English 3 6 Multi Age Scope and Sequence

| NSW Department of Education
English 3-6 multi-age – Scope and sequence
education.nsw.gov.au
English 3-6 multi-age – Scope and sequence | 1
Contents
Overview................................................................................................................................................................................................................................................................................................................ 2
Oral language and communication (Stage 2).................................................................................................................................................................................................................................................... 3
Oral language and communication (Stage 3).................................................................................................................................................................................................................................................... 5
Vocabulary (Stage 2)......................................................................................................................................................................................................................................................................................... 7
Vocabulary (Stage 3)......................................................................................................................................................................................................................................................................................... 8
Reading fluency (Stage 2 only)........................................................................................................................................................................................................................................................................ 10
Reading comprehension (Stage 2).................................................................................................................................................................................................................................................................. 12
Reading comprehension (Stage 3).................................................................................................................................................................................................................................................................. 15
Creating written texts (Stage 2)....................................................................................................................................................................................................................................................................... 19
Creating written texts (Stage 3)....................................................................................................................................................................................................................................................................... 23
Spelling (Stage 2)............................................................................................................................................................................................................................................................................................ 27
Spelling (Stage 3)............................................................................................................................................................................................................................................................................................ 29
Handwriting and digital transcription (Stage 2)................................................................................................................................................................................................................................................ 30
Handwriting and digital transcription (Stage 3)................................................................................................................................................................................................................................................ 31
Understanding and responding to literature (Stage 2)..................................................................................................................................................................................................................................... 32
Understanding and responding to literature (Stage 3)..................................................................................................................................................................................................................................... 35
© NSW Department of Education, Mar-24

Overview
All NSW public schools need to plan curricula and develop teaching programs consistent with the Education Act (1990) and the NSW Education Standards Authority (NESA) syllabuses and credentialing
requirements. Scope and sequence documents form part of the ongoing evidence schools maintain to comply with the department’s policy, policy standards and registration requirements.
Effective teaching of English requires a deep knowledge of the key concepts, ideas and skills present in the syllabus, and an understanding of how to teach and assess these in local contexts to meet
student needs.
There will be variations in scope and sequences arising from differences in school contexts, student cohorts and syllabus requirements. Scope and sequences are flexible documents that are designed to
help teachers respond to student needs, as identified through ongoing assessment. They provide a brief overview of the key concepts and ideas addressed in learning and teaching programs for an
individual stage or year.
An introduction to all Stage 2 and Stage 3 content from the English K–10 Syllabus is outlined. To support multi-age settings, outcomes and content have been organised into a Year A and Year B cycle.
Schools have the flexibility to begin from either Year A or Year B as suited to their context. Content points are positioned at the point of introduction to the students and should be revisited and
consolidated throughout the year, based on assessment data. Some content points will require more emphasis and frequent repetition than others.
The content points are organised under the relevant focus areas, outcome codes and outcome statements. Continuity of learning and parallel syllabus content are reflected throughout.
The table below details the organisation of content for each focus area in this scope and sequence.
Focus areas Organisation of content
Oral language and communication, Vocabulary, Reading fluency (Stage 2), Spelling, Handwriting All content is mapped for introduction in both Year A and Year B.
and digital transcription
Reading comprehension, Creating written texts Some content is mapped for introduction in both Year A and Year B.
Some content is mapped for introduction in Year A only.
Some content is mapped for introduction in Year B only.
Understanding and responding to literature Some content is mapped for introduction in Year A only.
Some content is mapped for introduction in Year B only.
Note: To adapt this scope and sequence to a Year A, Year B, Year C and Year D cycle, consider repeating Year A as Year C and Year B as Year D.
English K–10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2022.


Oral language and communication (Stage 2)
EN2-OLC-01 communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
The outcomes and content in Oral language and communication are best addressed in parallel with Vocabulary, Reading comprehension, Creating written texts, and Understanding and responding to
literature. The tables within this section detail which term-specific Oral language and communication content points could be introduced to students. These should be revisited and consolidated throughout
the stage, based on assessment data.
Year A and Year B

Term 1 Term 2 Term 3 Term 4
Early Early Early Early
Interacting Interacting Listening for understanding Interacting
 Identify contexts in which social  Contribute to discussions with peers and  Pose and respond to specific questions to  Identify cultural practices and/or protocols
conventions can vary and influence stay on topic, build on others' ideas and clarify or follow up on information that Aboriginal and/or Torres Strait Islander
interactions express own ideas Presenting Peoples use to interact, and how these
 Follow agreed-upon protocols and Listening for understanding may relate to specific roles
 Reflect on and monitor own presentations
assigned roles for classroom interactions Listening for understanding
 Make notes when listening to spoken texts, according to given criteria
in person and through the use of
asking questions to clarify or follow up on  Paraphrase portions of a spoken text or
technology
information and seeking assistance if information that is presented through
Listening for understanding required media
 Listen actively to identify spoken  Identify how inferred or literal meaning is
information, acknowledging the value of impacted by tone, pace, pitch and volume,
others’ contributions gesture and posture communication, and
Presenting how these affect the audience
 Plan and deliver spoken presentations

using language and structure to suit
purpose and audience

Late Late Late Late
Listening for understanding Interacting Interacting Presenting
 Understand that rhetorical questions can  Demonstrate appropriate language use  Pose and respond to open-ended  Select and use prepositional, adverbial and
be used for intentional effect when interacting in different social and questions about literature that contribute to adjectival phrases to extend
 Identify the evidence a speaker provides to learning contexts own or others’ enjoyment communication and to suit the intended
support a particular point of view Listening for understanding Listening for understanding purpose of a planned and delivered
Presenting spoken presentation

