English K-2 Draft outcomes and content for consultation 23 March 2021 - 30 April 2021 - NESA
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NSW Education Standards Authority English K–2 Draft outcomes and content for consultation 23 March 2021 – 30 April 2021
Released March 2021
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D2021/53360
Contents Introduction ........................................................................................................................................... 4 Organisation of draft outcomes and content ......................................................................................... 7 Table of draft outcomes ........................................................................................................................ 8 Draft outcomes and content for Early Stage 1 .................................................................................... 10 Draft outcomes and content for Stage 1 ............................................................................................. 26 Sample teaching advice ...................................................................................................................... 42
Introduction
The English K–2: Draft outcomes and content is now available for a ‘Have your say’ period from 23 March to 30
April 2021. You are invited to provide feedback through an online survey.
Feedback from the ‘Have your say’ period will be used to inform the development of the new English K–2
syllabus, as part of the NSW Curriculum Reform.
Background
The Masters (2020) review of the NSW school curriculum concluded with several recommendations related to
building strong foundations in the early years. The review recommended that:
the early years of school focus on providing every child with solid foundations in the basics
priority learning focus on oral language skills, early reading and writing skills, and early mathematical
knowledge and skills
new syllabuses include evidence-based teaching advice to support teachers to identify and respond to
children’s development and learning needs.
The NSW Government supported the following recommendations that relate to English specifically:
4.1 | Make explicit in the curriculum that oral language development, early reading and writing skills … are
top priorities in the early years of school, particularly for children who are less advanced in these areas,
and that these take precedence over other aspects of learning.
4.2 | Develop a detailed and explicit curriculum for the teaching of reading as part of new syllabuses for
subject English, structured to assist teachers to establish and diagnose where individual children are in
their reading development, and accompanied by evidence-based teaching advice.
Draft outcomes and content are intended to be inclusive of the learning needs of all students, including:
Aboriginal students
students with disability
gifted and talented students
students learning English as an additional language or dialect (EAL/D).
Curriculum framework
A new curriculum framework will be released later in the year.
An important part of the framework is a streamlined syllabus structure with elements that provide greater clarity
for teachers and students. Teachers will find a level of familiarity with the retention of syllabus aim, rationale,
outcomes and content. Information currently included in Stage statements will be included in the support
materials.
Learning across the curriculum (LAC)
Literacy and numeracy are the focus capabilities of the English and Mathematics K–2 syllabuses. LAC will be
mapped across other learning areas and Stages, and embedded in syllabus content where relevant and
appropriate.
English K–2: Draft outcomes and content for consultation 4Introduction
The Australian Curriculum
The F–10 Australian Curriculum: English is currently under review by the Australian Curriculum, Assessment
and Reporting Authority (ACARA). NESA anticipates the new syllabuses will be aligned to the revised Australian
Curriculum.
National Literacy and Numeracy Learning Progressions
Final outcomes and content will be tagged with Version 3 of the National Literacy and Numeracy Learning
Progressions.
Guidance and feedback
Guidance and feedback were received during the development of the draft outcomes and content from:
syllabus writers, comprising experienced classroom teachers recommended by stakeholders including
sectors, unions, and professional associations
sector subject matter experts
technical advisors, comprising academics from a variety of educational settings.
Reforms evident in the draft outcomes and content
A new structure that highlights foundational literacy skills
New outcomes and content that are informed by evidence and identify skills needed by all students to
develop competence in oral language reading and writing
Content structured and sequenced to highlight the connections across oral language, reading fluency,
comprehension and writing, underpinned by the latest research.
What has been retained?
Organisation of syllabus into outcomes and content
Organisation of content into Stages
The importance of literature to the English subject discipline.
Evidence base
The draft outcomes and content for English K–2 are based on evidence highlighting that:
language is represented in spoken and written forms and is a tool for communication that differs according
to audience and purpose1
oral language competence provides a solid foundation for communication2
vocabulary knowledge influences the development of reading, writing and oral language skills3
phonic knowledge and phonological awareness are essential foundational skills for early literacy4
1
Derewianka, B., & Jones, P. (2016). Teaching Language in Context (2nd ed.). Oxford University Press.
2
Snow, P. (2014). Oral language competence and the transition to school: Socio-economic and behavioural factors that influence academic and
social success. International Journal on School Disaffection, 11(1), 3–24.
3
Nagy, W., & Scott, J. (2000). Vocabulary processes. In M. Kamil, P. Mosenthal, P. Pearson, & R. Barr (Eds.), Handbook of reading research
(pp. 269–284). Mahwah, NJ: Erlbaum.
4
Commonwealth of Australia (2005). Teaching Reading. National Inquiry into the Teaching of Literacy. Report and Recommendations.
Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=tll_misc
English K–2: Draft outcomes and content for consultation 5Introduction
transcription skills of handwriting and spelling are important components of writing fluency and impact
cognitive load when writing5
reading fluency refers to accurate and automatic word recognition and prosodic reading and impacts
reading comprehension6
listening to and using literature can foster understandings of narrative structures, support reading
comprehension, expand vocabularies and expose students to new concepts and ideas.7
5
Berninger, V., Vaughan, K., Abbott, R., Begay, K., Coleman, K., Curtin, G., & Hawkins, J. (2002). Teaching spelling and composition alone and
together: Implications for the simple view of writing. Journal of Educational Psychology, 94(2), 291–304.
