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NSW Curriculum
NSW Education Standards Authority

K–10English K–10 Syllabus

Record of changes
Implementation for K–2 from 2023 and 3–10 from 2024
Expand for detailed implementation advice


Stage 3

Understanding and responding to literature
  • Describe how narrative conventions engage the reader through models of behaviour, and apply narrative conventions when creating texts

  • 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 subverted

  • Describe the difference in purpose between Aboriginal Dreaming stories and Aboriginal Songlines

  • Analyse attributes of character and use similar attributes when creating texts

  • Recognise how character archetypes and stereotypes are represented in literature

  • Analyse how engagement with characters within and between texts invites enjoyment of literature

  • Identify the ways different elements of a text contribute to character development and adapt these elements when creating texts

Imagery, symbol and connotation
  • Analyse how figurative language in literature can enhance meaning and affect the audience

  • Recognise recurring and universal symbols and imagery 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 perspectives and stories in texts

  • Explain how genre can be recognised by established codes and conventions that govern content and construction of literature, and apply this knowledge when creating texts

  • Examine 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 representations when creating texts

Perspective and context
  • Identify how perspective is made evident through authorial choices

  • Explore how perspective is influenced by personal, social and cultural contexts

  • 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

Argument and authority
  • Recognise how an argument is influenced by perspective and create texts that adopt a perspective beyond personal experience

  • Understand the authority given to objectivity versus subjectivity in arguments

  • Analyse and compare features within and between texts, that characterise an authoritative style

  • Compare the reliability and validity of texts to make judgements about their authority

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