K–10English K–10 Syllabus
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.
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 contexts.
Content
Life Skills
The Life Skills outcomes codes have changed from ENLS-URT-01 to ENLS-URA-01; ENLS-URT-02 to ENLS-URB-01; ENLS-URT-03 to ENLS-URC-01; ENLS-EIP-01 to ENLS-ECA-01; ENLS-EIP-02 to ENLS-ECA-02; and ENLS-EIP-03 to ENLS-ECB-01.
These codes have also been updated in relevant support materials.
- ENLS-ECA-01
composes texts for everyday purposes
- ENLS-ECA-02
composes texts using language conventions for specific purposes and audiences
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.
Compose texts for personal and practical purposes
Complete writing in scaffolded ways for a variety of purposes
Use language appropriate to purpose
Recount stories or personal experiences
Respond imaginatively to a written or multimodal text
Create mood or tone using vocabulary and/or language features
Compose, informative, persuasive, analytical or imaginative texts in response to a text
Compose texts using language forms, features or structures to communicate with or engage an audience
Select and use a range of modes, media or technology to represent ideas
Create a visual or multimodal text to convey a message
Combine visual and language features to create texts
Combine visual and language features to create mood or tone
For students who are d/Deaf or hard of hearing, this will be through signing as well as, or instead of, speaking. 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 form.
Communicate a personal experience or idea
Recognise how nonverbal language can support or enhance meaning in spoken texts
Understand that intonation, pace and emphasis for clarity enhance meaning when delivering spoken texts
Use language forms and features appropriate to spoken texts
Identify structures of informative, persuasive, analytical or imaginative texts
Use scaffolds to create informative, persuasive, analytical or imaginative texts
Sequence ideas when composing informative, persuasive, analytical or imaginative texts
Compose a text with a central idea
Explore different strategies, including writing conventions and processes, to enhance texts
Experiment with texts to develop creativity in writing
Create simple, compound or complex sentences to communicate a message
Explore grammar conventions at sentence level
Apply grammar conventions to create accurate and logical sentences
Recognise the purpose of punctuation conventions
Use punctuation conventions to create accurate and logical sentences
Recognise spelling patterns in familiar words
Engage phonological, orthographic or morphological strategies to spell unfamiliar or technical words
Use and extend familiar vocabulary to compose texts
Explore words with multiple meanings
Consider personal experiences to select vocabulary to compose texts
Select topic-specific vocabulary to compose texts