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New NSW Syllabuses

Outcomes linked to content

Objective A

Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: A. communicate through speaking, listening, reading, writing, viewing and representing*

Early Stage 1
outcomes

A student:

Stage 1
outcomes

A student:

Stage 2
outcomes

A student:

Stage 3
outcomes

A student:

Stage 4
outcomes

A student:

Stage 5
outcomes

A student:
  • communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction

    ENe-1A
  • communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations

    EN1-1A
  • communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts

    EN2-1A
  • communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

    EN3-1A
  • responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

    EN4-1A
  • responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

    EN5-1A
  • composes simple texts to convey an idea or message

    ENe-2A
  • plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers

    EN1-2A
  • plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language

    EN2-2A
  • composes, edits and presents well-structured and coherent texts

    EN3-2A
  • produces most lower case and upper case letters and uses digital technologies to construct texts

    ENe-3A
  • composes texts using letters of consistent size and slope and uses digital technologies

    EN1-3A
  • uses effective handwriting and publishes texts using digital technologies

    EN2-3A
  • effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies

    EN4-2A
  • effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide range of texts in different media and technologies

    EN5-2A
  • demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies

    ENe-4A
  • draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies

    EN1-4A
  • uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies

    EN2-4A
  • uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

    EN3-3A
  • demonstrates developing skills in using letters, simple sound blends and some sight words to represent known words when spelling

    ENe-5A
  • uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words

    EN1-5A
  • uses a range of strategies, including knowledge of letter–sound correspondences and common letter patterns, to spell familiar and some unfamiliar words

    EN2-5A
  • draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts

    EN3-4A
* Some students with special education needs communicate through a variety of verbal or non-verbal communication systems or techniques. It is important to take account of the individual communication strategies used by these students within the context of the English K–10 Syllabus.  Objective B Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: B. use language to shape and make meaning according to purpose, audience and context

Early Stage 1
outcomes

A student:

Stage 1
outcomes

A student:

Stage 2
outcomes

A student:

Stage 3
outcomes

A student:

Stage 4
outcomes

A student:

Stage 5
outcomes

A student:
  • recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language

    ENe-6B
  • recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts

    EN1-6B
  • identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features

    EN2-6B
  • discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts

    EN3-5B
  • uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts

    EN4-3B
  • selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning

    EN5-3B
  • recognises some different purposes for writing and that own texts differ in various ways

    ENe-7B
  • identifies how language use in their own writing differs according to their purpose, audience and subject matter

    EN1-7B
  • identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts

    EN2-7B
  • demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter

    ENe-8B
  • recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter 

    EN1-8B
  • identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter

    EN2-8B
  • demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts

    ENe-9B
  • uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts

    EN1-9B
  • uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts

    EN2-9B
  • uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies

    EN3-6B
  • makes effective language choices to creatively shape meaning with accuracy, clarity and coherence

    EN4-4B
  • effectively transfers knowledge, skills and understanding of language concepts into new and different contexts

    EN5-4B
  Objective C Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: C. think in ways that are imaginative, creative, interpretive and critical   Objective D Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: D. express themselves and their relationships with others and their world   Objective E Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: E. learn and reflect on their learning through their study of English