NSW Education Standards Authority

English K–6 (2022): Sample scope and sequence

(Stage 2)
The sample scope and sequences developed by NESA include content groups to identify where and when
key understandings may be addressed, and the possible in-parallel connections for teaching. Incidental
teaching of outcomes in addition to those indicated on a scope and sequence may occur. Advice on scope
and sequences is available on the NESA website.

The inclusion of specific focus areas and content groups at points in time across a scope and sequence will
be informed by formative assessment determining the learning needs of students.

English K–6 has documents to assist with creating scope and sequences, accessible through the NSW
Curriculum website, Teaching and learning support tab:

 Making connections in English K–2: Early Stage 1, Stage 1

 Making connections in English 3–6: Stage 2, Stage 3
 English K–6: Continuum of content groups
 Text requirements for English K–2, 3–6

NESA has developed instructional sequences that may be used as a guide for scope and sequencing. Ideally,
a school’s phonics scope and sequence should cohere with the school’s decodable texts.

This sample scope and sequence suggests early and later term durations to address the outcomes and
related content groups. Some learning sequences may take less or more time based on students’ prior
learning, needs and abilities. Teachers make decisions about when to continue teaching a learning
sequence and when to move on.

A sample English outcome tracking grid is included in this document. Teachers can use this as a reference
to ensure all outcomes and content groups are addressed across a stage of learning.

English K–6 (2022): Sample scope and sequence (Stage 2) Page 1 of 18

© 2023 NSW Education Standards Authority
Term 1
Duration: Early Term 1 Duration: Later Term 1
Focus area and content group: Focus area and content group:
Oral language and communication Oral language and communication
Interacting Listening for understanding
Focus area and content group: Focus area and content group:
Vocabulary Vocabulary
Learning and using words Learning and using words
Focus area and content group: Focus area and content groups:
Reading fluency Reading fluency
Reading automaticity and rate Reading automaticity and rate
Monitoring reading fluency
Focus area and content group: Focus area and content groups:
Reading comprehension Reading comprehension
Reading for interest and wide purposes Comprehending language
Monitoring comprehension
Focus area and content groups: Focus area and content groups:
Creating written texts Creating written texts
Imaginative purposes Imaginative purposes
Punctuation Text features for multiple purposes
Word-level language Sentence-level grammar
Focus area and content group: Focus area and content group:
Spelling Spelling
Orthographic component Orthographic component
Focus area and content group: Focus area and content group:
Handwriting and digital transcription Handwriting and digital transcription
In this sample scope and sequence, this focus Handwriting legibility and fluency
area will be addressed in Later Term 1
Focus area and content groups: Focus area and content groups:
Understanding and responding to literature Understanding and responding to literature
Narrative Characterisation
Characterisation Imagery, symbol and connotation
Argument and authority

Outcomes: Outcomes:
EN2-OLC-01, EN2-VOCAB-01, EN2-REFLU-01, EN2-OLC-01, EN2-VOCAB-01, EN2-REFLU-01, EN2-
EN2-RECOM-01, EN2-CWT-01, EN2-SPELL-01, RECOM-01, EN2-CWT-01, EN2-SPELL-01, EN2-
EN2-UARL-01 HANDW-01, EN2-UARL-01

English K–6 (2022): Sample scope and sequence (Stage 2)

Page 2 of 18
Term 2
Duration: Early Term 2 Duration: Later Term 2

Focus area and content group: Focus area and content group:
Oral language and communication Oral language and communication
Presenting Listening for understanding

Focus area and content groups: Focus area and content group:
Vocabulary Vocabulary
Learning and using words Defining and analysing words
Defining and analysing words

Focus area and content group: Focus area and content group:
Reading fluency Reading fluency
Prosody In this sample scope and sequence, this focus area
will be addressed again in Term 3

Focus area and content group: Focus area and content groups:
Reading comprehension Reading comprehension
Comprehending text structures and features Reading for interest and wide purposes
Comprehending language

Focus area and content groups: Focus area and content groups:
Creating written texts Creating written texts
Informative purposes Persuasive purposes
Punctuation Sentence-level grammar
Planning, monitoring and revising Word-level language

Focus area and content groups: Focus area and content group:
Spelling Spelling
Phonological component Orthographic component
Morphological component

Focus area and content group: Focus area and content group:
Handwriting and digital transcription Handwriting and digital transcription
Software functionalities and typing In this sample scope and sequence, this focus area
will not be addressed again this Term

