K–10English K–10 Syllabus
We want to hear about the quality texts students read in their study of English K−10.
Take part in a survey to share the texts you use for effective teaching and learning that target English K–10 Syllabus (2022) outcomes and content. Your feedback will help to inform future support material.
The survey is open from Monday 26 May to Friday 4 July 2025.
Implementation from 2024
The new English K–10 Syllabus (2022) is to be implemented from 2024 and replaces the English K–10 Syllabus (2012).
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
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
Loading how Loading Loading engage the reader through models of behaviour, and apply narrative conventions when creating Loading
Recognise that narratives reflect both personal and common lived experiences and offer models of behaviour, which may be rejected or accepted
Describe how patterns in narratives set up expectations and notice when those patterns are Loading
Describe the difference in Loading between Aboriginal Loading stories and Loading
Loading attributes of Loading and use similar attributes when creating texts
Recognise how character archetypes and stereotypes are represented in Loading
Analyse how engagement with characters within and between texts invites enjoyment of literature
Loading the ways different elements of a text contribute to character development and adapt these elements when creating texts
Analyse how Loading in literature can enhance meaning and affect the Loading
Recognise recurring and universal Loading and Loading in literature, describe their meanings and experiment with symbol and imagery when creating texts
Describe how Aboriginal and Torres Strait Islander authors use symbols and imagery to share cultural Loading and stories in texts
Loading how Loading can be recognised by established Loading that govern content and construction of literature, and apply this knowledge when creating texts
Loading and experiment with elements in literature that do not follow the form and function of a single genre
Identify core social, personal and moral messages within and between texts
Identify and describe messages common to lived experiences that recur in literature and use these Loading when creating texts
Identify how perspective is made evident through authorial choices
Explore how perspective is influenced by personal, social and cultural Loading
Describe how Aboriginal and Torres Strait Islander authors’ language use promotes a shared understanding of cultural context
Reflect on and explain how personal, social and cultural context is expressed in own texts
Recognise how an Loading is influenced by perspective and Loading texts that adopt a perspective beyond personal experience
Understand the Loading given to objectivity versus subjectivity in arguments
Analyse and Loading features within and between texts, that characterise an authoritative Loading
Compare the reliability and validity of texts to make judgements about their authority