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.
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 contexts.
Content
Stage 3
- EN3-RECOM-01
fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension
Syllabify, blend grapheme–phoneme correspondences and use morphemic knowledge as strategies for reading words accurately
Adjust reading rate to suit the purpose for reading and the complexity of the text
Adjust prosodic reading to enhance meaning and engage an audience
Efficiently follow signposting features to navigate print and digital texts
Select, compare and reflect on texts read for personal interest
Reflect on reading experiences and identify texts and language features that are enjoyable
Select texts from print or digital sources to gather and organise research on a topic
Use criteria to determine the accuracy and reliability of sourced information
Adjust reading approach to suit the purpose for reading
Bring subject vocabulary, technical vocabulary, background knowledge and conceptual knowledge to new reading tasks
Compare and evaluate print and digital texts for their pertinence to a task, their authority and their level of detail
Use and compare different texts on similar themes or topics to synthesise ideas or information
Use knowledge of text structure to navigate the text to locate specific information
Analyse how the integration of persuasive, informative and/or narrative structures within a text can enhance effect
Compare purposes for different texts and consider why authors and illustrators have structured texts in particular ways
Analyse use of multimodal features to enhance meaning within texts
Use morphology and etymology to work out the meaning of unfamiliar words
Describe how own mental model is adjusted as new words and information deepen understanding during reading
Explain how language evokes responses when reading
Explain how modality can have subtle impacts on the meanings of words and contribute to deeper understanding when reading
Identify lexical cohesive devices used by the author that support understanding when reading
Recognise that anaphors, such as pronouns and verb groups, take their meanings from other parts of a text to support inference
Identify cause and effect, using knowledge of causal connectives
Understand that sentence openers signal what the sentence will be about, and that the rest of the sentence can provide new information
Analyse how the meanings of key words and phrases in sentences and across a text support local and global inferencing when reading
Recognise that personal narratives contain more subjective language, but factual accounts of events contain more objective language
Compare and evaluate subjective and objective language to identify bias
Recognise that a sequence of clauses may use different tenses but remains connected throughout a topic or section of text
Analyse how language, background and vocabulary knowledge, and inferencing are used together to effectively build and adjust a mental model prior to and during reading
Monitor and repair reading when meaning breaks down
Evaluate the effectiveness of comprehension strategies used to support reading and interpretation of texts
Ask questions to clarify thinking, and to provide reasons or evidence
Question the assertions made by authors when engaging with print and digital texts
Check the accuracy of own recorded gist statements made during reading, before summarising information to determine a text’s main themes, ideas or concepts
Categorise information or ideas and create hierarchies to aid recall and support summarisation
Synthesise summaries of multiple texts and share information with peers to generate, compare and contrast new conceptual understandings
Reflect on personal connections with a text and identify how interests and experiences can influence understanding and appreciation of ideas presented
Generate, monitor and adjust own goals for improving oral reading fluency and silent reading fluency