Focus area and content groups: Focus area and content groups:
Understanding and responding to literature Understanding and responding to literature
Narrative Characterisation
Genre Perspective and context
Theme Argument and authority

Outcomes: Outcomes:

English K–6 (2022): Sample scope and sequence (Stage 2)

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 Duration: Early Term 2 Duration: Later Term 2

EN2-OLC-01, EN2-VOCAB-01, EN2-REFLU-01, EN2-OLC-01, EN2-VOCAB-01, EN2-RECOM-01, EN2-

EN2-RECOM-01, EN2-CWT-02, EN2-SPELL-01, CWT-03, EN2-SPELL-01, EN2-UARL-01
EN2-HANDW-02, EN2-UARL-01

English K–6 (2022): Sample scope and sequence (Stage 2)

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Term 3
Duration: Early Term 3 Duration: Later Term 3

Focus area and content group: Focus area and content group:
Oral language and communication Oral language and communication
Interacting Presenting

Focus area and related content group: Focus area and content group:
Vocabulary Vocabulary
In this sample scope and sequence, this focus Learning and using words
area will be addressed in Later Term 3

Focus area and content groups: Focus area and content group:
Reading fluency Reading fluency
Reading automaticity and rate Monitoring reading fluency
Prosody

Focus area and content group: Focus area and content groups:
Reading comprehension Reading comprehension
Monitoring comprehension Comprehending language

Focus area and content groups: Focus area and content groups:
Creating written texts Creating written texts
Persuasive purposes Informative purposes
Text features for multiple purposes Persuasive purposes
Sentence-level grammar Punctuation
Planning, monitoring and revising

Focus area and content groups: Focus area and content group:
Spelling Spelling
Phonological component Orthographic component
Morphological component

Focus area and content group: Focus area and content group:
Handwriting and digital transcription Handwriting and digital transcription
Handwriting legibility and fluency Software functionalities and typing

Focus area and content groups: Focus area and content groups:
Understanding and responding to literature Understanding and responding to literature
Narrative Perspective and context
Genre Argument and authority

Outcomes: Outcomes:
EN2-OLC-01, EN2-REFLU-01, EN2-RECOM-01, EN2-OLC-01, EN2-VOCAB-01, EN2-REFLU-01, EN2-
EN2-CWT-03, EN2-SPELL-01, EN2-HANDW-01, RECOM-01, EN2-CWT-02, EN2-CWT-03, EN2-SPELL-
EN2-UARL-01 01, EN2-HANDW-02, EN2-UARL-01

English K–6 (2022): Sample scope and sequence (Stage 2)

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English K–6 (2022): Sample scope and sequence (Stage 2)

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Term 4
Duration: Early Term 4 Duration: Later Term 4

Focus area and content group: Focus area and content group:
Oral language and communication Oral language and communication
Listening for understanding Listening for understanding

Focus area and content group: Focus area and content group:
Vocabulary Vocabulary
Defining and analysing words In this sample scope and sequence, this focus area
will not be addressed again

Focus area and content group: Focus area and content group:
Reading fluency Reading fluency
Reading automaticity and rate In this sample scope and sequence, this focus area
will not be addressed again

Focus area and content groups: Focus area and content group:
Reading comprehension Reading comprehension
Reading for interest and wide purposes Comprehending language
Comprehending text structures and features

Focus area and content groups: Focus area and content groups:
Creating written texts Creating written texts
Informative purposes Imaginative purposes
Sentence-level grammar Word-level language

Focus area and content group: Focus area and content group:
Spelling Spelling
Morphological component In this sample scope and sequence, this focus area
will not be addressed again

Focus area and content group: Focus area and content group:
Handwriting and digital transcription Handwriting and digital transcription
In this sample scope and sequence, this focus In this sample scope and sequence, this focus area
area will not be addressed this Term will not be addressed again

Focus area and content groups: Focus area and content groups:
Understanding and responding to literature Understanding and responding to literature
Imagery, symbol and connotation Narrative
Argument and authority Imagery, symbol and connotation
Theme

Outcomes: Outcomes:
EN2-OLC-01, EN2-VOCAB-01, EN2-RECOM-01, EN2-OLC-01, EN2-RECOM-01, EN2-CWT-01, EN2-
EN2-CWT-02, EN2-SPELL-01, EN2-UARL-01 SPELL-01, EN2-UARL-01

English K–6 (2022): Sample scope and sequence (Stage 2)

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English Stage 2: Sample outcome tracking grid
This tracking grid can be used to highlight when each outcome and content group is addressed across a year of learning.