6
Rasinski, T., Rikli, A. & Johnston, S. (2009). Reading fluency: More than automaticity? More than a concern for the primary grades? Literacy
Research and Instruction, 48, 350–361.
7
Serafini, Frank & Moses, Lindsey (2014). The Roles of Children's Literature in the Primary Grades. The Reading Teacher, 67( 6), 465–468
doi:10.1002/trtr.1236
English K–2: Draft outcomes and content for consultation 6Organisation of draft outcomes and content
The diagram below (Figure 1) shows the organisation of the draft outcomes and content for English K–2. It
illustrates the role and connection that 2 key processes – understanding texts and creating texts – have across
all areas of English.
Overview of the new structure
Evidence highlights the importance of strong foundations in the early years across oral language, reading and
writing. The organisation of draft outcomes and content reflects the importance of developing early literacy
knowledge and skills, while continuing to acknowledge the importance of learning about and enjoying literature.
Draft outcomes and their related content are organised under the following:
Oral language and Vocabulary
Phonological awareness
Print conventions (ES1) and Phonic knowledge (ES1 and S1)
Text-reading fluency and Reading comprehension
Creating texts, Spelling, Handwriting (ES1) and Handwriting and digital technologies (S1)
Respond to and create literature.
Figure 1: Overview of the draft outcomes and content structure.
English K–2: Draft outcomes and content for consultation 7Table of draft outcomes
Content Early Stage 1 outcomes Stage 1 outcomes
A student: A student:
Oral language communicates effectively by using communicates effectively by using
agreed interpersonal conventions and agreed interpersonal conventions and
language with familiar peers and language to extend and elaborate
adults ideas for social and learning
interactions
Vocabulary effectively uses vocabulary in familiar understands and effectively uses
contexts related to everyday taught Tier 28 and Tier 39 vocabulary
experiences, personal interests and to extend and elaborate ideas
subject-specific language
Print conventions tracks written texts from left to right No outcomes in Stage 1
and from top to bottom of the page
and identifies visual and spatial
features of print
Phonological identifies and manipulates identifies and manipulates phonemes
awareness phonological units in spoken words as in spoken words with fluency as a
a strategy for reading and creating strategy for reading and creating texts
texts
Phonic knowledge uses single-letter grapheme– uses initial and extended phonics,
phoneme correspondences and including vowel digraphs and
common digraphs to decode and trigraphs, to decode and encode
encode words when reading and words when reading and creating
creating texts texts
Text-reading reads short and decodable texts sustains reading aloud for the first
fluency aloud for the first time with expression time, with expression and an easy
and an easy speech rhythm, grouping speech rhythm, attending to
words into meaningful parts, with few punctuation and with few errors or
errors or self-corrections self-corrections
Reading comprehends independently read comprehends independently read
comprehension texts using background knowledge, texts that require sustained reading
word knowledge, knowledge and by efficiently activating background
understanding of text structure and word knowledge, connecting and
understanding sentences and whole
text, and monitoring for meaning
8
Tier 2 words that occur across contexts and are more common in writing than in everyday speech, for example whispered instead of said.
9
Tier 3 words are those that are used least frequently, are central to building knowledge and conceptual understanding within the various
academic domains and should be integral to instruction of content.
English K–2: Draft outcomes and content for consultation 8Table of draft outcomes
Content Early Stage 1 outcomes Stage 1 outcomes
A student: A student:
Creating texts creates texts using knowledge of creates texts using knowledge of
writing processes, grammar and writing processes, grammar and
vocabulary, that have at least 4 vocabulary, that have consistent use
clearly connected ideas and include of paragraphing, correctly punctuated
correct simple sentences sentence structures and include
varied sentence beginnings for effect
Spelling applies phonological, orthographic applies phonological, orthographic
and morphological generalisations and morphological generalisations
and strategies to spell taught familiar and strategies to spell Tier 110 and
and high-frequency words when taught Tier 2 words when creating
creating texts for different purposes texts for different purposes
Handwriting (ES1) / forms all lower-case and upper-case uses a legible, fluent and automatic
Handwriting and letters to create texts handwriting style, and uses digital
digital technologies technology, including word-
(S1) processing applications, when
creating texts
Respond to and responds to literature read to them responds to literature read and
create literature through experimenting with creating viewed, by creating texts with
texts intentional language and structure
choices for different audiences and
purposes
10
Tier 1 words consist of the most basic, sometimes referred to as high frequency, words that are in everyday use. These words rarely have
multiple meanings and often form sets of words that students already know on school entry or learn to recognise quickly and automatically once
at school.
English K–2: Draft outcomes and content for consultation 9Draft outcomes and content for Early Stage 1
Oral language
Outcomes
A student:
communicates effectively by using agreed interpersonal conventions and language with familiar peers and
adults.
Content
Listening for understanding
Students:
orientate self to the speaker
recognise that people can communicate using verbal and nonverbal language
understand 2-part spoken instructions11
understand 3-part spoken instructions12
understand how the most common inflected word forms affect the meanings of words.13
Social and learning interactions
Students:
start and maintain a conversation with a peer, buddy or adult
take turns when speaking during structured and unstructured play
use language, gestures or symbols to make requests, express feelings, negotiate, give opinions or discuss
ideas
use imaginative language in structured and unstructured play14
join in and contribute to group conversations
ask questions using who, what, when, where, why or how.
Examples
11
‘Get your book from my table and sit at your desk.’
12
‘Get your coat, then choose a partner and line up by the door.’
13
Words with plural markers (s/es) or tense markers (ed/ing).
