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Multiple Syllabuses
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Table of contents
Table of contents................................................................................................................................4

Aboriginal Languages K–10...............................................................................................................9

Implementation from 2024..............................................................................................................9

Overview........................................................................................................................................9

Syllabus overview.......................................................................................................................9

Table of outcomes........................................................................................................................14

Primary (K–6)...........................................................................................................................14

Outcomes and content for Early Stage 1.....................................................................................15

Interacting.................................................................................................................................15

Responding..............................................................................................................................19

Composing...............................................................................................................................23

The role of language, culture and identity................................................................................28

Language awareness and building...........................................................................................31

Assessment..................................................................................................................................33

Common Grade Scale..............................................................................................................33

Course performance descriptors..............................................................................................33

Assessment of Life Skills outcomes.........................................................................................34

Auslan K–10.....................................................................................................................................35

Implementation from 2026...........................................................................................................35

Overview......................................................................................................................................35

Syllabus overview.....................................................................................................................35

Table of outcomes........................................................................................................................39

Primary (K–6)...........................................................................................................................39

Outcomes and content for Early Stage 1.....................................................................................40

Interacting in Auslan.................................................................................................................40

Understanding texts in Auslan..................................................................................................44

Creating texts in Auslan...........................................................................................................47

Role of language, culture and identity......................................................................................50

Assessment..................................................................................................................................53

Common Grade Scale..............................................................................................................53

Course performance descriptors..............................................................................................53

Assessment of Life Skills outcomes.........................................................................................54

Classical Languages K–10...............................................................................................................55

Implementation from 2024...........................................................................................................55

Overview......................................................................................................................................55

Syllabus overview.....................................................................................................................55

Table of outcomes........................................................................................................................58

Primary (K–6)...........................................................................................................................58

Outcomes and content for Early Stage 1.....................................................................................59

Understanding texts.................................................................................................................59

Intercultural understanding.......................................................................................................62

Assessment..................................................................................................................................64

Common Grade Scale..............................................................................................................64

Course performance descriptors..............................................................................................64

Assessment of Life Skills outcomes.........................................................................................65

Creative Arts K–6.............................................................................................................................66

Implementation from 2027...........................................................................................................66

Overview......................................................................................................................................66

Syllabus overview.....................................................................................................................66

Table of outcomes........................................................................................................................72

Primary (K–6)...........................................................................................................................72

Outcomes and content for Early Stage 1.....................................................................................74

Dance.......................................................................................................................................74

Drama.......................................................................................................................................77

Music........................................................................................................................................80

Visual Arts................................................................................................................................84

Assessment..................................................................................................................................87

Common Grade Scale..............................................................................................................87

English K–10....................................................................................................................................88

Implementation for K–2 from 2023 and 3–10 from 2024..............................................................88

Overview......................................................................................................................................88

Syllabus overview.....................................................................................................................88

Table of outcomes......................................................................................................................100

Primary (K–6).........................................................................................................................100

Outcomes and content for Early Stage 1...................................................................................104

Oral language and communication.........................................................................................104

 Vocabulary.............................................................................................................................109

Phonological awareness........................................................................................................111

Print conventions....................................................................................................................114

Phonic knowledge..................................................................................................................116

Reading fluency......................................................................................................................118

Reading comprehension........................................................................................................120

Creating written texts..............................................................................................................124

Spelling...................................................................................................................................128

Handwriting............................................................................................................................130

Understanding and responding to literature...........................................................................131

Assessment................................................................................................................................135

Common Grade Scale............................................................................................................135

Course performance descriptors............................................................................................135

Assessment of Life Skills outcomes.......................................................................................136

Human Society and its Environment K–6.......................................................................................137

Implementation from 2027.........................................................................................................137

Overview....................................................................................................................................137

Syllabus overview...................................................................................................................137

Table of outcomes......................................................................................................................141

Primary (K–6).........................................................................................................................141

Outcomes and content for Early Stage 1...................................................................................143

People are connected to places.............................................................................................143

People have lived in the past.................................................................................................146

Assessment................................................................................................................................149

Common Grade Scale............................................................................................................149

Mathematics K–10.........................................................................................................................150

Implementation for K–2 from 2023 and 3–10 from 2024............................................................150

Overview....................................................................................................................................150

Syllabus overview...................................................................................................................150

Table of outcomes......................................................................................................................157

Primary (K–6).........................................................................................................................157

Outcomes and content for Early Stage 1...................................................................................161

Representing whole numbers.................................................................................................161

Combining and separating quantities.....................................................................................164

 Forming groups......................................................................................................................167

Geometric measure................................................................................................................170

Two-dimensional spatial structure..........................................................................................173

Three-dimensional spatial structure.......................................................................................177

Non-spatial measure..............................................................................................................180

Data........................................................................................................................................183

Assessment................................................................................................................................186

Common Grade Scale............................................................................................................186

Course performance descriptors............................................................................................186

Assessment of Life Skills outcomes.......................................................................................187

Modern Languages K–10...............................................................................................................188

Implementation from 2024.........................................................................................................188

Overview....................................................................................................................................188

Syllabus overview...................................................................................................................188

Table of outcomes......................................................................................................................194

Primary (K–6).........................................................................................................................194

Outcomes and content for Early Stage 1...................................................................................195

Interacting...............................................................................................................................195

Understanding texts...............................................................................................................199

Creating texts.........................................................................................................................203

Assessment................................................................................................................................206

Common Grade Scale............................................................................................................206

Course performance descriptors............................................................................................206

Assessment of Life Skills outcomes.......................................................................................207

Personal Development, Health and Physical Education K–6.........................................................208

Implementation from 2027.........................................................................................................208

Overview....................................................................................................................................208

Syllabus overview...................................................................................................................208

Table of outcomes......................................................................................................................212

Primary (K–6).........................................................................................................................212

Outcomes and content for Early Stage 1...................................................................................214

Movement skill and physical activity.......................................................................................214

Respectful relationships and safety........................................................................................218

Identity, health and wellbeing.................................................................................................223

 Self-management and interpersonal skills.............................................................................225

Assessment................................................................................................................................228

Common Grade Scale............................................................................................................228

Science and Technology K–6........................................................................................................229

Implementation from 2027.........................................................................................................229

Overview....................................................................................................................................229

Syllabus overview...................................................................................................................229

Table of outcomes......................................................................................................................233

Primary (K–6).........................................................................................................................233

Outcomes and content for Early Stage 1...................................................................................235

Observations and questions spark curiosity...........................................................................235

Observations and questions initiate design and digital solutions...........................................241

Assessment................................................................................................................................244

Common Grade Scale............................................................................................................244

Aboriginal Languages K–10
Implementation from 2024
The new Aboriginal Languages K–10 (2022) syllabus is to be implemented from 2024.

2024 – Start teaching new syllabus for:

§ Schools with a K–6 program

§ Mandatory 100 hours of a Language in Years 7–10
Students who commenced the 100-hour or 200-hour elective course in 2023 may continue to study
the Aboriginal Languages K–10 Syllabus (2003) in 2024.

School sectors are responsible for implementing syllabuses and are best placed to provide schools
with specific guidance and information on implementation given their understanding of their
individual contexts.

Overview
Syllabus overview
Course requirements
Students may commence their study of a language at any point along the K–10 continuum. The
study of at least 100 hours in one language in Years 7–10 is a mandatory requirement for eligibility
for the award of the Record of School Achievement (RoSA). The mandatory study of 100 hours in
one language is to be completed over one continuous 12-month period in Years 7–10, but
preferably in Years 7–8.

When students have completed the mandatory 100-hour language study, they may continue the
study of that language as an elective for the RoSA and/or choose to study another language.

Satisfactory completion of the mandatory language study will be recorded on the student’s RoSA.

Satisfactory completion of 100 or 200 hours of elective study in a language (or languages) during
Stage 5 (Years 9 and 10) will also be recorded with a grade.

Students undertaking a Languages course based on Years 7–10 Life Skills outcomes and content
are not allocated a grade.

Course numbers:

200-hour 100-hour
Course name 200-hour 100-hour
Life Skills Life Skills

Aboriginal Languages – First Language 753 754 757 758

Aboriginal Languages – Language Revival 740 741 755 756

Languages (Stage 5 Mandatory): 4070

Exclusions: Students may not access Life Skills outcomes and other outcomes from the same
subject.
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The Languages
The languages to be studied and assessed are the Aboriginal Languages of Australia, with priority
given to the language of Country where the school is located. The term ‘target language’ is used to
refer to the Aboriginal Language studied.

In terms of the language ecologies of Australia, the majority of Aboriginal Languages are in revival.
These language communities may have some fluent speakers among older generations, but
generational transmission has been interrupted within the context of post-invasion language loss. A
small number of Aboriginal Languages are considered to be a first language, used as the language
of everyday communication across all generations of a whole Community.

To cater for Torres Strait Islander Language learners, a Torres Strait Islander Language can be
studied in consultation and with permissions from the local Aboriginal Community and the
appropriate Torres Strait Islander Community. Exposure to learning or awareness of the language
of Country where the school is located is also recommended.

Students should learn to communicate in the target language, including formal and informal
language used in daily life, and an awareness of dialectal and/or regional differences. Students
may also learn that the target language has corresponding sign and restricted language.

The learners of Aboriginal Languages

Students come to the learning of languages with diverse linguistic, cultural and personal profiles,
including a range of prior language experiences. Students start school as mono-, bi- or plurilingual.

Syllabus content is designed to accommodate the range of student entry points and range of
learners, some of whom may have significant prior learning, experience or background in the target
language and/or other Aboriginal Languages.

In Kindergarten to Year 6, content is developed for 2 broad student groups:

§ students who are studying the target language as Language Revival learners
§ students who are studying the target language as First Language learners.
In Year 7 to Year 10, content is developed and presented in 3 ways:

§ students who are studying the target language as Language Revival learners
§ students who are studying the target language as First Language learners
§ students undertaking a course based on Life Skills outcomes and content.

Organisation of Aboriginal Languages K–10

The diagram (Figure 1) is an overview of the Aboriginal Languages K–10 Syllabus.