 Identify language features in spoken texts  Identify connective vocabulary that
 State a reasoned argument in a that contribute to own or others’ enjoyment supports cohesion and understanding in a
presentation about learning area content, and understanding spoken text
to a familiar audience Presenting Presenting
 Include multimodal features in planned and
 Adjust volume, pace and intonation to  Use temporal connectives to sequence
delivered presentations, to expand
enhance meaning when presenting and planned information in a presentation
meaning and engage an audience
reciting

Oral language and communication (Stage 3)
EN3-OLC-01 communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
The outcomes and content in Oral language and communication are best addressed in parallel with Vocabulary, Reading comprehension, Creating written texts, and Understanding and responding to
literature. The tables within this section detail which term-specific Oral language and communication content points could be introduced to students. These should be revisited and consolidated throughout
the stage, based on assessment data.
Year A and Year B

Interacting Interacting Interacting Interacting
 Identify varying social conventions that  Initiate and contribute to sustained  Ask and respond to analytical and  Describe ways of interacting with cultural
influence interactions across wide discussions, through questioning, building evaluative questions about literature that protocols or practices used by Aboriginal
audiences on and evaluating shared information contribute to own or others’ enjoyment and and/or Torres Strait Islander Peoples
 Follow agreed-upon protocols and define  Evaluate the role of gesture during social understanding Listening for understanding
individual roles as needed for in-person or and learning interactions and describe its Presenting  Analyse key ideas and perspectives
online interactions, establishing specific impact on the audience
 Reflect on and monitor own and peer expressed by others through paraphrasing
goals, criteria or timeframes Listening for understanding presentations according to given criteria and note-taking
Listening for understanding  Analyse how audio elements in texts
 Apply interactive listening strategies by integrate with linguistic, visual, gestural
responding to and providing feedback to and spatial elements to create meaning
the speaker and impact
Presenting Presenting
 Deliver presentations suited to purpose  Select multimedia components, visual

and audience displays or use gestural features to
enhance and bring clarity to presentations

Late Late Late Late
Listening for understanding Interacting Listening for understanding Presenting
 Apply active listening strategies by retelling  Interact in a range of contexts and  Respond to questions with elaboration and  Select and use a variety of sentence
or repeating what another person has deliberately adjust language and style detail lengths to suit the purpose of planned
expressed and by building on what has Listening for understanding Presenting spoken texts
been said  Use expanded noun and verb groups to
 Evaluate features of spoken texts that  Use connectives to signal a change in
 Evaluate the effectiveness of rhetorical present planned, detailed descriptions
contribute to own or others’ enjoyment perspective or to show causal relationships
questions used for intentional effect
Presenting when speaking
Presenting
 Experiment with volume, pace and
 Present multimodal arguments that include
intonation to enhance meaning when
research and references, topic-specific
presenting and reciting, and recognise the
vocabulary and the selection of persuasive
effects these have on audience
techniques appropriate to audience
understanding

Vocabulary (Stage 2)
EN2-VOCAB-01 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
The outcomes and content in Vocabulary are best addressed in parallel with Oral language and communication, Reading fluency, Reading comprehension, Creating written texts, Spelling, and
Understanding and responding to literature. The tables within this section detail which term-specific Vocabulary content points could be introduced to students. These should be revisited and consolidated
throughout the stage, based on assessment data.
Year A and Year B

Learning and using words Learning and using words Defining and analysing words Learning and using words
 Build personal Tier 1, Tier 2 and Tier 3  Understand that many words derive from other  Use word associations to build word  Understand that Aboriginal English is a
vocabulary through social and learning languages, including Aboriginal and Torres knowledge recognised dialect and that Aboriginal
interactions, reading and writing Strait Islander Languages, and that the  Define meanings for homonyms according English words are used in multimodal,
pronunciation and spelling of words may reflect to context spoken and written texts
Defining and analysing words
their etymology
 Apply morphemic knowledge to change
word meanings by adding different
prefixes and suffixes to a base word or
root
Late Late Late Late
Learning and using words Learning and using words Learning and using words
Further revision and consolidation of
 Describe how modal words indicate  Identify and use terminology associated with  Identify and explain the difference between
previously introduced content, based on
degrees of probability, occurrence, figurative language encountered in texts synonyms and antonyms
assessment data.
obligation and inclination  Recognise that words and phrases can have Defining and analysing words
 Understand and use language literal or implied meanings according to context
 Use a thesaurus to locate synonyms and
associated with digital texts Defining and analysing words antonyms or to clarify dictionary meanings,
 Understand and use word play including puns to expand vocabulary

and spoonerisms
Vocabulary (Stage 3)
EN3-VOCAB-01 extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
The outcomes and content in Vocabulary are best addressed in parallel with Oral language and communication, Reading comprehension, Creating written texts, Spelling, and Understanding and
responding to literature. The tables within this section detail which term-specific Vocabulary content points could be introduced to students. These should be revisited and consolidated throughout the
stage, based on assessment data.
Year A and Year B

Learning and using words Learning and using words Learning and using words Learning and using words
 Identify newly encountered words from  Identify and use words that convey  Apply knowledge of taught Tier 3 subject-  Identify Aboriginal English words used in
interactions and wide reading, and use informative and objective meanings in texts specific morphemes and their meanings multimodal, spoken and written texts
them in writing, discussions and  Identify and use words derived from other
presentations languages, including Aboriginal and Torres
Defining and analysing words Strait Islander Languages, and know that
the pronunciation and spelling of words
 Analyse morphemic structures of Tier 2
may reflect their etymology
and Tier 3 words to determine their
meaning
Late Late Late Late
Learning and using words Learning and using words Defining and analysing words
Further revision and consolidation of previously
 Identify and use words that convey  Extend knowledge of literal and non-literal  Compare nuances and subtleties between
introduced content, based on assessment data.
subjective, emotive and persuasive word meanings through idiom or metaphor synonyms to discern the most appropriate
meanings in texts Defining and analysing words word for a given context
 Use metalanguage when discussing

language features encountered in texts  Describe multiple meanings of words,
Defining and analysing words including their metaphorical uses
 Evaluate the effectiveness of modal words

used in texts to intensify or soften
emotional responses

Reading fluency (Stage 2 only)
EN2-REFLU-01 sustains independent reading with accuracy, automaticity, rate and prosody suited to purpose, audience and meaning
The outcomes and content in Reading fluency are best addressed in parallel with Vocabulary and Reading comprehension. The tables within this section detail which term-specific Reading fluency
content points could be introduced to students. These should be revisited and consolidated throughout the stage, based on assessment data.
Year A and Year B

