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 5
- EN5-RVL-01
uses a range of personal, creative and critical strategies to interpret complex texts
Apply reading pathways appropriate to form, purpose and meaning, and connect ideas within and between texts
Use contextual cues to infer the meaning of unfamiliar or complex words
Develop a deeper understanding of themes, ideas or attitudes by revisiting and reinterpreting texts to find new meaning
Analyse the main ideas and thematic concerns represented in texts
Investigate how layers of meaning are constructed in texts and how this shapes a reader’s understanding and engagement
Draw on prior knowledge of texts to question, challenge and deepen understanding of both new and familiar texts
Clarify and justify personal responses to texts, explaining how aspects of the text, such as character, genre, tone, salience or voice, position a reader and influence these personal responses
Analyse how the use of language forms and features in texts have the capacity to create multiple meanings
Analyse how language use evolves over time and is influenced by social and technological changes and developments
Read increasingly complex texts that challenge thinking, pique interest, enhance enjoyment and provoke a personal response
Engage in sustained and varied reading that presents increasingly diverse and complex perspectives and experiences, including those of Aboriginal and Torres Strait Islander Peoples, and respond in a range of ways, including through extended written responses
Consider how the social, cultural and ethical positions represented in texts represent, affirm or challenge views of the world
Evaluate experiences of reading by sharing responses to texts
Evaluate the ways reading texts help us understand ourselves and make connections to others and the world
Reflect on how reading, viewing and listening to texts has informed and inspired learning
Reflect on how an appreciation of texts can be enhanced through re-reading, and close or critical study
Understand and reflect on the value of reading for personal growth and cultural richness
Use reading strategies, and evaluate 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 wider universal issues
Reflect on own experiences of reading by interacting with peers in meaningful ways about the value of reading