14
Pretend and act out stories or storylines.
English K–2: Draft outcomes and content for consultation 10Draft outcomes and content for Early Stage 1
Understanding and using spoken grammar
Students:
understand that English is one of many languages used in Australia
understand that different languages may be used by family, classmates and community
when speaking use short phrases and simple sentences15
when speaking use connectives and, but, because16
when speaking use regular past tense words17
when speaking use irregular past tense words18
when speaking use language to reason and/or to persuade19
when speaking use a combination of sentence structures that include connectives to elaborate when
retelling and creating stories.20
Oral narrative (storytelling)
Students:
tell a story to a peer, buddy or adult, including through the use of pictures
retell favourite stories, poems, songs and rhymes with some parts as exact repetition and some in their
own words21
recall details of events or stories using who, what, when, where, why and how.
Examples
15
‘The boy went to the shop.’
16
‘I went to the shop and bought a cake.’
17
‘The girl jumped on the trampoline.’
18
‘I drank all my milk.’ or ‘She took my teddy.’
19
‘It is a triangle because it has 3 sides.’ ‘You have one too.’
20
‘When Max came home after school, he found a huge crocodile lying in the front yard. It said good afternoon and smiled. The crocodile was
friendly.’
21
‘… going on a bear hunt, going to catch a big one, we’re not scared... and he chased them all the way home.’
English K–2: Draft outcomes and content for consultation 11Draft outcomes and content for Early Stage 1
Vocabulary
Outcomes
A student:
effectively uses vocabulary in familiar contexts related to everyday experiences, personal interests and
subject-specific language.
Content
Students:
use vocabulary that is personal and subject specific22
use vocabulary to select, match and provide categories for groups of images or words23
know and use high-frequency (Tier 1) words in social and learning interactions
understand, explore and use words with different meanings in different contexts24
understand words to describe shape, size, texture, position, numerical order, time, seasons
identify and name objects, characters and animals when given visual and/or auditory prompts25
use specific word choice to clarify meaning26
experiment with and create wordplay and poems.27
Examples
22
Words chosen from topics taught at school and modelled or shared texts.
23
Cat, horse, dog are animals and they can be pets.
24
Words with multiple meanings across the curriculum such as jam, bed.
25
‘This animal lives in gum trees. It has round ears and a black oval nose. It likes to eat gum leaves. When not eating, it is sleeping’. The
student responds with ‘Koala’.
26
‘I didn’t want my yellow gloves, I wanted the spotty ones that match my hat.’
27
Rhyme, nonsense words, absurdities, silly sentences.
English K–2: Draft outcomes and content for consultation 12Draft outcomes and content for Early Stage 1
Print conventions
Outcomes
A student:
tracks written texts from left to right and from top to bottom of the page and identifies visual and spatial
features of print.
Content
Features of print
Students:
understand that written English uses letters to represent sounds
know and understand that print contains a message
indicate words and letters in a variety of situations in school, the classroom and the environment
know the difference between a letter and a word
can identify pictures
can identify words
can identify symbols (including punctuation)
can identify spaces between words
can identify numerals in texts
recognise symbols, icons and personally significant words28 in texts.
Directionality of print
Students:
identify the front and back cover
show awareness of correct orientation of text by holding it correctly
begin reading at the top of the page and conclude reading at the bottom of the page
track text left to right and use return sweep
read left page before right page
turn pages one at a time.
Examples
28
Personally significant words include the student’s own name.
English K–2: Draft outcomes and content for consultation 13Draft outcomes and content for Early Stage 1
Phonological awareness
This content is best addressed in parallel with:
Phonic knowledge
Spelling
Outcomes
A student:
identifies and manipulates phonological units in spoken words as a strategy for reading and creating texts.
Content
Words
Students:
repeat speech sounds, words and phrases
complete familiar spoken phrases in texts including chants, songs and poems
segment a spoken sentence of 3 to 5 words into separate spoken words.
Syllables
Students:
orally blend and segment syllables in words comprising up to 3 syllables
blend onset and rime to say a one-syllable word.
Phonemes
Students:
provide a word when given a starting phoneme
consistently say the first phoneme of a spoken one-syllable word
indicate words that end in the same rime from a choice of up to 4 one-syllable words
listen to up to 4 words, indicate those that start with the same phoneme and say other words that start with
that phoneme
orally blend up to 3 phonemes together to make a one-syllable word
orally blend 4 phonemes together to make a one-syllable spoken word
orally segment one-syllable words of up to 3 phonemes into separate phonemes
orally segment one-syllable words comprised of 4 phonemes into separate phonemes
identify the number of phonemes that make up a spoken one-syllable word comprising fewer than 4
phonemes
identify the first and final phonemes in a one-syllable word
identify the difference between a voiced phoneme and an unvoiced phoneme
say the new word when asked to delete, add or substitute an initial phoneme
say the new word when asked to delete, add or substitute a final phoneme
say the new word when asked to substitute a medial vowel phoneme
understand they can use phonological skills as a strategy for reading and writing.
English K–2: Draft outcomes and content for consultation 14Draft outcomes and content for Early Stage 1 Teaching advice Sample teaching advice is available for this content: Early Stage 1: Phonological awareness English K–2: Draft outcomes and content for consultation 15
Draft outcomes and content for Early Stage 1
Phonic knowledge
This content is best addressed in parallel with:
Phonological awareness
Spelling
Outcomes
A student:
uses single-letter grapheme–phoneme correspondences and common digraphs to decode and encode
words when reading and creating texts.