Reading automaticity and rate Reading automaticity and rate Reading automaticity and rate Monitoring reading fluency
 Syllabify, blend grapheme–phoneme  Read multisyllabic words, phrases and  Maintain stamina when reading extended  Reflect on stamina for reading sustained
correspondences and use morphemic continuous texts with accuracy and texts texts
knowledge as strategies for reading words appropriate rate suited to reading purpose Prosody
accurately Prosody  Apply appropriate tone to represent
Prosody  Adjust voice, tone, volume and pitch characters' emotions when reading text
 Explain how prosodic reading involves reflected by the punctuation in a text, to with dialogue
emphasis, expression, intonation and enhance reading fluency and support Monitoring reading fluency
pausing comprehension
 Reflect on how adjusting reading rate and
prosody supports comprehension and can
engage an audience
Late Late Late Late
Reading automaticity and rate Reading automaticity and rate Monitoring reading fluency
 Demonstrate use of navigation pathways  Explain how effortless and accurate word  Reflect on and compare differences
to support fluency when engaging with reading, at a pace appropriate for text and between own oral reading fluency and
print, visual and multimodal texts purpose, can support reading fluency and silent reading fluency
Monitoring reading fluency comprehension
 Recognise that there are different Monitoring reading fluency

purposes and audiences for reading and  Monitor and adjust own goals for improving
adjust reading rate to suit a text’s purpose reading fluency

Reading comprehension (Stage 2)
EN2-RECOM-01 reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
The outcomes and content in Reading comprehension are best addressed in parallel with Oral language and communication, Vocabulary, Reading fluency, Creating written texts, and Understanding and
responding to literature. The tables within this section detail which term-specific Reading comprehension content points could be introduced to students. These should be revisited and consolidated
throughout the stage, based on assessment data.
Year A and Year B

Reading for interest and wide purposes Reading for interest and wide purposes Comprehending language Comprehending text structures and features
 Identify different purposes and strategies  Build topic knowledge, including key  Link the meanings of words and phrases  Identify and describe how text structure,
for reading vocabulary, and activate background across consecutive sentences to support features and language work together to
Comprehending language knowledge prior to and during reading local inferencing achieve a text’s purpose
 Identify similarities and compare Monitoring comprehension Comprehending language
 Use morphemic knowledge to read and
differences within and between texts by
understand the meaning of words  Reflect on own understanding of texts and  Identify different types of connectives used
making text-to-self, text-to-text and text-to-
 Use key words from a text to visualise monitor own goals for reading by the author that support inference
world connections
events, characters and settings when
making inferences and confirming Monitoring comprehension
predictions  Identify and use strategies to repair
Monitoring comprehension reading when meaning breaks down

 Ask questions to clarify meaning and
 Identify where meaning breaks down when
promote deeper understanding of a text
reading
Late Late Late Late
Reading for interest and wide purposes Comprehending text structures and features Comprehending language Monitoring comprehension
 Locate, select and retrieve relevant  Describe how multimodal features  Clarify and link the meanings of key words  Identify how their background knowledge is
information from a print or digital text and enhance meaning and contribute to across a text to support global inferencing used to actively build and adjust a mental
consider accuracy of information presented

Comprehending text structures and features salience in texts  Understand past, present and future tense model prior to and during reading
 Identify different structures and features of Comprehending language and their impact on text meaning
persuasive, informative and imaginative  Adjust own mental model as reading

texts presents new words and understanding
 Understand that literal information can be
sourced directly from a text and that
inferences can be made by using multiple
sources of information
Monitoring comprehension
 Make gist statements and record them to

monitor understanding
Year A only
Comprehending text structures and features Monitoring comprehension Monitoring comprehension

 Understand that dialogue is a common  Use information from paragraphs or  Reflect on reading experiences and identify
introduced content, based on assessment
feature of imaginative texts, signalled by chapters to group related ideas and texts of personal significance and pleasure
data.
quotation marks or speech bubbles to support summarisation of the whole text
indicate interactions between characters
Late Late Late Late
Comprehending language Comprehending language Reading for interest and wide purposes
 Identify and describe the difference  Use knowledge of homonyms to  Select and read texts of personal interest
between subjective and objective language understand metaphor and to support and to gather information for learning
data.
in texts inference

Year B only
Comprehending language Reading for interest and wide purposes Comprehending language
 Understand that word contractions are a  Determine the relevance of a text for a  Identify the adverbs, nouns and verbs that
feature of informal language and that specific purpose influence own emotional response to
data.
apostrophes of contraction are used to characters
signal missing letters
Late Late Late Late
Comprehending text structures and features Comprehending language Comprehending language

 Identify the difference between quoted  Identify word patterns, including repetition,  Identify different types of verbs that control
speech and reported speech that create cohesion or effect meaning
data.