Early Later Early Later Early Later Early Later

Focus areas, outcomes and
Term Term Term Term Term Term Term Term
content groups
1 1 2 2 3 3 4 4
Oral language and
communication: EN2-OLC-01:
Interacting
Oral language and
communication: EN2-OLC-01:
Listening for understanding
Oral language and
communication: EN2-OLC-01:
Presenting

Vocabulary: EN2-VOCAB-01:
Learning and using words

Vocabulary: EN2-VOCAB-01:
Defining and analysing words

Reading fluency: EN2-REFLU-01:

Reading automaticity and rate

Reading fluency: EN2-REFLU-01:

Prosody

Reading fluency: EN2-REFLU-01:

Monitoring reading fluency

Reading comprehension: EN2-

RECOM-01: Reading for interest
and wide purposes
Reading comprehension: EN2-
RECOM-01: Comprehending text
structures and features
Reading comprehension: EN2-
RECOM-01: Comprehending
language
Reading comprehension: EN2-
RECOM-01: Monitoring
comprehension

Creating written texts: EN2-CWT-

01: Imaginative purposes

Creating written texts: EN2-CWT-

02: Informative purposes

English K–6 (2022): Sample scope and sequence (Stage 2)

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 Early Later Early Later Early Later Early Later
Focus areas, outcomes and
Term Term Term Term Term Term Term Term
content groups
1 1 2 2 3 3 4 4

Creating written texts: EN2-CWT-

03: Persuasive purposes
Creating written texts: EN2-CWT-
01, EN2-CWT-02, EN2-CWT-03:
Text features for multiple
purposes
Creating written texts: EN2-CWT-
01, EN2-CWT-02, EN2-CWT-03:
Sentence-level grammar
Creating written texts: EN2-CWT-
01, EN2-CWT-02, EN2-CWT-03:
Punctuation
Creating written texts: EN2-CWT-
01, EN2-CWT-02, EN2-CWT-03:
Word-level language
Creating written texts: EN2-CWT-
01, EN2-CWT-02, EN2-CWT-03:
Planning, monitoring and revising

Spelling: EN2-SPELL-01:
Phonological component

Spelling: EN2-SPELL-01:
Orthographic component

Spelling: EN2-SPELL-01:
Morphological component

Handwriting and digital

transcription: EN2-HANDW-01:
Handwriting legibility and fluency
Handwriting and digital
transcription: EN2-HANDW-02:
Software functionalities and typing
Understanding and responding to
literature: EN2-UARL-01:
Narrative
Understanding and responding to
literature: EN2-UARL-01:
Characterisation
Understanding and responding to
literature: EN2-UARL-01: Imagery,
symbol and connotation

Understanding and responding to

literature: EN2-UARL-01: Genre

English K–6 (2022): Sample scope and sequence (Stage 2)

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 Early Later Early Later Early Later Early Later
Focus areas, outcomes and
Term Term Term Term Term Term Term Term
content groups
1 1 2 2 3 3 4 4

Understanding and responding to

literature: EN2-UARL-01: Theme

Understanding and responding to

literature: EN2-UARL-01:
Perspective and context
Understanding and responding to
literature: EN2-UARL-01:
Argument and authority

English K–6 (2022): Sample scope and sequence (Stage 2)

Page 10 of 18
English Stage 2: Scope and sequence template
Use this scope and sequence template to indicate the focus area, outcomes and related content groups that can be
addressed over each term. Focus area content groups should be listed to identify key concepts for targeted teaching.

This scope and sequence template suggests early and later term durations. This organisation is a guide, as some
learning sequences may take less or more time based on students’ prior learning, needs and abilities. Teachers make
decisions about when to continue teaching a learning sequence and when to move on.

When developing a scope and sequence, it is suggested to have the Making Connections in English K-2 or 3-6
documents for the appropriate Stage(s) open, to identify opportunities to teach related focus areas and content groups
in parallel.

