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 4
- EN4-RVL-01
uses a range of personal, creative and critical strategies to read texts that are complex in their ideas and construction
Apply Loading pathways to determine form, Loading and meaning
Use contextual cues to infer the meaning of unfamiliar words
Apply a range of strategies to develop Loading in reading aloud, including an understanding of pace, tone and Loading
Revisit Loading to develop a clear understanding of the Loading , ideas and attitudes they express
Explore the main ideas and thematic concerns posed by a text for meaning
Engage with the ways texts contain layers of meaning, or multiple meanings
Loading and understand that relevant Loading and personal experience enables and enhances understanding when reading, viewing or listening to texts
Loading personal responses to Loading , situations and issues in texts, recognising the role of written, oral or visual language in influencing these personal responses
Explain how the use of language forms and features in texts might create multiple meanings
Using a range of texts, Loading how Aboriginal and Torres Strait Islander authors convey connections between Culture and identity
Understand how language use evolves over time and in different places and Loading , and is influenced by technological and social developments
Read texts selected to challenge thinking, develop interest and promote enjoyment, to prompt a personal response
Read a variety of texts that present a range of Loading and experiences, including those of Loading , and respond in a range of ways, including sustained written responses where appropriate
Read texts of interest for sustained periods of time and respond to this reading in a variety of ways
Use strategies to enhance interest and overcome challenges experienced when reading
Communicate purposefully with peers in response to texts
Understand the ways reading helps us understand ourselves and make connections to others and to the world
Reflect on how reading, viewing and listening to texts has informed learning
Reflect on how an understanding of texts can be enhanced through re-reading and close study
Loading and reflect on the value of reading for personal growth and cultural awareness
Use reading strategies, and consider their effectiveness, when reflecting on the successes and challenges of extended reading
Reflect on how reading promotes a broad and balanced understanding of the world and enables students to explore universal issues
Reflect on own experiences of reading by sharing what was enjoyed, discussing challenges to strengthen an understanding of the value of reading