Reading comprehension (Stage 3)
EN3-RECOM-01 fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
The outcomes and content in Reading comprehension are best addressed in parallel with Oral language and communication, Vocabulary, Creating written texts, and Understanding and responding to
literature. The tables within this section detail which term-specific Reading comprehension content points could be introduced to students. These should be revisited and consolidated throughout the
stage, based on assessment data.
Year A and Year B

Reading fluently Reading for interest and wide purposes Reading fluently Comprehending text structures and
 Syllabify, blend grapheme–phoneme  Adjust reading approach to suit the  Adjust reading rate to suit the purpose for features
correspondences and use morphemic purpose for reading reading and the complexity of the text  Analyse how the integration of
knowledge as strategies for reading words  Bring subject vocabulary, technical Comprehending language persuasive, informative and/or narrative
accurately vocabulary, background knowledge and structures within a text can enhance
 Analyse how the meanings of key words
Comprehending text structures and features conceptual knowledge to new reading effect
and phrases in sentences and across a text
tasks Monitoring comprehension
 Compare purposes for different texts and support local and global inferencing when
consider why authors and illustrators have Comprehending text structures and features reading  Reflect on personal connections with a
structured texts in particular ways  Use knowledge of text structure to navigate Monitoring comprehension text and identify how interests and
Comprehending language the text to locate specific information experiences can influence understanding
 Generate, monitor and adjust own goals for
Monitoring comprehension and appreciation of ideas presented
 Use morphology and etymology to work improving oral reading fluency and silent
out the meaning of unfamiliar words  Ask questions to clarify thinking, and to reading fluency
Monitoring comprehension provide reasons or evidence
 Monitor and repair reading when meaning

breaks down

Late Late Late Late
Reading fluently Reading fluently Comprehending language Reading for interest and wide purposes
 Efficiently follow signposting features to  Adjust prosodic reading to enhance  Recognise that a sequence of clauses may  Use and compare different texts on
navigate print and digital texts meaning and engage an audience use different tenses but remains connected similar themes or topics to synthesise
Reading for interest and wide purposes Comprehending text structures and features throughout a topic or section of text ideas or information
 Select texts from print or digital sources to  Analyse use of multimodal features to Monitoring comprehension Monitoring comprehension
gather and organise research on a topic enhance meaning within texts  Evaluate the effectiveness of  Analyse how language, background and
Comprehending language Comprehending language comprehension strategies used to support vocabulary knowledge, and inferencing
reading and interpretation of texts are used together to effectively build and
 Explain how modality can have subtle  Describe how own mental model is
adjust a mental model prior to and during
impacts on the meanings of words and adjusted as new words and information
reading
contribute to deeper understanding when deepen understanding during reading
reading
 Check the accuracy of own recorded gist

statements made during reading, before
summarising information to determine a
text’s main themes, ideas or concepts

Year A only
Comprehending language Monitoring comprehension Reading for interest and wide purposes
 Understand that sentence openers signal  Synthesise summaries of multiple texts  Select, compare and reflect on texts read for
what the sentence will be about, and that and share information with peers to personal interest
data.
the rest of the sentence can provide new generate, compare and contrast new
information conceptual understandings
Late Late Late Late
Reading for interest and wide purposes Comprehending language Comprehending language
 Compare and evaluate print and digital  Explain how language evokes responses  Identify lexical cohesive devices used by the
texts for their pertinence to a task, their when reading author that support understanding when
data.
authority and their level of detail reading
Comprehending language
 Compare and evaluate subjective and

objective language to identify bias

Year B only
Comprehending language Comprehending language Comprehending language

 Identify cause and effect, using knowledge  Recognise that personal narratives contain  Recognise that anaphors, such as pronouns
of causal connectives more subjective language, but factual and verb phrases, take their meanings from
data.
accounts of events contain more objective other parts of a text to support inference
language
 Categorise information or ideas and create

hierarchies to aid recall and support
summarisation
Late Late Late Late
Reading for interest and wide purposes Reading for interest and wide purposes
Further revision and consolidation of previously Further revision and consolidation of previously
 Use criteria to determine the accuracy and  Reflect on reading experiences and
introduced content, based on assessment data. introduced content, based on assessment
reliability of sourced information identify texts and language features that
data.
Monitoring comprehension are enjoyable
 Question the assertions made by authors

when engaging with print and digital texts

Creating written texts (Stage 2)
EN2-CWT-01 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-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
The outcomes and content in Creating written texts are best addressed in parallel with Oral language and communication, Vocabulary, Reading comprehension, Spelling, Handwriting and digital
transcription, and Understanding and responding to literature. The tables within this section detail which term-specific Creating written texts content points could be introduced to students. These should
be revisited and consolidated throughout the stage, based on assessment data.
Year A and Year B

Sentence-level grammar Informative purposes Imaginative purposes Text features for multiple purposes
 Use coordinating conjunctions in  Create informative written texts that include  Experiment with using and punctuating  Use temporal, conditional and causal
compound sentences to compare and headings, paragraphs beginning with topic dialogue in texts conjunctions within sentences, and as
contrast, or for addition sentences, and may conclude information in a Text features for multiple purposes connectives to link ideas across
 Select and use precise saying, thinking, final paragraph sentences for cohesion
 Maintain noun–pronoun referencing
acting, and relating verbs and verb groups Sentence-level grammar Sentence-level grammar
across a text for cohesion
to align with text purposes
Sentence-level grammar  Use simple, compound and complex
 Use declarative sentences to provide facts  Use subordinating conjunctions in complex
sentences of varying lengths for variation
or state a viewpoint sentences to signal sequence, reason or cause  Use adjectival clauses with noun groups
and readability
and effect to add information to subjects and
Punctuation
 Use imperative sentences to advise, provide objects Planning, monitoring and revising
 Use capital letters to indicate the beginning instructions, express a request or a command  Reflect on and monitor texts according to
Word-level language
of a sentence, proper nouns, headings and Punctuation given criteria, and respond to feedback
 Use personal pronouns to suit purpose
subheadings, to indicate the beginning of a from others
 Use apostrophes for contractions, and to show and to connect personally with the
poetry line, for emphasis, and when using
singular and plural possession audience
acronyms
Planning, monitoring and revising Planning, monitoring and revising
 Use commas between words in a list or to
separate adjectives when more than one is
used  Research, summarise and list topic-related  Create texts by drawing on personal and
Word-level language ideas when planning others’ experiences, and texts read,
viewed and listened to for inspiration
 Use adjectives to develop descriptive
and ideas
features
Planning, monitoring and revising
 Plan structures and language to suit the

