English K-6
Syllabus,
Assessment and
Moderation
1
The aim of the English K–6 Syllabus is to
encourage positive attitudes towards learning
English, to develop students’ ability in using
language effectively and to enable critical
reflection on how language works.
p6 English K–6 syllabus (1998) Board of Studies NSW, Sydney.
2
This approach places emphasis on both spoken and written
language and provides a comprehensive description of how
language works.
This is a useful approach for the classroom because it allows
for the diversity of language backgrounds within a
multicultural society.
p6 English K–6 syllabus (1998) Board of Studies NSW, Sydney.
3
By engaging with the syllabus:
Students will develop:
• the ability to talk, listen, read, view and write with purpose, effect and confidence.
• knowledge of the ways in which language varies according to context (eg purpose,
audience, channel of communication and content).
• a sound grasp of the language structures and grammar of Standard Australian English.
Teachers will also provide opportunities for students to:
• develop a broad knowledge of a range of literature including Australian literature.
• discuss and analyse texts critically and with appreciation.
p.5 English K–6 syllabus (1998) Board of Studies NSW, Sydney.
4
At the core of the syllabus is
an emphasis on language as a
resource for making meaning.
p7. English K–6 syllabus (1998) Board of Studies NSW, Sydney.
5
Talking, listening, reading and writing are interrelated.
Each one contributes to the development of the others.
Discussing our ideas, for example, helps us with our
writing; listening to a story helps us when we come to
read the story ourselves; reading about a topic provides
us with material for our writing, as does viewing a film or
documentary.
p.8 English K–6 syllabus (1998) Board of Studies NSW, Sydney.
6
Learning English involves developing both the ability to use language
effectively for a range of purposes and the ability to talk about how
the language being used.
The syllabus outcomes reflect these two
substrands in: ‘learning to use language’
and ‘learning about language’.
p 7 English K–6 syllabus (1998) Board of Studies NSW, Sydney.
7
How does it all fit together?
Content
Indicators
Scope and
Sequence
Outcomes
8
How does it all fit together?
Foundation Statements: A
clear picture of the knowledge,
skills and understanding that
each student should develop at
each stage of primary school.
9
How does it all fit together?
Outcomes are: specific
statements of the results
Achieved
asAchieved
students
as a syllabus.
result of
intended
by the
engage in the
effective
contentteaching.
of
the syllabus.
Outcomes
Statements of
knowledge, skills and
understandings expected
to be achieved by most
students at the end of
each stage.
10
How does it all fit together?
Indicators
Teachers
may provide
Assist teachers
to
Not ordered by level of
students
with
range
of
monitor
student
progress
Can
be aadapted
complexity,
thereforeorcan
learning
experiences
within
a stageto
orrelate
to(to
make
be modified
taught at any
or to
address
an syllabus
outcome)
on-balance
judgements
Included
inspecific
the
English
learning
several
times
during
a
beyond
the
indicators
about
achievement
of
as examples
only.
experiences..
stage.
given.
outcomes at the end of
the stage.
Indicator: A statement of
the
behaviour that
Exemplify a range of
students
display as
observablemight
behaviours
that contribute
to the the
they
work towards
achievement of
achievement
of the
outcomes.
syllabus outcomes.
11
How does it all fit together?
Content
Content: Provides direction
for the teaching of Talking
and Listening, Reading and
Writing.
12
How does it all fit together?
Scope and Sequence:
Further direction for the
teaching of Talking and
Listening, Reading and
Writing.
Scope and
Sequence
13
How does it all fit together?
Content: Further direction for
the teaching of Talking and
Listening, Reading and
Writing.
Indicator: A statement of the
behaviour that students
might display as they work
towards the achievement of
the syllabus outcomes.
Content
Scope and
Sequence
Scope and Sequence: Further
direction for the teaching of Talking
and Listening, Reading and
Writing.
Indicators
Outcomes
Outcomes: Specific
statements of the
results intended by the
syllabus.
Foundation Statements: A clear
picture of the knowledge, skills and
understanding that each student
should develop at each stage of
primary school.
14
Foundation Statements and Outcomes
15
Foundation Statements and Outcomes
Talking and Listening
strand within
Foundation Statement
Reading strand within
Foundation Statement
Writing strand within
Foundation Statement
16
Foundation Statements and Outcomes
Activity: using Foundation Statements
Work with someone who is currently teaching at the stage that precedes or follows
your stage.
Describe the Foundation Statements in your own words – what do they mean
to you?
What similarities do you see between the two statements?
What differences do you see between the two statements?
17
Foundation Statements and Outcomes
Syllabus Outcomes and Indicators – strands and substrands
18
Foundation Statements and Outcomes
Strand
Talking and Listening
Substrand
Learning to or Learning about
Indicator organisers
19
Foundation Statements and Outcomes
‘Learning to’ and ‘Learning about’
Students learn to use language as they are learning about
language.
