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NSW Syllabuses

English K–10 - Early Stage 1 - Objective A Spelling


A student:

  • ENe-5A

    demonstrates developing skills in using letters, simple sound blends and some sight words to represent known words when spelling

  • Content

  • Students:
  • Develop and apply contextual knowledge
  • understand that initial approximations can lead to correct formal spelling
  • spell unknown words phonetically with closer approximations
  • know how to use onset and rime to spell words (ACELA1438)
  • identify patterns in words leading to the identification of word families
  • use and write beginning and ending sounds of spoken words
  • know that letters are used to represent sounds when writing words
  • use approximations and some conventional spelling
  • attempt to spell unknown words using simple strategies, eg segmenting
  • spell some common words accurately in their own writing
  • vocalise or subvocalise words when trying to write them
  • use plural form when spelling some words

ESL scales links to the English syllabus

The level on the ESL scales needed to achieve this English syllabus outcome is Writing level 1.

An EAL student at this stage of schooling may be assessed at a range of levels on the ESL scales Writing strand from Beginning level 1 to level 1. Teachers plan a learning pathway for EAL students using the ESL scales outcomes and pointers. Teachers assess EAL students' current level of English on the ESL scales then plan teaching and learning activities to scaffold learning for students working towards the achievement of English syllabus outcomes.

For EAL students to achieve this English syllabus outcome the teaching focus and pathway of learning will be within the Strategies ESL scales strand organiser. See ESL scales outcomes B1.8, B2.8, 1.12.

National Literacy Learning Progression links to this English outcome

When working towards achieving the outcome ENe-5A the sub-elements (and levels) of Phonic knowledge and word recognition (PkW3–PkW6), Creating texts (CrT3–CrT5), Grammar (GrA2) and Spelling (SpG1–SpG5) describe observable behaviours that can assist teachers in making evidence-based decisions about student development and future learning.

The progression sub-elements and indicators can be viewed by accessing the National Literacy Learning Progression.