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
Stage 2
- EN2-OLC-01
communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
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.
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
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
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
Identify connective vocabulary that supports cohesion and understanding in a spoken text
Make notes when listening to spoken texts, asking questions to clarify or follow up on information and seeking assistance if required
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
Understand that rhetorical questions can be used for intentional effect
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
Plan and deliver spoken presentations using language and structure to suit purpose and audience
Adjust volume, pace and intonation to enhance meaning when presenting and reciting
Use temporal connectives to sequence planned information in a presentation
Select and use prepositional, adverbial and adjectival phrases to extend communication and to suit the intended purpose of a planned and delivered spoken presentation
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
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
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
Identify features of nonverbal communication that contribute to own or others’ enjoyment and understanding
Plan and deliver a series of visuals or digital presentations using structure and language to suit purpose and 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