purpose of a text
Late Late Late Late
Text features for multiple purposes Text features for multiple purposes Text features for multiple purposes Text features for multiple purposes
 Select and use multimodal features to add  Use language to create imagery or humour,  Maintain appropriate, consistent past,  Maintain correct subject–verb agreement
meaning including idioms, puns, simile and present or future tense across a text throughout a text
Sentence-level grammar personification Sentence-level grammar
 Use exclamatory sentences to emphasise Planning, monitoring and revising  Create cause-and-effect statements
a point or express a strong emotion  Proofread, revise and edit written texts to refine Punctuation
 Use interrogative sentences to ask a direct language, correct spelling and ensure
 Use a comma to separate a dependent
question, or for rhetorical effect to engage cohesion and engagement for the reader
clause before a main clause
the reader with a viewpoint
 Use adverbial phrases or clauses to add
information to the verb or verb group of the  Create texts using digital technologies
main or other clauses, to provide reasons
for or circumstances
Punctuation
 Understand and use quoted and reported

text or speech in own writing
Word-level language
 Use topic-specific Tier 2 and Tier 3

vocabulary to demonstrate authority

Year A only
Imaginative purposes Informative purposes Imaginative purposes Informative purposes
 Sequence ideas and actions into  Create written factual and historical  Create imaginative texts to engage an  Create written texts that explain how or
paragraphs aligned to the stages of the accounts that include an introduction with audience, using first person or third person why something happens through a series
text, to provide elaborated details about the who, what, when, where and why of an narrative voice of steps, including an opening statement
settings, character motives and actions experience or event, a description of a and a conclusion
series of events and a conclusion
Text features for multiple purposes
 Use definite articles for particular things

and indefinite articles for general things for
cohesion
Late Late Late Late
Persuasive purposes Imaginative purposes Persuasive purposes

 Create written texts that argue a viewpoint  Experiment with poetry to include  Use facts or opinions to reinforce a
using rhetorical devices to persuade an innovative use of punctuation to suit viewpoint
audience purpose and for effect
 Use a structure that includes a statement Word-level language
of position, has sequenced paragraphs
 Experiment with words, word order and
and a conclusion
repetition for rhetorical effect or to create
Word-level language atmosphere
 Experiment with modality to indicate
probability, occurrence, obligation or
inclination

Year B only
Imaginative purposes Informative purposes Imaginative purposes Informative purposes
 Use an orientation, complication, resolution  Create written texts that describe  Experiment using second person narrative  Create written texts that instruct, that may
structure to create narratives centred on experiences and observations to connect voice for effect include a statement of purpose or goal, a
time, place and characters with and inform an audience list of resources and a series of steps
Sentence-level grammar
 Use verb sentence openers to indicate

action processes
Punctuation
 Use bullet points or numbering to list items

or a sequence of steps
Late Late Late Late
Persuasive purposes Imaginative purposes Word-level language

 Sequence argument points in paragraphs  Experiment with different poetic forms  Use synonyms to replace words to avoid
that begin with a topic sentence and using stanzas repetition and engage the reader
support the development of ideas
 Experiment with modality to modulate an
argument for persuasive effect

Creating written texts (Stage 3)
EN3-CWT-01 plans, creates and revises written texts for multiple purposes and audiences through selection of text features, sentence-level grammar, punctuation and word-level language
The outcomes and content in Creating written texts are best addressed in parallel with Oral language and communication, Vocabulary, Reading comprehension, Spelling, Handwriting and digital
transcription, and Understanding and responding to literature. The tables within this section detail which term-specific Creating written texts content points could be introduced to students. These should
be revisited and consolidated throughout the stage, based on assessment data.
Year A and Year B

Text features for multiple purposes Sentence-level grammar Imaginative purposes Sentence-level grammar
 Create written texts that include multiple  Create nominalisations to convey abstract  Choose and control narrative voice across a  Vary sentence structures or lengths
paragraphs with clear, coherent transition ideas and concepts succinctly and text when using simple, compound and
of ideas authoritatively Text features for multiple purposes complex sentences, with a focus on
Sentence-level grammar Punctuation achieving clarity and effect suited to text

 Maintain correct noun–pronoun referencing,
purpose
 Make choices about verbs and verb groups  Use parentheses in the first instance when subject–verb agreement and use temporal,
to achieve precision and add detail abbreviating names using acronyms, and conditional and causal connectives to build Planning, monitoring and revising
 Include appositives to provide details to when acknowledging a source cohesive links across a text  Reflect on own writing by explaining and
nouns and to vary sentence structures Planning, monitoring and revising Sentence-level grammar justifying authorial decisions regarding
suited to text purpose text-level features, sentence-level
 Select text formats for combined purposes,  Experiment with embedding adjectival
Punctuation grammar, punctuation and word-level
creating hybrid texts for target audiences clauses with the subject and/or object of
language
 Research and summarise information from other clauses, to modify the meaning or to
 Use capital letters at the beginning of a
several sources to plan for writing add detail to a noun or noun group
sentence, to indicate proper nouns, for
headings and subheadings, to indicate the Punctuation
beginning of a poetry line, for emphasis,  Use quotation marks consistently across a
and when using acronyms text to distinguish words that are spoken by
 Use a comma to separate a subordinate characters in dialogue or words authored by
clause or a phrase from the main clause, others
or to separate information within a

