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New NSW Curriculum Reform syllabus: Implement from 2023

English and Mathematics for K−2

Content relating to K−2 is now replaced by the new syllabuses available in the Digital Curriculum.

The new syllabuses must be taught in Kindergarten to Year 2 in all NSW primary schools from Term 1, 2023.

For Kindergarten to Year 10, courses of study and educational programs are based on the outcomes of syllabuses. The content describes in more detail how the outcomes are to be interpreted and used, and the intended learning appropriate for the stage. In considering the intended learning, teachers will make decisions about the sequence, the emphasis to be given to particular areas of content, and any adjustments required based on the needs, interests and abilities of their students.

The knowledge, understanding and skills described in the outcomes and content provide a sound basis for students to successfully move to the next stage of learning.

English K–10 Organisation of content diagram

Content and the use of terminology

Responding and composing

In the English K–10 Syllabus, the study of English is an active pursuit where students use language to learn about language. The key processes of responding to and composing texts are central to students using language purposefully and meaningfully and engaging with a wide range of texts.

‘Responding’ is the activity that occurs as students read, listen to or view texts. It encompasses the personal and intellectual connection a student makes with texts. It also recognises that students and the texts to which they respond reflect social contexts. Responding typically involves:

  • shaping and arranging textual elements to explore and express ideas, emotions and values
  • identifying, comprehending, selecting, articulating, imagining, critically analysing and evaluating.

In this syllabus, ‘composing’ is the activity that occurs as students produce written, spoken or visual texts. Composing typically involves:

  • shaping, making and arranging textual elements to explore and express ideas, emotions and values
  • processes of imagining, drafting, appraising, reflecting and refining
  • knowledge, understanding and use of the language forms, features and structures of texts.

As students undertake the key processes of responding to and composing texts in their study of English, they undertake a number of other integrated and concurrent processes which also highlight the importance of students as active users and learners of language. The processes in this syllabus are intended to emphasise student agency through students developing and applying knowledge and understanding of context and language forms and features, and reflecting on their learning. In addition to the key processes of responding and composing, these processes include:

  • engaging personally with texts
  • developing and applying contextual knowledge
  • understanding and applying knowledge of language forms and features.

The key processes also help to organise and emphasise content in this syllabus within and across stages of learning.

Use of terminology

The generic terms ‘composer’ and ‘compose’ can be used in preference to ‘author’ and ‘create’ as used in the Australian Curriculum. The use of the terms ‘composer’ and ‘compose’ does not preclude use of specific nomenclature such as ‘poet’, ‘writer’, ‘novelist’ or ‘playwright’ by teachers and students where appropriate.

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