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New NSW Syllabuses

Content and text requirements

CONTENT AND TEXT REQUIREMENTS FOR EARLY STAGE 1 TO STAGE 3

In this syllabus, the study of a wide range of texts is central to the study of English. This includes the study of texts which are widely regarded as quality literature, providing students with the opportunity for aesthetic experience and to develop an appreciation of the artistic expression found in texts.

In the primary years of schooling, the study of text types, as part of a broader study of texts, is intended to facilitate student literacy skills and help to establish knowledge about the purpose and audience, structures and language features of a broader range of texts. In the categorisation of texts into 'text types', it is important to note that any such classification is to some extent arbitrary and that there is always likely to be overlap between ways of grouping and defining texts.

While delivering courses that reflect the outcomes and content, the following text requirements should be addressed.

Students in K–6 must read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities. These texts become increasingly sophisticated as students move from Kindergarten to Year 6.

In each Year students must study examples of:

  • spoken texts
  • print texts
  • visual texts
  • media, multimedia and digital texts.

Across a stage of learning, the selection of texts must give students experience of:

  • texts which are widely regarded as quality literature
  • a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia
  • a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books
  • texts written about intercultural experiences
  • texts that provide insights about the peoples and cultures of Asia
  • everyday and community texts
  • a wide range of factual texts that present information, issues and ideas
  • texts that include aspects of environmental and social sustainability
  • an appropriate range of digital texts, including film, media and multimedia.

In selecting specific texts for study in English, teachers should consider the needs, interests and abilities of their students and the ethos of the school and its local community.

Note: students with special education needs may not be able to use all or some of the language modes. 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 and make appropriate curriculum adjustments.

CONTENT AND TEXT REQUIREMENTS FOR STAGE 4

Over Stage 4, students must read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities. These texts become increasingly sophisticated as students move from Stage 3 to Stage 4 and from Stage 4 to Stage 5.

Students will undertake the essential content and work towards course outcomes through close reading of, listening to or viewing the following:

Stage 4

Fiction

at least two works

Poetry

a wide range of types of poems

Film

at least two works

Nonfiction

at least two works

Drama

at least two works

The following specifications may be fulfilled through the required types of texts outlined above and/or through other texts.

In each Year of Stage 4 students must study examples of:

  • spoken texts
  • print texts
  • visual texts
  • media, multimedia and digital texts.

Across the stage, the selection of texts must give students experience of:

  • texts which are widely regarded as quality literature
  • a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia
  • a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books
  • texts written about intercultural experiences
  • texts that provide insights about the peoples and cultures of Asia
  • everyday and workplace texts
  • a wide range of cultural, social and gender perspectives, popular and youth cultures
  • texts that include aspects of environmental and social sustainability
  • nonfiction, picture books, graphic novels
  • an appropriate range of digital texts, including film, media and multimedia.

In selecting specific texts for study in English, teachers should consider the needs, interests and abilities of their students and the ethos of the school and its local community.

Note: students with special education needs may not be able to use all or some of the language modes. 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 and make appropriate curriculum adjustments.

CONTENT AND TEXT REQUIREMENTS FOR STAGE 5

Over Stage 5, students must read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities. These texts become increasingly sophisticated as students move from Stage 4 to Stage 5.

Students will undertake the essential content and work towards course outcomes through close reading of, listening to or viewing the following:

Stage 5

Fiction

at least two works

Poetry

a variety drawn from different anthologies and/or study of one or two poets

Film

at least two works

Nonfiction

at least two works

Drama

at least two works

The following specifications may be fulfilled through the required types of texts outlined above and/or through other texts.

In each Year of Stage 5 students must study examples of:

  • spoken texts
  • print texts
  • visual texts
  • media, multimedia and digital texts.

Across the stage, the selection of texts must give students experience of:

  • texts which are widely regarded as quality literature
  • a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia
  • a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books
  • texts written about intercultural experiences
  • texts that provide insights about the peoples and cultures of Asia
  • Shakespearean drama
  • everyday and workplace texts
  • a wide range of cultural, social and gender perspectives, popular and youth cultures
  • texts that include aspects of environmental and social sustainability
  • nonfiction, picture books, graphic novels
  • an appropriate range of digital texts, including film, media and multimedia.

In selecting specific texts for study in English, teachers should consider the needs, interests and abilities of their students and the ethos of the school and its local community.

Note: students with special education needs may not be able to use all or some of the language modes. 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 and make appropriate curriculum adjustments.

LIFE SKILLS

For some students with special education needs, particularly those students with an intellectual disability, it may be determined that the Stage 4 and 5 outcomes and content are not appropriate. For these students, Life Skills outcomes and content can provide a relevant and meaningful program. Refer to the Introduction for further information about curriculum options for students with special education needs. Years 7–10 Life Skills outcomes and content are in the Life Skills section of the syllabus.