Content
Single-letter graphemes
Students:
understand that texts in Standard Australian English are made up of words and groups of words that
convey meaning
identify and name lower- and upper-case letters
say the most common phoneme for taught single-letter graphemes (graphs)
blend single-letter grapheme–phoneme correspondences to decode VC and CVC words, and apply this
knowledge when reading, including decodable texts
identify, name and produce letters for all single-letter graphemes, including those represented in capitals
and lower case
segment and encode VC and CVC words, and apply this knowledge when creating texts.
Digraphs
Students:
decode and blend CCVC and CVCC words containing consonant digraphs29 and apply this when reading
texts, including decodable texts
blend all common single-letter grapheme–phoneme correspondences to read CCVC (spot) and CVCC
(jump) words, and apply this when reading texts, including decodable texts
segment and encode CCVC and CVCC words containing consonant digraphs and consonant clusters
segment all common, single-letter grapheme–phoneme correspondences to encode CCVC and CVCC
words
experiment with decoding and encoding high-frequency words with split digraphs (make) and vowel
digraphs (look, Monday).
Examples
29
Consonant digraphs such as chop, wish, fuss, will, buzz.
English K–2: Draft outcomes and content for consultation 16Draft outcomes and content for Early Stage 1
Text-reading fluency
Outcomes
A student:
reads short and decodable texts aloud for the first time with expression and an easy speech rhythm,
grouping words into meaningful parts, with few errors or self-corrections.
Content
Students:
know that fluent reading involves reading words with automaticity
know that pace and expression vary when reading, according to the audience and purpose30
reads texts with taught grapheme–phoneme correspondences and taught high-frequency words with
automaticity
read a phrase aloud comprising 2 or 3 words in an easy speech rhythm
stop at the end of a sentence in response to a full stop
regulate their voice to respond to punctuation such as question marks and exclamation marks.
Examples
30
Reading a text during readers’ theatre, reading poetry, reading notes for presenting a scripted speech.
English K–2: Draft outcomes and content for consultation 17Draft outcomes and content for Early Stage 1
Reading comprehension
Outcomes
A student:
comprehends independently read texts using background knowledge, word knowledge, knowledge and
understanding of text structure.
Content
Activating word meaning
Students:
use known vocabulary to build a mental model of the content of a text
use known vocabulary to work out or refine the meaning of unknown words
ask or pause to clarify meaning of unknown words.
Understanding and connecting sentences
Students:
identify conjunctions (and, because31, but32, for, so) and know their meaning in relation to the sentence
identify pronouns linked to nouns in a sentence to support making an inference
know meaning is sustained by matching nouns to pronouns across sentences33
recognise how the position of words in a sentence changes meaning.34
Understanding whole text
Students:
identify how informative and imaginative texts have different structures, features and forms
when reading use the structure of the text to make meaning35
when reading use navigation pathways to sustain meaning.
Examples
31
‘Ice cream tastes good because it has a lot of sugar.’
32
‘Ice cream tastes good but it has a lot of sugar.’
33
‘The girl hit the ball a long way. She is a good player.’
34
‘Kate hit the ball. The ball hit Kate.’
35
Use a table of contents to find information, identify the characters and the relationships between them, the setting, and the key events in a
narrative.
English K–2: Draft outcomes and content for consultation 18Draft outcomes and content for Early Stage 1
Monitoring comprehension
Register a break in comprehension when reading
Students:
stop reading when a break in comprehension is registered
re-read to check if an error was made
self-correct error using phonic knowledge and context of the text
ask a question or make a statement to clarify meaning
ensure meaning is sustained and expanded through the whole text.
Identify connections to own knowledge
Students:
predict text topic or type from title, illustration, image and form
clarify own purpose for reading a text36
use background knowledge when identifying connections between a text, own life37, other texts38, the
world39
use visual cues40 in multimodal texts to interpret meaning
Recall details
Students:
remember and identify key events and facts in text
remember and identify sequence of events/facts in texts41
recount the relevant ideas from the text in the form of a summary
use information or events from different parts of the text to form an opinion.
Examples
36
To practise reading, for enjoyment, to find out information.
37
‘I also have a dog.’
38
‘I have read/seen another story about a dog.’
39
‘I listened to a story on the news about a dog.’
40
Visual clues include colour, shape and size of images, character’s facial expression, labels.
41
Discuss beginning, middle, end of story.
English K–2: Draft outcomes and content for consultation 19Draft outcomes and content for Early Stage 1
Creating texts
This content is best addressed in parallel with:
Respond to and create literature
Spelling
Handwriting
Outcomes
A student:
creates texts using knowledge of writing processes, grammar and vocabulary, that have at least 4 clearly
connected ideas and include correct simple sentences.
Content
Writing processes
Students:
can identify the purpose of different types of texts42
participate in creating texts in a collaborative and ongoing process43
talk about own writing before, during and after writing
use drawing to support the writing process44
read own texts aloud during writing to check word choice, grammar, spelling, punctuation and to support
the flow of ideas
revise and edit texts to check word choice, grammar, spelling, and punctuation
read and discuss own and peers’ writing for enjoyment.
Word-level language
Students:
know the function of and recognise a noun, a verb, a pronoun and an article in written text
select and use nouns, verbs and articles in own writing
intentionally select and use adjectives and adverbs to expand an idea and/or to add clarity to an idea
use personal vocabulary and identify and use words displayed in the classroom and located in texts.