sentence, or to separate items in a list
 Use print or digital tools to plan, sequence,

create, revise, edit and publish texts
Late Late Late Late
Text features for multiple purposes Text features for multiple purposes Text features for multiple purposes
Further revision and consolidation of
 Choose multimodal features suited to a  Experiment with figurative language for  Control tense across a text according to
previously introduced content, based on
target audience and purpose, to reinforce effect and to engage the reader, including purpose, shifting between past, present and
assessment data.
and extend ideas metaphor, hyperbole, oxymoron and allusion future tense if required
Sentence-level grammar Planning, monitoring and revising Sentence-level grammar
 Re-read, proofread and edit own and other’s  Experiment with the use of non-finite verbs
 Experiment with the placement of adverbial
writing, and use criteria and goals in in adverbial clauses
clauses, to modify the meaning or to add
response to feedback Planning, monitoring and revising
detail to a verb or verb group
 Make choices about the use of declarative,  Create texts using digital technologies
exclamatory, interrogative and imperative suited to a target audience and purpose, to
sentences to suit text purpose, and for support and enhance the development of
meaning and effect ideas
Word-level language
 Use topic-specific Tier 2 and Tier 3

vocabulary intentionally to add credibility
and enhance authority
 Assess the reliability and authority of

sources, including digital sources, when
researching and acknowledging texts

Year A only
Imaginative purposes Informative purposes Text features for multiple purposes Informative purposes
 Make creative choices about temporal and  Develop informative texts that include  Use word repetition and word  Choose text formats with appropriate text
spatial settings, character profiles and headings, ideas grouped into paragraphs that associations as cohesive devices across structures, features and language to
motives to enhance reader engagement include a topic sentence, and a paragraph with texts inform target audiences
concluding information
 Create factual and historical accounts that
incorporate broader contextual information
Late Late Late Late
Persuasive purposes Imaginative purposes Persuasive purposes

 Group ideas to develop a statement of  Choose literary forms with appropriate text  Present arguments from one or multiple
position, and clear, logical lines of structures, features and language to engage viewpoints to persuade target audiences
data.
argument that synthesise points, and target audiences Text features for multiple purposes
structure a rhetorically effective conclusion Word-level language  Substitute specific nouns with all-
 Create objective, impersonal arguments
 Experiment with word choices to create purpose words as a cohesive device to
 Combine personal and objective
humour, for clarity or emphasis, to suit replace verb groups, noun groups or
arguments for persuasive effect
audience and purpose whole clauses
Word-level language
Punctuation
 Control modality related to probability,
 Understand that texts, such as poetry, may
occurrence, obligation or inclination for
include innovative use of punctuation, and
precision
experiment with punctuation to suit purpose
and for effect

Year B only
Imaginative purposes Informative purposes Punctuation Text features for multiple purposes
 Experiment with characterisation  Compare and contrast or discuss cause and  Understand and use simple hyphenation  Acknowledge sources of information to
Punctuation effect through sequenced paragraphs generalisations add credibility and authority to arguments
 Describe and/or explain ideas through logically and information
 Experiment with dashes and parentheses
sequenced paragraphs
for humorous or ironic effect
Late Late Late Late
Persuasive purposes Imaginative purposes Imaginative purposes

 Choose text formats with appropriate text  Select and use poetic forms to descriptively  Experiment with the development of
structures, features and language to express ideas thematic elements
data.
persuade a target audience Word-level language
 Use rhetorical devices targeted to the
 Select and use a range of synonyms in
audience
a longer text, for precision and to create
 Use modality to qualify or strengthen
variety for reader engagement
arguments

Spelling (Stage 2)
EN2-SPELL-01 selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts
The outcomes and content in Spelling are best addressed in parallel with Vocabulary, Reading comprehension, Creating written texts, and Understanding and responding to literature. The tables within
this section detail which term-specific Spelling content points could be introduced to students. These should be revisited and consolidated throughout the stage, based on assessment data.
Year A and Year B

Phonological component Morphological component Orthographic component

 Explain how to segment multisyllabic  Identify prefixes that require no change to the  Use spelling reference tools where
words into syllables and phonemes, and base word or root when they are affixed, and required and recognise that spellcheck
apply this knowledge when spelling apply this knowledge when spelling accuracy may depend on
 Identify differences in vowel phonemes Orthographic component understanding the word
(short, long, diphthong and schwa Morphological component
 Understand that graphemes can be explained
vowels)
by their etymology  Correctly spell taught homophones
Orthographic component when creating written texts
 Apply knowledge of taught vowel
graphemes when spelling
Morphological component
 Identify inflected suffixes, explaining

when and how to treat base words when
they are affixed, and apply this
knowledge when spelling

Late Late Late Late
Orthographic component Morphological component Phonological component

 Understand that some graphemes are  Identify derivational suffixes such as -able, -  Recognise stressed and unstressed
dependent on their position in a word in ness, -ian and -ment, explaining when and how syllables in multisyllabic words and
English and apply this knowledge when to treat base words when they are affixed, and apply this knowledge when spelling
spelling apply this knowledge when spelling  Understand that the schwa occurs in
 Proofread, identify and correct  Correctly spell irregular plural words across a an unstressed syllable and apply this
misspellings when creating written texts range of written contexts knowledge when spelling

Spelling (Stage 3)
EN3-SPELL-01 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
The outcomes and content in Spelling are best addressed in parallel with Vocabulary, Reading comprehension, Creating written texts, and Understanding and responding to literature. The tables within
this section detail which term-specific Spelling content points could be introduced to students. These should be revisited and consolidated throughout the stage, based on assessment data.
Year A and Year B