Term 1
Duration: Early Term 1 Duration: Later Term 1

Focus area and related content groups: Focus area and related content groups:
Oral language and communication Oral language and communication
Focus area and related content groups: Focus area and related content groups:
Vocabulary Vocabulary
Focus area and related content groups: Focus area and related content groups:
Reading fluency Reading fluency
Focus area and related content groups: Focus area and related content groups:
Reading comprehension Reading comprehension
Focus area and related content groups: Focus area and related content groups:
Creating written texts Creating written texts
Focus area and related content groups: Focus area and related content groups:
Spelling Spelling
Focus area and related content groups: Focus area and related content groups:
Handwriting and digital transcription Handwriting and digital transcription
Focus area and related content groups: Focus area and related content groups:
Understanding and responding to literature Understanding and responding to literature
Outcomes: Outcomes:
EN2-OLC-01, EN2-VOCAB-01, EN2-REFLU-01, EN2- EN2-OLC-01, EN2-VOCAB-01, EN2-REFLU-01, EN2-RECOM-
RECOM-01, EN2-CWT-01, EN2-CWT-02, EN2-CWT-03, 01, EN2-CWT-01, EN2-CWT-02, EN2-CWT-03, EN2-SPELL-01,
EN2-SPELL-01, EN2-HANDW-01, EN2-HANDW-02, EN2- EN2-HANDW-01, EN2-HANDW-02, EN2-UARL-01
UARL-01

English K–6 (2022): Sample scope and sequence (Stage 2)

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English K–6 (2022): Sample scope and sequence (Stage 2)

Page 12 of 18
Term 2
Duration: Early Term 2 Duration: Later Term 2

Focus area and related content groups: Focus area and related content groups:
Oral language and communication Oral language and communication
Focus area and related content groups: Focus area and related content groups:
Vocabulary Vocabulary
Focus area and related content groups: Focus area and related content groups:
Reading fluency Reading fluency
Focus area and related content groups: Focus area and related content groups:
Reading comprehension Reading comprehension
Focus area and related content groups: Focus area and related content groups:
Creating written texts Creating written texts
Focus area and related content groups: Focus area and related content groups:
Spelling Spelling
Focus area and related content groups: Focus area and related content groups:
Handwriting and digital transcription Handwriting and digital transcription
Focus area and related content groups: Focus area and related content groups:
Understanding and responding to literature Understanding and responding to literature
Outcomes: Outcomes:
EN2-OLC-01, EN2-VOCAB-01, EN2-REFLU-01, EN2- EN2-OLC-01, EN2-VOCAB-01, EN2-REFLU-01, EN2-RECOM-
RECOM-01, EN2-CWT-01, EN2-CWT-02, EN2-CWT-03, 01, EN2-CWT-01, EN2-CWT-02, EN2-CWT-03, EN2-SPELL-01,
EN2-SPELL-01, EN2-HANDW-01, EN2-HANDW-02, EN2- EN2-HANDW-01, EN2-HANDW-02, EN2-UARL-01
UARL-01

English K–6 (2022): Sample scope and sequence (Stage 2)

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Term 3
Duration: Early Term 3 Duration: Later Term 3

Focus area and related content groups: Focus area and related content groups:
Oral language and communication Oral language and communication
Focus area and related content groups: Focus area and related content groups:
Vocabulary Vocabulary
Focus area and related content groups: Focus area and related content groups:
Reading fluency Reading fluency
Focus area and related content groups: Focus area and related content groups:
Reading comprehension Reading comprehension
Focus area and related content groups: Focus area and related content groups:
Creating written texts Creating written texts
Focus area and related content groups: Focus area and related content groups:
Spelling Spelling
Focus area and related content groups: Focus area and related content groups:
Handwriting and digital transcription Handwriting and digital transcription
Focus area and related content groups: Focus area and related content groups:
Understanding and responding to literature Understanding and responding to literature
Outcomes: Outcomes:
EN2-OLC-01, EN2-VOCAB-01, EN2-REFLU-01, EN2- EN2-OLC-01, EN2-VOCAB-01, EN2-REFLU-01, EN2-RECOM-
RECOM-01, EN2-CWT-01, EN2-CWT-02, EN2-CWT-03, 01, EN2-CWT-01, EN2-CWT-02, EN2-CWT-03, EN2-SPELL-01,
EN2-SPELL-01, EN2-HANDW-01, EN2-HANDW-02, EN2- EN2-HANDW-01, EN2-HANDW-02, EN2-UARL-01
UARL-01

English K–6 (2022): Sample scope and sequence (Stage 2)

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Term 4
Duration: Early Term 4 Duration: Later Term 4