Examples
42
The purpose of the text was to inform or to entertain.
43
Thinking out loud, drawing on background knowledge, generating or brainstorming ideas, planning and drafting.
44
Draw images, symbols and shapes to generate and sequence ideas.
English K–2: Draft outcomes and content for consultation 20Draft outcomes and content for Early Stage 1
Sentence-level grammar
Students:
use an article and related noun to convey an idea
know that a simple sentence makes sense by itself and it has one happening in the form of a verb
use a simple sentence with correct noun–verb agreement, articles and pronouns to convey an idea
recognise a simple sentence in own writing
correctly use a capital letter to start a sentence and a full stop to end a sentence
experiment using conjunctions to link ideas in sentences45
experiment with using compound sentences (sentences with 2 clauses/ideas) recognising that each clause
makes meaning by itself
use capital letters consistently when writing proper nouns
use question marks and exclamation marks appropriately.
Text-level grammar
Students:
include beginning structural features46
create a text including 2 or 3 related ideas47
create a text including 4 or more sequenced and related ideas.48
Examples
45
‘I go to school and I like to play.’
46
Structural features include a heading, statement of an opinion, an orientation, a description of an event linked to time and place.
47
Two related ideas might be ‘I like to go to the park.’ ‘I play on the swings.’
48
Introduces a topic or provides an orientation, includes 2 or more distinct facts or a sequence of events, and states an opinion.
English K–2: Draft outcomes and content for consultation 21Draft outcomes and content for Early Stage 1
Spelling
This content is best addressed in parallel with:
Phonic knowledge
Phonological awareness
Outcomes
A student:
applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar
and high-frequency words when creating texts for different purposes.
Content
Students:
understand that Standard Australian English spelling involves combining knowledge of speech sounds,
conventional letter patterns and word meaning
segment phonemes in single-syllable words as a strategy for spelling
spell their own name
spell taught high-frequency irregular words49 comprising up to 3 phonemes
add the plural-marking suffix (s) to CVC base nouns that require no change when suffixed50
experiment with the tense-marking suffixes51 to spell familiar base verbs
segment syllables in words as a strategy for spelling multisyllabic words
segment phonemes in 2-syllable words as a strategy for spelling
know that words don’t usually end with the letter v, and that ve52 is commonly used
know that the digraphs (ng, zz, ss, ck)53 cannot start a word in Standard English
experiment with some vowel digraphs54 and split digraphs55 to spell taught high-frequency words and/or
personally significant words
spell taught high-frequency homophones56 according to context
spell high-frequency compound words57 comprising taught single-letter graphemes
Teaching advice
Sample teaching advice is available for this content:
Early Stage 1: Spelling
Examples
49
High-frequency irregular words include the, was, one, said, come.
50
Adding the plural-marking suffix (s) pan–pans and tin–tins.
51
Tense-marking suffixes (ing, s, ed): jump–jumping–jumps–jumped.
52
Words ending in ve: have, give, love.
53
Digraphs that cannot start words: buzz, hiss, luck
54
Vowel digraphs: Kai, look, now
55
Split digraphs: make, Kate.
56
High-frequency homophones (be, bee).
57
High-frequency compound words (upon, into).
English K–2: Draft outcomes and content for consultation 22Draft outcomes and content for Early Stage 1
Handwriting
Outcomes
A student:
forms all lower-case and upper-case letters to create texts.
Content
Students:
use a stable posture when handwriting or drawing by sitting comfortably with feet flat on the floor, the
writing arm resting on a table with the opposite hand resting on the paper, and shoulders relaxed
correctly produce a clockwise ellipse, anticlockwise ellipse and downward diagonal stroke when forming
letter shapes in NSW Foundation Style
use writing implements appropriately, including with a stable and relaxed pencil grasp
apply appropriate pressure when handwriting to produce legible writing
form all handwritten letters from the correct starting point and continue in the correct direction when
copying
apply taught handwriting skills when creating texts.
Teaching advice
Sample teaching advice is available for this content:
Early Stage 1: Handwriting
English K–2: Draft outcomes and content for consultation 23Draft outcomes and content for Early Stage 1
Respond to and create literature
This content is best addressed in parallel with:
Creating texts
Spelling
Handwriting
Outcomes
A student:
responds to literature read to them through experimenting with creating texts.
Content
Context: Language and actions are used differently depending on the situation
Students:
identify different situations and the different language and behaviour required
identify aspects of their own world represented in texts
identify texts that are composed for specific audiences and purposes
identify and compare imaginative and informative texts
use opportunities to write in their home language and dialect and make basic connections with English,
including Aboriginal languages and Aboriginal English
create texts using imagination and understanding of context that draw on ideas relating to their experience,
world and texts.
Narrative: A way of sharing and learning about life experiences and cultures
Students:
understand that narrative can be real or imagined stories
identify narratives told through different modes58 and media59
identify, discuss and compare the beginning, middle and end in a range of narratives
experiment with using parts and/or features of a narrative, innovating from a mentor text.
Examples
58
Listening to a story in a yarning circle.
59
Reading a fairytale in a picture book.
English K–2: Draft outcomes and content for consultation 24Draft outcomes and content for Early Stage 1
Character: Visual, verbal and aural representations of people who participate in the
narrative
Students:
use background knowledge to support understanding of characters’ actions in a text
reason using background knowledge as to why a character has acted in a certain way
identify and discuss character features and actions (animals that may have human characteristics, facial
expressions, physical appearance and what a character says and does)
identify and discuss language used to describe characters in narratives
share feelings and thoughts about characters and actions in texts
identify and compare characters in a range of texts
create characters for different purposes using language or images to convey personality
understand that characters in texts are represented by how they look, what they say and do, and their
thoughts.