Phonological component Morphological component Morphological component

 Segment unfamiliar multisyllabic words  Explain and use spelling conventions for  Correctly spell taught homophones when
into syllables and phonemes as a assimilated prefixes such as in-, ad-, com- creating written texts across a range of
data.
strategy when spelling writing topics and learning areas
Orthographic component
 Recognise that the same grapheme can

represent different phonemes
Morphological component
 Explain and use spelling conventions to

add derivational suffixes such as -ion, -
ian, -ence, -ous to base words or roots
Late Late Late Late
Orthographic component Orthographic component Orthographic component

 Proofread written texts to correct  Apply and explain graphemes identified by their  Apply infrequently occurring graphemes
misspellings, making use of spelling etymology and letter patterns when spelling base
data.
reference tools where required Morphological component words in a range of writing contexts
 Explain the etymology of taught roots and apply

this knowledge when creating written texts

Handwriting and digital transcription (Stage 2)
EN2-HANDW-01 forms legible joined letters to develop handwriting fluency
EN2-HANDW-02 uses digital technologies to create texts
The outcomes and content in Handwriting and digital transcription are best addressed in parallel with Creating written texts and Understanding and responding to literature. The tables within this section
detail which term-specific Handwriting and digital transcription content points could be introduced to students. These should be revisited and consolidated throughout the stage, based on assessment
data. Note: In Stage 2 Handwriting and digital transcription content is introduced in a sequenced manner across Year 3 and Year 4. This is demonstrated through parentheses in the table below.
Year A and Year B

Handwriting legibility and fluency Handwriting legibility and fluency Handwriting legibility and fluency
 Understand that legible handwriting is  Join letters using consistent size and  Apply appropriate pressure when joining
consistent in size and spacing and can spacing to develop fluency (Year 3) letters (Year 3)
support learning (Year 3)  Sustain the NSW Foundation Style cursive Software functionalities and typing
 Join letters when writing familiar words to facilitate fluency and legibility across a
 Use word-processing program functions or
(Year 4) text (Year 4)
augmentative and alternative
communication (AAC) to draft and revise
texts (Year 4)
Late Late Late Late
Software functionalities and typing Software functionalities and typing Software functionalities and typing
 Position a chosen device in a way that  Select and insert visual, print and audio
 Use knowledge of the keyboard layout and introduced content, based on assessment data.
facilitates efficient and sustained text elements into texts (Year 3)
functions to type texts (Year 3)
creation (Year 3)  Further revision and consolidation of
 Search, filter, select, download and save
 Monitor goals that build on typing accuracy previously introduced content, based on
relevant digital information (Year 4)
and rate (Year 4) assessment data (Year 4)

Handwriting and digital transcription (Stage 3)
EN3-HANDW-01 sustains a legible, fluent and automatic handwriting style
EN3-HANDW-02 selects digital technologies to suit audience and purpose to create texts
The outcomes and content in Handwriting and digital transcription are best addressed in parallel with Creating written texts, and Understanding and responding to literature. The tables within this section
detail which term-specific Handwriting and digital transcription content points could be introduced to students. These should be revisited and consolidated throughout the stage, based on assessment
data.
Year A and Year B

Handwriting legibility and fluency Handwriting legibility and fluency Handwriting legibility and fluency Software functionalities and typing
 Sustain writing with a legible, fluent and  Adjust handwriting style to suit writing  Use handwriting efficiently in formal and  Evaluate and select applications and tools
personal handwriting style across a text purpose informal situations to create text to suit audience and purpose
Late Late Late Late
Software functionalities and typing Software functionalities and typing Software functionalities and typing
 Navigate the keyboard with efficiency and  Reflect on and monitor typing accuracy  Use taught shortcut functions on digital
accuracy when typing words, numerals, and rate according to goals and given tools to facilitate text creation
punctuation and other symbols criteria
 Understand that the position of the device
in relation to the user can affect posture
and glare

Understanding and responding to literature (Stage 2)
EN2-UARL-01 identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
The outcomes and content in Understanding and responding to literature are best addressed in parallel with Oral language and communication, Vocabulary, Reading comprehension, Creating written
texts, Spelling, and Handwriting and digital transcription. The tables within this section detail which term-specific Understanding and responding to literature content points could be introduced to students.
These should be revisited and consolidated throughout the stage, based on assessment data.
Year A only
Narrative Perspective and context Characterisation Narrative
 Describe how narratives set up  Identify and discuss the purpose of a text,  Identify how authors use dialogue to  Identify the purpose and structure of
expectations using familiar, real and and its intended audience, mode and convey what characters say and think, and Aboriginal and Torres Strait Islander
imagined characters, situations and medium experiment with dialogue when creating cultural narratives
phrases texts Imagery, symbol and connotation
 Describe connections between own or  Describe ways in which characters are
 Recognise how Aboriginal and Torres
shared experiences and those depicted in represented in literature and experiment
Strait Islander authors use imagery and
narratives with characterisation when creating texts
symbols in texts
Characterisation
 Recognise that characters may be

identified through familiar, individual or
group characteristics
Late Late Late Late
Genre Imagery, symbol and connotation Theme

 Understand that genre refers to texts that  Identify figurative language in literature and  Describe the difference between themes
are grouped according to purpose, subject how it can influence meaning, and and topics in literature
matter, form, structure and language experiment with figurative language when Perspective and context
choices, and that a type of text can differ in creating texts
 Identify and describe ways in which

mode and medium perspective is represented in literature
Argument and authority  Understand how context informs the

setting within a text, and experiment with
 Recognise that an argument is not a
setting for different contexts when creating
dispute but can be a single perspective
texts
that is presented or defended
 Describe the difference between
authorship and authority

