English
K-6 English Syllabus
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Resources
- K-6 English Parents Guide
- introduces the English Syllabus to Parents and school community members.
- NSW Premier's Reading Challenge
- The Premier's Reading Challenge is an initiative of the NSW State government. The Challenge aims to encourage in students a love of reading for leisure and pleasure, and to enable students to experience quality literature. It is not a competition but a challenge to each student to read, to read more and to read more widely.
Executive Summary - Revision of English K-6
- Executive Summary
- Contains Advice for the Revision of the English K-6 Syllabus and Support Document.
- PDF version (60 pages - 368 KB)
K-6 English Teacher's Reference List
This list of reference materials is neither prescriptive nor comprehensive. It provides suggestions for texts and videos from a variety of different educational perspectives to which teachers may refer in the process of professional development.
- K-6 English Teacher's Reference List (PDF - 18 pages - 156 KB)
- Published October 1998
K-6 English Syllabus - Principal's Package
Introduction – Overview
- The Syllabus
- The Support Documents
Background to the Revision – Nature of the Revision
- What is retained from the 1994 syllabus and support documents?
- What has changed?
- What is new?
Four Key Questions and Answers
- What are the key features of the syllabus and support documents?
- How does this syllabus relate to state and national initiatives in literacy?
- What is the status of materials released to support the 1994 syllabus?
- How does this syllabus relate to other KLA syllabuses?
Fact Sheets
- Outcomes and Indicators
- Talking and Listening
- Reading
- Writing
- Grammar
- Text Types
- Spelling
- Literature and Literacy
- Planning, Programming, Assessing, Reporting and Evaluating
- Meeting the Needs of All Language Learners
- K-6 English Syllabus - Principal’s Package (PDF - 22 pages - 460 KB)
- Published April 1998
Interim Support Documents
Communication - English Key Learning Area
This support document ensures that English is inclusive of the full range of students. It aims to assist teachers in effective program development for students with high support needs in the English Key Learning Area. The support material on early communication may be programmed within the English Key Learning Area or integrated across the other Key Learning Areas and in a range of environments. 'Students with high support needs' refers to those students requiring a high level of 'environmental' support in order to have access to educational services. Many students with high support needs have not developed spoken language but may learn to communicate in other ways. It is essential for all students to be able to communicate as it enables them to exert some control over their environment and to interact with the people with whom they come in contact. The provision of appropriate curriculum for students with special education needs is based on the principle that all students have the capacity to learn and communicate.
Literacy - for Students Experiencing Learning Difficulties
The purpose of this support document is to:
- Provide teachers and support personnel with information to help meet the learning needs of students with learning difficulties in the key learning area of English.
- Provide detailed advice to assist teachers to develop programs that meet the individual learning needs of students who are experiencing difficulties in acquiring literacy skills.
Students with difficulties in learning are those who are not achieving the outcomes of English K-6 according to expectations. These students will experience difficulties for a range of reasons and with varying degrees of intensity and duration. Students who have learning difficulties may include those:
- With English as a second language background
- With a background in Aboriginal English
- From groups with low socioeconomic status
- With an intellectual disability
- With specific learning problems
- Who have missed or changed schools frequently
- Who have received inappropriate teaching for their learning needs
- With detected or undetected hearing or vision loss
There are many reasons why students experience learning difficulties. For example, a student may have changed schools frequently; may not have been read to at home; or may have difficulties with phonemic awareness for language, social and cultural reasons, including activities such as listening to and reciting nursery rhymes. Another student may have had chronic ear infections, missed many days at school due to family circumstances, or for other reasons did not receive a continuous sequenced reading program.
These students' individual learning needs should be addressed by effective intervention and teaching strategies. Language learning has a critical impact on a student's school life and frequently has implications for life outside school. This support document should be used when the advice in the English K-6 Syllabus and Support Document does not meet the specific needs of students with learning difficulties. The document will enable teachers to develop further the suggestions in the 'English Learning Experiences', 'Dictionary of Classroom Practices' and 'Planning, Programming and Assessing' sections of the English K-6 Syllabus and Support Document (referred to in this document as English K-6).