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 Figure 1: Focus areas and content groups for Aboriginal Languages K–10

Image long description: Diagram displays the 5 focus areas of the syllabus and their content
groups. The focus area Interacting has 2 content groups: Exchanging information, ideas and
opinions; and Socialising, planning and negotiating. The focus area Responding has 2 content
groups: Obtaining information; and Processing and responding to information. The focus area
Composing has 3 content groups: Spoken, written and/or multimodal texts; Bilingual and/or
multilingual texts; and Systems of language. The focus area The role of language, culture and
identity has 2 content groups: Exchanging meaning; and Communication and identity. The focus
area Language awareness and building has 2 content groups: Language building; and Language
ecologies. A line that circles the focus areas and content groups is labelled, ‘Understanding the
nature and role of language, including the relationships between Aboriginal Languages, Countries
and Cultures’.

Access content points

Access content points have been developed to support students with significant intellectual
disability who are working towards Early Stage 1 outcomes. These students may communicate
using verbal and/or nonverbal forms.

For each of the Early Stage 1 outcomes, access content points are provided to indicate content
that students with significant intellectual disability may access as they work towards the outcomes.
Teachers will use the access content points on their own, or in combination with the content for
each outcome.

Decisions regarding curriculum options for students with disability should be made in the context of
collaborative curriculum planning.

Life Skills outcomes and content

Students with disability can access the syllabus outcomes and content in a range of ways.
Decisions regarding curriculum options should be made in the context of collaborative curriculum
planning.

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Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content
the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a
student is eligible to undertake a course based on Life Skills outcomes and content, consideration
should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5
outcomes, or prior stage outcomes if appropriate. This assistance may include a range of
adjustments to teaching, learning and assessment activities.

Life Skills outcomes cannot be taught in combination with other outcomes from the same subject.
Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals,
interests and prior learning of each student. Students are required to demonstrate achievement of
one or more Life Skills outcomes.

Balance of content
The amount of content associated with a given outcome is not necessarily indicative of the amount
of time spent engaging with the respective outcome. Teachers use formative and summative
assessment to determine instructional priorities and the time needed for students to demonstrate
expected outcomes.

The content groups are not intended to be hierarchical. They describe in more detail how the
outcomes are to be interpreted and demonstrated, and the intended learning appropriate for the
stage. In considering the intended learning, teachers make decisions about the sequence and
emphasis to be given to particular groups of content based on the needs and abilities of their
students.

Speaking, listening, reading and writing skills are integral for students who are developing their
acquisition of the target language. For some students with disability, teachers will need to consider
relevant and appropriate adjustments to speaking, listening, reading, writing and communication
experiences within the context of the Aboriginal Languages K–10 Syllabus.

Community consultation
The successful introduction and ongoing implementation of the Aboriginal Languages K–10
Syllabus is underpinned by a firm understanding of key principles and protocols associated with
Aboriginal Languages and cultures. NSW schools introducing the Aboriginal Languages K–10
Syllabus will ensure success and sustainability by working in partnership with their local Aboriginal
Community. The successful delivery of the Aboriginal Languages K–10 Syllabus and the Aboriginal
Languages Stage 6 CEC Syllabus will be dependent on expertise and guidance from local
Aboriginal knowledge holders and keepers, custodians and stakeholders to support classroom
teachers.

The local Aboriginal Community of the school is an important partner and should be the first
contact regarding the introduction of Aboriginal Languages into school-based teaching and
learning programs. They are in the best position to provide advice on local protocols. To support
implementation of a successful and sustainable Aboriginal Languages program, the local
Aboriginal Community will be able to make recommendations regarding Language speakers,
tutors, resources and historical contexts.

The protocols for on-Country and off-Country learning of Aboriginal Languages are fundamental to
the ongoing maintenance of Aboriginal social and cultural practices in NSW. For content that
invites comparison between the target language and another NSW Aboriginal Language or an
Aboriginal Language from elsewhere in Australia, the knowledge holders and keepers, custodians,
traditional owners and stakeholders of that comparative language will need to be consulted and will
need to support their language being studied off-Country. The support of the local Aboriginal
Community will also be required.
Multiple Syllabuses Page 12 of 246
The syllabus acknowledges the need for appropriate ongoing consultation on the development and
implementation of teaching and learning programs in schools. NESA, through the Aboriginal
Languages K–10 Syllabus, supports the aspirations of Aboriginal communities to maintain and
revitalise their languages and cultures.

For delivery of Aboriginal Languages syllabuses, and for any other units of work with a particular or
sustained focus on Aboriginal and Torres Strait Islander histories and cultures, NSW schools
should work in partnership with their local Aboriginal Community to ensure successful and
sustainable learning outcomes.

Further advice on Aboriginal and Torres Strait Islander principles and protocols is available on the
NESA website.

Multiple Syllabuses Page 13 of 246

Table of outcomes
Primary (K–6)
Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

Interacting ALE-INT-01 AL1-INT-01 AL2-INT-01 AL3-INT-01

uses modelled target language uses modelled target uses the target language to uses the target language to
in simple exchanges language to share share information exchange information and
information in familiar ideas
contexts

Responding ALE-RES-01 AL1-RES-01 AL2-RES-01 AL3-RES-01

responds to simple texts recognises and responds to locates and responds to key identifies and responds to
through words, gestures or key words and known words and information in information in texts
expression phrases in texts texts

Composing ALE-COM-01 AL1-COM-01 AL2-COM-01 AL3-COM-01

composes simple texts in the composes texts in the target composes texts in the target composes texts in the target
target language using supports language using modelled language using familiar language using a series of
and other scaffolds language words and expressions sentences

The role of ALE-RLC-01 AL1-RLC-01 AL2-RLC-01 AL3-RLC-01

language, culture recognises different languages recognises relationships recognises how terms and makes connections between
and identity and cultures in their immediate between languages and expressions reflect aspects cultural practices and
environment and the world cultures of culture language use

Language ALE-LAB-01 AL1-LAB-01 AL2-LAB-01 AL3-LAB-01

awareness and recognises that some recognises resources recognises ways of identifies challenges to
building Aboriginal Languages are available to maintain, revive maintaining, reviving and maintaining, reviving and
being maintained, revived and strengthen Aboriginal strengthening Aboriginal strengthening Aboriginal
and/or strengthened Languages Languages Languages

Multiple Syllabuses Page 14 of 246

Outcomes and content for Early Stage 1
Interacting
Outcomes
A student:

§ uses modelled target language in simple exchanges ALE-INT-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Exchanging information, ideas and opinions

§ Respond to the presence of peers, teachers, tutors, Aboriginal Elders or Community members

Example(s):

Acknowledging communication partner using AAC, eye gaze, facial expression, visuals,
signs or gestures.

§ Respond to exchanges with peers, teachers, tutors, Aboriginal Elders or Community members
about familiar topics

Example(s):

Pointing to themselves, raising their hand, pointing to their name or saying their name
during an interaction.

Using AAC, gestures, visuals, verbal or nonverbal communication to respond to questions

in the target language.

Sharing a preferred item or photograph with others.

§ Recognise greetings or forms of address when interacting with others

Example(s):

Acknowledging a communication partner.

Pointing to themselves, raising their hand, smiling at or turning head towards a

communication partner when greeted.

Multiple Syllabuses Page 15 of 246

Socialising, planning and negotiating
§ Acknowledge classroom routines

Example(s):

Engaging with a visual schedule or sign when the teacher indicates the next step in the
routine.

Looking at or gesturing towards the space where the next activity will take place.

§ Acknowledge others in the group during shared tasks or activities

Example(s):

Turning their head to look at peers.

Using visuals or AAC to indicate presence of others in shared activities.

§ Participate in turn-taking during shared customary and contemporary games and activities

Example(s):

Vocalising or gesturing when it is their turn in a group activity.

Using Aboriginal and/or Torres Strait Islander Sign Languages or gestures during games.

Content
Content is provided for:

§ Additional: Language Revival – students learning the target language as an additional

language
§ Prior: Language Revival – students with significant prior learning and/or experience in the
target language
§ First: students continuing to learn their First Language as the target language.

Exchanging information, ideas and opinions

Additional
§ Exchange greetings with peers, teachers, tutors, Aboriginal Elders or Community members,
using the target language, gestures and nonverbal communication if appropriate

Example(s):

Greeting and leave-taking at different times of the day, using formulaic expressions.

Responding to greetings using culturally appropriate gestures.

Multiple Syllabuses Page 16 of 246

Prior
§ Interact with peers, teachers, tutors, Aboriginal Elders or Community members, using target
language, gestures and nonverbal communication

Example(s):

Interacting with teachers, tutors, Aboriginal Elders or Community members, using

appropriate protocols such as respect terms, behaviour and forms of address.

Responding to simple questions.

First
§ Interact with peers, teachers, tutors, Aboriginal Elders or Community members to share
information

Example(s):

Interacting with peers, teachers, tutors, Aboriginal Elders or Community members,

including terms of respect and forms of address, using AAC, verbal and/or nonverbal
communication as appropriate.

Sharing information about family, friends, community, activities, events or experiences.

Engaging in discussions, responding to others and exchanging ideas on topics such as

responsibilities at home, school and in the community.

Socialising, planning and negotiating

Additional
§ Participate in classroom routines and respond to instructions

Example(s):

Participating in classroom routines.

Responding to routine instruction.

Responding to instructions.

Participating and taking turns in games or activities.

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Prior
§ Participate in classroom activities by responding to instructions

Example(s):

Following classroom instructions or helping others.

Participating in games, tasks and activities that involve turn-taking, guessing, matching
and choosing objects using formulaic questions and responses.

Grouping and sorting natural objects from Country.

Accompanying Aboriginal Elders to gather materials, such as nuts, twigs, bark, seeds,
shells for use in target language activities.

First
§ Participate in shared tasks and activities by responding to instructions

Example(s):

Participating in customary and contemporary games, tasks and activities that involve turn-
taking, guessing, matching and choosing objects.

Working collaboratively with peers, teachers and tutors.

Grouping and sorting items into appropriate cultural categories.

Practising personal skills such as active listening behaviours and showing self-discipline
and respect for others in interactive group situations.

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Responding
Outcomes
A student:

§ responds to simple texts through words, gestures or expression ALE-RES-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Obtaining information
§ Show awareness of a text in the target language
§ Recognise body language, signs, words or images associated with the target language

Example(s):

Reaching for, pointing to, or looking at a book in the target language.

Smiling, vocalising, or turning their head towards a song, performance or dance.

