
§ at least 2 drama texts (including at least one Shakespeare play in Stage 5)
§ a range of types of texts inclusive of short prose, visual, spoken, multimodal and digital texts.
Across each stage, the selection of texts must give students experiences of:
§ a range of fiction and non-fiction texts that are widely regarded as quality literature
§ a range of texts by Australian authors
§ a range of texts by Aboriginal and Torres Strait Islander authors
§ a range of quality texts from around the world, including texts about intercultural and diverse
experiences (might include literature by authors with diverse backgrounds and experiences,
including authors with disability)
§ a range of cultural, social and gender perspectives, including from popular and youth cultures
§ texts chosen by students for personal interest and enjoyment.
Teachers should preview the texts that they select to use as a part of students’ learning. This
allows teachers to identify potential areas for targeted teaching.
Text complexity
§ structure
§ vocabulary
§ levels of meaning or subtlety
§ modal elements.
Most texts combine simple, predictable, moderately complex and highly complex features. The
selection of texts should provide opportunities for students to engage with features of texts that
provide appropriate levels of challenge.
opportunities to share and extend their experiences of reading or viewing texts in their home
languages or dialects. This can assist them to make meaningful connections between their home
languages or dialects and Standard Australian English. For students for whom Auslan is their first
language, this should include a variety of signed texts, which may be live or recorded. Students
whose first language or home language is Aboriginal English may be considered EAL/D learners.
It is important to provide opportunities for students to respond to and compose texts using their
preferred communication techniques and systems. This may include assistive technology (AT) and
augmentative and alternative communication (AAC) systems such as:
§ gesture
§ real objects
§ photographs
§ pictographs
§ pictograms
§ audio books
§ braille
Note: For English Life Skills 7-10, the Text requirements can be used as guidelines to provide
relevant and meaningful teaching and learning opportunities that draw from a wide range of texts.
Mandatory curriculum requirements 7–10

The mandatory curriculum requirements for eligibility for the award of the Record of School
Achievement (RoSA) include that students:
§ study the Board developed English syllabus substantially in each of Years 7–10 and
§ complete at least 400 hours of English study by the end of Year 10.
Satisfactory completion of at least 200 hours of study in English during Stage 5 (Years 9 and 10)
will be recorded with a grade. Students undertaking the English course based on Life Skills
outcomes and content are not allocated a grade.
Course numbers:
§ English: TBA
§ English Life Skills: TBA
Exclusions: Students may not access Life Skills outcomes and other outcomes from the same
subject.
Access content points K–6

Access content points have been developed to support students with significant intellectual
disability who are working towards Early Stage 1 outcomes. These students may communicate
using verbal and/or nonverbal forms.
For each of the Early Stage 1 outcomes, access content points are provided to indicate content
that students with significant intellectual disability may access as they work towards the outcomes.
Teachers will use the access content points on their own, or in combination with the content for
each outcome. If students are able to access outcomes in the syllabus they should not require the
access content points.
Life Skills outcomes and content 7–10

Students with disability can access the syllabus outcomes and content in a range of ways.
Decisions regarding curriculum options should be made in the context of collaborative curriculum
planning.
Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content
the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a
student is eligible to undertake a course based on Life Skills outcomes and content, consideration
should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5
outcomes, or prior stage outcomes if appropriate. This assistance may include a range of
adjustments to teaching, learning and assessment activities.
Life Skills outcomes cannot be taught in combination with other outcomes from the same subject.
Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals,
interests and prior learning of each student. Students are required to demonstrate achievement of
one or more Life Skills outcomes.
Balance of content
The amount of content associated with a given outcome is not necessarily indicative of the amount
of time spent engaging with the respective outcome. Teachers use formative and summative
assessment to determine instructional priorities and the time needed for students to achieve
expected outcomes.
The content groups are not intended to be hierarchical. They describe in more detail how the
outcomes are to be interpreted and achieved, and the intended learning appropriate for the stage.
In considering the intended learning, teachers make decisions about the sequence and emphasis
to be given to particular groups of content based on the needs and abilities of their students.
Working at different stages

The content presented in a stage represents the typical knowledge, understanding and skills that
students learn throughout the stage. It is acknowledged that students learn at different rates and in
different ways. There may be students who will not demonstrate achievement in relation to one or
more of the outcomes for the Stage.
Students who are new to learning English may understand concepts, themes and ideas
appropriate to higher stages of learning. However, teachers may need to provide additional explicit
teaching of content that will support students' language learning and enable them to demonstrate
their understandings.
There may be instances where teachers will need to address outcomes across different stages in
order to meet the learning needs of students. Teachers are best placed to make decisions about
when students need to work at, above or below stage level in relation to one or more of the
outcomes. This recognises that outcomes may be achieved by students at different times across
stages. Only students who are accelerated in a course may access Stage 6 outcomes.
For example:
§ Some students in Early Stage 1 could be working on the Stage 1 Vocabulary outcome while
also working on Early Stage 1 Phonic Knowledge
§ In Stage 2 or Stage 3, some students may not have learnt initial and extended phonic
knowledge and will need explicit phonics instruction as outlined in Early Stage 1 and Stage 1.
They will also need age-appropriate decodable texts to practise reading. These students must
be given additional instruction, with intervention continuing until the extended phonics code
has been mastered and skills are automatic.
§ Some students will achieve Stage 2 outcomes for Creating Written Texts during Year 3 and will
need to be extended by accessing content at a higher stage.
§ In Stage 4, some students may not be able to access texts that are complex in their
construction. These students must be given support to develop their skills through explicit
teaching and consideration of the content in the Stage 3 Reading Comprehension outcome.
The importance of language in English

Students’ knowledge and understanding about language will grow and deepen as they engage with
increasingly complex texts across a range of modes. Students continue to develop their
understanding of how language use at word, sentence, paragraph and whole text-level, is
determined by context, audience and purpose. Students’ knowledge of their first language will
support this development.
The development of students’ vocabulary and background knowledge can be supported by their
teachers engaging them in rich discussion and analysis of a range of texts, including those widely
regarded as quality literature. This can support students’ comprehension and has the potential to
expand their ideas and experience of both their own world and the world of others. As students
deepen their knowledge of language, they can apply new understanding to purposefully
communicate their ideas, with increasing confidence and efficacy. Through knowledge and
understanding of language, students can appreciate, reflect on and enjoy texts that are widely
regarded as quality literature.

Aim
The aim of English in Years K–10 is to enable students to understand and use language
effectively. Students learn to appreciate, reflect on and enjoy language, and make meaning in
ways that are imaginative, creative, interpretive, critical and powerful.

Table of outcomes
Primary (K–6)
Focus area Early Stage 1 Stage 1 Stage 2 Stage 3
Oral language and ENE-OLC-01 EN1-OLC-01 EN2-OLC-01 EN3-OLC-01

communication communicates effectively communicates effectively communicates with familiar communicates to wide
by using interpersonal by using interpersonal audiences for social and audiences with social and
conventions and language conventions and language learning purposes, by cultural awareness, by
with familiar peers and to extend and elaborate interacting, understanding interacting and presenting,
adults ideas for social and and presenting and by analysing and
learning interactions evaluating for
understanding
Vocabulary ENE-VOCAB-01 EN1-VOCAB-01 EN2-VOCAB-01 EN3-VOCAB-01

understands and effectively understands and effectively builds knowledge and use extends Tier 2 and Tier 3
uses Tier 1 words and Tier uses Tier 1, taught Tier 2 of Tier 1, Tier 2 and Tier 3 vocabulary through
2 words in familiar contexts and Tier 3 vocabulary to vocabulary through interacting, wide reading
extend and elaborate ideas interacting, wide reading and writing, morphological
and writing, and by defining analysis and generating
and analysing words precise definitions for
specific contexts
Phonological awareness ENE-PHOAW-01 No Stage 1 outcomes No Stage 2 outcomes No Stage 3 outcomes

identifies, blends,
segments and manipulates
phonological units in
spoken words as a strategy
for reading and creating
texts
Print conventions ENE-PRINT-01 No Stage 1 outcomes No Stage 2 outcomes No Stage 3 outcomes

tracks written text from left

to right and from top to
bottom of the page and
identifies visual and spatial
features of print
Phonic knowledge ENE-PHOKW-01 EN1-PHOKW-01 No Stage 2 outcomes No Stage 3 outcomes

uses single-letter uses initial and extended
grapheme–phoneme phonics, including vowel
correspondences and digraphs, trigraphs to
common digraphs to decode and encode words
decode and encode words when reading and creating
when reading and creating texts
texts
Reading fluency ENE-REFLU-01 EN1-REFLU-01 EN2-REFLU-01 No Stage 3 outcomes

reads decodable texts sustains reading unseen sustains independent
aloud with automaticity texts with automaticity and reading with accuracy,
prosody and self-corrects automaticity, rate and
errors prosody suited to purpose,
audience and meaning
Reading comprehension ENE-RECOM-01 EN1-RECOM-01 EN2-RECOM-01 EN3-RECOM-01

comprehends comprehends reads and comprehends fluently reads and
independently read texts independently read texts texts for wide purposes comprehends texts for wide
using background that require sustained using knowledge of text purposes, analysing text
knowledge, word reading by activating structures and language, structures and language,
knowledge and background and word and by monitoring and by monitoring
understanding of how knowledge, connecting and comprehension comprehension
sentences connect understanding sentences
and whole text, and
monitoring for meaning

Creating written texts ENE-CWT-01 EN1-CWT-01 EN2-CWT-01 EN3-CWT-01

creates written texts that plans, creates and revises plans, creates and revises plans, creates and revises
include at least 2 related texts written for different written texts for imaginative written texts for multiple
ideas and correct simple purposes, including purposes, using text purposes and audiences
sentences paragraphs, using features, sentence-level through selection of text
knowledge of vocabulary, grammar, punctuation and features, sentence-level
text features and sentence word-level language for a grammar, punctuation and
structure target audience word-level language
EN2-CWT-02
plans, creates and revises
written texts for informative
purposes, using text
features, sentence-level
grammar, punctuation and
word-level language for a
target audience
EN2-CWT-03
plans, creates and revises
written texts for persuasive
purposes, using text
features, sentence-level
grammar, punctuation and
word-level language for a
target audience
Spelling ENE-SPELL-01 EN1-SPELL-01 EN2-SPELL-01 EN3-SPELL-01

applies phonological, applies phonological, selects, applies and automatically applies
orthographic and orthographic and describes appropriate taught phonological,
morphological morphological phonological, orthographic orthographic and
generalisations and generalisations and and morphological morphological

strategies to spell taught strategies when spelling generalisations and generalisations and
familiar and high-frequency words in a range of writing strategies when spelling in strategies when spelling in
words when creating texts contexts a range of contexts a range of contexts, and
justifies spelling strategies
used to spell unfamiliar
words

Handwriting ENE-HANDW-01 EN1-HANDW-01 No Stage 2 outcomes No Stage 3 outcomes

produces all lower-case uses a legible, fluent and
and upper-case letters to automatic handwriting
create texts style, and digital
technology, including word-
processing applications,
when creating texts
Handwriting and digital No Early Stage 1 outcomes No Stage 1 outcomes EN2-HANDW-01 EN3-HANDW-01
transcription forms legible joined letters sustains a legible, fluent
to develop handwriting and automatic handwriting
fluency style
EN2-HANDW-02 EN3-HANDW-02
uses digital technologies to selects digital technologies
create texts to suit audience and
purpose to create texts
Understanding and ENE-UARL-01 EN1-UARL-01 EN2-UARL-01 EN3-UARL-01

responding to literature understands and responds understands and responds identifies and describes analyses representations of
to literature read to them to literature by creating how ideas are represented ideas in literature through
texts using similar in literature and narrative, character,
structures, intentional strategically uses similar imagery, symbol and
language choices and representations when connotation, and adapts
features appropriate to creating texts these representations when
audience and purpose creating texts
EN3-UARL-02
analyses representations of
ideas in literature through
genre and theme that
reflect perspective and

context, argument and

authority, and adapts these
representations when
creating texts

Outcomes and content for Early Stage 1
Oral language and communication
Outcomes
A student:
§ communicates effectively by using interpersonal conventions and language with familiar peers
and adults ENE-OLC-01
Content
Content in Oral language and communication focuses on speaking and listening. For some
students who are d/Deaf or hard of hearing, this will be through signing and watching Auslan as
well as, or instead of, speaking and listening. Complementary content has been provided as
alternative means to demonstrate aspects of the outcome for students who use other forms of
communication to supplement or replace speech. Content should be taught through speaking and
listening experiences, where appropriate, in combination with the student’s preferred
communication forms. Teachers use the content for alternative communication forms in
combination with the content for oral language to meet the needs of individual students.
Listening for understanding

§ Orientate self to the speaker
§ Recognise how nonverbal language can contribute to meaning in spoken communication
§ Respond to spoken questions
§ Follow up to 3-part spoken instructions
Example(s):
The teacher provides an instruction that requires 3 responses such as ‘First … [step 1],
then … [step 2], and then … [step 3].’
§ Understand how pronouns can be linked to nouns to support meaning

§ Understand how the most common inflected word forms affect the meanings of words
Example(s):
Words with plural markers (s/es) or tense markers (ed/ing). For students using Auslan,
this would include understanding how modifications to signs affect meanings.
§ Listen for a purpose by agreeing or disagreeing, adding to the comment of others, or sharing
thoughts and feelings
Social and learning interactions

§ Contribute to group conversations
§ Start a conversation with a peer and/or adult, staying on topic
§ Take turns when speaking during structured and unstructured play
§ Use oral language to make requests and express needs

§ Use oral language to reason when speaking
Example(s):
Justifies ideas when problem-solving.
§ Use oral language to persuade, negotiate, give opinions or discuss ideas

§ Use imaginative, verbal language in structured and unstructured activities
Example(s):
Pretend and act out stories or storylines.
§ Ask questions using who, what, when, where, why or how
Understanding and using grammar when interacting

§ Understand there are many languages that are used by family, peers and community
§ Use short phrases and simple sentences when speaking
Example(s):
Subject, verb, object – I ran home.
§ Use connectives such as and, but and because when speaking

§ Use regular past tense verbs when speaking
Example(s):
Regular past tense verbs are jumped, liked, hoped.
§ Use irregular past tense verbs when speaking
Example(s):
Irregular past tense verbs are felt, ran, drank, took.
§ Use a combination of sentences to elaborate and connect ideas
Example(s):
A combination of compound and complex sentences.
Oral narrative
§ Tell a story or information to peers or adults using oral language
§ Retell favourite stories, poems, songs and rhymes with some parts as exact repetition and
some in their own words
§ Recall details of events or stories using who, what, when, where, why and how
Complementary content for alternative communication forms: Listening for understanding

