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English K–10 (2022): content and examples changed

  • The word ‘complex’ was removed from content point and an alternative example was added.
    Found in: Stage 1, Reading comprehension (Understanding and connecting sentences), ‘Know the meaning and purpose of coordinating and subordinating conjunctions and identify them in a complex sentence’.
  • Content point was changed to ‘Use temporal, conditional and causal connectives within and between sentences for cohesion and effect'. The word ‘conjunctions’ was changed to ‘connections’ in examples.
    Found in: Stage 2, Creating written texts (Text features for multiple purposes), ‘Use temporal, conditional and causal conjunctions within sentences, and as connectives to link ideas across sentences for cohesion’.
  • Content point was changed to ‘Use adverbs and adverbial phrases to add information to a sentence, providing reasons or circumstances’. Examples were modified or deleted.
    Found in: Stage 2, Creating written texts (Sentence-level grammar), ‘Use adverbial phrases or clauses to add information to the verb or verb group of the main or other clauses, to provide reasons for or circumstances’.
  • Content point was changed to ‘Use coordinating conjunctions in compound sentences to signal addition, comparison, consequence or alternatives’. Examples were modified or deleted.
    Found in: Stage 2, Creating written texts (Sentence-level grammar), ‘Use coordinating conjunctions in compound sentences to compare and contrast, or for addition’.
  • Content point was changed to ‘Use subordinating conjunctions in complex sentences to signal sequence, cause and effect or contrast’. First example was modified.
    Found in: Stage 2, Creating written texts (Sentence-level grammar), ‘Use subordinating conjunctions in complex sentences to signal sequence, reason or cause and effect’.
  • The word ‘phrases’ was changed to ‘groups’ in the content point.
    Found in: Stage 3, Reading comprehension (Comprehending language), ‘Recognise that anaphors, such as pronouns and verb phrases, take their meanings from other parts of a text to support inference’.
  • The first example was changed.
    Found in: Stage 3, Creating written texts (Punctuation), ‘Use parentheses in the first instance when abbreviating names using acronyms, and when acknowledging a source’.
  • The word ‘if’ was removed from the example.
    Found in: Stage 4, Expressing ideas and composing texts A (Text features), ‘Use modality for a range of intended effects’.
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