Using AAC, visuals, gestures, signs, verbal and nonverbal communication to respond to
text in the target language.

§ Explore tactile objects to obtain information

Example(s):

Exploring Aboriginal artefacts or bush foods.

Processing and responding to information

§ Respond to word, sign or images in a text
§ Respond to single words, signs or simple texts

Example(s):

Pointing to the image on a cover of a book.

Vocalising, using visuals or AAC to indicate when a preferred character is referenced in a

story or song.

Selecting a preferred activity from a choice board using gestures, symbols, signed or
spoken language.

Responding to simple texts.

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Content
Content is provided for:

§ Additional: Language Revival – students learning the target language as an additional

language
§ Prior: Language Revival – students with significant prior learning and/or experience in the
target language
§ First: students continuing to learn their First Language as the target language.

Obtaining information

Additional
§ Participate in shared listening, viewing or reading of simple texts in the target language

Example(s):

Participating in shared listening, viewing or reading of stories or interactive digital texts

using AAC, verbal or nonverbal communication.

Identifying key words/signs or images in stories, songs, performances or dances.

Making predictions about the plot or characters from the title, cover illustrations or other
context cues.

Visiting sites on-Country and engaging with stories from Aboriginal Elders or Community
members.

Prior
§ Participate in shared listening, viewing or reading of simple texts

Example(s):

Identifying familiar words or repeated words in a range of texts by matching, sorting,

labelling, or miming.

Identifying specific information about Country such as animals, plants, food, artefacts, and
recounting using modelled sentences or matching captions or signs to pictures.

Identifying key words in texts such as Welcome to Country or Acknowledgement of

Country.

Multiple Syllabuses Page 20 of 246

First
§ Participate in shared listening, viewing or reading of simple texts to identify key words and
information

Example(s):

Participating in shared listening, viewing or reading of stories using AAC, verbal or

nonverbal communication.

Identifying animals, characters, actions, locations in stories, songs, performances and

dances.

Making predictions about the plot or characters from the title, cover illustrations or other
context cues.

Identifying familiar or repeated words in a spoken, signed or visual text.

Processing and responding to information

Additional
§ Respond to simple texts through singing, miming, play-acting, drawing, action and/or
movement

Example(s):

Responding to and/or performing songs or stories that include repeated phrases, rhythms
and nonverbal forms of expression, such as actions, clapping, gestures, facial
expressions, mime and dance.

Responding to stories by Aboriginal Elders or Community members.

Prior
§ Respond to and share information from simple texts, using illustrations and/or gestures to
support meaning

Example(s):

Creating or selecting images in response to a spoken, signed or visual text.

Re-enacting or summarising stories using AAC, visuals, puppets, props, actions or

gestures and modelled language.

Participating in a shared performance of a familiar text.

Responding to simple questions about characters and events in spoken, signed or visual
texts.

Multiple Syllabuses Page 21 of 246

First
§ Respond to simple texts through singing, miming, dancing, drawing, action and/or movement

Example(s):

Responding to customary and contemporary stories by sequencing and captioning

pictures, drawing events in sequence, or retelling and re-enacting with visuals, props or
actions.

Illustrating and describing main characters and key events in stories, songs and
performances.

Responding to stories told by Aboriginal Elders or Community members.

Performing songs or stories that include repeated phrases, rhythms and nonverbal forms
of expression, such as clapping, gestures, facial expressions and dance.

Multiple Syllabuses Page 22 of 246

Composing
Outcomes
A student:

§ composes simple texts in the target language using supports and other scaffolds ALE-COM-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Spoken, written and/or multimodal texts

§ Use photographs, pictures or symbols to communicate a message
§ Match a visual or tactile item to a text

Example(s):

Selecting a picture of a place or a character in a story, performance or song.

Using AAC to communicate a message in the target language.

§ Match familiar words to a text

Example(s):

Selecting the word, or using visuals, AAC, signed or spoken language, to indicate the
setting of a text.

Bilingual and/or multilingual texts

§ Respond to objects or images labelled in the target language
§ Match visuals, symbols, letters or words to bilingual texts

Example(s):

Selecting pictures to add to bilingual signages in the classroom.

§ Use gestures, symbols, Aboriginal and/or Torres Strait Islander Sign Languages or spoken
language in bilingual or multilingual contexts

Example(s):

Moving between the target language and other known languages to request an item.

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Systems of Language
§ Engage with sounds of the target language

Example(s):

Turning their head in the direction of someone speaking in the target language.

§ Show awareness of pitch, rhythm or intonation of the target language

Example(s):

Changing facial expression, vocalising or gesturing in response to changes in pitch,

rhythm or intonation.

Content
Content is provided for:

§ Additional: Language Revival – students learning the target language as an additional

language
§ Prior: Language Revival – students with significant prior learning and/or experience in the
target language
§ First: students continuing to learn their First Language as the target language.

Spoken, written and/or multimodal texts

Additional
§ Compose shared simple texts in the target language

Example(s):

Creating a shared text based on an event, experience or performance, by illustrating or

selecting images and labelling or captioning key elements.

Composing stories using modelled language and repetitive phrases.

Creating multimodal texts using images and captions or signed language with subtitles.

Multiple Syllabuses Page 24 of 246

Prior
§ Compose shared simple texts in the target language using illustrations or actions to support
meaning

Example(s):

Composing or performing a repetitive action chant.

Creating captions or visuals to describe characters or objects in an animation, book or

video game.

Composing simple sentences by ordering or matching text or signs and images.

Selecting and labelling images to create a digital story of the learning environment.

First
§ Compose shared stories, songs and performances using familiar words and expressions

Example(s):

Re-enacting or retelling simple stories, episodes or interactions with visuals, props,

actions or gestures.

Creating own stories by sequencing a series of selected images and adding captions or
commentary, by creating a storyboard with labels or creating signed text with subtitles.

Composing a shared digital text based on an event, experience or text.

Bilingual and/or multilingual texts

Additional
§ Label objects and images in the target language and English

Example(s):

Assigning bilingual labels to the learning environment using images, annotation or

language software.

Creating objects using recycled materials and labelling them in the target language and
English for display in the classroom.

Collaborating to create a classroom display with bilingual labels and images about a topic
of interest.

Multiple Syllabuses Page 25 of 246

Prior
§ Create simple bilingual texts for the classroom environment

Example(s):

Collaborating to create bilingual signage for the learning environment.

Composing bilingual word lists, picture dictionaries, or class reference books of words and
their meanings.

Creating bilingual resources for classroom learning activities.

Creating bilingual captions for a photographic display about a class event or experience.

First
§ Create simple bilingual/multilingual texts for the classroom environment

Example(s):

Creating bilingual/multilingual word lists, picture dictionaries or reference books of words

and their meanings.

Creating and performing short bilingual/multilingual chants, songs, raps that move
between the target language and other known languages.

Creating bilingual/multilingual resources for learning activities.

Creating bilingual/multilingual captions for a photographic display about a class event or

experience.

Systems of Language

Additional
§ Recognise the sounds of the target language

Example(s):

Recognising when the target language is being spoken and distinguishing sounds of the
language from English sounds and other known languages.

Using imitation and repetition to recognise specific target language sounds that do not
exist in English.

Applying sound patterns in song and recognising how words and expressions can be
separated into syllables to fit different tunes and rhythms or recognising handshape,
position and movement of signs in Aboriginal and/or Torres Strait Islander Sign
Languages.

Singing, reciting or repeating, focusing on pronunciation, phrasing or intonation.

Multiple Syllabuses Page 26 of 246

Prior
§ Recognise features of the target language sound system, including pitch, accent, rhythm and
intonation

Example(s):

Recognising pitch, accent, rhythm or intonation in different texts such as stories,

conversations and songs.

Identifying statements, questions and commands based on intonation.

Recognising and producing distinctive target language sounds or producing handshape,

position and movement of signs in Aboriginal and/or Torres Strait Islander Sign
Languages.

First
§ Recognise the different sounds, intonation and rhythms of the target language and how
sounds and words relate to the writing system

Example(s):

Recognising the sounds and syllables of familiar spoken words or recognising

handshapes, positions or movements of familiar signs.

Understanding how speech sounds join to form syllables, morphemes and complete
words and phrases or how to join features of Aboriginal and/or Torres Strait Islander Sign
Languages to produce complete words or phrases.

Understanding how the writing system represents sounds and meanings, associating
individual sounds or a range of sounds with particular letters and combinations of letters.

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The role of language, culture and identity
Outcomes
A student:

§ recognises different languages and cultures in their immediate environment and the world
ALE-RLC-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Exchanging meaning
§ Engage in familiar cultural practices
§ Engage in cultural practices where the target language is used
§ Explore elements of culture

Example(s):

Using cultural instruments, and feeling the shape and textures of cultural artefacts.

Using AAC, visuals or objects to participate in an Acknowledgement of Country.

Communication and identity

§ Identify the languages used by peers and familiar adults
§ Engage with objects from Country or other resources relating to their cultural background
§ Identify information about themselves

Example(s):

Identifying family members, likes and dislikes and preferred activities.

Content
Content is provided for:

§ Additional: Language Revival – students learning the target language as an additional

language
§ Prior: Language Revival – students with significant prior learning and/or experience in the
target language
§ First: students continuing to learn their First Language as the target language.

Multiple Syllabuses Page 28 of 246

Exchanging meaning

Additional
§ Recognise that people have cultural practices that differ from their own

Example(s):

Discussing cultural backgrounds of peers and their families, and sharing knowledge of
their own cultural background(s).

Recognising how respect for Aboriginal Elders and Country is built into the target
language.

Recognising that there are many Aboriginal Languages, including Aboriginal and/or
Torres Strait Islander Sign Languages, and cultures.

Recognising significant cultural symbols and features of the target language in texts.

Prior
§ Recognise that people use language in ways that reflect their cultures

Example(s):

Recognising that culture is shared between generations.

Recognising that Torres Strait Islander Peoples have their own languages and cultures.

Identifying observable elements of culture.

First
§ Recognise that people use language in ways that reflect their cultures

Example(s):

Recognising how respect for Aboriginal Elders and Country is built into the target
language.

Understanding culture is shared between generations.

Recognising that beliefs and behaviours are expressed through language.

Recognising variations in the use of gestures and body language between cultures.