§ Recognise how nonverbal language can contribute to meaning when communicating
§ Respond to symbolic, signed and/or spoken questions
§ Follow up to 3-part instructions given in speech, signs or symbols
§ Attend to a communication partner for a purpose by agreeing or disagreeing, adding on to the
comment of others, or sharing thoughts and feelings
Complementary content for alternative communication forms: Social and learning

interactions
§ Take turns when communicating during structured and unstructured play
§ Use gestures, symbols, signs in combination with, or in place of speech, to convey requests
and express needs
§ Use gestures, symbols, signs in combination with or in place of speech, to reason when
communicating
§ Use gestures, symbols, signs in combination with or in place of speech, to persuade,
negotiate, give opinions or discuss ideas
§ Communicate imaginatively in structured and unstructured activities
Complementary content for alternative communication forms: Understanding and using

grammar when interacting
§ Communicate using short phrases and simple sentences represented by gestures, symbols,
signs in combination with or in place of speech
§ Connect 2 or more ideas when communicating
§ Communicate ideas from the past using gestures, symbols, signs in combination with or in
place of speech
§ Use gestures, symbols, signs in combination with or in place of speech, to connect and
elaborate on ideas when retelling and creating stories
Complementary content for alternative communication forms: Oral narrative

§ Present a story or information to peers or adults using gestures, symbols, signs in combination
with or in place of speech
§ Retell favourite stories, poems, songs and rhymes using gestures, symbols, signs in
combination with or in place of speech

Vocabulary
Outcomes
A student:
§ understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts ENE-
VOCAB-01
Content
Learning and using words

§ Understand that texts in Standard Australian English are made up of words and groups of
words that convey meaning
§ Recognise and understand taught Tier 1 and Tier 2 words
Example(s):
During social and learning interactions, when reading decodable texts, during shared
reading and in own writing.
§ Understand words that have different meanings in different contexts
Example(s):
Homonyms such as jam [referring to food or traffic]; tap [referring to dance or to a faucet].
§ Use vocabulary that is personal

§ Use vocabulary that is specific to key learning areas
§ Use vocabulary to select, match and provide categories for groups of images or words
§ Understand and use words to describe shape, size, texture, position, numerical order, time and
seasons
§ Identify, name and describe a range of objects, characters, animals, people and places when
given visual and/or auditory prompts
Example(s):
Visual and/or auditory prompts may include descriptors such as looks like…, sounds
like…, feels like…, smells like…, eats…, lives…
§ Use specific word choice to clarify meaning
Example(s):
Precise language is purposeful and intentional, and it may be highly descriptive and/or
include Tier 2 words.

§ Experiment with and create wordplay and poems
Example(s):
Rhyme, absurdities, silly sentences, oral play and recitation or preferred communication
forms.
§ Use and understand Tier 3 words that are of personal interest

Phonological awareness
Outcomes
A student:
§ identifies, blends, segments and manipulates phonological units in spoken words as a strategy
for reading and creating texts ENE-PHOAW-01
Content
Words
§ Repeat words and phrases
§ Complete familiar spoken phrases in texts, including chants, rhymes, songs and poems
§ Segment a spoken sentence of 3 to 5 words into separate spoken words
Syllables
§ Orally blend and segment syllables in words comprising up to 3 syllables
§ Blend onset and rime to say a one-syllable word
Phonemes
§ Provide a word when given a starting phoneme
§ Consistently say the first phoneme of a spoken one-syllable word
§ Listen to up to 4 words, indicate those that start with the same phoneme and say other words
that start with that phoneme
§ Orally blend up to 4 phonemes together to make a one-syllable spoken word
§ Orally segment one-syllable words comprised of up to 4 phonemes into separate phonemes
§ Identify the number of phonemes that make up a spoken one-syllable word comprising fewer
than 4 phonemes
§ Identify the first, middle and final phonemes in a one-syllable word
§ Identify the difference between a voiced phoneme and an unvoiced phoneme
Example(s):
Voiced phoneme: Students can feel their voice vibrating when they say a voiced
phoneme, for example /z/ in the word zip.
Unvoiced phoneme: Students cannot feel their voice vibrating when they say an unvoiced
phoneme, for example /s/ in the word sip.
§ Blend aloud all phonemes when asked to delete, add or substitute an initial phoneme
§ Blend aloud all phonemes when asked to delete, add or substitute a final phoneme
§ Blend aloud all phonemes when asked to substitute a medial vowel phoneme

Print conventions
Outcomes
A student:
§ tracks written text from left to right and from top to bottom of the page and identifies visual and
spatial features of print ENE-PRINT-01
Content
Features of print
§ Understand that written Standard Australian English uses letters to represent sounds
§ Understand that print contains a message
§ Identify pictures in texts
§ Identify words in a variety of situations in school, the classroom and the environment
§ Know the difference between a letter and a word
§ Distinguish between punctuation, letters, words and numerals in texts
§ Identify spaces between words
§ Identify numerals in texts
§ Identify and name lower- and upper-case letters
§ Recognise symbols, icons and personally significant words in everyday situations and in texts
Example(s):
Personally significant words may include the student’s own name, names of family
members, and words or symbols that have cultural or religious significance.
Directionality of print
§ Show awareness of appropriate orientation of the text being read
§ Locate the front and back of a book and top and bottom of page
§ Turn pages one at a time
§ Begin reading at the top of the page and conclude reading at the bottom of the page
§ Track text left to right and use return sweep
§ Consistently read left page before right page

Phonic knowledge
Outcomes
A student:
§ uses single-letter grapheme–phoneme correspondences and common digraphs to decode and

encode words when reading and creating texts ENE-PHOKW-01
Content
Single-letter graphemes
§ Match a single-letter grapheme with a phoneme
§ Say the most common phoneme for single-letter graphemes (graphs)
§ Blend single-letter grapheme–phoneme correspondences to decode VC and CVC words, and
apply this knowledge when reading, including decodable texts
Example(s):
C stands for a consonant phoneme and V stands for a vowel phoneme.
§ Segment and encode single-letter VC and CVC words, and apply this knowledge when writing
words and creating texts
§ Blend common single-letter grapheme–phoneme correspondences to read CCVC and CVCC
words, and apply this when reading texts, including decodable texts
Example(s):
CCVC: spot.
CVCC: jump.
§ Segment common, single-letter grapheme–phoneme correspondences to encode CCVC and

CVCC words
Digraphs
§ Decode and blend words containing consonant digraphs and apply this when reading texts,
including decodable texts
Example(s):
Consonant digraphs such as ch in chop, sh in wish, ss in fuss, ll in will, zz in buzz and ng

in sing.
§ Segment and encode CVC words containing consonant digraphs
Example(s):
CVC words, for example that, chop, wish, with.

§ Decode words containing split digraphs and vowel digraphs
Example(s):
Split digraphs such as a-e in make, i-e in hide and o-e in rope.
Vowel digraphs such as oo in look, ee in sleep and ea in meat.
§ Experiment with encoding high-frequency words containing split digraphs and vowel digraphs

Reading fluency
Outcomes
A student:
§ reads decodable texts aloud with automaticity ENE-REFLU-01
Content
Automaticity
§ Read words automatically then apply to texts
§ Read texts with taught grapheme–phoneme correspondences and taught high-frequency
words with automaticity
§ Know that fluent reading involves recognising and reading words accurately and automatically
Prosody
§ Read phrases comprising 2 or 3 words aloud, in a rhythmic manner
Example(s):
A 2-word phrase is ‘On Monday’, and a 3-word phrase is ‘up the hill’.
§ Know that pace and expression vary when reading, according to the audience and purpose
Example(s):
Reading a text during readers’ theatre, reading poetry, reading notes for presenting a
scripted speech.
§ Stop at the end of a sentence in response to a full stop

§ Regulate their voice to respond to punctuation such as question marks and exclamation marks

Reading comprehension
Outcomes
A student:
§ comprehends independently read texts using background knowledge, word knowledge and
understanding of how sentences connect ENE-RECOM-01
Content
Activating word meaning

§ Recognise familiar vocabulary in a text
§ Use known vocabulary to build a mental model of the content of the text
Example(s):
A mental model is a mental representation that is created from information in the real, or
an imagined, world. Using vocabulary is one of several elements required for building a
mental model.
§ Use known vocabulary to work out or refine the meaning of unknown words
§ Ask or pause to clarify meaning of unknown words
Understanding and connecting sentences

§ Identify words that represent who, what, when, where and why in texts
Example(s):
Who is involved in the story? What is happening and when, as well as other details in the
text.
§ Identify conjunctions in a compound sentence, their meaning and purpose
Example(s):
And, but, so.
§ Understand how adjectives describe a noun and verbs identify actions in a sentence
§ Recognise how the position of words in a sentence changes its meaning
Example(s):
My only pet likes running. My pet only likes running.
Understanding whole text

§ Understand that informative and imaginative texts have different structures, features and forms
Monitoring comprehension
§ Stop reading when a break in comprehension is registered
§ Re-read to check if an error was made
§ Self-correct error using phonic knowledge
§ Ask a question or make a statement to clarify meaning
§ Predict purpose, type of text or topic from title, illustration, image and/or form
§ Clarify own purpose for reading a text
Example(s):
To practise reading, for enjoyment, to find out information.
§ Use background knowledge when identifying connections between a text, own life, other texts
and/or the world
§ Use visual cues in multimodal texts to interpret meaning
Example(s):
Visual clues may include colour, shape and size of images, character’s facial expression,
labels.
Recalling details
§ Recall key characters, events and/or information in text
§ Recall the sequence of events/information in texts
Example(s):
Discuss beginning, middle, end of story.
§ Recount the relevant ideas from the text

§ Use information or events from different parts of the text to form an opinion

Creating written texts
Outcomes
A student:
§ creates written texts that include at least 2 related ideas and correct simple sentences ENE-
CWT-01
Content
Text features
§ Create a text including at least 2 related ideas
Example(s):
Introduces a topic or provides an orientation or a sequence of events, states an opinion

and provides a reason(s), describes some features from personal experience or external
stimulus.
§ Sequence ideas in a text

§ Include recognisable structural features for text purpose
Example(s):
Recognisable structural features may include a title, introduction, description, sequence,

conclusion.
§ Create written texts that describe, give an opinion, recount an event, convey a story
Sentence-level grammar
§ Identify and use verbs in simple sentences, including in own writing
§ Know that a simple sentence makes sense by itself and is a complete thought represented by
a subject and verb
§ Write a simple sentence with correct subject–verb–object structure to convey an idea
Example(s):
A simple sentence is one that contains a single independent clause – a clause that can
stand on its own. For example, My dog’s name is Banjo.
§ Recognise a simple sentence in own writing

§ Identify and use nouns in simple sentences, including in own writing
§ Use personal pronouns in own writing
§ Use prepositional phrases to indicate time or place
Example(s):
On the weekend, under the bed, behind the tree.

§ Identify and use time connectives to sequence information and events
Example(s):
First, then, after.
§ Experiment with writing compound sentences and recognise that each clause makes meaning
by itself
Example(s):
Sentences with 2 independent clauses. We always go to the park after school and we
sometimes play hide and seek with our friends.
Punctuation
§ Understand that punctuation is a feature of written language and how it impacts meaning
§ Use a capital letter to start a sentence and a full stop to end a sentence
§ Use capital letters when writing proper nouns
§ Use question marks and exclamation marks
Word-level language
§ Explain the purpose of a verb, a noun and an adjective in own writing
§ Intentionally select nouns, verbs, adjectives and articles in own writing
§ Use personal vocabulary, words on display and in mentor texts when constructing sentences
Planning and revising

§ Identify differences between spoken and written language
Example(s):
Written language is represented by letters, written language has spaces between words,
spoken has pauses, written language has punctuation, spoken language has intonation.
§ Identify different purposes for writing
Example(s):
That is whether to persuade, inform and/or entertain.
§ Use drawing, images or mind maps to support planning and writing

§ Understand they can improve their writing based on feedback from teachers
§ Edit their texts after receiving feedback

Spelling
Outcomes
A student:
§ applies phonological, orthographic and morphological generalisations and strategies to spell

taught familiar and high-frequency words when creating texts ENE-SPELL-01
Content
Integrated spelling components

§ Combine phonological, phonic, orthographic and morphemic knowledge to spell taught high-
frequency irregular words comprising up to 3 phonemes
Example(s):
High-frequency irregular words for example, the, was, one, said, come.
Phonological component
§ Segment single-syllable words into phonemes as a strategy for spelling
§ Segment multisyllabic words into syllables and phonemes as a strategy for spelling
Orthographic component
§ Spell their own name
§ Know that the digraphs zz, ss, ll, ff and ck do not usually start a word in Standard Australian
English
§ Know that words do not usually end with the letter v, and that ve is commonly used
Example(s):
Words ending in ve such as in have, give, love.
§ Experiment with some vowel digraphs and split digraphs to spell taught high-frequency words
and/or personally significant words
Example(s):
Vowel digraphs: ea in beach, oa in boat.
Split digraphs: a-e as in make, i-e as in hide.
Morphological component
§ Add the plural-marking suffix (s) to base nouns that require no change when suffixed
Example(s):
Adding the plural-marking suffix (s) for example, pan–pans and tin–tins.

