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NSW Syllabuses for the Australian curriculum

Guide to the new English K–10 Syllabus

This video explains the key features of all four syllabuses for Kindergarten to Year 6.

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Download:
Kindergarten to Year 6 Guide to the new NSW K–10 syllabuses (PDF, 15 pages, 1.15MB)
English Years 7–10 Guide to the new NSW K–10 syllabus (PDF, 4 pages, 172KB)

The new English K–10 Syllabus includes agreed Australian curriculum content and content that clarifies learning for English from Kindergarten to Year 10. The stage statements for Early Stage 1 to Stage 5 reflect the intent of the Australian curriculum achievement standards. 

Implementation

The Australian curriculum is being implemented in New South Wales through new syllabuses developed by the Board of Studies for English, Mathematics, Science, and History. The new English K–10 Syllabus will replace the current English K–6 Syllabus and English Years 7–10 Syllabus.

In K–6 the syllabuses are designed to be taught within the Board's recommended percentages of time for each key learning area in a typical school week. In Years 7–10 they are designed to be taught within the existing NSW indicative time requirements.

The Department of Education and Communities, the Catholic Education Commission, the Association of Independent Schools, and other school systems and professional associations will assist and support the ongoing implementation of the syllabuses.

Kindergarten – Year 6
2011–2012
  • Syllabus and support material developed by December 2012
  • Sectors plan implementation support 
2013
  • Familiarisation and planning
2014
  • English – start teaching
  • Mathematics – optional to start teaching
  • Science and Technology – optional to start teaching
2015
  • Mathematics – start teaching
  • Science and Technology – start teaching
  • History – optional to start teaching 
2016
  • History – start teaching
Years 7–10
2011–2012
  • Syllabus and support material developed by December 2012
  • Sectors plan implementation support 
2013
  • Familiarisation and planning
2014
  • Years 7 and 9: English, Mathematics, Science and History – start teaching 
2015
  • Years 8 and 10: English, Mathematics, Science and History – start teaching

NSW syllabuses 

The syllabuses identify the knowledge, understanding, skills, values and attitudes students are expected to develop at each stage, from Kindergarten to Year 10. Teachers will continue to have the flexibility to make decisions about the sequence of learning, the emphasis to be given to particular areas of content, and any adjustments required based on the needs, interests and abilities of their students.

The structure and many of the features of the current English syllabuses have been retained, including:

  • objectives and outcomes
  • content organised in stages from Early Stage 1 to Stage 5.

Assessment for learning continues to be an essential component of the new English K–10 Syllabus

What is new?

A table of objectives and outcomes identifies the sequence of knowledge, understanding and skills from Kindergarten to Year 10.

Foundation statements are replaced by stage statements that summarise the knowledge, understanding, skills, values and attitudes that students develop as they achieve the outcomes in K–6. 

Learning across the curriculum areas include cross-curriculum priorities, general capabilities and other important learning for all students. These 13 areas are incorporated in the content of each syllabus and identified by icons. Teachers may identify additional opportunities for students to learn about these areas.  

There is a hyperlinked subject-specific glossary for the English K–10 Syllabus.      

Kindergarten – Year 6

SIMILARITIES

Students will continue to:
  • be actively engaged in the development of skills through speaking, listening, reading, writing, viewing and representing
  • engage with a variety of different types of texts for different purposes and different audiences
  • acquire skills of English as an EAL student through explicit teaching and links to the ESL scales
  • develop the range of skills required to be literate through explicit teaching, a clear continuum of learning and using a variety of strategies. 

DIFFERENCES

  • An increased emphasis on the teaching of literature through clearly defined content and text requirements.
  • Content is reorganised in a K–10 continuum, which clearly defines processes and skill development. This includes the explicit teaching of contextual knowledge, comprehension, and thinking and reflecting skills and processes.
  • The K–10 continuum has been developed to demonstrate a clear pathway of learning in English.
  • The text requirements include experience of contexts, such as intercultural experiences, Aboriginal histories and cultures, Asian perspectives and environmental sustainability.

View the English organisation of content diagram.

Years 7–10

SIMILARITIES

Students will continue to:

  • be actively engaged in learning about language by using language in a range of contexts to shape and make meaning
  • respond to and compose texts throughout their study of English
  • study a range of different types of texts in each stage
  • reflect on and develop their individual and collaborative skills.

DIFFERENCES

Content is organised by key processes, such as:

  • engage personally with texts
  • develop and apply contextual knowledge
  • understand and apply knowledge of language forms and features
  • respond to and compose texts.

Students experience texts that provide:

  • insights about the peoples and cultures of Asia 
  • aspects of environmental and social sustainability.

View the English organisation of content diagram.

 

Diversity of Learners

The English K–10 Syllabus is inclusive of the learning needs of all students. Particular advice about supporting students with special education needs, gifted and talented students and students learning English as an additional language or dialect is included in the syllabus.

Students with special education needs can access the English K–10 Syllabus outcomes and content in a range of ways, including:

  • under regular course arrangements
  • with adjustments to teaching, learning and/or assessment experiences.

Kindergarten – Year 6

For more information about teaching English to students with special education needs, view the English K–6 Support Materials for Students with Special Education Needs.

Years 7–10

For some students with special education needs, particularly those with an intellectual disability, Life Skills outcomes and content can provide a relevant and meaningful program. Related Life Skills outcomes are included with the Stage 4 and Stage 5 content.

For more information about teaching Life Skills in Years 7–10 English, refer to Years 7–10 Life Skills advice.

Board of Studies support 

Many existing resources will continue to be useful and relevant. Current units can be modified to meet the requirements of the new syllabus, and some existing units will form the basis of effective programs.

Online, the English K–10 Syllabus can be viewed by stageoutcomes and content.

The Board of Studies has developed a range of resources to support implementation of the new English K–10 Syllabus