Focus area and related content groups: Focus area and related content groups:
Oral language and communication Oral language and communication
Focus area and related content groups: Focus area and related content groups:
Vocabulary Vocabulary
Focus area and related content groups: Focus area and related content groups:
Reading fluency Reading fluency
Focus area and related content groups: Focus area and related content groups:
Reading comprehension Reading comprehension
Focus area and related content groups: Focus area and related content groups:
Creating written texts Creating written texts
Focus area and related content groups: Focus area and related content groups:
Spelling Spelling
Focus area and related content groups: Focus area and related content groups:
Handwriting and digital transcription Handwriting and digital transcription
Focus area and related content groups: Focus area and related content groups:
Understanding and responding to literature Understanding and responding to literature
Outcomes: Outcomes:

EN2-OLC-01, EN2-VOCAB-01, EN2-REFLU-01, EN2- EN2-OLC-01, EN2-VOCAB-01, EN2-REFLU-01, EN2-RECOM-

RECOM-01, EN2-CWT-01, EN2-CWT-02, EN2-CWT-03, 01, EN2-CWT-01, EN2-CWT-02, EN2-CWT-03, EN2-SPELL-01,
EN2-SPELL-01, EN2-HANDW-01, EN2-HANDW-02, EN2- EN2-HANDW-01, EN2-HANDW-02, EN2-UARL-01
UARL-01

English K–6 (2022): Sample scope and sequence (Stage 2)

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English Stage 2: outcome tracking grid template
This tracking grid can be used to record when each outcome and content group is addressed across a year of
learning.

Early Later Early Later Early Later Early Later

Focus areas, outcomes and content
Term Term Term Term Term Term Term Term
groups 1 1 2 2 3 3 4 4

Oral language and communication:

EN2-OLC-01 Interacting

Oral language and communication:

EN2-OLC-01: Listening for
understanding

Oral language and communication:

EN2-OLC-01: Presenting

Vocabulary: EN2-VOCAB-01: Learning

and using words

Vocabulary: EN2-VOCAB-01: Defining

and analysing words

Reading fluency: EN2-REFLU-01:

Reading automaticity and rate

Reading fluency: EN2-REFLU-01:

Prosody

Reading fluency: EN2-REFLU-01:

Monitoring reading fluency

Reading comprehension: EN2-

RECOM-01: Reading for interest and
wide purposes

Reading comprehension: EN2-

RECOM-01: Comprehending text
structures and features

Reading comprehension: EN2-

RECOM-01: Comprehending language

English K–6 (2022): Sample scope and sequence (Stage 2)

Page 16 of 18
 Early Later Early Later Early Later Early Later
Focus areas, outcomes and content
Term Term Term Term Term Term Term Term
groups 1 1 2 2 3 3 4 4

Reading comprehension: EN2-

RECOM-01: Monitoring comprehension

Creating written texts: EN2-CWT-01:

Imaginative purposes

Creating written texts: EN2-CWT-02:

Informative purposes

Creating written texts: EN2-CWT-03:

Persuasive purposes

Creating written texts: EN2-CWT-01,

EN2-CWT-02, EN2-CWT-03: Text
features for multiple purposes

Creating written texts: EN2-CWT-01,

EN2-CWT-02, EN2-CWT-03:
Sentence-level grammar

Creating written texts:

EN2-CWT-01, EN2-CWT-02, EN2-
CWT-03: Punctuation

Creating written texts: EN2-CWT-01,

EN2-CWT-02, EN2-CWT-03: Word-
level language

Creating written texts: EN2-CWT-01,

EN2-CWT-02, EN2-CWT-03: Planning,
monitoring and revising

Spelling: EN2-SPELL-01: Phonological

component

Spelling: EN2-SPELL-01: Orthographic

component

Spelling: EN2-SPELL-01:
Morphological component

Handwriting and digital transcription:

EN2-HANDW-01: Handwriting legibility
and fluency

English K–6 (2022): Sample scope and sequence (Stage 2)

Page 17 of 18
 Early Later Early Later Early Later Early Later
Focus areas, outcomes and content
Term Term Term Term Term Term Term Term
groups 1 1 2 2 3 3 4 4

Handwriting and digital transcription:

EN2-HANDW-02: Software
functionalities and typing

Understanding and responding to

literature: EN2-UARL-01: Narrative

Understanding and responding to

literature: EN2-UARL-01:
Characterisation

Understanding and responding to

literature: EN2-UARL-01: Imagery,
symbol, connotation

Understanding and responding to

literature: EN2-UARL-01: Genre

Understanding and responding to

literature: EN2-UARL-01: Theme

Understanding and responding to

literature: EN2-UARL-01: Perspective
and context

Understanding and responding to

literature: EN2-UARL-01: Argument
and authority

English K–6 (2022): Sample scope and sequence (Stage 2)

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