§ Experiment with the tense-marking suffixes to spell familiar base verbs
Example(s):
Tense-marking suffixes (ing, s, ed) for example, jump–jumping–jumps–jumped.
§ Spell high-frequency compound words and homophones comprising taught graphemes

Handwriting
Outcomes
A student:
§ produces all lower-case and upper-case letters to create texts ENE-HANDW-01
Content
Content in Handwriting focuses on the skills and processes of handwriting. Some students may
require appropriate aids and supports to achieve the outcome. In Early Stage 1, complementary
content has been provided as alternative means to demonstrate aspects of the outcome for
students who are unable to produce handwriting.
Handwriting
§ Use a stable posture when handwriting or drawing by sitting comfortably with feet flat on the
floor, the writing arm resting on a table, with the opposite hand resting on the paper, and
shoulders relaxed
§ Correctly produce a clockwise ellipse, anticlockwise ellipse and downward diagonal stroke
when forming letter shapes
§ Use writing implements with a stable and relaxed pencil grasp
§ Apply appropriate pressure when handwriting to produce legible writing
§ Form all handwritten letters in NSW Foundation Style when given a verbal prompt from the
correct starting point and continue in the correct direction
§ Apply taught handwriting skills when creating texts
Complementary content for students unable to produce handwriting

§ Locate letters on a keyboard
§ Locate function keys to produce lower-case and upper-case letters
§ Use a touch screen or stylus to select lower-case and upper-case letters
§ Use a touch screen, stylus or keyboard to produce lower-case and upper-case letters
§ Use speech-to-text applications to produce letters

Understanding and responding to literature
Outcomes
A student:
§ understands and responds to literature read to them ENE-UARL-01
Content
Context
§ Identify aspects of their own world represented in texts
§ Identify texts that are composed for specific audiences and purposes
§ Identify and contrast features of texts that inform, persuade and/or entertain
§ Create imaginative and/or informative texts relating to their own experience, the world and/or
other texts
Narrative
§ Understand that narrative can be real or imagined
§ Identify narratives told through a range of modes and media
Example(s):
Modes: Listening to a story told by a local Aboriginal Elder.
Media: Picture book with words and images, oral narrative, wordless narrative.
§ Identify, discuss and compare the beginning, middle and end in a range of narratives
§ Experiment with using parts and/or features of a narrative, innovating from a mentor text
Character
§ Use background knowledge to support understanding of characters’ actions in a text
§ Reason using background knowledge as to why a character has acted in a certain way
§ Identify and discuss character features and actions
Example(s):
Characters may be animals depicted as having human characteristics, unique facial

expressions and/or varied physical appearance. Character actions may include what is
said and what the character does.
§ Identify and discuss language used to describe characters in narratives

§ Share feelings and thoughts in response to characters and actions in texts
§ Identify and compare characters in a range of texts
§ Understand that characters in texts are represented by how they look, what they say and do,
and their thoughts

Imagery, symbol and connotation
§ Identify and discuss how creative language and/or symbols enhance enjoyment in texts
Example(s):
Illustrations, repetition, silly sentences, nonsense words, funny rhyming words, 2-word
alliteration, onomatopoeia, images.
§ Identify how visual cues contribute to the meaning of a text
Example(s):
A speech bubble or arrow.
§ Identify how words and word order influence meaning in texts

§ Experiment with creative play with language in own texts
Example(s):
Creating silly sentences, nonsense words, rhyming words, 2-word alliteration,

onomatopoeia, images.
Perspective
§ Express likes and dislikes about a text
§ Identify favourite stories and/or characters in texts using verbal and/or nonverbal modes
§ Compare opinions of a text or characters with peers

Outcomes and content for Stage 1
Outcomes
A student:
§ communicates effectively by using interpersonal conventions and language to extend and

elaborate ideas for social and learning interactions EN1-OLC-01
Content

§ Understand that oral language can be used in combination with nonverbal communication
Example(s):
Using facial expressions and gestures to interact with others, and/or matching symbols
with spoken words.
§ Understand when a message is not clear and ask questions and/or gesture to elicit support
and/or seek clarification
§ Follow extended instructions that contain connectives and conjunctions
§ Listen to or engage with texts for enjoyment and recognise that their own experience can
shape their ideas and opinions of texts
§ Respond to information by asking relevant questions to extend their own and others'
knowledge
Example(s):
Responses should be to information provided in spoken texts, except where students’

preferred mode of communication is nonverbal.
Social and learning interactions

§ Initiate, listen and/or respond in partner and group conversations
§ Interact to evaluate ideas and refine meaning

§ Use a range of strategies for effective dialogue and manage digression from a topic
Example(s):
Offer questions, statements, and/or present an alternative point to the previous speaker.
Understanding and using grammar when interacting

§ Incorporate extended sentences (simple, compound, complex) during dialogue
§ Organise key ideas in logical sequence
§ Use adjectives and adverbs to elaborate and/or provide some supporting details or
justifications and express causal relationships
§ Use tense correctly to discuss past, present and future events
§ Link or compare ideas when interacting
Example(s):
In teaching and learning activities during which students use comparative language to
complete the sentence, or where they compare their own ideas to others.
Oral narrative
§ Recite poems and rhymes
§ Recount narratives with key components
Example(s):
An account of events or related experiences.
§ Adapt a narrative for a particular audience
Example(s):
Changing language, tone, volume, gesture, length and/or characters.
§ Deliver a planned narrative to an audience for specific contexts and purposes
Complementary content for alternative communication forms: Understanding and using

grammar when interacting
§ Communicate extended ideas or sentences using gestures, symbols, signs, in combination
with or in place of speech, during dialogue
§ Communicate ideas in the past, present and future using gestures, symbols, signs, in
combination with or in place of speech
§ Use gestures, symbols, signs, in combination with or in place of speech, to link or compare
ideas
Complementary content for alternative communication forms: Oral narrative

§ Use gestures, symbols, signs, in combination with or in place of speech, to engage with poems
and rhymes
§ Recount a narrative with key components using gestures, symbols, signs, in combination with
or in place of speech

§ Adapt a narrative for a particular audience using gestures, symbols, signs, in combination with
or in place of speech
Example(s):
Changing language, tone, volume, gesture, length and/or characters.
§ Use gestures, symbols, signs, in combination with or in place of speech to deliver a planned
narrative to an audience for specific contexts and purposes

Vocabulary
Outcomes
A student:
§ understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and
elaborate ideas EN1-VOCAB-01
Content

§ Use taught morphemic knowledge to create word families
Example(s):
Morphemic knowledge may include adding prefixes and suffixes to base words, eg act,
acts, acted, acting, react, action.
§ Understand and use words that have different meanings in different contexts
Example(s):
Tier 2 vocabulary, stalk as in plant or stalk as in prey.
§ Understand and communicate jokes and riddles that play on words

§ Identify, understand and use wordplay and rhyme in a range of texts
Example(s):
Jack and Jill went up the hill to fetch a pail of water… Jack and Jane went down
the lane to meet their group of friends.
§ Use vocabulary to express cause and effect
Example(s):
The game was cancelled because it rained.
§ Understand and intentionally choose subject-specific vocabulary to enhance precision and for
effect

Phonic knowledge
Outcomes
A student:
§ uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode
words when reading and creating texts EN1-PHOKW-01
Content
Single-syllable words
§ Blend grapheme–phoneme correspondences to read CCVCC words, CCCVC words and
CCCVCC words and apply this when reading texts
Example(s):
C stands for a consonant phoneme and V stands for a vowel phoneme.
CCVCC: trust.
CCCVC: scrap.
CCCVCC: scrunch.
§ Segment and encode one-syllable high-frequency base words with split digraphs and apply
this when creating texts
§ Segment and encode CCVCC words, CCCVC words and CCCVCC words and apply this when
creating texts
§ Blend and decode one-syllable words with taught extended vowel graphs and digraphs,
including graphemes for r-controlled vowels and diphthongs, and apply this when reading texts
Example(s):
Vowel digraphs can include ee and oo; r-controlled vowel digraphs can include er and ir;
graphemes for diphthongs can include oy, ow and ay.
§ Segment and encode one-syllable words with taught vowel graphs, digraphs and trigraphs and
apply this when creating texts
§ Decode words with less common consonant digraphs and apply this when reading texts
Example(s):
Gn as in gnome; mn as in column; mb as in lamb.
§ Decode words with trigraphs and quadgraphs and apply this when reading texts

Multisyllabic words
§ Blend and decode 2-syllable words with taught vowel graphs, digraphs, trigraphs and
quadgraphs, including graphemes for r-controlled vowels and diphthongs and apply this when
reading texts
Example(s):
Vowel digraphs can include ee and oo; r-controlled vowel digraphs can include er and ir;
graphemes for diphthongs can include oy, ow and ay.
§ Decode 2-syllable base words with common double consonants when reading texts
Example(s):
Double consonant such as ss in blossom, tt in letter, bb in rabbit.

Reading fluency
Outcomes
A student:
§ sustains reading unseen texts with automaticity and prosody and self-corrects errors EN1-
REFLU-01
Content
Automaticity
§ Apply grapheme–phoneme correspondence to read words with automaticity
Example(s):
Automaticity refers to accurate and fast word recognition.
§ Read aloud with an easy speech rhythm
Example(s):
Reading aloud with an easy speech rhythm means to read in a conversational manner.
§ Self-correct when fluency and/or meaning is interrupted
Example(s):
Self-correction includes pausing, repeating words and phrases, re-reading.
Prosody
§ Use sentence punctuation to enhance reading in a conversational manner
§ Adjust phrasing, intonation, volume or rate to maintain fluency when reading aloud
§ Vary pace when reading according to the audience and purpose
Example(s):
Reading a text during readers’ theatre; when reading poetry; when reading notes for
presenting a ‘speech’ to peers.

Outcomes
A student:
§ comprehends independently read texts that require sustained reading by activating

background and word knowledge, connecting and understanding sentences and whole text,
and monitoring for meaning EN1-RECOM-01
Content
Activating word meaning

§ Use known vocabulary to build a mental model of the content of a text
Example(s):
A mental model is a mental representation that is created from information in the real, or
an imagined, world. Using vocabulary is one of several elements required for building a
mental model.
§ Use known morphemes and known vocabulary in the text to work out or refine the meaning of
unknown words
Example(s):
Student reads unbelievable, knows the word believable and knows that the
morpheme un means ‘not’.
§ Draw on sources to seek clarification for unknown words
Example(s):
Sources for clarification include dictionaries, online tools and reference sources.
§ Understand vocabulary that signals humorous wordplay in texts
Understanding and connecting sentences

§ Know that a complex sentence includes a clause for expressing a main message and one or
more clauses that elaborate on that message
§ Know the meaning and purpose of coordinating and subordinating conjunctions and identify
them in a complex sentence
Example(s):
A coordinating conjunction is a word that connects 2 parallel words, 2 parallel phrases or

independent clauses, eg and, or, but, as well as. A subordinating conjunction is a word
that links a dependent clause to an independent clause, eg after, although or while.

§ Recognise how the position of a clause in a complex sentence influences the important idea
for the reader
Example(s):
He soon got warmed up, although he was a bit afraid at first. OR Although he was a bit
afraid at first, he soon got warmed up.
§ Identify pronouns linked to nouns within and across sentences and/or paragraphs
§ Make an inference by connecting the meaning of words across sentences and/or paragraphs
Example(s):
The reader infers Fred is having a happy day as the text states he was celebrating.
Understanding whole text

§ Combine multiple sources of information within a text to make meaning
Example(s):
Sources of information may include table of contents, index, glossary, descriptive

language, stanzas, events, actions.
§ Use navigation pathways, including hyperlinks, to extract essential information to support

reading fluency and enhance meaning when reading digital texts
§ Identify how creative visual features are used to expand meaning
§ Coordinate information or events from different parts of the text to form an overall opinion
§ Register a break in comprehension when reading
§ Identify when meaning is not complete and/or contradicts prior understanding
§ Re-read words, phrases or sentences to check and clarify precise meaning
§ Ask a clarifying question when more background knowledge is needed to make an inference
§ Use knowledge of text structure, type of text, author, and forms of writing to predict and
confirm meaning
§ Use a mental model to confirm predictions
§ Make text-to-self, text-to-text or text-to-world connections when reading
§ Use visual and/or auditory features in multimodal texts to build meaning
Example(s):
Colour and size of images, characters’ facial expressions, sound effects, diagrams,
labels.
§ Monitor understanding to ensure meaning is sustained and expanded through the whole text

Recalling details
§ Use information read in texts to enhance learning across key learning areas
Example(s):
Reading related to other syllabus-specific topics.
§ Confirm meaning by sequencing and explaining events and information

§ Recount relevant ideas from texts in the form of a written, visual or oral summary
§ Interpret patterns in texts to enhance understanding

Outcomes
A student:
§ plans, creates and revises texts written for different purposes, including paragraphs, using
knowledge of vocabulary, text features and sentence structure EN1-CWT-01
Content
Text features
§ Write texts that describe, explain, give an opinion, recount an event, tell a story
§ Use a logical order to sequence ideas and events in sentences across a text
§ Group sentences into paragraphs commencing with a topic sentence, followed by other
sentences with related ideas
§ Select and use a range of conjunctions to create cohesive texts
§ Use noun/pronoun-referencing across a text
§ Use subject–verb agreement across a text
§ Use appropriate tense across a text
§ Use visual elements to expand meaning in own texts
§ Write compound sentences using coordinating conjunctions
Example(s):
For example, and, but, or, so, yet.
§ Recognise compound sentences in own writing, knowing that each clause has meaning by
itself
§ Use a combination of simple and compound sentences to engage the reader when creating
written texts
§ Use noun groups to build descriptions of people and things
Example(s):
Article/pronoun, adjectives/noun.
§ Use action, saying, relating and sensing verbs to add detail and precision to writing
Example(s):
Action verbs, eg run, kick, throw. Saying verbs, eg said, shouted, yelled. Relating verbs,
eg had, be, is, are. Sensing verbs, eg feel, see, smell.
§ Use adverbs to modify the meaning of verbs and adjectives

§ Use contextually precise prepositional phrases when creating texts
Example(s):
Prepositional phrases, such as under the bed, through the woods, before bedtime, during
the day, with my family.
§ Accurately use articles and pronouns in own writing

§ Use time connectives to sequence information and events in texts
Example(s):
Use before, first, then, after consistently across the text to sequence information and
events.
§ Experiment with writing complex sentences which include a clause for the main message and
dependent clause to elaborate or modify the message
Example(s):
If the bucket falls, water will spill everywhere.
Punctuation
§ Use commas to separate ideas, lists and/or dependent clauses in a sentence
§ Use punctuation, including question marks and exclamation marks, accurately and for effect
Example(s):
Use an exclamation mark for effect: Stop!
§ Use quotation marks for simple dialogue

§ Use possessive apostrophes in own writing
Example(s):
I went to Abul’s house.
Word-level language
§ Use modifying and qualifying words and words to indicate quantity
Example(s):
Very, every, some, a few.
§ Use creative wordplay to affect the reader
Example(s):
Creative wordplay includes repetition, alliteration, onomatopoeia.
§ Make intentional word choices to enhance precision of meaning and ideas in a text
Planning and revising
§ Identify the context, audience and purpose for own texts
§ Use knowledge of similarities and differences between imaginative, informative and persuasive
texts when planning for writing
§ Use a variety of planning strategies and tools for creating texts
Example(s):
Planning strategies may include making notes, drawing, concept maps, flow charts,
graphic organisers, creating a storyboard.
§ Understand that their own texts can be improved by incorporating feedback and editing
§ Re-read and edit their own texts after receiving feedback
§ Use different modes and media to enhance the presentation of texts they have created

Spelling
Outcomes
A student:
§ applies phonological, orthographic and morphological generalisations and strategies when

spelling words in a range of writing contexts EN1-SPELL-01
Content
§ Segment single-syllable words into phonemes as a strategy for spelling
§ Segment multisyllabic words into syllables and phonemes as a strategy for spelling
§ Explain when to use double consonants to spell 2-syllable base words and apply this when
spelling
§ Spell high-frequency base words with taught vowel graphs, digraphs, split digraphs, trigraphs
and quadgraphs
Example(s):
Vowel digraphs such as ew.
Split digraphs such as i–e.
Trigraphs such as igh.
Quadgraphs such as ough as in through, eigh as in eight, weight and height.
§ Explain that the consonant trigraphs, –tch and –dge, can end a base word immediately
following a short vowel and apply this when spelling
§ Spell taught high-frequency contractions
§ Use extended phonic code for taught consonant phonemes
Example(s):
Before i, e and y, it is common to use k for /k/ as in kettle, kit, Kym.
§ Use spelling conventions when adding plural-marking suffixes
Example(s):
Plural-marking suffixes that require base words to change: baby / babies, fox / foxes.