Learning about outcomes:
These outcomes will be used to plan and assess the development of explicit knowledge of
how language works in context and of how to talk about the structures and features of spoken
and written language.
Learning to outcomes:
These outcomes will be used to plan and assess students’ reading, writing and talking and
listening and the development of associated reading, writing and talking and listening skills
and strategies.
Reflection
Discuss how this might look in your classroom.
20
Foundation Statements and Outcomes
‘Learning to’ and ‘Learning about’
What does this mean in the context of Talking and Listening?
When learning to talk and listen students
•learn oral presentation skills
•develop listening skills
•develop interaction skills
•learn to consider the purpose, audience and subject matter when making
oral presentations
When learning about talking and listening students
•consider the purpose, audience, grammar, structure and expression of
spoken language.
•learn about varieties of language
•learn about differences between spoken and written language
21
Foundation Statements and Outcomes
Learning to talk and listen
Learning about talking and
listening
Talking and Listening(T.1)
Context and Text (T.3)
Purpose
Audience, Subject Matter
Purpose
Audience
Channel of Communication
Language Varieties
Skills and Strategies (T.2)
Language Structure and
Features (T.4)
Listening Skills
Interaction Skills
Oral Presentation Skills
Text Structure and Features
Grammar
Expression
22
Foundation Statements and Outcomes
Learning to talk and listen
Learning about talking and
listening
Talking and Listening(T.1)
Purpose
Audience, Subject Matter
Context and Text (T.3)
Purpose
Audience
Channel of Communication
Language Varieties
Skills and Strategies (T.2)
Listening Skills
Interaction Skills
Oral Presentation Skills
Reflection
Open your syllabus and turn to pp 20 -27
Language Structure and
Features (T.4)
Text Structure and Features
Grammar
Expression
Can you see common connections or common elements between the
outcomes? What are they?
How do the headings that organise the example indicators help you to
understand the outcomes?
Compare the stage you are currently teaching to the stage above or below.
Look back to the Foundation Statements.
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Content, Scope and Sequence
Content, Scope and Sequence
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Content Overview
Linked to learning to talk
and listen – skills and
strategies TS1.2 TS1.3
This is where to find
guidelines for:
what students will be
taught in each stage
implications for teachers
25
Content Overview
Linked to learning bout talking
and listening – language
structures and features TS1.4
TS1.5
This is where to find
guidelines for:
what students will be
taught in each stage
implications for teachers
26
Content Overview
Compare and contrast the content in the early part of the stage to the later part
of the stage.
Write down differences you
notice in your own words.
Reflection
27
Scope and Sequence
Scope and Sequence of Text Types
For the purpose of this syllabus, texts are grouped and defined in particular categories. 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 text types.
It is important to note that these text types are somewhat idealised for teaching purposes. In real life,
we often find ‘mixed’ texts. A narrative, for example, might include a description of the setting; a
procedure for an investigation might conclude with an explanation of the scientific principle involved.
p66 English K–6 syllabus (1998) Board of Studies NSW, Sydney.
Turn to pages 68-69 and 70-71.
Look at the examples of each text type.
Think of examples of ‘real life’ texts that include more
than one type of text.
Reflection
28
Scope and Sequence
Scope and Sequence of Text Types
Further considerations:
The Social Purpose identified in the scope and sequence should be used when planning, programming
and assessing. It is important to provide a balance of texts that cover a range of social purposes.
Students need to be provided with opportunities to explore these texts in talking and listening, reading
and writing across all stages.
Look at the social purpose of each type of text.
Look at a social purpose (to explain) and identify
how the expectations differ for each stage.
Reflection
See pp 68-71
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Scope and Sequence
Scope and Sequence of Grammar
The following scope and sequence of grammar framework indicates those grammatical
understandings and terms over which students might be expected to have control by the end
of each stage. It would be quite appropriate to introduce certain grammatical concepts and
terms at earlier stages if desired — for example, in the context of work with a particular text.
p72 English K–6 syllabus (1998) Board of Studies NSW, Sydney.
Reflection
Turn to page 72 and read the first three points.
Can you think of examples of these points?
Think about the students you teach
Turn to pp 74-74 brainstorm ways in which the
use of this scope and sequence could inform
your teaching.
Refer to pp 72-73 to gain further
understanding of how the scope and
sequence is read.
30
Scope and Sequence
Scope and Sequence of Phonological and Graphological Processing
When selecting the content of a program to teach students to use phonological and
graphological information, teachers should be aware of the importance of, and the
relationships between, the following aspects of literacy learning:
✒ sound (phonological) awareness
✒ visual (graphological) processing
✒ letter–sound (graphophonic) relationships
✒ spelling
✒ handwriting.
p76 English K–6 syllabus (1998) Board of Studies NSW, Sydney.
Reflection
Read pages 76-77
Turn to the scope and sequence for the stage you are teaching.
Brainstorm ways in which the use of this scope and sequence could
inform your teaching.
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