Multiple Syllabuses Page 29 of 246

Communication and identity

Additional
§ Recognise that the target language is one of the many languages spoken in Australia

Example(s):

Discussing where the target language may be used.

Recognising that there may be various languages used by their peers.

Creating a display of the language affiliations represented in the class.

Prior
§ Explore aspects of self and their cultural background

Example(s):

Creating a personal profile by selecting and labelling images or objects in the target
language.

Selecting and labelling images or objects to describe the cultural background of family
members or familiar people.

Discussing observable elements of their cultural identity such as an event or celebration.

First
§ Explore aspects of self and their background

Example(s):

Creating a personal profile by selecting and labelling images or objects in the target
language.

Selecting and labelling images or objects to describe the cultural background of family
members or people they are close to.

Discussing observable elements of their cultural identity such as an event or celebration.

Multiple Syllabuses Page 30 of 246

Language awareness and building
Outcomes
A student:

§ recognises that some Aboriginal Languages are being maintained, revived and/or
strengthened ALE-LAB-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Language building
§ Engage with Aboriginal Elders or Community members who are maintaining, reviving and/or
strengthening the target language

Example(s):

Changing facial expression, gesturing or vocalising when the target language is modelled.

Engaging with stories or songs performed by Aboriginal Elders or Community members.

Exploring texts of Aboriginal Elders or Community members using the target language in
the Community.

§ Demonstrate awareness of others when learning the target language

Example(s):

Looking at or directing body language towards a communication partner.

Content
Content is provided for:

§ Additional: Language Revival – students learning the target language as an additional

language
§ Prior: Language Revival – students with significant prior learning and/or experience in the
target language
§ First: students continuing to learn their First Language as the target language.

Multiple Syllabuses Page 31 of 246

Language building

Additional
§ Recognise that some communities are maintaining, reviving and/or strengthening Aboriginal
Languages

Example(s):

Exploring the current situation of Aboriginal Languages.

Discussing concepts of maintaining, reviving and/or strengthening.

Identifying and engaging with Aboriginal Elders and Community members who are
involved in language revival efforts.

Reflecting on why learning the target language is important.

Prior
§ Recognise that maintaining, reviving and/or strengthening the target language benefits
communities

Example(s):

Understanding that the target language is recognised as belonging to a group of people

who are the language owners or custodians.

Recognising that Aboriginal Languages have been maintained and passed down through
generations.

Reflecting on their own experiences and why learning the target language is important.

First
§ Recognise that maintaining, reviving and/or strengthening the target language benefits
communities

Example(s):

Recognising that Aboriginal Languages have been maintained and passed down through
generations.

Recognising that language speakers are the most important primary source of language
knowledge.

Exploring why learning the target language at school is important in maintaining cultural
health as well as strengthening language use.

Multiple Syllabuses Page 32 of 246

Assessment
The primary role of assessment is to establish where students are in their learning so that teaching
can be differentiated and further learning progress can be monitored over time. It provides
information that assists teachers to target their teaching at the point of student need. Assessment
is most effective when it is an integral part of teaching and learning programs.

Assessment involves:

§ establishing where students are in their learning

§ ongoing monitoring
§ formative and summative tasks
§ providing feedback about student progress.

Common Grade Scale

Stage 1, Stage 2, Stage 3, Stage 4, Stage 5

The common grade scale can be used to report student achievement in both primary and junior
secondary years in all NSW schools.

Course performance descriptors

Stage 5 – Year 10

Course performance descriptors provide holistic descriptions of typical achievement at different

grade levels in a specific course. They are used to identify and report a student’s level of
achievement in a Board Developed Course at the end of Stage 5.

Grade A
A student performing at this grade typically:

§ communicates consistently and effectively for a range of contexts, purposes and audiences
§ manipulates the target language effectively to sustain interactions in a range of situations
§ evaluates and responds to information and ideas in a range of moderately complex texts
§ uses the linguistic structures, grammatical features and conventions of the target language to
compose a range of well-structured and cohesive texts
§ demonstrates a perceptive understanding of the interrelationships between language, culture
and identity
§ demonstrates an extensive understanding of language reclamation, revival and/or
maintenance processes, protocols and programs

Grade B
A student performing at this grade typically:

§ communicates clearly and consistently for a range of contexts, purposes and audiences
§ manipulates the target language to sustain interactions in a range of situations
§ evaluates and responds to information and ideas in a range of texts
§ uses the linguistic structures, grammatical features and conventions of the target language to
compose a range of well-structured texts
§ demonstrates a well-reasoned understanding of the interrelationships between language,
culture and identity
§ demonstrates a thorough understanding of language reclamation, revival and/or maintenance
processes, protocols and programs
Multiple Syllabuses Page 33 of 246
Grade C
A student performing at this grade typically:

§ communicates clearly and consistently for familiar contexts, purposes and audiences
§ uses the target language to sustain interactions in familiar situations
§ interprets and responds to information and ideas in a range of texts
§ uses the linguistic structures, grammatical features and conventions of the target language to
compose a range of texts
§ demonstrates a sound understanding of the relationships between language, culture and
identity
§ demonstrates a sound understanding of language reclamation, revival and/or maintenance
processes, protocols and programs

Grade D
A student performing at this grade typically:

§ communicates with some clarity for familiar contexts, purposes and audiences
§ uses the target language to interact in familiar situations
§ identifies and responds to information in familiar texts
§ uses the linguistic structures, grammatical features or conventions of the target language to
compose basic texts
§ demonstrates a basic understanding of connections between language, culture and identity
§ demonstrates a basic understanding of language reclamation, revival and/or maintenance
processes, protocols and programs

Grade E
A student performing at this grade typically:

§ communicates with limited clarity

§ uses some target language in familiar situations
§ responds to some information in texts
§ uses some aspects of the target language to compose basic texts
§ demonstrates an awareness of language, culture and identity
§ demonstrates an awareness of language reclamation, revival and/or maintenance processes,
protocols or programs

Assessment of Life Skills outcomes

Stage 4, Stage 5

The syllabus outcomes and content form the basis of learning opportunities for students. Through
the collaborative curriculum planning process, teachers select specific Life Skills outcomes which
are based on the needs, strengths, goals, interests and prior learning of each student. Students
are required to demonstrate achievement of one or more Life Skills outcomes.

Assessment should provide opportunities for students to demonstrate achievement in relation to

the selected outcomes. Assessment can occur in a range of situations or environments such as the
school and wider community. Evidence of achievement can be based on:

§ formative assessment opportunities

§ summative assessment opportunities.
There is no requirement for formal assessment of Life Skills outcomes. Stage 6 Life Skills courses
do not have external examinations or mandatory projects.
Multiple Syllabuses Page 34 of 246
Auslan K–10
Implementation from 2026
The new Auslan K–10 Syllabus (2023) is to be implemented from 2026.

2024 and 2025 – Plan and prepare to teach the new syllabus

2024 and 2025 – Option to start teaching

2026 – Start teaching new syllabus for schools that choose to offer Auslan:

§ within a K–6 language program

§ for the mandatory 100 hours of language study in Years 7–10
§ as Stage 5 language elective
School sectors are responsible for implementing syllabuses and are best placed to provide schools
with specific guidance and information on implementation given their understanding of their
individual contexts.

Overview
Syllabus overview
Organisation of Auslan K–10
The diagram below (Figure 1) shows the content organisation for Auslan K–10.

The Auslan K–10 Syllabus has 4 focus areas:

§ Interacting in Auslan
§ Understanding texts in Auslan
§ Creating texts in Auslan
§ Role of language, culture and identity.

Figure 1: Overview of Auslan K–10 Syllabus

Multiple Syllabuses Page 35 of 246
Image long description: 4 focus areas of the syllabus surrounded by the ideas, Communicating
meaning in Auslan and Developing intercultural capability in d/Deaf and hearing environments.

Course requirements
Mandatory study of 100 hours in one language is completed in Years 7–10 but preferably in Years
7–8, over one continuous 12-month period. However, students may commence their study of a
language at any point along the K–10 continuum. Implementation of the Auslan K–10 Syllabus is
optional in Kindergarten to Year 6. Decisions about teaching this syllabus are made by schools and
education sectors in consultation with the Deaf community.

Course numbers:

§ 200-hour elective: 797

§ 100-hour elective: 798
§ 200-hour Life Skills elective: 807
§ 100-hour Life Skills elective: 808
Languages (Stage 5 Mandatory): 4070

Exclusions: Students may not access Life Skills outcomes and other outcomes from the same
subject.

Access content points

Access content points have been developed to support students with significant intellectual
disability who are working towards Early Stage 1 outcomes. These students may communicate
using verbal and/or nonverbal forms.

For each of the Early Stage 1 outcomes, access content points are provided to indicate content
that students with significant intellectual disability may access as they work towards the outcomes.
Teachers will use the access content points on their own, or in combination with the content for
each outcome.

Decisions regarding curriculum options for students with disability should be made in the context of
collaborative curriculum planning.

Life Skills outcomes and content

Students with disability can access the syllabus outcomes and content in a range of ways.
Decisions regarding curriculum options should be made in the context of collaborative curriculum
planning.

Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content
the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a
student is eligible to undertake a course based on Life Skills outcomes and content, consideration
should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5
outcomes, or prior stage outcomes if appropriate. This assistance may include a range of
adjustments to teaching, learning and assessment activities.

Life Skills outcomes cannot be taught in combination with other outcomes from the same subject.
Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals,
interests and prior learning of each student. Students are required to demonstrate achievement of
one or more Life Skills outcomes.

Multiple Syllabuses Page 36 of 246

Balance of content
The amount of content associated with a given outcome is not necessarily indicative of the amount
of time spent engaging with the respective outcome. Teachers use formative and summative
assessment to determine instructional priorities and the time needed for students to demonstrate
expected outcomes.

The content groups are not intended to be hierarchical. They describe in more detail how the
outcomes are to be interpreted and demonstrated, and the intended learning appropriate for the
stage. In considering the intended learning, teachers make decisions about the sequence and
emphasis to be given to particular groups of content based on the needs and abilities of their
students.

