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 4
- EN4-URB-01
examines and explains how texts represent ideas, experiences and values
Understand how repetition, patterning and language features used within a text communicate ideas about social, personal, ethical and philosophical issues and experiences, and demonstrate this understanding through written, spoken, visual and multimodal responses
Understand how perspectives are shaped by language and text
Explore how the perspectives of audiences shape engagement with, and response to, texts
Examine how elements of personal and social contexts can inform the perspective and purpose of texts and influence creative decisions
Consider the influence of cultural context on language
Explore how specific elements of languages and dialects, including Standard Australian English, Auslan, Aboriginal and Torres Strait Islander Languages, and Aboriginal English, can shape expressions of cultural context in texts
Understand how argument in text is constructed through specific language forms, features and structures, and apply this understanding in own texts
Explain how the subjectivity or objectivity of arguments in texts is constructed through specific language forms, features and structures, and reflect on these in own texts
Analyse how engaging personal voice is constructed in texts through linguistic and stylistic choices, and experiment with these choices in own texts
Select and sequence appropriate evidence from texts and reliable sources to support arguments and build authority
Understand how the authority of a text is constructed by the author’s choices in content and style, and use this knowledge to influence the composition of own texts
Examine how audiences can express degrees of authority over meaning in a text
Understand that the authority of a text may be questioned through comparison with other texts
Describe the distinctive rhetorical and aesthetic qualities of a text that contribute to its textual style, and reflect on these qualities in own texts
Examine how different styles can be recognised by distinctive features of language and form in a range of texts
Describe and reflect on how particular arrangements of language features in texts can be found appealing according to personal preferences
Identify elements of an author’s work that represent their distinct style
Understand how the style of a text can be the product of a particular time period, culture or genre