Imagery, symbol and connotation: Language can represent more than the literal
Students:
identify and discuss the effect of creative language in texts60 that enhance enjoyment
identify how visual cues contribute to or enhance the meaning of a text
identify how language is enjoyable when used imaginatively
identify how words and word order in a text enhance meaning
innovate and explore creative play with language61 in own texts
innovate on a section of a mentor text to practise using figurative or rhyming language in own writing.
Perspective: Opinions can be articulated in and through texts
Students:
know opinions, preferences for and ideas about texts and authors may differ
identify favourite stories, characters, images, authors and illustrators
compare opinions of a text or characters with others in the class.
Examples
60
Illustrations, repetition, silly sentences, nonsense words, funny rhyming words, 2-word alliteration, onomatopoeia.
61
Creating silly sentences, nonsense words, rhyming words, 2-word alliteration, onomatopoeia, images.
English K–2: Draft outcomes and content for consultation 25Draft outcomes and content for Stage 1
Oral language
Outcomes
A student:
communicates effectively by using agreed interpersonal conventions and language to extend and
elaborate ideas for social and learning interactions.
Content
Listening for understanding
Students:
understand when a message is not clear and seek clarification
listen to and follow extended instructions that contain connectives and conjunctions
listen for specific purposes and information, including instructions, and extend their own and others'
ideas in discussions
understand that language is used in combination with other means of communication.62
Social and learning interactions
Students:
initiate, listen and respond in partner and group conversations
explain new learning from interacting with others
use a range of strategies63 for effective dialogue
initiate interactions confidently in group and whole-class discussions.
Understanding and using spoken grammar
Students:
use simple, compound and complex sentences to discuss or describe a related topic
use adjectives and adverbs to elaborate ideas
use tense correctly to discuss past, present and future events
use the language of comparison to link ideas.64
Examples
62
Facial expressions and gestures to interact with others.
63
Offer questions, statements, and/or present an alternative point to the previous speaker.
64
‘She swims like a fish.’
English K–2: Draft outcomes and content for consultation 26Draft outcomes and content for Stage 1
Oral narrative (storytelling)
Students:
recite poems and rhymes
retell a story65 with key components
adapt a story for a particular audience.66
Examples
65
Story may be factual, traditional or imaginative.
66
Changing language, tone, volume, gestures, length, characters.
English K–2: Draft outcomes and content for consultation 27Draft outcomes and content for Stage 1
Vocabulary
Outcomes
A student:
understands and effectively uses taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas.
Content
Students:
understand and intentionally choose subject-specific vocabulary to enhance meaning and for effect
understand and use morphological patterns in vocabulary67
understand and use words that have different meanings in different contexts
identify and use words that make meaning more precise
understand and tell jokes and riddles that play on words
play with language in poems and create own rhymes.
Examples
67
For example adds ing to a verb run-running.
English K–2: Draft outcomes and content for consultation 28Draft outcomes and content for Stage 1
Phonological awareness
This content is best addressed in parallel with:
Phonic knowledge
Spelling
Outcome
A student:
identifies and manipulates phonemes in spoken words with fluency as a strategy for reading and
creating texts.
Content
Phoneme manipulation
Students:
understand they can use phonological skills as a strategy for reading and creating texts
say the new word when asked to delete or add or substitute initial or final phoneme
say the new word when asked to substitute a medial vowel phoneme
know about the schwa vowel sound and identify it in multisyllabic words.
Teaching advice
Sample teaching advice is available for this content:
Stage 1: Phonological awareness
English K–2: Draft outcomes and content for consultation 29Draft outcomes and content for Stage 1
Phonic knowledge
This content is best addressed in parallel with:
Phonological awareness
Spelling
Outcomes
A student:
uses initial and extended phonics, including vowel digraphs and trigraphs, to decode and encode
words when reading and creating texts.
Content
Digraphs and split digraphs, trigraphs and quadgraphs
Students:
segment and encode one-syllable high-frequency base words with split digraphs, and apply this
when creating texts
blend grapheme–phoneme correspondences to read CCVCC words (trust), CCCVC words (scrap),
CCCVCC words (thrust), and apply this when reading texts, including decodable texts
segment and encode CCVCC words, CCCVC words, CCCVCC words, and apply this when creating
texts
decode taught high-frequency one-syllable words with split digraphs when reading texts
blend and decode one-syllable words with taught vowel digraphs, and apply this when reading texts,
including decodable texts
segment and encode one-syllable high-frequency base words with taught vowel digraphs, and apply
this when creating texts decode words with less common consonant digraphs and apply when
reading texts
decode words with trigraphs and quadgraphs and apply this when reading texts, including decodable
texts.
Multisyllabic words
Students:
decode 2-syllable words with long vowel phonemes, and apply this when reading a range of texts,
including decodable texts
decode 2-syllable base words with common consonant doubles68 when reading texts
understand that in written English there can be multiple ways to represent a phoneme.
Examples
68
Consonant doubles such as ss in blossom, tt in letter, bb in rabbit.
English K–2: Draft outcomes and content for consultation 30Draft outcomes and content for Stage 1
Text-reading fluency
Outcomes
A student:
sustains reading aloud for the first time, with expression and an easy speech rhythm, attending to
punctuation and with few errors or self-corrections.
