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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


Stage 3

Reading comprehension
Reading fluently
  • 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

Reading for interest and wide purposes
  • 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

Comprehending text structures and features
  • 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

Comprehending language
  • 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 phrases, 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

Monitoring comprehension
  • 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

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