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.
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.
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-RVL-01
engages with a range of texts
- ENLS-RVL-02
uses reading strategies when engaging with a range of texts
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.
Recognise photographs, symbols, sounds and images as representations of familiar people, places and objects
Recognise nonverbal indicators associated with listening behaviours
Engage in active listening behaviours
Blend grapheme–phoneme correspondences to decode words
Use listening and/or viewing strategies to facilitate understanding when engaging with texts
Explore different texts in familiar or unfamiliar contexts
Respond to and/or ask questions when engaging with different texts
Use reading, viewing and/or listening tools or programs
Read texts aloud with automaticity and prosody
Read texts with familiar vocabulary
Identify unfamiliar words used in familiar contexts
Engage in shared reading, viewing and/or listening experiences
Access and use reading, viewing and/or listening strategies when engaging with texts
Use spelling conventions to infer the meaning of unfamiliar words
Access information from texts
Recognise and interpret symbols and images in everyday contexts
Explore symbols that have universal meaning
Recognise that ideas and information can be supported and reinforced by visuals
Engage with written, spoken, visual or multimodal texts for different purposes and audiences
Recognise familiar words and their meanings
Explore the main idea or theme of a written, spoken, visual or multimodal text
Identify the meaning or purpose of texts through skimming and scanning, predicting, self-correcting, contextual clues or re-reading
Interpret literal and implied meanings in written, spoken, visual or multimodal texts
Engage with written, spoken, visual or multimodal texts by Aboriginal and Torres Strait Islander Peoples
Communicate a personal response to written, spoken, visual or multimodal texts
Engage with written, spoken, visual or multimodal texts to compare or contrast information
Engage with texts for interest or enjoyment
Engage with texts that prompt a personal response
Engage with texts that present a range of perspectives, including those of Aboriginal and Torres Strait Islander Peoples
Read texts that offer increasing levels of challenge to develop or improve reading skills
Reflect on personal learning
Reflect on personal reading
Reflect on how reading has challenged their perspective
Share reading experiences with peers and/or familiar people
Reflect on the reading strategies or tools that support comprehension