Learner entry points

Students come to the learning of Auslan with diverse linguistic, cultural and personal profiles. This
may include a range of prior language experiences, either in Auslan or another language. Students
may include:

§ first language signers who are d/Deaf or deafblind

§ first language signers with parents and/or extended family who are d/Deaf
§ first language signers who are d/Deaf or deafblind and may not have metalinguistic skills and
knowledge in English or Auslan
§ first and second language signers who have additional learning needs, such as an intellectual
disability, including students who are d/Deaf or deafblind
§ second language signers who begin their study of Auslan with some or no previous
background learning, this may include students learning English as an additional language or
dialect (EAL/D). These students may or may not be d/Deaf or have a progressive hearing loss
§ students who are bilingual or multilingual and learning Auslan as an additional language,
including students who use a sign language other than Auslan.
Students may commence their learning of Auslan at different ages, with different prior learning and
for different purposes. To meet their learning needs, it is important for students to access content
that is age and stage appropriate.

In Kindergarten to Year 6, content is developed for 2 broad student groups:

§ students who are studying Auslan as an additional language

§ students who are studying Auslan as a first language; this may include students who are
bilingual in Auslan and English, and students who have no other language to reference when
they start learning Auslan.
In Year 7 to Year 10, content is developed for 4 broad student groups:

§ students with no prior learning or experience of Auslan who are studying Auslan as an
additional language (Additional language pathway)
§ students with prior learning and/or experience of Auslan who are studying Auslan as an
additional language (Prior learning and/or experience pathway)
§ students who are studying Auslan as a first language. This may include students who are
bilingual in Auslan and English, and students who have no other language to reference when
they commence learning Auslan
§ students undertaking a course based on Life Skills outcomes and content.

Auslan
Auslan is the language of the Deaf community of Australia and belongs to the British, Australian
and New Zealand Sign Language family. It is a distinct and legitimate language with its own
Multiple Syllabuses Page 37 of 246
grammar and vocabulary which are different from those of English. Key Word Sign is not Auslan.
Key Word Sign borrows signs from Auslan.

Auslan has 2 main dialects, Northern and Southern dialects. It is expected that this syllabus is
delivered using the Northern dialect.

The syllabus can also be taught through adapted forms of Auslan for students who are deafblind.

Community consultation
This syllabus acknowledges the need for appropriate ongoing consultation on the development and
implementation of teaching and learning programs in schools. NESA, through the Auslan K–10
Syllabus, supports the aspirations of the Deaf community to maintain and strengthen their
language and culture.

Engagement and appropriate consultation with the local or nearest available Deaf community
and/or background and/or proficient users of Auslan is key to Auslan being taught in a contextually
and culturally correct manner. To develop further knowledge about principles and protocols, school
representatives can contact their local or nearest available Deaf community, d/Deaf education
consultants who identify as Deaf or work with signing d/Deaf students, support teachers for d/Deaf
or hard of hearing students within education systems, or language centres. Decisions about
teaching this syllabus are made by schools and education sectors in consultation with the Deaf
community.

Texts
A text can be signed, written, spoken or multimodal and in print or digital forms. Signed texts can
be live, in recorded/digital form or part of multimodal texts.

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Table of outcomes
Primary (K–6)
Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

Interacting in AUE-INT-01 AU1-INT-01 AU2-INT-01 AU3-INT-01

Auslan exchanges meaning using exchanges meaning in guided exchanges meaning and exchanges information and
key signs and common interactions using high- information in guided opinions using familiar
protocols frequency signs and common interactions using familiar language and protocols for
protocols signs and common protocols known audiences

Understanding AUE-UND-01 AU1-UND-01 AU2-UND-01 AU3-UND-01

texts in Auslan identifies key signs and identifies key information in identifies key information and identifies information,
information and responds simple texts and responds in a some details in simple texts opinions and ideas in texts
in a variety of ways variety of ways and responds in Auslan and/or and responds in Auslan
English and/or English

Creating texts in AUE-CRE-01 AU1-CRE-01 AU2-CRE-01 AU3-CRE-01

Auslan creates simple texts on creates simple informative and creates simple informative and creates informative and
known topics using key imaginative texts on known imaginative texts on known imaginative texts for different
signs topics using high-frequency topics using familiar language audiences using a range of
signs familiar language

Role of language, AUE-RLC-01 AU1-RLC-01 AU2-RLC-01 AU3-RLC-01

culture and identifies different identifies ways of identifies connections describes connections
identity communication methods communicating which reflect between language, culture between language, culture
culture and identity and identity

Multiple Syllabuses Page 39 of 246

Outcomes and content for Early Stage 1
Interacting in Auslan
Outcomes
A student:

§ exchanges meaning using key signs and common protocols AUE-INT-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Exchanging meaning in interactions

§ Engage in simple interactions which use Auslan

Example(s):

Orienting their eye gaze towards their communication partner or using body language to
move in the direction of the communication partner for tactile signers.

Using visuals, adapted forms such as tactile signs or braille displays, or gestures to
communicate.

§ Use gesture, visuals, switches or a communication board to support communication about

themselves

Example(s):

Pointing to photographs of their family members in response to questions.

§ Explore ways people express emotion through the use of signs

Example(s):

Expressing emotion using facial expressions, gestures, visuals, tactile signs or braille
display.

§ Engage in classroom activities using approximate handshapes for single signs

§ Reproduce approximate version of modelled signs for everyday exchange

Example(s):

Using a familiar signed greeting or approximating a handshape for a greeting.

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Using features of Auslan to communicate
§ Engage in gestural and manual features of Auslan

Example(s):

Engaging with a communication partner using facial expressions and high-frequency

signs or approximate handshapes or using tactile signing to interact with a communication
partner.

§ Reproduce a gesture that has been modelled

§ Explore facial expressions and visually expressive gestures used in communication

Example(s):

Responding using facial expressions during exchanges with familiar people.

Reproducing modelled sign with approximate handshape using a familiar signed greeting.

§ Reproduce simple features of constructed action

Example(s):

Recounting the experience of a family event depicted in a photo or tactile diagram using
modelled facial expression.

Applying Auslan protocols

§ Observe signing space used in communication

Example(s):

Looking at signs modelled by a communication partner.

§ Respond to a communication partner who is using Auslan

Example(s):

Acknowledging their communication partner using eye gaze, facial expressions or

gestures.

Directing their gaze towards their communication partner’s hands or placing hands under
the communication partner’s hands to access tactile signs.

§ Gain attention from a teacher or peers using gestures, tapping, touching and/or high-frequency
signs

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§ Interact using gestural features of Auslan

Example(s):

Reproducing a communication partner’s facial expression or gesture.

Using expressive gestures or facial expressions when communicating excitement during

interactions with others.

Content
Content is provided for:

§ Additional: students learning Auslan as an additional language

§ Prior learning/experience: students learning Auslan with knowledge and/or experience from
in or outside the classroom
§ First: students learning Auslan as their first language.

Exchanging meaning in interactions

Additional
§ Greet peers and teachers and exchange simple information about self and family in guided
interactions using fingerspelling and key signs

Example(s):

Fingerspelling their name and/or use sign name when greeting peers and teachers.

§ Communicate in routine exchanges or play-based activities using key signs

§ Engage in activities using gesture and facial expressions for unknown signs

First
§ Exchange information about self, family and friends in classroom interactions
§ Communicate in routine exchanges or play-based activities

Example(s):

Exchanging routine greetings, asking for help, requesting permission.

Using features of Auslan to communicate

Additional
§ Recognise the main formational elements of handshape, movement and location in signs

Example(s):

Identifying the 4 most used handshapes: pointing, flat hand with fingers together, flat hand
with fingers apart, and fist.

§ Observe how changes in handshape, movement and location change the meaning of signs
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§ Reproduce key signs using correct location and handshape in interactions

First
§ Use the main formational elements of handshape, movement and location in signs
§ Recognise that signs can be organised by handshape in dictionaries, which can be used if the
English word for a sign is not known
§ Identify the handshape of individual signs and identify signs that are made with a handshape

Example(s):

WHERE (handshape 5) and YES (handshape S).

§ Recognise that depicting signs represent several things by a particular handshape

Example(s):

A pointing handshape for a distant person, pole or tree.

§ Use simple handling and size and space specifier depicting signs

Applying Auslan protocols

Additional
§ Follow common protocols in the classroom to gain attention

Example(s):

Making eye contact before communicating, moving into a peer’s line of sight.

Using gestures, tapping, touching and/or simple signs.

Stopping when lights are flashed.

First
§ Communicate with peers and teachers using appropriate social protocols and attention-gaining
strategies

Example(s):

Demonstrating appropriate ways of turn-taking and turn maintenance in activities in

person or online: tapping on a peer’s shoulder if appropriate to gain attention, standing up
to see all of a peer’s signing space.

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Understanding texts in Auslan
Outcomes
A student:

§ identifies key signs and information and responds in a variety of ways AUE-UND-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Accessing texts
§ Engage when their name is signed or fingerspelled

Example(s):

Looking at a communication partner signing or fingerspelling their name.

§ Engage in routines that use their own and others’ names using signing and fingerspelling
§ Explore simple texts

Example(s):

Orienting eye gaze towards a signed text such as a story read using Auslan or reaching
towards the tactile/braille book and responding to tactile signing.

§ Engage in class routines where the instructions are given in Auslan

Example(s):

Engaging with teachers and peers during a morning routine.

Responding to texts
§ Respond to body language, gestures, visual expressions or words in Auslan

Example(s):

Orienting body towards texts.

Gesturing towards a teacher who is commenting on a text using Auslan.

§ Respond to key information from texts

Example(s):

Using a sign or approximating a sign to express that they like or dislike a text.

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§ Respond to simple texts

Example(s):

Changing facial expression or vocalising in response to a signed joke.

Selecting a corresponding visual to a sign from a choice board using gestures, symbols,
signs or language.

§ Reproduce a familiar modelled sign

Content
Content is provided for:

§ Additional: students learning Auslan as an additional language

§ Prior learning/experience: students learning Auslan with knowledge and/or experience from
in or outside the classroom
§ First: students learning Auslan as their first language.

Accessing texts

Additional
§ Recognise their own and others’ fingerspelled names
§ Identify key signs and information to understand classroom instructions and routines

First
§ Recognise their own and others’ fingerspelled names
§ Use knowledge of signs to understand simple texts on familiar topics

Example(s):

Stories.

Responding to texts

Additional
§ Use signs and formulaic phrases to respond to questions and instructions

Example(s):

Responding to classroom routines.