§ Use spelling conventions when adding tense-marking suffixes
Example(s):
Tense-marking suffixes that require base words to change: hop / hopped, carry / carried.
§ Spell nouns ending in the suffix –er to indicate a person
Example(s):
Teach becomes teacher.
§ Use the comparative and superlative suffixes –er and –est

§ Use the suffixes –ful, –y and –ly to spell taught high-frequency words
§ Use knowledge of morphemes to spell taught compound words and homophones with taught
single-letter graphemes, digraphs, split digraphs, trigraphs and quadgraphs
§ Use common prefixes such as un–, re– and dis–

Handwriting
Outcomes
A student:
§ uses a legible, fluent and automatic handwriting style, and digital technology, including word-
processing applications, when creating texts EN1-HANDW-01
Content
Handwriting
§ Form all letters with consistent size and slope in NSW Foundation Style from memory
§ Position all letters correctly on the line with appropriate spacing between words
§ Use word-processing program functions, including text-editing applications
§ Recognise and use keys to show more complex punctuation or symbols
§ Type up to 5 familiar words per minute
§ Use taught software functions to create texts in a range of modes for different contexts,
audiences and purposes
Example(s):
Selecting font style and size, inserting a shape, image or table and saving a document.

Outcomes
A student:
§ understands and responds to literature by creating texts using similar structures, intentional
language choices and features appropriate to audience and purpose EN1-UARL-01
Content
Context
§ Identify how the language and form of a text vary according to purpose, audience and mode
§ Identify representations of groups and cultures in a range of texts
§ Recognise ways that settings and situations are represented within texts
§ Create and re-create texts in a range of modes and media using understanding of context
Narrative
§ Identify the sequence of events that make up a narrative in own and others’ texts
§ Identify patterns in narratives that set up expectation and aid prediction of actions and attitudes
§ Identify and appreciate how key messages in narratives evoke feelings
§ Create and re-create narratives using understanding of narrative features
Character
§ Identify how characters are constructed through different modes and media and through a
combination of modes
Example(s):
Characters may be constructed using words and pictures.
§ Identify how a character reflects their own or other lived experiences

§ Compare and contrast characters in text
§ Identify how characters can invite positive and negative responses
§ Identify the language, dialogue, actions, images or music that create a reader response to a
character
§ Create and re-create characters in texts that demonstrate understanding of character traits

§ Identify figurative language and wordplay in texts
§ Identify symbols and images in texts, and how they bring deeper meaning
Example(s):
Symbolic representations could include clear, blue water to signify calmness or dark,
swirling water to signify fear. Bright colours can signify happiness and dark colours,
sadness. The illustrator can use colours, foregrounding and lines to convey expression or
emotion.
§ Create texts that include symbols, wordplay and figurative language

§ Innovate from studied texts using wordplay and figurative language

Perspective and argument
§ Identify phrases in texts that project opinions
§ Identify how structure and images reinforce ideas
§ Identify and share how their own experience and interests influence opinions and/or
interpretations of texts
§ Identify arguments and the intended audience
§ Express preferences for specific texts and authors and recognise the opinions of others
§ Create and re-create texts that include persuasive arguments, using knowledge of text and
language features
§ Create paragraphs that contain a single idea, beginning with a topic sentence and including
supporting evidence with elaborations
Representation
§ Identify cultural representations in a range of texts
§ Express personal responses to the real and imagined worlds that are represented in texts
§ Adapt a well-known text for a different audience and/or purpose

Outcomes
A student:
§ communicates with familiar audiences for social and learning purposes, by interacting,
understanding and presenting EN2-OLC-01
Content
Interacting
§ Contribute to discussions with peers and stay on topic, build on others' ideas and express own
ideas
§ Identify contexts in which social conventions can vary and influence interactions
§ Demonstrate appropriate language use when interacting in different social and learning
contexts
Example(s):
Use less formal vocabulary when engaging with friends in social contexts such as games.
Draw on home language when interacting, including Aboriginal English.
§ Identify cultural practices and/or protocols that Aboriginal and/or Torres Strait Islander Peoples
use to interact, and how these may relate to specific roles
Example(s):
Yarning circles with Aboriginal Community(ies).
Welcome to Country or Acknowledgement of Country.
§ Follow agreed-upon protocols and assigned roles for classroom interactions in person and
through the use of technology
§ Pose and respond to open-ended questions about literature that contribute to own or others’
enjoyment

§ Pose and respond to specific questions to clarify or follow up on information

§ Listen actively to identify spoken information, acknowledging the value of others’ contributions
Example(s):
Can include information that is signed.
§ Identify connective vocabulary that supports cohesion and understanding in a spoken text
Example(s):
Listening for temporal connectives such as first, then, finally and conjunctions such as
also, to identify next section in text.
Identifying the causal connectives in a transcript.
§ Make notes when listening to spoken texts, asking questions to clarify or follow up on
information and seeking assistance if required
Example(s):
Making notes may involve creating mind maps and/or using digital technologies.
Students may ask who, what, when, where, why and how questions to clarify information.
§ Paraphrase portions of a spoken text or information that is presented through media

§ Identify how inferred or literal meaning is impacted by tone, pace, pitch and volume, gesture
and posture communication, and how these affect the audience
Example(s):
An increase in volume of music or sound may create suspense or evoke an emotional

response.
Aboriginal and Torres Strait Islander Peoples may use gesture and hand talk to ask
questions or respond to questions, to complement the verbal request.
§ Understand that rhetorical questions can be used for intentional effect
Example(s):
To encourage the reader to think in a particular way, a rhetorical question will have an
implied answer, such as ‘Wouldn’t you think that too?’
§ Identify the evidence a speaker provides to support a particular point of view

§ Identify language features in spoken texts that contribute to own or others’ enjoyment and
understanding
Example(s):
Language features such as idioms, neologisms, colloquialisms, puns.

Presenting
§ Plan and deliver spoken presentations using language and structure to suit purpose and
audience
Example(s):
May include telling a story, recounting an experience, expressing an opinion or argument,

or explaining how a mathematics problem was solved.
§ Adjust volume, pace and intonation to enhance meaning when presenting and reciting
Example(s):
Texts presented and recited may include poetry, speeches or drama scripts. For students
who use other forms of communication to supplement or replace speech, this can include
using gestures and facial expressions.
§ Use temporal connectives to sequence planned information in a presentation
Example(s):
First, next, finally, before, then.
§ Select and use prepositional, adverbial and adjectival phrases to extend communication and to
suit the intended purpose of a planned and delivered spoken presentation
Example(s):
‘Quietly, they crept out through the door.’
§ State a reasoned argument in a presentation about learning area content, to a familiar

audience
§ Include multimodal features in planned and delivered presentations, to expand meaning and
engage an audience
Example(s):
Audio recordings, visual displays, gestures including hand positions or movements, eye
gaze, stance.
§ Reflect on and monitor own presentations according to given criteria

§ Attend to a presenter and identify information in gestural, symbolic, signed or spoken
communication, acknowledging the value of others’ contributions

§ Identify the features of symbolic, signed or spoken communication that support understanding
in texts
Example(s):
Looking for features such as specific signs, gestures, facial expression and other body
language that communicate emotions.
§ Make notes when accessing symbolic, signed or spoken texts, and compose messages to ask
questions, seek clarification, follow up on information or request assistance
§ Paraphrase portions of information from a signed or spoken text presented through media that
might also use other forms of visual communication
Example(s):
Summarising the information from a weather report after viewing a presenter using sign,
written text and visual displays.
§ Identify features of nonverbal communication that contribute to own or others’ enjoyment and
understanding
Example(s):
Specific signs, facial expression, eye gaze, gestures and postures that convey humour.
Complementary content for alternative communication forms: Presenting

§ Plan and deliver a series of visuals or digital presentations using structure and language to suit
purpose and audience
Example(s):
Using gesturing to highlight key information in a digital presentation created for a specific
audience.
§ Adjust gestures, facial expressions and posture to enhance meaning when presenting
§ Select and use prepositional, adverbial and adjectival phrases as well as nonverbal features of
communication such as gesture, facial expression, posture and eye gaze to enhance the
intended message of a planned presentation

Vocabulary
Outcomes
A student:
§ builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide
reading and writing, and by defining and analysing words EN2-VOCAB-01
Content

§ Build personal Tier 1, Tier 2 and Tier 3 vocabulary through social and learning interactions,
reading and writing
§ Understand that Aboriginal English is a recognised dialect and that Aboriginal English words
are used in multimodal, spoken and written texts
§ Identify and explain the difference between synonyms and antonyms
§ Describe how modal words indicate degrees of probability, occurrence, obligation and
inclination
Example(s):
Probability: certainly, surely, definitely.
Occurrence: always, never, consistently.
Obligation: ought to, should, may.
Inclination: want, wish, would like to.
§ Identify and use terminology associated with figurative language encountered in texts
Example(s):
Such as onomatopoeia, alliteration, simile and personification.
§ Recognise that words and phrases can have literal or implied meanings according to context
Example(s):
Colloquial language can have implied meaning, such as ‘It’s raining cats and dogs’.

§ Understand that many words derive from other languages, including Aboriginal and Torres
Strait Islander Languages, and that the pronunciation and spelling of words may reflect their
etymology
Example(s):
Kookaburra reflects the Wiradjuri word gugubarra.
Dingo reflects the Dharug word dinguu.
Honest reflects the French word honnête.
Spaghetti is Standard Italian.
Tsunami is Japanese.
Cockatoo reflects the Indonesian word kakatua.
Knight reflects the Dutch word knecht.
§ Understand and use language associated with digital texts
Example(s):
Such as hyperlink, hypertext, tab, typeface, URL, website, podcast, icons and symbols.
Defining and analysing words

§ Use a thesaurus to locate synonyms and antonyms or to clarify dictionary meanings, to expand
vocabulary
Example(s):
A thesaurus and dictionary may be in print and/or digital mediums.
§ Define meanings for homonyms according to context
Example(s):
The word bat can mean an animal, or a piece of equipment used in sport, or an object
used to defend someone or something.
The word passage can mean a section of a text (as in a paragraph or chapter), or a
pathway to reach a destination (as in getting from one place to another).
§ Understand and use word play including puns and spoonerisms
Example(s):
Pun: The duck said to the waiter, ‘Put it on my bill’.
Spoonerism: Butterfly becomes flutterby.

§ Apply morphemic knowledge to change word meanings by adding different prefixes and
suffixes to a base word or root
Example(s):
Believable, believing, believes, believed, disbelief, unbelievable.
§ Use word associations to build word knowledge
Example(s):
Parrot, crow, kookaburra and seagull are birds.

Reading fluency
Outcomes
A student:
§ sustains independent reading with accuracy, automaticity, rate and prosody suited to purpose,
audience and meaning EN2-REFLU-01
Content
Reading automaticity and rate

§ Explain how effortless and accurate word reading, at a pace appropriate for text and purpose,
can support reading fluency and comprehension
Example(s):
The pace of reading for research may be slower than the pace of reading a novel as it
may involve identifying and understanding new technical vocabulary.
§ Syllabify, blend grapheme–phoneme correspondences and use morphemic knowledge as

strategies for reading words accurately
§ Read multisyllabic words, phrases and continuous texts with accuracy and appropriate rate
suited to reading purpose
§ Maintain stamina when reading extended texts
Example(s):
Might include chapter books, novels, poetry and extended informative texts.
§ Demonstrate use of navigation pathways to support fluency when engaging with print, visual
and multimodal texts
Prosody
§ Explain how prosodic reading involves emphasis, expression, intonation and pausing
§ Adjust voice, tone, volume and pitch reflected by the punctuation in a text, to enhance reading
fluency and support comprehension
§ Apply appropriate tone to represent characters' emotions when reading text with dialogue
Example(s):
A soft and trembling tone may represent sadness or fear.
A loud and sarcastic tone may represent confidence or rudeness.
Monitoring reading fluency

§ Recognise that there are different purposes and audiences for reading and adjust reading rate
to suit a text’s purpose

§ Reflect on and compare differences between own oral reading fluency and silent reading
fluency
Example(s):
Students may use sentence scaffolds such as, ‘When I read out loud, I …’ and ‘When I
read silently, I …’ to support reflection.
§ Reflect on how adjusting reading rate and prosody supports comprehension and can engage
an audience
§ Reflect on stamina for reading sustained texts
§ Monitor and adjust own goals for improving reading fluency
Example(s):
Students may adjust reading rate and prosody when reading aloud, and in response to
feedback.

Outcomes
A student:
§ reads and comprehends texts for wide purposes using knowledge of text structures and
language, and by monitoring comprehension EN2-RECOM-01
Content
Reading for interest and wide purposes

§ Identify different purposes and strategies for reading
Example(s):
Purposes might include reading for enjoyment or to access and learn new information.
Strategies might include skimming and scanning to check the relevance of information to
the topic and task.
§ Select and read texts of personal interest and to gather information for learning
§ Build topic knowledge, including key vocabulary, and activate background knowledge prior to
and during reading
§ Identify similarities and compare differences within and between texts by making text-to-self,
text-to-text and text-to-world connections
§ Locate, select and retrieve relevant information from a print or digital text and consider
accuracy of information presented
§ Determine the relevance of a text for a specific purpose
Comprehending text structures and features

§ Identify different structures and features of persuasive, informative and imaginative texts
§ Identify and describe how text structure, features and language work together to achieve a
text’s purpose
Example(s):
Structure, features and language for types of texts:

In an informative text, table of contents, graphs or text boxes with additional information
and use of nominalisation.
In an imaginative text, speech bubbles or use of quotation marks indicating dialogue
between characters.
In a poem such as a cinquain, line one: one noun about the subject of the poem; line 2: 2
adjectives to describe the subject; line 3: 3 verbs ending with -ing to convey actions about
the subject; line 4: a phrase comprising 4 words about a feeling towards the subject; line
5: one synonym for the subject of the poem.
In a persuasive text, use of high-modality words and emotive language for presenting a
point of view or discussion.
In a digital text, hyperlinks, side bars, captions, tabs and search bars.

