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NSW Syllabuses

Outcomes

Table of Objectives and Outcomes – Continuum of Learning

View the outcomes in an interactive table linked to content. 

Download: Continuum of Learning in English K–10 (A3 PDF, 2 pages, 59KB)

Objectives: 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: Early Stage 1 outcomes Stage 1 outcomes Stage 2 outcomes Stage 3 outcomes Stage 4 outcomes Stage 5 outcomes
A student: A student: A student: A student: A student: A student:

A. communicate through speaking, listening, reading, writing, viewing and representing*

ENe-1A communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction
EN1-1A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
EN2-1A communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts
EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
EN5-1A responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
ENe-2A composes simple texts to convey an idea or message
EN1-2A plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
EN2-2A plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
EN3-2A composes, edits and presents well-structured and coherent texts
ENe-3A produces most lower case and upper case letters and uses digital technologies to construct texts
EN1-3A composes texts using letters of consistent size and slope and uses digital technologies
EN2-3A uses effective handwriting and publishes texts using digital technologies
EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies
EN5-2A 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
ENe-4A demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies
EN1-4A 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
EN2-4A 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
EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
ENe-5A demonstrates developing skills in using letters, simple sound blends and some sight words to represent known words when spelling
EN1-5A uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words
 
EN2-5A uses a range of strategies, including knowledge of letter–sound correspondences and common letter patterns, to spell familiar and some unfamiliar words
 
EN3-4A draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts
 

B. use language to shape and make meaning according to purpose, audience and context

ENe-6B recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language
EN1-6B recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
EN2-6B identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts
EN5-3B 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
ENe-7B recognises some different purposes for writing and that own texts differ in various ways
EN1-7B identifies how language use in their own writing differs according to their purpose, audience and subject matter
EN2-7B identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts
ENe-8B demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter
EN1-8B recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter 
EN2-8B identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
ENe-9B demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts
EN1-9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
EN2-9B uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
EN4-4B makes effective language choices to creatively shape meaning with accuracy, clarity and coherence
EN5-4B effectively transfers knowledge, skills and understanding of language concepts into new and different contexts

C. think in ways that are imaginative, creative, interpretive and critical

ENe-10C thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts
EN1-10C thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts
EN2-10C thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts
EN3-7C thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts
EN5-5C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts
EN4-6C identifies and explains connections between and among texts
EN5-6C investigates the relationships between and among texts

D. express themselves and their relationships with others and their world

ENe-11D responds to and composes simple texts about familiar aspects of the world and their own experiences
EN1-11D responds to and composes a range of texts about familiar aspects of the world and their own experiences
EN2-11D responds to and composes a range of texts that express viewpoints of the world similar to and different from their own
EN3-8D identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
EN4-7D demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it
EN5-7D understands and evaluates the diverse ways texts can represent personal and public worlds
EN4-8D identifies, considers and appreciates cultural expression in texts
EN5-8D questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

E. learn and reflect on their learning through their study of English

ENe-12E demonstrates awareness of how to reflect on aspects of their own and others’ learning
EN1-12E identifies and discusses aspects of their own and others’ learning
EN2-12E recognises and uses an increasing range of strategies to reflect on their own and others’ learning
EN3-9E recognises, reflects on and assesses their strengths as a learner
EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning
EN5-9E purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing independence and effectiveness

* 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.

Years 7–10 Life Skills Outcomes

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.

Also see:

Further information about curriculum options for students with special education needs.