Identifying names of familiar people using fingerspelling or sign names.

§ Draw, mime and/or use signs to respond to shared viewing of imaginative texts

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§ Translate simple words and phrases by linking meaning between Auslan and English texts

Example(s):

Using visual cues, signs and English words.

First
§ Retell and respond to key information in class messages, directions or introductions
§ Report back to the class on information gathered from peers

Example(s):

Reporting on the favourite things of peers.

§ Respond to shared viewing of imaginative texts by retelling, re-enacting and/or drawing

Example(s):

Responding to short expressive texts that involve the movement of people, animals or
vehicles using drawings or re-enactments with props.

Responding to visual vernacular texts viewed for entertainment.

§ Translate familiar words and phrases between Auslan, English and/or Aboriginal and/or Torres
Strait Islander Sign Languages

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Creating texts in Auslan
Outcomes
A student:

§ creates simple texts on known topics using key signs AUE-CRE-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Vocabulary, grammar and text structures

§ Observe that Auslan and English have words or signs that make meaning

Example(s):

Orienting eye gaze or gestures towards an object as a communication partner models the
word and sign.

§ Recognise that an object can have at least 2 different names, one for each language

Example(s):

Gesturing towards an object when the object name has been signed or spoken in English.

§ Explore ways to communicate information about their world to the class

Example(s):

Showing a photograph/tactile representation from their weekend and reproducing at least

one approximate sign to support the photograph/tactile representation.

§ Share one key piece of information about themselves with peers or a communication partner

Example(s):

Using approximate sign name or fingerspelling for the first initial of a family member's
name, together with a photograph/tactile representation to share information with the
class.

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Creating texts to communicate
§ Recognise that signs, gestures or miming are used to communicate meaning

Example(s):

Directing their body language towards a communication partner and mirroring facial
expression.

§ Engage in the units of meaning within texts, such as words, gestures or sentences/clauses

Example(s):

Orienting eye gaze towards a communication partner as they model the sign for an action.

§ Match words to symbols that represent handshapes

Example(s):

Responding to images of signs, such as turning head towards image that matches the
sign used.

§ Use gestures, symbols, signs or words to convey meaning for bilingual texts
§ Participate in the creation of visuals, symbols, letters or words to make resources that use both
Auslan signs and English words

Content
Content is provided for:

§ Additional: students learning Auslan as an additional language

§ Prior learning/experience: students learning Auslan with knowledge and/or experience from
in or outside the classroom
§ First: students learning Auslan as their first language.

Vocabulary, grammar and text structures

Additional
§ Identify that concepts can be expressed with signs, spoken or written words

Example(s):

Identifying that Aboriginal Languages may incorporate signs, words and gestures.

§ Reproduce vocabulary about self

§ Recognise standard signing space
§ Recognise that signs for people and animals are called nouns

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§ Reproduce frequently used verb modifications to show who did what to whom

Example(s):

LOOK, GIVE, TAKE.

§ Distinguish between statements and questions

First
§ Communicate about self, family and friends
§ Identify that meaning can be expressed using signs or fingerspelling
§ Compare fingerspelled words with English words
§ Recognise that signs for people, animals, places or things are called nouns
§ Recognise differences between statements and questions based on non-manual features

Creating texts to communicate

Additional
§ Express ideas by using signs, mime and gestures

Example(s):

Using constructed action to enact the movements and characteristics of an animal.

§ Create simple bilingual texts for the classroom

First
§ Create and use symbols to represent the handshape of a sign in order to begin writing

Example(s):

Using a handshape code where a student thinks of a handshape and writes the code
such as H-H for HAPPY.

§ Express imaginative ideas by using signs, modelled language and constructed action

Example(s):

Depicting the movement of people, animals or transportation using handshapes in

creative ways.

§ Create informative texts that convey information about their personal world, either live or in a
digital presentation
§ Create simple bilingual texts for the classroom

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Role of language, culture and identity
Outcomes
A student:

§ identifies different communication methods AUE-RLC-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Identity of the Deaf community

§ Explore a range of visual communication strategies used by themselves and others

Example(s):

Observing signs and/or gestures to follow the instruction of a teacher while participating in
a class game.

§ Identify the languages used by familiar adults

Example(s):

Sorting photographs of familiar adults into groups according to the languages they use.

§ Select a preferred communication method to use with a communication partner

Example(s):

Gesturing to select a communication option from a visual choice board before engaging in
a classroom routine.

Language and cultural awareness

§ Demonstrate awareness of others using Auslan

Example(s):

Identifying where languages such as Auslan and English are used on a map of the world.

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§ Engage with a range of sign languages

Example(s):

Orienting eye gaze to view handtalk/handsigns and/or gestures in Aboriginal and/or

Torres Strait Islander Sign Languages.

Exploring texts by signers across Australia.

Content
Content is provided for:

§ Additional: students learning Auslan as an additional language

§ Prior learning/experience: students learning Auslan with knowledge and/or experience from
in or outside the classroom
§ First: students learning Auslan as their first language.

Identity of the Deaf community

Additional
§ Recognise that there are different modalities for different languages

Example(s):

Auslan is signed, English is spoken and written, some languages have no written form.

§ Identify that people who are d/Deaf or hard of hearing may communicate visually and
gesturally instead of with sounds and listening

First
§ Recognise that there are different modalities for different languages
§ Recognise the importance of eye gaze in visual–gestural languages to be able to see the signs
and associated non-manual features

Example(s):

Recognising the importance of tactile signing for deafblind users of Auslan.

§ Identify when they use Auslan and English

Language and cultural awareness

Additional
§ Recognise that Auslan is a legitimate language, one of the signed languages in the world, and
that there is no universal sign language

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§ Observe how people use language in ways that reflect their culture

Example(s):

Identifying the difference between signs and gestures.

First
§ Recognise that in Australia there are many sign languages including Auslan and Aboriginal
and/or Torres Strait Islander Sign Languages
§ Recognise that different signs are used in Southern and Northern dialects of Auslan

Example(s):

Numbers up to 30 or colours.

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Assessment
The primary role of assessment is to establish where students are in their learning so that teaching
can be differentiated and further learning progress can be monitored over time. It provides
information that assists teachers to target their teaching at the point of student need. Assessment
is most effective when it is an integral part of teaching and learning programs.

Assessment involves:

§ establishing where students are in their learning

§ ongoing monitoring
§ formative and summative tasks
§ providing feedback about student progress.

Common Grade Scale

Stage 1, Stage 2, Stage 3, Stage 4, Stage 5

The common grade scale can be used to report student achievement in both primary and junior
secondary years in all NSW schools.

Course performance descriptors

Stage 5 – Year 10

Course performance descriptors provide holistic descriptions of typical achievement at different

grade levels in a specific course. They are used to identify and report a student’s level of
achievement in a Board Developed Course at the end of Stage 5.

Grade A
A student performing at this grade typically:

§ communicates consistently and effectively in Auslan for a range of contexts, purposes and
audiences
§ manipulates linguistic structures and features consistently and effectively to sustain
interactions using culturally appropriate protocols
§ demonstrates an extensive understanding of a range of texts by responding effectively in
Auslan and/or English
§ analyses meaning consistently and effectively in a range of moderately complex texts that use
Auslan
§ demonstrates a perceptive understanding of the interrelationship between language, culture
and identity

Grade B
A student performing at this grade typically:

§ communicates consistently and clearly in Auslan for a range of contexts, purposes and
audiences
§ applies linguistic structures and features consistently to sustain interactions using culturally
appropriate protocols
§ demonstrates a thorough understanding of a range of texts by responding appropriately in
Auslan and/or English
§ analyses meaning effectively in a range of texts that use Auslan

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§ demonstrates a well-reasoned understanding of the interrelationship between language,
culture and identity

Grade C
A student performing at this grade typically:

§ communicates clearly in Auslan for familiar contexts, purposes and audiences

§ applies linguistic structures and features and uses culturally appropriate protocols
§ demonstrates a sound understanding of texts by responding in Auslan and/or English
§ analyses meaning in texts that use Auslan
§ demonstrates a sound understanding of the interrelationship between language, culture and
identity

Grade D
A student performing at this grade typically:

§ communicates in Auslan with limited clarity for familiar contexts, purposes and audiences
§ uses a limited range of linguistic structures, features and protocols
§ demonstrates a basic understanding of texts by responding in Auslan and/or English
§ identifies and describes information in texts that use Auslan
§ demonstrates a basic understanding of the relationship between language, culture and/or
identity

Grade E
A student performing at this grade typically:

§ communicates in Auslan with very limited clarity

§ uses a very limited range of linguistic structures, features and/or protocols
§ demonstrates an elementary understanding of texts by responding in Auslan and/or English
§ identifies some information in texts that use Auslan
§ demonstrates an awareness of language, culture and/or identity

Assessment of Life Skills outcomes

Stage 4, Stage 5

The syllabus outcomes and content form the basis of learning opportunities for students. Through
the collaborative curriculum planning process, teachers select specific Life Skills outcomes which
are based on the needs, strengths, goals, interests and prior learning of each student. Students
are required to demonstrate achievement of one or more Life Skills outcomes.

Assessment should provide opportunities for students to demonstrate achievement in relation to

the selected outcomes. Assessment can occur in a range of situations or environments such as the
school and wider community. Evidence of achievement can be based on:

§ formative assessment opportunities

§ summative assessment opportunities.
There is no requirement for formal assessment of Life Skills outcomes. Stage 6 Life Skills courses
do not have external examinations or mandatory projects.

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Classical Languages K–10
Implementation from 2024
The new Classical Languages K–10 Syllabus (2022) is to be implemented from 2024.

2024 – Start teaching new syllabus for:

§ Schools with a K–6 language program

§ Mandatory 100 hours of a Language in Years 7–10
Students who commenced a 100-hour or 200-hour elective course in 2023 may continue to study
that course in 2024.

School sectors are responsible for implementing syllabuses and are best placed to provide schools
with specific guidance and information on implementation given their understanding of their
individual contexts.

Overview
Syllabus overview
Course requirements
Implementation of the Classical Languages K–10 Syllabus is optional in Kindergarten to Year 6.

Mandatory study of 100 hours in one language is completed in Years 7–10 but preferably in Years
7–8, over one continuous 12-month period. However, students may commence their study of a
language at any point along the K–10 continuum.