§ Describe how multimodal features enhance meaning and contribute to salience in texts
Example(s):
Visual features may include size, framing, point of view, colour and placement of a still
and moving image.
Audio features may include sound effects, recurring musical phrases, volume, rhythm and
pace.
Gestural and spatial features may include facial expression, gaze, posture and position.
§ Understand that dialogue is a common feature of imaginative texts, signalled by quotation

marks or speech bubbles to indicate interactions between characters
§ Identify the difference between quoted speech and reported speech
Example(s):
Quoted speech is a feature that is used to reference cited works in texts.
Reported speech is when we tell someone what another person has said.
§ Understand that literal information can be sourced directly from a text and that inferences can
be made by using multiple sources of information
Example(s):
Sources used to infer meaning may include background or prior knowledge, key words
and visuals.
Comprehending language
§ Use morphemic knowledge to read and understand the meaning of words
Example(s):
To work out the meaning of portable (capable of being carried), students use knowledge
of the morphemes, port (carry) and able (capable of).
§ Adjust own mental model as reading presents new words and understanding
Example(s):
The word smell may bring a new understanding to grass and therefore extend
understanding, such as ‘The smell of the freshly mowed grass seeped into the senses.’

§ Use key words from a text to visualise events, characters and settings when making inferences
and confirming predictions
Example(s):
A reader creates one, or a series of, mental images to visualise a text and to support
memory and recall.
§ Identify the adverbs, nouns and verbs that influence own emotional response to characters
§ Identify different types of verbs that control meaning
Example(s):
Relating verbs such as have, has, is, become, appear and remain, can help to define or
describe.
Sensing verbs such as feel, taste, observe, understand, imagine and believe, can help to
depict thoughts and feelings.
Action verbs such as scuttle, exert, bound, grind, prance and devour, represent physical
happenings.
Saying verbs, such as whisper, growl, whimper, shout and explain, express responses to
events.
§ Identify word patterns, including repetition, that create cohesion or effect
Example(s):
A series of words repeated can strengthen an argument, eg ‘It is essential that …’, ‘It is
also essential that …’.
Appropriate use of noun–pronoun referencing.
Use of rhyme and alliteration.
Use of hyponyms (purple, red, blue, green) for the hypernym (colour).
§ Understand that word contractions are a feature of informal language and that apostrophes of
contraction are used to signal missing letters
§ Identify different types of connectives used by the author that support inference
Example(s):
Temporal connectives to indicate time: before, after.
Causal connectives to indicate why or how: as a result, due to, because.

§ Use knowledge of homonyms to understand metaphor and to support inference
Example(s):
The word blue can refer to the colour (blue), a sad emotion (feeling blue) or an infrequent
occasion (once in a blue moon).
§ Link the meanings of words and phrases across consecutive sentences to support local
inferencing
Example(s):
When identifying words and phrases in these 2 sentences, the reader can infer that a girl
has a new dog: She adored her new pet. The puppy was boisterous.
§ Clarify and link the meanings of key words across a text to support global inferencing
Example(s):
To infer that a narrative setting is the beach, key words or phrases across a text may
include sand, waves and made sandcastles.
To infer why the characters left the beach in a narrative, key words or phrases may
include the wind picked up, they quickly gathered their clothes and went home.
§ Identify and describe the difference between subjective and objective language in texts
Example(s):
Objective: That person has 10 pets.
Subjective: That person has too many pets.
§ Understand past, present and future tense and their impact on text meaning
§ Identify how their background knowledge is used to actively build and adjust a mental model
prior to and during reading
Example(s):
To determine whether a statement fits with their background or prior knowledge, students
must compare their sense of what has been read with what they already know.
§ Identify where meaning breaks down when reading
Example(s):
Students may not know critical words in texts or linguistic devices, such as connectives
that indicate the causal sequence of events, or they may lack relevant background
knowledge to provide a framework for ideas presented in a text.

§ Identify and use strategies to repair reading when meaning breaks down
Example(s):
Strategies may include pausing, turning back pages and re-reading, applying background
knowledge, self-correcting, reading on, or applying phonic knowledge, morphemic
knowledge and vocabulary knowledge.
§ Ask questions to clarify meaning and promote deeper understanding of a text

§ Make gist statements and record them to monitor understanding
Example(s):
Gist statements are succinct notes that summarise what has been read. They may be
recorded in print or digitally.
§ Use information from paragraphs or chapters to group related ideas and support
summarisation of the whole text
§ Reflect on reading experiences and identify texts of personal significance and pleasure
§ Reflect on own understanding of texts and monitor own goals for reading

Outcomes
A student:
§ plans, creates and revises written texts for imaginative purposes, using text features,
sentence-level grammar, punctuation and word-level language for a target audience EN2-
CWT-01
§ plans, creates and revises written texts for informative purposes, using text features, sentence-
level grammar, punctuation and word-level language for a target audience EN2-CWT-02
§ plans, creates and revises written texts for persuasive purposes, using text features, sentence-
level grammar, punctuation and word-level language for a target audience EN2-CWT-03
Content
Imaginative purposes
§ Create imaginative texts to engage an audience, using first person or third person narrative
voice
Example(s):
Imaginative texts might include poetry, fairy tales, folk tales, myths, legends and fables.
First person can be indicated by personal pronouns such as I, my, our.
Third person is typically indicated by pronouns such as they, them, it.
§ Experiment using second person narrative voice for effect
Example(s):
‘You would be aware that the carnival is on the weekend.’
§ Use an orientation, complication, resolution structure to create narratives centred on time,

place and characters
§ Sequence ideas and actions into paragraphs aligned to the stages of the text, to provide
elaborated details about settings, character motives and actions
§ Experiment with using and punctuating dialogue in texts
§ Experiment with different poetic forms using stanzas
Example(s):
Poetic forms may include free verse, song lyrics, shape poetry, haiku.
§ Experiment with poetry to include innovative use of punctuation to suit purpose and for effect
Informative purposes
§ Create informative written texts that include headings, paragraphs beginning with topic
sentences, and may conclude information in a final paragraph

§ Create written texts that describe experiences and observations to connect with and inform an
audience
§ Create written texts that instruct, that may include a statement of purpose or goal, a list of
resources and a series of steps
Example(s):
Texts may include recipes, instructions, protocols and scientific methods, mathematical
problems.
§ Create written texts that explain how or why something happens through a series of steps,
including an opening statement and a conclusion
§ Create written factual and historical accounts that include an introduction with the who, what,
when, where and why of an experience or event, a description of a series of events and a
conclusion
Persuasive purposes
§ Create written texts that argue a viewpoint using rhetorical devices to persuade an audience
Example(s):
Structures vary according to the form of the persuasive text, and may include
advertisements, reviews, discussions, expositions, planned speeches or letters.
§ Use a structure that includes a statement of position, has sequenced paragraphs and a
conclusion
§ Sequence argument points in paragraphs that begin with a topic sentence and support the
development of ideas
§ Experiment with modality to modulate an argument for persuasive effect
Example(s):
‘If everyone agrees it could make a difference’, instead of, ‘If everyone agrees it will make
a difference’.
§ Use facts or opinions to reinforce a viewpoint
Text features for multiple purposes

§ Maintain appropriate, consistent past, present or future tense across a text
§ Maintain noun–pronoun referencing across a text for cohesion
§ Use temporal, conditional and causal conjunctions within sentences, and as connectives to link
ideas across sentences for cohesion
Example(s):
Temporal conjunctions may include first, next, finally.
Conditional conjunctions may include however, although, unless, if.
Causal conjunctions may include as a result, because, due to, so.

§ Maintain correct subject–verb agreement throughout a text
Example(s):
The baby wears a hat when outdoors. The babies wear hats when outdoors.
§ Use definite articles for particular things and indefinite articles for general things for cohesion
Example(s):
Definite article the – as in the (particular) letterbox.
Indefinite article a – as in a (general) letterbox.
§ Use language to create imagery or humour, including idioms, puns, simile and personification
§ Select and use multimodal features to add meaning
Example(s):
Features may include diagrams, graphs, images and tables.
§ Use adjectival clauses with noun groups to add information to subjects and objects
Example(s):
‘Rice paper rolls (subject), which most people love (adjectival clause), are usually
healthy.'
§ Use adverbial phrases or clauses to add information to the verb or verb group of the main or
other clauses, to provide reasons for or circumstances
Example(s):
'If you don’t hurry (adverbial clause – condition), you will miss the sale (independent
clause).’
At midnight (adverbial phrase – time) he rose slowly (independent clause: adverb –

manner) from the chair (adverbial phrase – place) and went upstairs (independent clause:
adverb – place).’
§ Use coordinating conjunctions in compound sentences to compare and contrast, or for addition
Example(s):
To compare and contrast: equally, similarly, alternatively, likewise, on the other hand.
For addition: furthermore, in addition.

§ Use subordinating conjunctions in complex sentences to signal sequence, reason or cause
and effect
Example(s):
To signal sequence: first, finally, meanwhile, then, next, later, in conclusion.
To signal cause and effect: consequently, because, since, therefore, due to.
§ Use verb sentence openers to indicate action processes
Example(s):
The action verb or process implies the subject: Mix the eggs with the milk.
§ Select and use precise saying, thinking, acting, and relating verbs and verb groups to align
with text purposes
Example(s):
Use action verbs such as sprinted, slithered.
Use saying verbs to represent how things are said, such as cried, bellowed.
Use thinking verbs such as wonder, suppose.
Use relating verbs to express connections between subjects and objects, attributes or
circumstances.
§ Create cause-and-effect statements

§ Use declarative sentences to provide facts or state a viewpoint
Example(s):
Drinking water is essential for life.
The kangaroo is a marsupial.
§ Use imperative sentences to advise, provide instructions, express a request or a command
Example(s):
Be nice to your friend.
Take a pen and some paper as you walk into the room.

§ Use exclamatory sentences to emphasise a point or express a strong emotion
Example(s):
We must make time to play!
Get out of the way of speeding traffic!
§ Use interrogative sentences to ask a direct question, or for rhetorical effect to engage the
reader with a viewpoint
Example(s):
To request information: ‘What do you consider to be healthy foods?’
For rhetorical effect: How would you feel?
For emphasis: How many more examples do you need, really?
§ Use simple, compound and complex sentences of varying lengths for variation and readability
Example(s):
Use a short sentence for emphasis and a longer sentence for detail.
Use a combination of simple, compound and complex sentences across a text.
Punctuation
§ Use capital letters to indicate the beginning of a sentence, proper nouns, headings and
subheadings, to indicate the beginning of a poetry line, for emphasis, and when using
acronyms
§ Use commas between words in a list or to separate adjectives when more than one is used
§ Use a comma to separate a dependent clause before a main clause
Example(s):
‘As it has been so hot, we should use sunscreen.
§ Use bullet points or numbering to list items or a sequence of steps

§ Use apostrophes for contractions, and to show singular and plural possession
Example(s):
Apostrophes for contractions, such as can't and we're.
Apostrophes for singular possession, such as the town’s water supply.
Apostrophes for plural possession, such as birds’ habitats.

§ Understand and use quoted and reported text or speech in own writing
Example(s):
Use quotation marks for quoted text: ‘We climbed the mountain in record time!’
Do not use quotation marks for reported text: The mountaineers said that they climbed the
mountain in record time.
Word-level language
§ Use topic-specific Tier 2 and Tier 3 vocabulary to demonstrate authority
§ Experiment with words, word order and repetition for rhetorical effect or to create atmosphere
Example(s):
Use substitution such as tiptoed instead of walked.
Repetition of words for effect, such as, a dark, dark house was in a dark, dark wood and,
Buy it, own it, love it, live it.
Repetition in onomatopoeia, alliteration and rhyme.
Change word order, where ‘between the tall houses’ becomes ‘between the houses tall.’
§ Experiment with modality to indicate probability, occurrence, obligation or inclination
Example(s):
Modal words can indicate probability (could, probably, maybe), occurrence (always, often,
rarely), obligation (must, should, might) and inclination (need, want, willing).
§ Use personal pronouns to suit purpose and to connect personally with the audience
Example(s):
Pronouns such as you, we, our.
§ Use adjectives to develop descriptive features
Example(s):
Positive adjective, old; comparative adjective, older; superlative adjective, oldest.
Features: The kitten. The tiny kitten. The tiny, white kitten. The tiny, white, blue-eyed
kitten.
Characteristics: Use, ‘The medium-sized, omnivorous mammal,’ instead of ‘the mammal’.

§ Use synonyms to replace words to avoid repetition and engage the reader
Example(s):
Replace the word excited with the word elated.
Planning, monitoring and revising

§ Plan structures and language to suit the purpose of a text
Example(s):
Use a graphic organiser to sequence a series of events in a narrative.
§ Research, summarise and list topic-related ideas when planning

§ Create texts by drawing on personal and others’ experiences, and texts read, viewed and
listened to for inspiration and ideas
§ Create texts using digital technologies
§ Reflect on and monitor texts according to given criteria, and respond to feedback from others
§ Proofread, revise and edit written texts to refine language, correct spelling and ensure
cohesion and engagement for the reader

Spelling
Outcomes
A student:
§ selects, applies and describes appropriate phonological, orthographic and morphological

generalisations and strategies when spelling in a range of contexts EN2-SPELL-01
Content
§ Explain how to segment multisyllabic words into syllables and phonemes, and apply this
knowledge when spelling
§ Identify differences in vowel phonemes (short, long, diphthong and schwa vowels)
Example(s):
The first syllable in the word propose has a schwa and the second syllable has a long
vowel phoneme.
§ Recognise stressed and unstressed syllables in multisyllabic words and apply this knowledge
when spelling
Example(s):
In the word propose, the first syllable is unstressed (sometimes referred to as

unaccented) and the second syllable is stressed.
§ Understand that the schwa occurs in an unstressed syllable and apply this knowledge when
spelling
Example(s):
The third phoneme in the word propose is a schwa and is represented using the
grapheme, o.
§ Understand that some graphemes are dependent on their position in a word in English and
apply this knowledge when spelling
Example(s):
As the word apply ends with a long /i/ phoneme, it is represented using the letter y, not i.
As the word bridge ends with the /j/ phoneme, it is represented using the letters dge, not j.