Content
Students:
know how to read aloud with an easy speech rhythm
know how to group words into a phrase when reading aloud
understand how sentence punctuation enhances reading with an easy speech rhythm
apply grapheme–phoneme correspondence including common vowel and consonant digraphs69 to
read words with automaticity
adjust phrasing, intonation, volume or rate to maintain fluency when reading aloud
vary pace when reading according to the audience and purpose70
self-correct71 when fluency is interrupted.
Examples
69
Common vowel and consonant digraphs ay, ee, ie, oe, oo, sh, ch, th.
70
Reading a text during readers’ theatre; when reading poetry; when reading notes for presenting a ‘speech’ to peers.
71
Examples of self-correction include pausing, repeating words and phrases, re-reading.
English K–2: Draft outcomes and content for consultation 31Draft outcomes and content for Stage 1
Reading comprehension
Outcomes
A student:
comprehends independently read texts that require sustained reading by efficiently activating
background and word knowledge, connecting and understanding sentences and whole text, and
monitoring for meaning.
Content
Activating word meaning
Students:
use known vocabulary to build a mental model of the content of the text
use known morphemes72 and known vocabulary73 in the text to work out or refine the meaning of
unknown words to build74
draw on sources to seek clarification for unknown words75
understand vocabulary that signals humorous wordplay in texts.
Understanding and connecting sentences
Students:
identify coordinating and subordinating conjunctions in a complex sentence and know the meaning76
recognise how the position of a type of clause in a complex sentence77 influences the important idea
for the reader
identify pronouns linked to nouns within and across paragraphs
make an inference78 by connecting the meaning of words across paragraphs.
Understanding whole text
Students:
combine multiple sources of information in a text79 to make meaning
use navigation pathways, including hyperlinks, to extract essential information and enhance meaning
when reading digital texts
coordinate information or events from different parts of the text to form an overall opinion.
Examples
72
Example of known morpheme: un.
73
Example of known vocabulary: believable.
74
Student reads unbelievable, knows word believable and knows meaning of morpheme un to mean ‘not’.
75
Sources for clarification include dictionaries, online tools, knowledgeable other, reference sources.
76
For example ‘He climbed into bed and fell asleep because he was tired.’
77
For example ‘Through the grassy bush, the kangaroo hops.’ ‘The kangaroo hops through the grassy bush.’
78
An example might be: ‘Fred was having a rosy day … He was celebrating ….’ The reader infers Fred is having a happy day.
79
Sources of information may include table of contents, index, glossary, descriptive language, stanzas, events, actions.
English K–2: Draft outcomes and content for consultation 32Draft outcomes and content for Stage 1
Monitoring comprehension
Students:
register a break in comprehension when reading
re-read and self-correct error using phonic knowledge and context of the text
identify when meaning is not complete and/or contradicts with prior understanding
repeat words, phrases or sentences to check, confirm or modify own reading and re-read to enhance
phrasing and clarify precise meaning
ask a clarifying question when more background knowledge is needed to make an inference
monitor understanding to ensure meaning is sustained and expanded through the whole text.
Identify connections to own knowledge
Students:
use knowledge of text structure, type, author and forms to predict and confirm meaning
use a mental model (picture in the mind) to confirm predictions and evoke personal reactions
make text-to-self, text-to-text or text-to-world connections when reading
use visual and auditory cues to build meaning in multimodal texts (colour and size of images,
characters’ facial expressions, sound effects, diagrams, labels)
identify inconsistences in the text with own knowledge and incorporate information from text to build
new knowledge.
Recall details
Students:
use key events and/or facts read in texts to enhance learning across key learning areas
confirm meaning by sequencing and explaining events and facts
recount the relevant ideas from the text in the form of a written or oral summary
interpret patterns in texts to enhance understanding.
English K–2: Draft outcomes and content for consultation 33Draft outcomes and content for Stage 1
Creating texts
This content is best addressed in parallel with:
Spelling
Handwriting and digital technologies
Respond to and create literature
Outcomes
A student:
creates texts using knowledge of writing processes, grammar and vocabulary, that have consistent
use of paragraphing, correctly punctuated sentence structures and include varied sentence
beginnings for effect.
Content
Writing processes
Students:
know and use a variety of planning strategies80 for creating texts
understand that their own texts can be improved by using feedback from teachers and others,
editing, and by applying success criteria
re-read, revise and edit their own texts after receiving feedback during the writing process
revise and edit texts to ensure word choice is precise and to avoid unnecessary repetition81
revise word, phrase and/or clause82 order for an intentional effect on the reader
experiment with publishing using different modes and media to enhance planned presentations.
Text-level grammar
Students:
group sentences on related ideas into simple paragraphs, and start each paragraph with a topic
sentence
select and use a broad range of conjunctions83 to create a cohesive text
use appropriate pronoun-referencing across a text
use tense appropriately84 across a text.
Examples
80
Planning strategies may include making notes, drawing, concept maps, flow charts, graphic organisers, creating a storyboard.
81
Student may replace excited with thrilled.
82
Rearranging the position of clauses in a sentence.
83
Conjunctions include and, but, so, because, when, next, since.
84
Appropriate use of tense would be consistent present or timeless present tense in an informative text.