Course numbers:

200-hour 100-hour
Course name 200-hour 100-hour
Life Skills Life Skills

Classical Greek 820 821 824 825

Classical Hebrew 826 827 829 828

General 817 818 866 867

Latin 950 951 954 955

Sanskrit 1020 1019 1018 1017

Languages (Stage 5 Mandatory): 4070

Exclusions: Students may not access Life Skills outcomes and other outcomes from the same
subject.

Organisation of Classical Languages K–10

The diagram (Figure 1) is an overview of the Classical Languages K–10 Syllabus. It shows that:

Multiple Syllabuses Page 55 of 246

§ understanding texts is necessary to access classical languages and cultures. Students apply
knowledge of language systems to understand texts
§ translation is a core skill in the study of a classical language. By translating texts, the analysis
of language reinforces meaning
§ intercultural understanding involves learning about the classical world, making connections
and comparisons, and reflecting on language, culture and identity.

Figure 1: Overview of the Classical Languages K–10 Syllabus structure

Image long description: The diagram shows 'Understanding the target language and culture
through texts' encompassing 2 of the focus areas of Understanding texts and Intercultural
understanding. Below the first focus area is 'Understanding and responding', 'Applying knowledge
of language systems' and 'Translating'. Below the second focus area is 'Understanding the world of
the target language' and 'Reflecting on language, culture and identity'.

Access content points

Access content points have been developed to support students with significant intellectual
disability who are working towards Early Stage 1 outcomes. These students may communicate
using verbal and/or nonverbal forms.

For each of the Early Stage 1 outcomes, access content points are provided to indicate content
that students with significant intellectual disability may access as they work towards the outcomes.
Teachers will use the access content points on their own, or in combination with the content for
each outcome.

Decisions regarding curriculum options for students with disability should be made in the context of
collaborative curriculum planning.

Life Skills outcomes and content

Students with disability can access the syllabus outcomes and content in a range of ways.
Decisions regarding curriculum options should be made in the context of collaborative curriculum
planning.

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Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content
the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a
student is eligible to undertake a course based on Life Skills outcomes and content, consideration
should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5
outcomes, or prior stage outcomes if appropriate. This assistance may include a range of
adjustments to teaching, learning and assessment activities.

Life Skills outcomes cannot be taught in combination with other outcomes from the same subject.
Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals,
interests and prior learning of each student. Students are required to demonstrate achievement of
one or more Life Skills outcomes.

Balance of content
The amount of content associated with a given outcome is not necessarily indicative of the amount
of time spent engaging with the respective outcome. Teachers use formative and summative
assessment to determine instructional priorities and the time needed for students to demonstrate
expected outcomes.

The content groups are not intended to be hierarchical. They describe in more detail how the
outcomes are to be interpreted and demonstrated, and the intended learning appropriate for the
stage. In considering the intended learning, teachers make decisions about the sequence and
emphasis to be given to particular groups of content based on the needs and abilities of their
students.

Syllabus framework
The Classical Languages K–10 Syllabus is a framework that can be used to teach a classical
language in New South Wales. A classical language is any language with an independent literary
tradition and a large and ancient body of written literature. Classical Languages are no longer
spoken as a first language.

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Table of outcomes
Primary (K–6)
Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

Understanding CLE-UND-01 CL1-UND-01 CL2-UND-01 CL3-UND-01

texts recognises and responds to recognises and responds to identifies and responds to identifies and responds to
information to demonstrate information to demonstrate information to demonstrate information to demonstrate
understanding of simple texts understanding of simple understanding of texts with understanding of texts with
with modelled vocabulary, texts with modelled familiar vocabulary and basic grammar and sentence
actions or visuals language language structure

CL2-UND-02 CL3-UND-02
translates modelled translates simple texts into
vocabulary and phrases into English
English

Intercultural CLE-ICU-01 CL1-ICU-01 CL2-ICU-01 CL3-ICU-01

understanding identifies people and places of identifies aspects of the compares aspects of the identifies connections
the past represented in the target language and culture, target language and culture, between contemporary and
target language and their own language(s) and their own language(s) target languages, culture(s)
and culture(s) and culture(s) and identity

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Outcomes and content for Early Stage 1
Understanding texts
Outcomes
A student:

§ recognises and responds to information to demonstrate understanding of simple texts with

modelled vocabulary, actions or visuals CLE-UND-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Understanding and responding to target language texts

§ Recognise images or vocabulary of the target language

Example(s):

Choose an image relating to the target language from a series of photographs or pictures.

Recognise a commonly used word in the target language.

Show recognition of a familiar image or word in the target language through facial
expression, gesture, vocalisation, verbal response or Aboriginal Sign Languages.

§ Engage with vocabulary in the target language using visual cues

Example(s):

Respond to a communication board that uses images accompanied by vocabulary in the

target language.

§ Respond to vocabulary of the target language using preferred communication form(s)

Example(s):

Select a symbol or word or use a gesture or signing to accept or reject.

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Developing knowledge of language systems to understand and respond to texts
§ Respond to the sounds of the target language through gesture, vocalisation, imitation or
repetition

Example(s):

Vocalise in response to sounds of the target language.

Repeat sounds of the target language.

§ Recognise letters of the English alphabet

Example(s):

Match a letter with the identical letter in a sample.

Select the correct letter when the letter is named.

Name letters in a word.

§ Recognise symbols or vocabulary that are not in English

Example(s):

Indicate script or vocabulary that is not in English.

Copy the writing system by tracing or drawing in sand or salt.

Translating target language texts

§ Recognise high-frequency vocabulary

Example(s):

Select a word from the target language to match a photograph or picture.

§ Match vocabulary in the target language with objects, photographs, pictures or symbols

Example(s):

Match a greeting in the target language with a picture of 2 people shaking hands or
gesturing to say hello.

Match words in the target language with cultural objects used by Aboriginal and Torres
Strait Islander Peoples that have similar use or purpose.

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Content

Understanding and responding to target language texts

§ Listen to, read or view simple texts by participating in shared activities

Example(s):

Participate in shared listening and reading of stories with the support of visual images to
decipher meaning and ask and respond to questions in relation to the text.

Respond to simple texts through reciting, actions, drawing or singing in the target
language or English.

§ Connect vocabulary with actions, people, places and objects

Example(s):

Associate vocabulary with meaning by imitating actions, pointing to an object or a picture,

locating vocabulary on a word wall.

§ Respond by following simple commands or repeating words seen or heard in texts

Developing knowledge of language systems to understand and respond to target language

texts
§ Recognise the meaning of modelled high-frequency vocabulary and of vocabulary in the target
language that is similar in English or in other languages
§ Recognise and reproduce the sounds and intonation patterns of the target language

Example(s):

Segment words of the target language into their component sounds.

§ Connect symbols in the target language with familiar sounds

§ Recognise that the target language writing system is different from English

Example(s):

Match the symbols of the target language writing system with equivalent letter(s) in the
English alphabet.

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Intercultural understanding
Outcomes
A student:

§ identifies people and places of the past represented in the target language CLE-ICU-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Understanding the world of the target language

§ Respond to photographs, pictures or symbols of people or places of the target language
culture

Example(s):

Look at, point to, or select a picture of a person dressed in clothing of the target language
culture from a series of images of people dressed in contemporary clothing.

Reflecting on language, culture and identity

§ Recognise communities they belong to

Example(s):

Identify that their family, school, cultural heritage or the Aboriginal Country where they live
are examples of communities to which they belong.

§ Recognise cultures different from their own

Example(s):

Look at, point to or select a photograph or picture of an everyday cultural practice that is
different from their own or local Aboriginal cultural practices.

§ Engage with stories about their community or culture

Example(s):

Listen to, read or view stories that include people and places from their community or
culture, including stories by and about Aboriginal and/or Torres Strait Islander Peoples.

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Content

Understanding the world of the target language

§ Recognise that there were people, places and languages in the past

Example(s):

Recognise that places relating to the target language culture are represented on maps.

Explore sites related to the target language culture through virtual tours and
reconstructions.

§ Recognise significant personalities from stories of the target language culture and recall their
role

Reflecting on language, culture and identity

§ Recognise that there are cultures and languages similar to or different from their own

Example(s):

Notice the diverse ways in which familiar concepts and practices relating to personal
interaction, family life, food and celebrations are represented in the target language
culture and recognise their own.

§ Notice that the people who spoke the target language told stories about people and the places
they lived in

Example(s):

Notice that the target language-speaking people told stories to express culture(s) of the
past, similar to Aboriginal and/or Torres Strait Islander Cultures.

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Assessment
The primary role of assessment is to establish where students are in their learning so that teaching
can be differentiated and further learning progress can be monitored over time. It provides
information that assists teachers to target their teaching at the point of student need. Assessment
is most effective when it is an integral part of teaching and learning programs.

Assessment involves:

§ establishing where students are in their learning

§ ongoing monitoring
§ formative and summative tasks
§ providing feedback about student progress.

Common Grade Scale

Stage 1, Stage 2, Stage 3, Stage 4, Stage 5

The common grade scale can be used to report student achievement in both primary and junior
secondary years in all NSW schools.

Course performance descriptors

Stage 5 – Year 10

Course performance descriptors provide holistic descriptions of typical achievement at different

grade levels in a specific course. They are used to identify and report a student’s level of
achievement in a Board Developed Course at the end of Stage 5.