§ Understand that graphemes can be explained by their etymology
Example(s):
The grapheme representing the final phoneme in repertoire reflects its French origin.
The grapheme representing the initial phoneme in pneumonia reflects its Greek origin.
§ Apply knowledge of taught vowel graphemes when spelling

§ Proofread, identify and correct misspellings when creating written texts
§ Use spelling reference tools where required and recognise that spellcheck accuracy may
depend on understanding the word
Example(s):
Reference tools may include print or online dictionaries, word walls and assistive
technologies.
§ Identify inflected suffixes, explaining when and how to treat base words when they are affixed,
and apply this knowledge when spelling
Example(s):
Inflected suffixes are used to mark tense (-ing, -ed, -s/es), plurality (-s/es) and
comparative (-er) and superlative adjectives (-est).
If a base word ends in the letter y, it is common to replace the letter y with the letter i and
then add the suffix.
If a base word ends in the letter f, it is common to replace the letter f with the letters ve
and then add the suffix.
§ Identify derivational suffixes such as -able, -ness, -ian and -ment, explaining when and how to
treat base words when they are affixed, and apply this knowledge when spelling
Example(s):
Derivational suffixes are added to a base word or root to change part of speech, eg the
adjective sleepy can be affixed to the suffix -ness to form an abstract noun, sleepiness,
and by replacing y with i before adding -ness.
§ Identify prefixes that require no change to the base word or root when they are affixed, and
apply this knowledge when spelling
Example(s):
Prefixes that require no change to the base word or root include, but are not limited to:
en-, non-, mis-, and inter-.

§ Correctly spell irregular plural words across a range of written contexts
Example(s):
The plural form for hypothesis is hypotheses. The irregular plural word does not contain
an inflected suffix.
§ Correctly spell taught homophones when creating written texts
Example(s):
Soar, sore and saw.

Handwriting and digital transcription
Outcomes
A student:
§ forms legible joined letters to develop handwriting fluency EN2-HANDW-01

§ uses digital technologies to create texts EN2-HANDW-02
Content
Handwriting legibility and fluency

§ Understand that legible handwriting is consistent in size and spacing and can support learning
§ Apply appropriate pressure when joining letters
§ Join letters when writing familiar words
§ Join letters using consistent size and spacing to develop fluency
§ Sustain the NSW Foundation Style cursive to facilitate fluency and legibility across a text
Software functionalities and typing

§ Use knowledge of the keyboard layout and functions to type texts
§ Position a chosen device in a way that facilitates efficient and sustained text creation
Example(s):
Computer monitor is placed so that its top is at eye level.
§ Search, filter, select, download and save relevant digital information

§ Monitor goals that build on typing accuracy and rate
§ Use word-processing program functions or augmentative and alternative communication (AAC)
to draft and revise texts
Example(s):
Select functions such as cut, copy and paste to reorganise written content, or change font
size and style, or insert a text box to enhance text presentation.
§ Select and insert visual, print and audio elements into texts

Outcomes
A student:
§ identifies and describes how ideas are represented in literature and strategically uses similar
representations when creating texts EN2-UARL-01
Content
Narrative
§ Describe the interplay of plot, character and setting in different types of narratives
Example(s):
Narratives may include fiction and nonfiction texts such as folktales, science fiction,
fantasy, poetry, news reports and historical texts.
§ Describe how narratives set up expectations using familiar, real and imagined characters,
situations and phrases
Example(s):
A familiar character could be a hero.
A familiar situation could be going to a sporting match.
In fairytales a familiar phrase could be, ‘Once upon a time…’.
In an historical text, a familiar phrase could be, ‘In the year…’.
§ Describe how narrative conventions engage the reader

§ Describe connections between own or shared experiences and those depicted in narratives
§ Identify the purpose and structure of Aboriginal and Torres Strait Islander cultural narratives
Example(s):
Aboriginal Dreamings or Torres Strait Islander Myths and Legends.
§ Experiment with narrative structures and narrative conventions encountered in literature when
creating texts
Characterisation
§ Understand that characterisation refers to the qualities attributed to real and imagined
characters, including their personality and emotional attributes
Example(s):
Qualities can resemble the way characters act, think, feel and communicate.
§ Recognise that characters may be identified through familiar, individual or group

characteristics
§ Identify how authors use dialogue to convey what characters say and think, and experiment
with dialogue when creating texts
§ Describe how a character drives the plot in a narrative
Example(s):
An adult may seek to protect; an explorer may want to uncover secrets; a policeman may
wish to solve a crime.
§ Describe how characters invite emotional engagement with literature
Example(s):
A character depicted as caring may evoke a positive emotional response.
A character depicted as hungry or sick may evoke empathy.
§ Describe ways in which characters are represented in literature and experiment with
characterisation when creating texts

§ Recognise imagery and symbols in literature
§ Identify figurative language in literature and how it can influence meaning, and experiment with
figurative language when creating texts
Example(s):
Simile and personification can express imagery through comparison, as in ‘as sly as a
fox’.
§ Describe how words, sounds, images, logos and colour contribute to meaning in literature
§ Recognise how Aboriginal and Torres Strait Islander authors use imagery and symbols in texts
Example(s):
Making connections to culture, family, belonging or sense of being through imagery or

symbols.
Genre
§ Understand that genre refers to texts that are grouped according to purpose, subject matter,
form, structure and language choices, and that a type of text can differ in mode and medium
Example(s):
A fairytale could be represented as a novel, picture book or film.

§ Identify different text genres when a text is characterised by more than a single genre
Example(s):
Narrative and informative text genres may combine to form a hybrid text, using design
elements such as marginalia, speech bubbles, text boxes and embedded illustrations to
combine fiction alongside a nonfiction account.
Theme
§ Describe the difference between themes and topics in literature
Example(s):
The topic of a text may be about sport, but the theme may be about perseverance.
§ Identify themes in literature, recognising that there may be multiple themes within and between
texts
Perspective and context

§ Understand that literature is created by drawing upon personal, social and cultural contexts
and perspectives
§ Identify and describe ways in which perspective is represented in literature
§ Identify and discuss the purpose of a text, and its intended audience, mode and medium
§ Understand how context informs the setting within a text, and experiment with setting for
different contexts when creating texts
§ Describe how Aboriginal and/or Torres Strait Islander authors use language to build cultural
understanding and context
Argument and authority

§ Recognise that an argument is not a dispute but can be a single perspective that is presented
or defended
§ Describe the difference between authorship and authority
Example(s):
An author is the creator of a text, but authority is the credibility of the text.
§ Understand that to control impact and effect authors make intentional choices about language,
form and structure

Outcomes
A student:
§ communicates to wide audiences with social and cultural awareness, by interacting and
presenting, and by analysing and evaluating for understanding EN3-OLC-01
Content
Interacting
§ Initiate and contribute to sustained discussions, through questioning, building on and
evaluating shared information
Example(s):
Sustained discussion includes staying on topic, examining ideas and developing and
supporting arguments.
§ Identify varying social conventions that influence interactions across wide audiences
§ Describe ways of interacting with cultural protocols or practices used by Aboriginal and/or
Torres Strait Islander Peoples
Example(s):
Use of silence, gestures and hand talk during conversation.
Terms of respect – Aunty, Uncle.
Use of Aboriginal English or Aboriginal Language words.
Walking Country and the sharing of stories.

§ Follow agreed-upon protocols and define individual roles as needed for in-person or online
interactions, establishing specific goals, criteria or timeframes
Example(s):
Use of language that signals the roles of the chairperson and the different speaker
positions in a classroom or inter-school debate.
§ Interact in a range of contexts and deliberately adjust language and style
Example(s):
Deliberate use of colloquialism, slang and jargon may be appropriate when interacting in
an informal context.
Use of third-person point of view and minimal use of contractions may be appropriate
when interacting in a formal context.
§ Ask and respond to analytical and evaluative questions about literature that contribute to own
or others’ enjoyment and understanding
§ Evaluate the role of gesture during social and learning interactions and describe its impact on
the audience

§ Respond to questions with elaboration and detail
§ Apply interactive listening strategies by responding to and providing feedback to the speaker
Example(s):
Giving the speaker undivided attention and acknowledging their message.
Deferring judgement.
Asking clarifying questions.
§ Apply active listening strategies by retelling or repeating what another person has expressed
and by building on what has been said
§ Analyse key ideas and perspectives expressed by others through paraphrasing and note-
taking
Example(s):
Ideas may be received from a text read aloud or through diverse media, such as podcasts
and audio books.

§ Analyse how audio elements in texts integrate with linguistic, visual, gestural and spatial
elements to create meaning and impact
Example(s):
Comparing and appraising the effectiveness of the integration of elements, such as sound
effects, images, gestures, positioning and lighting.
§ Evaluate the effectiveness of rhetorical questions used for intentional effect
Example(s):
Evaluative questioning may include:

Does the author’s rhetorical question persuade me to agree with their point of view?
Does the author’s rhetorical question encourage me to act or respond in a certain way?
Does the abundance of rhetorical questions by the author weaken their effect?
§ Evaluate features of spoken texts that contribute to own or others’ enjoyment
Presenting
§ Deliver presentations suited to purpose and audience
Example(s):
Moderating length, content and style of delivery.
§ Experiment with volume, pace and intonation to enhance meaning when presenting and
reciting, and recognise the effects these have on audience understanding
§ Select and use a variety of sentence lengths to suit the purpose of planned spoken texts
§ Use connectives to signal a change in perspective or to show causal relationships when
speaking
Example(s):
Connectives that signal a change include however, although and on the other hand.
Connectives that show causal relationships include due to and since.
§ Use expanded noun and verb groups to present planned, detailed descriptions
Example(s):
Expanded noun group: The mighty and meandering Murray River is the longest river in
Australia.
Expanded verb group: Construction of the building will be completed in the next year.

§ Present multimodal arguments that include research and references, topic-specific vocabulary
and the selection of persuasive techniques appropriate to audience
Example(s):
This could include presenting arguments in a debate in class or with another school.
§ Select multimedia components, visual displays or use gestural features to enhance and bring
clarity to presentations
Example(s):
Multimedia components may include graphics, images, music and sounds. Gestural
features may include hand actions, eye contact and facial expressions.
§ Reflect on and monitor own and peer presentations according to given criteria

§ Attend to a presenter and respond using facial expression, gesture, symbols, signs or spoken
language to provide feedback
§ Attend to a communication partner and respond to their ideas using gestures, symbols, signs
or spoken language
§ Evaluate nonverbal features of communication in texts, such as facial expression, posture and
eye gaze, that contribute to own or others’ enjoyment
Example(s):
Observing texts and commenting on the effectiveness of nonverbal features of

communication as a way of providing humour and entertainment.
Complementary content for alternative communication forms: Presenting

§ Experiment with elements of body language, including facial expression and gesturing, and
recognise the effect these have on audience understanding
§ Select words and phrases to communicate information in a planned spoken text
Example(s):
Using a Picture Exchange Communication System to plan and communicate a message.
§ Select visual resources that suit the purpose of a planned presentation
Example(s):
Selecting photographs or digital charts to support communication in an informative

presentation.
§ Use facial expression, gesture, posture, symbols or signs to communicate a change in

perspective

§ Combine images, symbols and/or words representing nouns and verbs to present detailed
descriptions

Vocabulary
Outcomes
A student:
§ extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing,
morphological analysis and generating precise definitions for specific contexts EN3-VOCAB-
01
Content

§ Identify newly encountered words from interactions and wide reading, and use them in writing,
discussions and presentations
§ Identify and use words that convey informative and objective meanings in texts
§ Identify and use words that convey subjective, emotive and persuasive meanings in texts
§ Use metalanguage when discussing language features encountered in texts
§ Extend knowledge of literal and non-literal word meanings through idiom or metaphor
Example(s):
The word moon has a non-literal meaning in the idiom, over the moon, to infer an
emotional state.
The metaphor the snow is a white blanket alludes to something soft in its comparison of
snow to a blanket.
§ Apply knowledge of taught Tier 3 subject-specific morphemes and their meanings
Example(s):
The morpheme dec, deca or deci means ‘10’ and micro means ‘small in size or extent’.
§ Identify Aboriginal English words used in multimodal, spoken and written texts
Example(s):
Gammon: joking or pretending.
Mob: family or group.
Deadly: awesome.
Tidda: sister or close female connection.

§ Identify and use words derived from other languages, including Aboriginal and Torres Strait
Islander Languages, and know that the pronunciation and spelling of words may reflect their
etymology
Example(s):
Kangaroo reflects the Guugu Yimidhirr word gangurru.
Koala and kurrajong are from the Dharug language.
Quandong is from the Wiradjuri language.
Repertoire is from the French language.
Pneumonia is from the Greek language.
Pretzel is from the German language.
Defining and analysing words

§ Describe multiple meanings of words, including their metaphorical uses
Example(s):
The word elephant refers to an animal; however, the phrase the elephant in the room
refers to the subject that no one wants to discuss.
§ Evaluate the effectiveness of modal words used in texts to intensify or soften emotional
responses
Example(s):
Comparing which word is more effective in these sentences: ‘The long drought seemed
endless’, or ‘The devastating drought seemed endless’.
§ Analyse morphemic structures of Tier 2 and Tier 3 words to determine their meaning
§ Compare nuances and subtleties between synonyms to discern the most appropriate word for
a given context
Example(s):
Comparing words such as ability or capacity and abstain or refrain.

Outcomes
A student:
§ fluently reads and comprehends texts for wide purposes, analysing text structures and
language, and by monitoring comprehension EN3-RECOM-01
Content
Reading fluently
§ Syllabify, blend grapheme–phoneme correspondences and use morphemic knowledge as
strategies for reading words accurately
§ Adjust reading rate to suit the purpose for reading and the complexity of the text
Example(s):
Read quickly to skim or scan for information; read slowly with pauses to synthesise
information and make notes; read at a leisurely or conversational pace for enjoyment.
§ Adjust prosodic reading to enhance meaning and engage an audience

§ Efficiently follow signposting features to navigate print and digital texts
Example(s):
Signposting features could include headings and sub-headings, homepages and

subpages, hyperlinks and hypertext.
Reading for interest and wide purposes

§ Select, compare and reflect on texts read for personal interest
Example(s):
Broaden or deepen understanding and empathy.
§ Reflect on reading experiences and identify texts and language features that are enjoyable
§ Select texts from print or digital sources to gather and organise research on a topic
§ Use criteria to determine the accuracy and reliability of sourced information
Example(s):
Information that is credible and reliable helps to determine the authority of a text.
§ Adjust reading approach to suit the purpose for reading
Example(s):
Close reading for analysis, skimming for key information, scanning for key vocabulary,
note-taking for summarisation, reading for enjoyment.