Year B only
Narrative Perspective and context Characterisation Perspective and context
 Describe the interplay of plot, character  Understand that literature is created by  Understand that characterisation refers to  Describe how Aboriginal and/or Torres
and setting in different types of narratives drawing upon personal, social and cultural the qualities attributed to real and imagined Strait Islander authors use language to
 Describe how narrative conventions contexts and perspectives characters, including their personality and build cultural understanding and context
engage the reader emotional attributes
Characterisation  Describe how characters invite emotional

engagement with literature
 Describe how a character drives the plot in
a narrative Narrative
 Experiment with narrative structures and

narrative conventions encountered in
literature when creating texts
Late Late Late Late

 Identify different text genres when a text is  Recognise imagery and symbols in  Identify themes in literature, recognising
characterised by more than a single genre literature that there may be multiple themes within
Argument and authority  Describe how words, sounds, images, and between texts
logos and colour contribute to meaning in
 Understand that to control impact and
literature
effect authors make intentional choices
about language, form and structure

Understanding and responding to literature (Stage 3)
EN3-UARL-01 analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when 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
The outcomes and content in Understanding and responding to literature are best addressed in parallel with Oral language and communication, Vocabulary, Reading comprehension, Creating written
texts, Spelling, and Handwriting and digital transcription. The tables within this section detail which term-specific Understanding and responding to literature content points could be introduced to students.
These should be revisited and consolidated throughout the stage, based on assessment data.
Year A only
Narrative Perspective and context Characterisation Narrative
 Recognise that narratives reflect both  Identify how perspective is made evident  Analyse how engagement with characters  Describe the difference in purpose
personal and common lived experiences through authorial choices within and between texts invites enjoyment between Aboriginal Dreaming stories and
and offer models of behaviour, which may of literature Aboriginal Songlines
be rejected or accepted Imagery, symbol and connotation
Characterisation  Describe how Aboriginal and Torres Strait
 Analyse attributes of character and use Islander authors use symbols and imagery
similar attributes when creating texts to share cultural perspectives and stories
in texts
Late Late Late Late

 Examine and experiment with elements in  Analyse how figurative language in  Identify core social, personal and moral
literature that do not follow the form and literature can enhance meaning and affect messages within and between texts
function of a single genre the audience Perspective and context
Argument and authority  Explore how perspective is influenced by
 Understand the authority given to personal, social and cultural contexts

objectivity versus subjectivity in arguments

 Analyse and compare features within and
between texts, that characterise an
authoritative style

Year B only
Narrative Perspective and context Narrative Perspective and context
 Describe how patterns in narratives set up  Reflect on and explain how personal,  Describe how narrative conventions  Describe how Aboriginal and Torres Strait
expectations and notice when those social and cultural context is expressed in engage the reader through models of Islander authors’ language use promotes a
patterns are subverted own texts behaviour, and apply narrative conventions shared understanding of cultural context
Characterisation when creating texts
 Recognise how character archetypes and Characterisation
stereotypes are represented in literature  Identify the ways different elements of a

text contribute to character development
and adapt these elements when creating
texts
Late Late Late Late

 Explain how genre can be recognised by  Recognise recurring and universal symbols  Identify and describe messages common
established codes and conventions that and imagery in literature, describe their to lived experiences that recur in literature
govern content and construction of meanings and experiment with symbol and and use these representations when
literature, and apply this knowledge when imagery when creating texts creating texts
creating texts
Argument and authority
 Recognise how an argument is influenced

by perspective and create texts that adopt
a perspective beyond personal experience
 Compare the reliability and validity of texts
to make judgements about their authority

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English 3 6 Multi Age Scope and Sequence

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English 3-6 multi-age – Scope and sequence

© NSW Department of Education, Mar-24

Focus areas Organisation of content

Some content is mapped for introduction in Year A only.

Some content is mapped for introduction in Year B only.

Some content is mapped for introduction in Year B only.

© NSW Department of Education, Mar-24

© NSW Department of Education, Mar-24

Oral language and communication (Stage 2)

Year A and Year B

Early Early Early Early

Interacting Interacting Listening for understanding Interacting

Presenting how these affect the audience

 Plan and deliver spoken presentations

© NSW Department of Education, Mar-24

Term 1 Term 2 Term 3 Term 4

Late Late Late Late

Listening for understanding Interacting Interacting Presenting

Presenting spoken presentation

© NSW Department of Education, Mar-24

Oral language and communication (Stage 3)

Year A and Year B

Early Early Early Early

Interacting Interacting Interacting Interacting

 Deliver presentations suited to purpose  Select multimedia components, visual

© NSW Department of Education, Mar-24

Term 1 Term 2 Term 3 Term 4

Late Late Late Late

Listening for understanding Interacting Listening for understanding Presenting

© NSW Department of Education, Mar-24

Year A and Year B

Early Early Early Early

Late Late Late Late

© NSW Department of Education, Mar-24

Term 1 Term 2 Term 3 Term 4

Year A and Year B

Early Early Early Early

Late Late Late Late

© NSW Department of Education, Mar-24

Term 1 Term 2 Term 3 Term 4

language features encountered in texts  Describe multiple meanings of words,

Defining and analysing words including their metaphorical uses

 Evaluate the effectiveness of modal words

© NSW Department of Education, Mar-24

Reading fluency (Stage 2 only)

Year A and Year B

Early Early Early Early

Late Late Late Late

Monitoring reading fluency comprehension

 Recognise that there are different Monitoring reading fluency

© NSW Department of Education, Mar-24

Term 1 Term 2 Term 3 Term 4

© NSW Department of Education, Mar-24

Reading comprehension (Stage 2)

Year A and Year B

Early Early Early Early

predictions  Identify and use strategies to repair

Monitoring comprehension reading when meaning breaks down

Late Late Late Late

© NSW Department of Education, Mar-24

Term 1 Term 2 Term 3 Term 4