English K–2: Draft outcomes and content for consultation 34Draft outcomes and content for Stage 1
Sentence-level grammar
Students:
record ideas separated by a comma in a sentence85
recognise a compound sentence in own writing, identifying that each clause has meaning by itself
use a combination of simple and compound sentences when creating a text to engage the reader
recognise a complex sentence in own writing, identifying the dependent and independent clauses
write texts that include simple, compound and complex sentences related to a topic
use punctuation with accuracy86 and for effect.87
Word-level language
Students:
know that word choice can influence the precision of meaning in a text
select and use adverbs88 to enhance precision of verbs appropriate to context, audience and
purpose
select and use contextually precise prepositions89 when creating texts
select and use expressive words90 to convey an action and to affect the reader
use noun groups to add detail in a clause91
use creative wordplay92 to affect the reader.
Examples
85
An example would be ‘I went to the shops to buy eggs, bread and milk.’
86
Accurately use punctuation such as capitalisation, full stop, comma, question mark, bullet point, quotation mark, and apostrophe.
87
Use exclamation marks for effect.
88
For example ‘He talks loudly.’
89
Prepositions such as under, through, before, during, with.
90
Expressive words such as tiptoed instead of walked.
91
For example ‘The tomato plant in the pot’.
92
Examples of creative wordplay include repetition, alliteration, onomatopoeia.
English K–2: Draft outcomes and content for consultation 35Draft outcomes and content for Stage 1
Spelling
This content is best addressed in parallel with:
Phonic knowledge
Phonological awareness
Outcomes
A student:
applies phonological, orthographic and morphological generalisations and strategies to spell Tier 1
and taught Tier 2 words when creating texts for different purposes.
Content
Students:
understand that Standard Australian English spelling involves combining knowledge of speech
sounds, conventional letter patterns, word meaning and etymology
correctly use plural-marking suffixes93
correctly use tense-marking suffixes94
spell taught high-frequency homophones95 according to context
segment phonemes in polysyllabic words (words with 3 or more syllables) as a strategy for spelling
spell taught compound words with taught single-letter graphemes, digraphs, split digraphs and
trigraphs
know when to use a consonant doublet96 to spell 2-syllable base words
use extended codes for taught consonant phonemes97
spell high-frequency one-syllable base words with taught vowel digraphs98, split digraphs99,
trigraphs100 and quadgraphs101
know that the consonant trigraphs, -tch and -dge, can end a base word
know that many words originate from other languages102
know how to use a dictionary and other spell-checking resources to check the spelling of an
unfamiliar word
spell CCVCC words (trust) CCCVC words (scrap) and CCCVCC words (thrust)
spell taught high-frequency contractions
use spelling generalisations when adding tense and plural-marking suffixes to base words that
require a change103
spell nouns ending in the suffix er to indicate a person104
Examples
93
Plural-marking suffixes (s and es), for example trap–traps, box–boxes, baby–babies.
94
Tense-marking suffixes (s, es, ing, ed) for example stomp–stomps–stomping–stomped, hop–hops–hopping–hopped.
95
High-frequency homophones include ate/eight.
96
Examples of consonant doublets include ss in blossom, tt in letter, bb in rabbit.
97
Consonant phonemes include kn in knot, gn in gnome, mb in lamb, mn in column.
98
Vowel digraphs such as ew.
99
Split digraphs such as i–e.
100
Trigraphs such as igh.
101
Quadgraphs such a ough.
102
Pizza is an example of a word that originates from a language other than English.
103
Examples of tense and plural marking suffixes that require base words to change: hop–hopping, hide–hiding, baby–babies.
104
For example teacher.
English K–2: Draft outcomes and content for consultation 36Draft outcomes and content for Stage 1
correctly use the comparative and superlative suffixes er and est to spell taught high-frequency
words
correctly use the suffixes ful, y and ly to spell taught high-frequency words
correctly use common prefixes such as un and re.
Teaching advice
Sample teaching advice is available for this content:
Stage 1: Spelling
English K–2: Draft outcomes and content for consultation 37Draft outcomes and content for Stage 1
Handwriting and digital technologies
Outcomes
A student:
uses a legible, fluent and automatic handwriting style, and uses digital technology, including word-
processing applications, when creating texts.
Content
Students:
form all letters with consistent size and slope in NSW Foundation Style
write correctly formed letters in alphabetic order and from memory
use word-processing program functions, including text editing applications
recognise and use keys to show more complex punctuation or symbols
type up to 5 familiar words per minute
use taught software functions to create texts in a range of modes for different contexts, purposes and
audiences.
Teaching advice
Sample teaching advice is available for this content:
Stage 1: Handwriting and digital technologies
English K–2: Draft outcomes and content for consultation 38Draft outcomes and content for Stage 1
Respond to and create literature
This content is best addressed in parallel with:
Creating texts
Spelling
Handwriting and digital technologies
Outcomes
A student:
responds to literature read and viewed, by creating texts with intentional language and structure
choices for different audiences and purposes.
Content
Context: Communication of information and ideas varies according to audience
purpose, and the mode and medium through which it is delivered
Students:
identify how the language and form of a text vary according to purpose, audience and mode
identify how different groups and cultures are represented in texts
create and re-create texts imaginatively in a range of modes and media using their understanding of
context.
Narrative: Narrative is constructed for particular audience and purpose
Students:
identify the sequence of events that make up a narrative
identify patterns in narratives that set up expectation and aid prediction of actions and attitudes
identify key messages in narratives that evoke feelings
identify that narratives can be varied in their telling
understand that narratives present a particular view of the world
create and re-create narratives in a range of modes and media using their understanding of narrative
features.
English K–2: Draft outcomes and content for consultation 39You can also read