§ Bring subject vocabulary, technical vocabulary, background knowledge and conceptual
knowledge to new reading tasks
§ Compare and evaluate print and digital texts for their pertinence to a task, their authority and
their level of detail
§ Use and compare different texts on similar themes or topics to synthesise ideas or information
Comprehending text structures and features

§ Use knowledge of text structure to navigate the text to locate specific information
§ Analyse how the integration of persuasive, informative and/or narrative structures within a text
can enhance effect
§ Compare purposes for different texts and consider why authors and illustrators have structured
texts in particular ways
§ Analyse use of multimodal features to enhance meaning within texts
Example(s):
Explaining and interpreting the use of visual, audio, gestural and spatial features in texts.
Exploring salience and the effect of choices regarding the framing of an image and
placement of elements in the image.
Comprehending language
§ Use morphology and etymology to work out the meaning of unfamiliar words
§ Describe how own mental model is adjusted as new words and information deepen
understanding during reading
Example(s):
A flashback to the characters’ initial encounters in a text, may provide reasons for the
tension between the characters.
§ Explain how language evokes responses when reading
Example(s):
‘I love this house’ can evoke the judgement that a house is lovable.
§ Explain how modality can have subtle impacts on the meanings of words and contribute to
deeper understanding when reading
Example(s):
This can include modal verbs that express attitudes of obligation or certainty, such as
might and must, or words that give greater impact, such as worried and frantic.

§ Identify lexical cohesive devices used by the author that support understanding when reading
Example(s):
Lexical devices may include synonyms, hypernyms, whole and part word associations
(such as some picnic supplies, one of which is bread).
§ Recognise that anaphors, such as pronouns and verb phrases, take their meanings from other
parts of a text to support inference
Example(s):
In the sentence, ‘He won’t play another game of soccer, but she will …’, the anaphor is
that ‘she will’ play another game of soccer.
§ Identify cause and effect, using knowledge of causal connectives
Example(s):
In consequence, so, because.
§ Understand that sentence openers signal what the sentence will be about, and that the rest of
the sentence can provide new information
§ Analyse how the meanings of key words and phrases in sentences and across a text support
local and global inferencing when reading
Example(s):
Local inference may occur by identifying word associations across consecutive

sentences: ‘Look at those apples. Fujis are my favourite.’ The inference is that Fujis are
apples.
Global inferences may occur by linking the meaning of key words across larger sections
of a text.
§ Recognise that personal narratives contain more subjective language, but factual accounts of
events contain more objective language
§ Compare and evaluate subjective and objective language to identify bias
Example(s):
Subjective language: spiders are scary.
Objective language: spiders have 8 legs.

§ Recognise that a sequence of clauses may use different tenses but remains connected
throughout a topic or section of text
Example(s):
As Ruby sailed, thoughts of friends and family washed over her like the surge of the sea
washing over the deck of the boat.
§ Analyse how language, background and vocabulary knowledge, and inferencing are used
together to effectively build and adjust a mental model prior to and during reading
Example(s):
Background knowledge can include a student’s prior knowledge or knowledge specifically

built around a topic before reading.
Vocabulary could include Tier 2 and Tier 3 words that may relate to a topic and may be
encountered in a text.
Inferences could derive from known authors and illustrators and topic knowledge, and text
features such as title, images or graphics, table of contents, headings and subheadings.
§ Monitor and repair reading when meaning breaks down
Example(s):
This might include pausing, self-correcting, re-reading or reading on; using phonic,
morphemic and word knowledge; and reactivating background knowledge.
§ Evaluate the effectiveness of comprehension strategies used to support reading and

interpretation of texts
Example(s):
Strategies might include predicting, inferring, making connections, summarising,

synthesising and evaluating.
§ Ask questions to clarify thinking, and to provide reasons or evidence

§ Question the assertions made by authors when engaging with print and digital texts
Example(s):
Questioning if information presented by the author is authoritative, and if the author’s use
of others’ perspectives and opinions have been accounted for in the text.

§ Check the accuracy of own recorded gist statements made during reading, before
summarising information to determine a text’s main themes, ideas or concepts
Example(s):
Gist statements are succinct notes that summarise what has been read. They may be
recorded in print or digitally.
§ Categorise information or ideas and create hierarchies to aid recall and support summarisation
§ Synthesise summaries of multiple texts and share information with peers to generate, compare
and contrast new conceptual understandings
§ Reflect on personal connections with a text and identify how interests and experiences can
influence understanding and appreciation of ideas presented
§ Generate, monitor and adjust own goals for improving oral reading fluency and silent reading
fluency

Outcomes
A student:
§ plans, creates and revises written texts for multiple purposes and audiences through selection
of text features, sentence-level grammar, punctuation and word-level language EN3-CWT-01
Content
Imaginative purposes
§ Choose literary forms with appropriate text structures, features and language to engage target
audiences
Example(s):
Choose to present a literary text in the form of a poem, rather than a short story.
In a short story, disrupt the linear narrative sequence with a memory, flashback or time
leap.
In a poem, such as in shape poetry or in free verse, innovate on layouts that represent a
theme or topic, or guide navigation for the reader.
§ Make creative choices about temporal and spatial settings, character profiles and motives to
enhance reader engagement
Example(s):
Students select a time and place that furthers the idea or theme they are exploring, such
as in a story about the desire for freedom that may be set in a time and place of
oppression.
§ Experiment with characterisation
Example(s):
Challenge stereotypes such as an older person must be wise, a clown is always funny.
§ Choose and control narrative voice across a text
Example(s):
Narrative voices are: first voice – I travelled on the train; second voice – you travelled on
the train; third voice – Pierre travelled on the train.

§ Experiment with the development of thematic elements
Example(s):
In a fairy tale identified themes may include good vs evil, courage in the face of adversity.
§ Select and use poetic forms to descriptively express ideas
Example(s):
Free verse, limerick, cinquain, haiku, concrete (shape poem) and sonnet.
Informative purposes
§ Choose text formats with appropriate text structures, features and language to inform target
audiences
Example(s):
Text structures and features may differ for:

Cause-and-effect explanations, that may include flowcharts to explain interrelationships.
Instructions, that may include annotated images to show steps.
Descriptions, that may include class and sub-class relationships.
§ Develop informative texts that include headings, ideas grouped into paragraphs that include a
topic sentence, and a paragraph with concluding information
§ Describe and/or explain ideas through logically sequenced paragraphs
§ Compare and contrast or discuss cause and effect through sequenced paragraphs
§ Create factual and historical accounts that incorporate broader contextual information
Example(s):
Explore sustainable practices used within the school, the local community and the world.
Persuasive purposes
§ Choose text formats with appropriate text structures, features and language to persuade a
target audience
Example(s):
Text structures, features and language will differ for letters, reviews, editorials,
advertisements, articles and written speeches.
§ Group ideas to develop a statement of position, and clear, logical lines of argument that
synthesise points, and structure a rhetorically effective conclusion
§ Create objective, impersonal arguments

§ Combine personal and objective arguments for persuasive effect
Example(s):
Moderate first person when stating a personal opinion by using third person to state facts.
§ Present arguments from one or multiple viewpoints to persuade target audiences

§ Use rhetorical devices targeted to the audience
§ Use modality to qualify or strengthen arguments
Text features for multiple purposes

§ Control tense across a text according to purpose, shifting between past, present and future
tense if required
Example(s):
Informative texts can use timeless present tense such as, ‘A kangaroo is a marsupial.’
An information text can shift between tense such as, ‘Historically, dogs were used (past)
for hunting and protective purposes. Now, dogs are (present timeless) also valued for
their companionship, evidenced by the fact that more than half of NSW households own a
domestic dog. According to scientists, technology is advancing (continuous present) so
rapidly, dog-to-human communication will (future) soon be a reality between you and your
pooch.’
§ Maintain correct noun–pronoun referencing, subject–verb agreement and use temporal,

conditional and causal connectives to build cohesive links across a text
§ Use word repetition and word associations as cohesive devices across texts
§ Substitute specific nouns with all-purpose words as a cohesive device to replace verb groups,
noun groups or whole clauses
Example(s):
We’ve got 2 cars. You can use one – cars is substituted with one.
§ Experiment with figurative language for effect and to engage the reader, including metaphor,
hyperbole, oxymoron and allusion
§ Create written texts that include multiple paragraphs with clear, coherent transition of ideas
§ Choose multimodal features suited to a target audience and purpose, to reinforce and extend
ideas
Example(s):
Use graphs, tables and images that represent data and ideas.

§ Acknowledge sources of information to add credibility and authority to arguments and
information
Example(s):
According to…’ – ‘As described by…’
‘XX stated that…’
§ Experiment with the use of non-finite verbs in adverbial clauses
Example(s):
In an imaginative text: ‘After eating lunch, the giant stomped through the misty forest.’
In an informative text: ‘Being an endangered species, Tasmanian devils are protected in

national parks.’
In a persuasive text: ‘To ensure a bountiful harvest, we must pick the fruit.’
§ Make choices about verbs and verb groups to achieve precision and add detail
Example(s):
Select ‘The giant exploded in laughter’, instead of, ‘The giant laughed loudly.’
§ Experiment with embedding adjectival clauses with the subject and/or object of other clauses,
to modify the meaning or to add detail to a noun or noun group
Example(s):
In an imaginative text: ‘Living harmoniously in the lush valley, the fairies love to dance,’
might change to include an embedded clause: ‘The fairies, who live harmoniously in the
lush valley, love to dance.’
In an informative text: ‘Deep-fried food is not healthy, but many people love it,’ might
change to include an embedded clause: ‘Deep-fried food, which many people love, is not
healthy.’
In a persuasive text: ‘The small and obscure park near the beach is an exceptional
attraction for family gatherings,’ might change to include an embedded clause: ‘The park
near the beach, which is small and obscure, is an exceptional attraction for family
gatherings.’

§ Experiment with the placement of adverbial clauses, to modify the meaning or to add detail to
a verb or verb group
Example(s):
In an imaginative text: ‘After the sun went down, the old house came to life’ might change
with the placement of the adverbial clause: ‘The old house came to life after the sun went
down.’
In an informative text: ‘Wombats are called nocturnal because they forage and feed at
night’ might change with the placement of the adverbial clause: ‘Because they forage and
feed at night, wombats are called nocturnal.’
In a persuasive text: ‘We could improve our park if we raised funds for a new slide’ might
change with the placement of the adverbial clause: ‘If we raised funds for a new slide, we
could improve our park.’
§ Include appositives to provide details to nouns and to vary sentence structures suited to text
purpose
Example(s):
An appositive is a noun, pronoun or noun group, often including modifiers, positioned

beside another noun or pronoun to describe or identify it. Such as for:
An imaginative purpose: ‘Loreta, my long-time and loyal friend, was waiting for me at the
train station when the celebrations started.’
An informative purpose: 'The Great Barrier Reef, the world's largest coral reef system, is
located off the coast of Queensland.'
A persuasive purpose: ‘Worm farms, or compost bins, keep food waste out of landfill.’
§ Create nominalisations to convey abstract ideas and concepts succinctly and authoritatively
Example(s):
Use nominalisation in an informative text, such as: ‘Air pollution is a problem’, instead of,
‘It is a problem if we pollute the air’.
§ Make choices about the use of declarative, exclamatory, interrogative and imperative
sentences to suit text purpose, and for meaning and effect
Example(s):
Declarative sentence to present facts or evidence: ‘Regular exercise is recommended for

a healthy lifestyle.’
Exclamatory sentence to express strong emotion: ‘Evacuate! Get out now!’
Interrogative sentence for rhetorical effect: ‘Where would you be without us?’
Imperative sentence to provide instructions: ‘Save your work before you log out.’

§ Vary sentence structures or lengths when using simple, compound and complex sentences,
with a focus on achieving clarity and effect suited to text purpose
Example(s):
Use short sentences to build tension or for clarity when explaining dense or technical
information.
Use complex sentences to expand on what is happening in the main clause or other
adverbial clauses.
Punctuation
§ Use capital letters at the beginning of a sentence, to indicate proper nouns, for headings and
subheadings, to indicate the beginning of a poetry line, for emphasis, and when using
acronyms
Example(s):
Capitalisation for emphasis may be suitable as a persuasive or expressive device, such

as ‘SALE on now!’, or ‘BANG!’ went the door.
At the beginning of traditional poetry lines.
§ Use a comma to separate a subordinate clause or a phrase from the main clause, or to
separate information within a sentence, or to separate items in a list
Example(s):
Separate the subordinate clause from the main clause with a comma, when it is
positioned before the main clause: When assembling new furniture, you should first read
the instructions.
Separate information displayed in parentheses: The lion was patiently stalking its prey (an
innocent young antelope), slowly moving closer and closer.
Separate items in a list: You will need a hammer, screwdriver, spanner and saw.
§ Use quotation marks consistently across a text to distinguish words that are spoken by
characters in dialogue or words authored by others
§ Understand that texts, such as poetry, may include innovative use of punctuation, and
experiment with punctuation to suit purpose and for effect
§ Use parentheses in the first instance when abbreviating names using acronyms, and when
acknowledging a source
Example(s):
The state of New South Wales (NSW) is located on the east coast of Australia. NSW has
the largest population of any state in Australia.
The latest survey results showed … (enter name, date of information source).
§ Experiment with dashes and parentheses for humorous or ironic effect

§ Understand and use simple hyphenation generalisations
Example(s):
Use a hyphen at a line break when a word cannot fit on one line, but not if the word is less
than 6 letters, or less than 2-syllables. At the end of a line, a hyphen can be used to break
a word between syllables or morphemes: data-base, re-cover, diction-ary.
When writing fractions, such as two-thirds, and numbers between twenty-one and ninety-
nine.
Word-level language
§ Use topic-specific Tier 2 and Tier 3 vocabulary intentionally to add credibility and enhance
authority
Example(s):
In an informative text focused on space exploration, terms such as planetary, galaxy,

astronaut and cosmos might be used.
§ Experiment with word choices to create humour, for clarity or emphasis, to suit audience and
purpose
§ Control modality related to probability, occurrence, obligation or inclination for precision
Example(s):
Intensify or soften emotional responses: can laugh, may laugh, might laugh, should laugh.
Modal words can indicate probability (might, perhaps), occurrence (regularly, rarely),
obligation (must, ought) and inclination (desire).
§ Select and use a range of synonyms in a longer text, for precision and to create variety for
reader engagement
Planning, monitoring and revising

§ Select text formats for combined purposes, creating hybrid texts for target audiences
§ Use print or digital tools to plan, sequence, create, revise, edit and publish texts
§ Research and summarise information from several sources to plan for writing
§ Create texts using digital technologies suited to a target audience and purpose, to support and
enhance the development of ideas
§ Assess the reliability and authority of sources, including digital sources, when researching and
acknowledging texts
§ Reflect on own writing by explaining and justifying authorial decisions regarding text-level
features, sentence-level grammar, punctuation and word-level language
§ Re-read, proofread and edit own and other’s writing, and use criteria and goals in response to
feedback
Example(s):
Criteria for revisions may include refining or expanding ideas, improving text cohesion,
using more appropriate or effective words and ensuring correct spelling is evident.

