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 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
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
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
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
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