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NSW Curriculum
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K–10English K–10 Syllabus (2022)

Record of changes
OverviewRationaleAimOutcomesContentAssessmentGlossaryTeaching and learning support

Content

Life Skills

Life Skills for Stage 4/5

Through collaborative curriculum planning, it may be decided that Life Skills outcomes and content are the most appropriate option for some students with intellectual disability.

Understanding and responding to texts A
Representation

  • Communicate understanding that all language and text represent ideas

Code and convention

  • Explore the differences between language used in Loading  and written Loading 

  • Recognise that different texts have different features

  • Explore how language is used in different relationships and Loading 

  • Loading  the Loading  of a range of texts

  • Identify the Loading  of a range of texts

  • Identify the meaning conveyed in a range of texts

  • Recognise how language forms and features change according to audiences

  • Recognise that Loading  has been influenced by a range of languages and dialects

  • Explore Loading  and Loading  used in texts by Aboriginal and/or Torres Strait Islander communities

  • Identify how information is conveyed in a range of texts

  • Explore features and structures of texts

  • Reflect on the purpose of the language, visual features and/or structure of texts

Connotation, imagery and symbol

  • Explore words, signs and symbols used in texts and how they convey meaning

  • Engage with clichés and colloquial or non-literal language

  • Identify Loading  used in texts

  • Explore Loading  and sensory language in texts

  • Recognise feelings evoked or connections made when engaging with imagery and symbols in texts

  • Explore the tone and mood of texts

Point of view

  • Recognise that different people have different points of view

  • Identify what a Loading  in a text sees, feels and knows

  • Explore changes to points of view in a text

Characterisation

  • Recognise different characters in a text

  • Engage with characters as Loading  of people, including stereotypes

  • Explore the ways characters are constructed in texts

  • Respond to characters using personal, lived experiences

Narrative

  • Recognise that stories can be real or imagined

  • Identify the sequence of events in a text

  • Identify features or elements of a Loading 

  • Explore how narrative texts are structured to shape meaning

  • Explore how personal experiences have been represented through narratives

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