Spelling
Outcomes
A student:
§ automatically applies taught phonological, orthographic and morphological generalisations and

strategies when spelling in a range of contexts, and justifies spelling strategies used to spell
unfamiliar words EN3-SPELL-01
Content
§ Segment unfamiliar multisyllabic words into syllables and phonemes as a strategy when
spelling
Example(s):
The word ‘recognise’ has 3 syllables and 8 phonemes.
§ Apply and explain graphemes identified by their etymology
Example(s):
The grapheme representing the final phoneme in repertoire reflects its French origin.
The grapheme representing the initial phoneme in pneumonia reflects its Greek origin.
§ Apply infrequently occurring graphemes and letter patterns when spelling base words in a
range of writing contexts
Example(s):
Such as bt in debt, ti in lotion, mb in climb and mn in column.
§ Recognise that the same grapheme can represent different phonemes
Example(s):
The grapheme ei represents different phonemes in rein, protein, and feisty.
§ Proofread written texts to correct misspellings, making use of spelling reference tools where
required

§ Explain and use spelling conventions to add derivational suffixes such as -ion, -ian, -ence, -ous
to base words or roots
Example(s):
The verb form to correct can be affixed to the suffix -ion to form an abstract noun,
correction. No change to the base word, correct, is needed because it ends in ct.
§ Explain and use spelling conventions for assimilated prefixes such as in-, ad-, com-
Example(s):
The final letter of some prefixes can be absorbed into the base or root by replacing the
last letter of the prefix with the first letter of the base or root, resulting in a doubling of that
letter (eg in + logical = illogical; ad + claim = acclaim; com + league = colleague).
§ Explain the etymology of taught roots and apply this knowledge when creating written texts
Example(s):
A Greek root is chlor-, meaning green, in words such as chlorine, chloric and chlorophyll.
A Latin root is audi-, meaning hearing or sound, in words such as audible, auditory and
audition.
§ Correctly spell taught homophones when creating written texts across a range of writing topics
and learning areas
Example(s):
Tier 2 and Tier 3 homophones may be taught to expand both vocabulary knowledge and
spelling. These might include torque and talk, and cell and sell.

Handwriting and digital transcription
Outcomes
A student:
§ sustains a legible, fluent and automatic handwriting style EN3-HANDW-01

§ selects digital technologies to suit audience and purpose to create texts EN3-HANDW-02
Content
Handwriting legibility and fluency

§ Sustain writing with a legible, fluent and personal handwriting style across a text
§ Use handwriting efficiently in formal and informal situations
Example(s):
Writing a formal persuasive letter to the principal or making informal notes when
researching a topic.
§ Adjust handwriting style to suit writing purpose
Software functionalities and typing

§ Navigate the keyboard with efficiency and accuracy when typing words, numerals, punctuation
and other symbols
§ Understand that the position of the device in relation to the user can affect posture and glare
§ Reflect on and monitor typing accuracy and rate according to goals and given criteria
§ Evaluate and select applications and tools to create text to suit audience and purpose
Example(s):
Word-processing software.
Speech-to-text and text-to-speech software.
Audio or video recording software.
Presentation software.
§ Use taught shortcut functions on digital tools to facilitate text creation

Outcomes
A student:
§ analyses representations of ideas in literature through narrative, character, imagery, symbol

and connotation, and adapts these representations when creating texts EN3-UARL-01
§ analyses representations of ideas in literature through genre and theme that reflect perspective
and context, argument and authority, and adapts these representations when creating texts
EN3-UARL-02
Content
Narrative
§ Describe how narrative conventions engage the reader through models of behaviour, and
apply narrative conventions when creating texts
Example(s):
A moral or lesson of behaviour is woven into the narrative in a picture book, such as a
fable. The behaviour is often explicitly formulated at the end, as in, ‘Slow and steady wins
the race’.
§ Recognise that narratives reflect both personal and common lived experiences and offer
models of behaviour, which may be rejected or accepted
Example(s):
Aboriginal Dreaming stories may be told to share common experiences, share knowledge,
clarify personal experience, tell history of Communities and/or connection to Country.
§ Describe how patterns in narratives set up expectations and notice when those patterns are
subverted
Example(s):
Quest narratives can portray an individual who overcomes their personal fears throughout
the adventure, demonstrating the common need for perseverance.
§ Describe the difference in purpose between Aboriginal Dreaming stories and Aboriginal
Songlines
Example(s):
Aboriginal Dreamings are stories that share cultural knowledges about creation, ways of
doing, being and belonging.
Aboriginal Songlines describe landscapes and directions of travel of the tracks forged in
land, sea and sky by Creator Spirits during the Dreaming.

Characterisation
§ Analyse attributes of character and use similar attributes when creating texts
Example(s):
Attributes may include how real and imagined characters resemble the way people act,
think, feel and communicate.
§ Recognise how character archetypes and stereotypes are represented in literature
Example(s):
Archetypes and stereotypes may include real or imagined heroes, rebels or caregivers.
§ Analyse how engagement with characters within and between texts invites enjoyment of
literature
Example(s):
Empathising with a character or caring about what happens to a character.
Enjoying identifying how they are similar to or different from a character.
§ Identify the ways different elements of a text contribute to character development and adapt
these elements when creating texts
Example(s):
The complex interrelationship of appearances, actions, attitudes and beliefs in a given

context: The house a character lives in may be a manifestation of their character traits.

§ Analyse how figurative language in literature can enhance meaning and affect the audience
§ Recognise recurring and universal symbols and imagery in literature, describe their meanings
and experiment with symbol and imagery when creating texts
Example(s):
Archetypal heroes may be identified by a symbol.
§ Describe how Aboriginal and Torres Strait Islander authors use symbols and imagery to share
cultural perspectives and stories in texts
Example(s):
'Having a yarn up' could mean a gathering or meeting.
Creation represented by the Rainbow Serpent or Biame.

Genre
§ Explain how genre can be recognised by established codes and conventions that govern
content and construction of literature, and apply this knowledge when creating texts
§ Examine and experiment with elements in literature that do not follow the form and function of
a single genre
Example(s):
An adventure story may also be represented as science fiction.
A documentary may also be represented as a narrative.
Theme
§ Identify core social, personal and moral messages within and between texts
§ Identify and describe messages common to lived experiences that recur in literature and use
these representations when creating texts
Example(s):
Persistence and resilience can help one to overcome adversity and grow.
Perspective and context

§ Identify how perspective is made evident through authorial choices
Example(s):
This may include subject matter, structural arrangement, audience positioning,

characterisation, language and style.
§ Explore how perspective is influenced by personal, social and cultural contexts
Example(s):
Context can change the perspective: the context of a reader may differ from the context of
a writer, the context of the past may differ from the present.
§ Describe how Aboriginal and Torres Strait Islander authors’ language use promotes a shared
understanding of cultural context
Example(s):
Specific elements of language can create a shared meaning across cultures, such as the
use of ‘Aunty’ or ‘Uncle’, which might symbolise biological connections or someone
important and respected.
§ Reflect on and explain how personal, social and cultural context is expressed in own texts
Argument and authority

§ Recognise how an argument is influenced by perspective and create texts that adopt a
perspective beyond personal experience
§ Understand the authority given to objectivity versus subjectivity in arguments
Example(s):
Identifying the credibility of information expressed through supported arguments.
§ Analyse and compare features within and between texts, that characterise an authoritative
style
Example(s):
Textual features might include consistent genre, themes, point of view, visual elements or
language devices across an author’s and illustrator’s published texts.
§ Compare the reliability and validity of texts to make judgements about their authority

Assessment
The primary role of assessment is to establish where students are in their learning so that teaching
can be differentiated and further learning progress can be monitored over time. It provides
information that assists teachers to target their teaching at the point of student need. Assessment
is most effective when it is an integral part of teaching and learning programs.
Assessment involves:
§ establishing where students are in their learning

§ ongoing monitoring
§ formative and summative tasks
§ providing feedback about student progress.
Common Grade Scale

Stage 1, Stage 2, Stage 3, Stage 4, Stage 5
The common grade scale can be used to report student achievement in both primary and junior
secondary years in all NSW schools.
Course performance descriptors

Stage 5 – Year 10
Course performance descriptors provide holistic descriptions of typical achievement at different

grade levels in a specific course. They are used to identify and report a student’s level of
achievement in a Board Developed Course at the end of Stage 5.
Grade A
A student performing at this grade typically:
§ demonstrates an extensive understanding of texts and their complex features in a range of

modes
§ responds critically and effectively to ideas, experiences and values in texts
§ analyses language and structural features of texts to effectively interpret meaning
§ applies language and structural features effectively to compose complex and sustained critical
and imaginative texts in a range of modes
§ demonstrates a perceptive understanding of the relationship between context and perspectives
in texts
§ communicates for a wide range of contexts, purposes and audiences with effective and
consistent control of language
Grade B
§ demonstrates a thorough understanding of texts and their complex features in a range of

modes
§ responds effectively to ideas, experiences and values in texts
§ analyses language and structural features of texts to interpret meaning
§ applies language and structural features to compose sustained critical and imaginative texts in
a range of modes
§ demonstrates a well-reasoned understanding of the relationship between context and
perspectives in texts
§ communicates for a range of contexts, purposes and audiences with consistent control of
language
Grade C
§ demonstrates a sound understanding of texts and their features in a range of modes

§ responds appropriately to ideas, experiences and values in texts
§ analyses language and structural features of texts to explain meaning
§ applies language and structural features to compose critical and imaginative texts in a range of
modes
§ demonstrates a sound understanding of the relationship between context and perspectives in
texts
§ communicates for a range of contexts, purposes and audiences with control of language
Grade D
§ demonstrates a basic understanding of texts and their features

§ responds to ideas and/or experiences and/or values in texts
§ describes language and structural features of texts
§ uses language and/or structural features to compose texts
§ demonstrates a basic understanding of the relationship between context and perspectives in
texts
§ communicates for contexts, purposes and/or audiences with varying control of language
Grade E
§ demonstrates an elementary understanding of texts and their features

§ responds in a very limited way to texts
§ uses language and/or structural features with varying consistency
§ demonstrates some awareness of context and perspectives in texts
§ communicates with very limited control of language
Assessment of Life Skills outcomes

Stage 4, Stage 5
The syllabus outcomes and content form the basis of learning opportunities for students. Through
the collaborative curriculum planning process, teachers select specific Life Skills outcomes to
teach based on the needs, strengths, goals, interests and prior learning of each student. Students
are required to demonstrate achievement of one or more Life Skills outcomes.
Assessment should provide opportunities for students to demonstrate achievement in relation to

the selected outcomes. Assessment can occur in a range of situations or environments such as the
school and wider community. Evidence of achievement can be based on:
§ assessment as learning (where students monitor and reflect on their own learning)
§ assessment for learning (such as observation during teaching and learning or work samples)
§ assessment of learning (assessment activities specifically designed to assess achievement at
particular points).

There is no requirement for formal assessment of Life Skills outcomes. Stage 6 Life Skills courses
do not have external examinations.

NESA - English - K - 10 - 2022 (ES1, S1, S2, S3)

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NSW Education Standards Authority

Generated Sep 2023

© 2023 NSW Education Standards Authority

All rights are reserved. No part of the material may be:

Special arrangements applying to the NSW Curriculum Reform

Implementation for K–2 from 2023 and 3–10 from 2024................................................................5

Organisation of English K–10.....................................................................................................5

Course requirements K–10........................................................................................................8

Access content points K–6.......................................................................................................15

Life Skills outcomes and content 7–10.....................................................................................15

Working at different stages.......................................................................................................15

The importance of language in English....................................................................................16

Outcomes and content for Early Stage 1.....................................................................................23

Oral language and communication...........................................................................................23

Creating written texts................................................................................................................35

Understanding and responding to literature.............................................................................40

Outcomes and content for Stage 1..............................................................................................42

Oral language and communication...........................................................................................42

Understanding and responding to literature.............................................................................58

Outcomes and content for Stage 2..............................................................................................60

Oral language and communication...........................................................................................60

Creating written texts................................................................................................................74

Handwriting and digital transcription........................................................................................84

Understanding and responding to literature.............................................................................85

Outcomes and content for Stage 3..............................................................................................88

Oral language and communication...........................................................................................88

Creating written texts..............................................................................................................100

Handwriting and digital transcription......................................................................................109

Understanding and responding to literature...........................................................................110

Common Grade Scale............................................................................................................114

Course performance descriptors............................................................................................114

Assessment of Life Skills outcomes.......................................................................................115

English for 3−10

The new syllabus is to be taught in Years 3 to 10 from 2024.

2023 Plan and prepare to teach the new syllabus

2024 Start teaching the new syllabus

K–2 focus areas

§ Oral language and communication

English K–10 Page 5 of 117

3–6 focus areas

§ Oral language and communication

English K–10 Page 6 of 117

Making connections through related content K–6

Within the context of the syllabus, ‘in parallel’ means teaching:

§ multiple focus areas at the same time

§ Making Connections Early Stage 1

7–10 focus areas

§ Reading, viewing and listening to texts

English K–10 Page 7 of 117

Course requirements K–10

Text requirements for English K–2

The act of creating texts involves:

§ selecting the language appropriate to purpose

English K–10 Page 8 of 117

Across a year of learning, teachers must give students daily opportunities:

§ texts by Aboriginal and Torres Strait Islander Peoples

Text requirements for English 3–6

The selection of texts must include:

§ texts by Aboriginal and Torres Strait Islander Peoples

English K–10 Page 11 of 117

§ novels (may include quests, fantasy, science fiction, mystery novels)

Text requirements for English 7–10

§ at least 2 works of extended prose (including at least one novel)