Grade A
A student performing at this grade typically:

§ demonstrates extensive understanding of a range of moderately complex texts by responding

effectively in a variety of ways
§ analyses meaning consistently and effectively in a range of texts
§ produces coherent and comprehensible English translations of a range of texts, with a very
high level of accuracy and consistency
§ applies extensive knowledge of language systems, linguistic, literary and text features to
understand and translate a range of texts
§ analyses the relationship between language, culture and identity

Grade B
A student performing at this grade typically:

§ demonstrates thorough understanding of a range of moderately complex texts by responding

appropriately in a variety of ways
§ analyses meaning effectively in a range of texts
§ produces coherent and comprehensible English translations of a range of texts, with a high
level of accuracy
§ applies thorough knowledge of language systems, linguistic, literary and text features to
understand and translate a range of texts
§ analyses the relationship between language, culture and identity

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Grade C
A student performing at this grade typically:

§ demonstrates sound understanding of a range of texts by responding in a variety of ways

§ analyses meaning in texts
§ produces comprehensible English translations of texts, with a reasonable level of accuracy
§ applies sound knowledge of language systems and text features to understand and translate
texts
§ describes the relationship between language, culture and identity

Grade D
A student performing at this grade typically:

§ demonstrates basic understanding of texts by responding in limited ways

§ identifies and explains information in texts
§ produces mostly comprehensible English translations of texts
§ applies basic knowledge of language systems and text features to understand and translate
texts
§ identifies the relationship between language, culture and identity

Grade E
A student performing at this grade typically:

§ demonstrates elementary understanding of simple texts by responding in very limited ways

§ identifies vocabulary and phrases in texts
§ produces English translations of vocabulary and phrases in texts
§ applies elementary knowledge of language systems to understand and translate texts
§ identifies aspects of the relationship between language, culture and identity

Assessment of Life Skills outcomes

Stage 4, Stage 5

The syllabus outcomes and content form the basis of learning opportunities for students. Through
the collaborative curriculum planning process, teachers select specific Life Skills outcomes which
are based on the needs, strengths, goals, interests and prior learning of each student. Students
are required to demonstrate achievement of one or more Life Skills outcomes.

Assessment should provide opportunities for students to demonstrate achievement in relation to

the selected outcomes. Assessment can occur in a range of situations or environments such as the
school and wider community. Evidence of achievement can be based on:

§ formative assessment opportunities

§ summative assessment opportunities.
There is no requirement for formal assessment of Life Skills outcomes. Stage 6 Life Skills courses
do not have external examinations or mandatory projects.

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Creative Arts K–6
Implementation from 2027
The new Creative Arts K−6 Syllabus (2024) is to be implemented from 2027.

2025 and 2026 – Plan and prepare to teach the new syllabus

2027 – Start teaching the new syllabus

School sectors are responsible for implementing syllabuses and are best placed to provide schools
with specific guidance and information on implementation given their understanding of their
individual contexts.

Overview
Syllabus overview
Organisation of Creative Arts K–6
Figure 1 shows the organisation of Creative Arts K–6 and the essential knowledge and skills that
are central to developing understandings and practices in Dance, Drama, Music and Visual Arts.

Figure 1: The organisation of Creative Arts K–6

Image long description: The 4 focus areas are Dance, Drama, Music and Visual Arts. Essential
knowledge, understanding and skills are positioned in columns within the focus areas. In Dance
they are Composing, Performing and Appreciating. In Drama they are Making, Performing and
Appreciating. In Music they are Performing, Listening and Composing. In Visual Arts they are
Making, Appreciating and Exhibiting. Surrounding the whole diagram is a line labelled ‘Applying
knowledge, understanding and skills through interrelated practices’.

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Dance
Students engage in Composing, Performing and Appreciating as interrelated practices in Dance.
They develop deeper knowledge, understanding and skills as they apply their learning to inform
and enrich their dance experiences. Dance may be composed, performed, appreciated and
accessed through the senses.

Composing involves structuring body shapes and movements using the elements of dance to
communicate ideas and intent. The elements of dance provide a foundation for learning about
movement principles. Students have opportunities to compose their own movements and
sequences in response to different stimuli. They develop bodily competence and confidence using
safe dance practices.

Performing involves communicating ideas and intent through body shapes and movements,
developing bodily competence and confidence. Students have opportunities to develop knowledge,
understanding and skills using the elements of dance to communicate ideas and intent. They
perform dance from various contexts and their own compositions. Students develop an
understanding of the roles of dancer and choreographer.

Appreciating involves students reflecting on their own dance experiences and investigating the
works of others to understand how ideas and intent are conveyed through dance. Students have
opportunities to explore how dancers use the elements of dance. They engage with dance styles
from various cultures and contexts to understand how ideas are conveyed in dance for audiences
to experience.

The Creative Arts K–6 Dance focus area builds the foundational understandings which are further
developed in the Dance 7–10 Syllabus (2023).

Drama
Students engage in Making, Performing and Appreciating as interrelated practices in Drama. They
develop deeper knowledge, understanding and skills as they apply their learning to inform and
enrich their drama experiences. Drama may be made, performed, appreciated and accessed
through the senses.

Making involves devising and shaping imagined roles, characters, ideas, situations and stories.
The dramatic elements provide a foundation for learning about ways to embody and enact ideas.
Students have opportunities to use the dramatic elements to shape meaning in response to
different stimuli.

Performing involves embodying and enacting roles, characters, ideas, situations and stories.
Students have opportunities to develop knowledge, understanding and skills using the dramatic
elements to shape dramatic meaning. They develop an understanding of the roles of dramatic
practitioners.

Appreciating involves students reflecting on their own drama experiences and investigating
dramatic works of others to understand how meaning is represented through drama. Students
have opportunities to explore how drama is organised using the dramatic elements. Students
engage with dramatic forms and styles from various cultures and contexts to understand how
dramatic practitioners shape meaning for audiences.

The Creative Arts K–6 Drama focus area builds the foundational understandings which are further
developed in the Drama 7–10 Syllabus (2023).

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Music
Students engage in Performing, Listening and Composing as interrelated practices in Music. They
develop deeper knowledge, understanding and skills as they apply their learning to inform and
enrich their music experiences. Music may be performed, accessed and composed through the
senses.

Performing involves singing, moving, playing and using listening skills. Students have
opportunities to develop knowledge, understanding and skills in performing, using the elements of
music to communicate musical ideas. They engage with music from various cultures and contexts,
performing repertoire by others and their own compositions. Students develop an understanding of
the roles of performer and composer.

Listening involves students using aural awareness to experience sound. Students engage with
repertoire and music styles from various cultures and contexts. They use listening skills to explore
how the elements of music are used in their own singing, moving and playing, and in the music
they experience.

Composing involves organising sound by using the elements of music to convey musical ideas.
Students use performing and listening skills as they explore and compose music through singing
and playing. They have opportunities to imitate, improvise and arrange the music of others and
create their own compositions. Students use symbols, graphic notation or staff notation to
represent musical ideas.

The Creative Arts K–6 Music focus area builds the foundational understandings which are further
developed in the Music 7–10 Syllabus (2024).

Visual Arts
Students engage in Making, Appreciating and Exhibiting as interrelated practices in Visual Arts.
They develop deeper knowledge, understanding and skills as they apply their learning to inform
and enrich their visual arts experiences. Artworks may be made, appreciated, exhibited and
accessed through the senses.

Making involves an understanding that artists make artworks to represent subject matter, ideas or
symbolic meaning. Students experiment with materials, techniques and processes to explore ways
to convey ideas through art forms. They make representations of their world by exploring their own
ideas, interests and perspectives and the artworks and practices of artists. Learning in
Appreciating and Exhibiting provides students with opportunities to develop deeper understandings
that inform their own artmaking practices.

Appreciating involves students investigating ways artists represent their world through subject
matter and ideas in their artmaking practices. They observe artworks from various cultures and
contexts to explore ways artists make artworks in different ways using art forms. Students critique
artworks and have opportunities to communicate ideas about artists, artworks, the world and
audiences. They develop an understanding that audiences may interpret artworks in various ways.

Exhibiting involves developing students’ understanding that artworks are valued, displayed and
interpreted by audiences. Students develop observation through a critical and creative lens in the
interpretation of their own and others’ artworks. They explore ways curation and display can
contribute meaning to artworks and develop understandings for audiences. Students have
opportunities to exhibit or display their own artworks for an audience through virtual, physical,
indoor or outdoor displays.

The Creative Arts K–6 Visual Arts focus area builds the foundational understandings which are
further developed in the Visual Arts 7–10 Syllabus.
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Protocols for collaborating with Aboriginal and Torres Strait Islander Communities
and engaging with Cultural and heritage works
NESA is committed to working in partnership with Aboriginal Communities and supporting
teachers, schools and schooling sectors to improve educational outcomes for young people.

It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural
material when teachers plan, program and implement Creative Arts learning experiences that focus
on Aboriginal and Torres Strait Islander Priorities.

Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and
Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression
and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’
Identities and lived experiences. It is important to recognise the diversity and complexity of different
Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.

Teachers should work in partnership with Elders, parents, Community members, Cultural
Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is
important that respect for Elders and the roles of men and women is shown. Local Aboriginal
Peoples should be invited to share their Cultural Knowledges with students and staff when
engaging with Aboriginal Histories and Cultural Practices.

Access content points

Access content points have been developed to support students with significant intellectual
disability who are working towards Early Stage 1 outcomes. These students may communicate
using verbal and/or nonverbal forms.

For each of the Early Stage 1 outcomes, access content points are provided to indicate content
that students with significant intellectual disability may access as they work towards the outcomes.
Teachers will use the access content points on their own, or in combination with the content for
each outcome.

Decisions regarding curriculum options for students with disability should be made in the context of
collaborative curriculum planning.

The importance of knowledge and vocabulary in the primary curriculum

The attainment of knowledge is a key goal of education. There is accumulated knowledge and
wisdom of our world that all students have a right to learn. The curriculum plays a key role in
identifying shared knowledge that provides opportunities to foster belonging and cross-cultural
understanding in our society.

Knowledge underpins our ability to think and do. Students learn new ideas with reference to their
existing knowledge. In each learning area, background knowledge committed to long-term memory
is vital to literacy development and underpins the ability to think critically and creatively.

When learning to read, it is the development of broad knowledge, alongside vocabulary, which
supports students to build mental models from the texts they engage with, secure schemas of
increasing depth and complexity, and make connections with their world. Learning opportunities
within the primary curriculum are coherent, intentional and designed to build knowledge and
vocabulary of the learning area and support literacy development.

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Creating written texts supports learning
The Creative Arts K–6 Syllabus follows Recommendation 2: ‘Clarify and strengthen writing content
in syllabus documents’ from Teaching Writing: Report of the Thematic Review of Writing (NESA
2018).

Creating written texts is a way of organising thoughts, explaining thinking, and making connections
within and across learning areas. The learning areas provide meaningful content for writing beyond
the subject of English. ‘When writing instruction prompts students to think deeply and/or make
decisions about content, learning is improved’ (AERO 2022). Creating written texts in learning
areas develops students’ critical understandings and voice.

Creating written texts content in the primary curriculum includes:

§ systematic development of expectations for creating written texts, which aligns with the English
K–10 Syllabus (2022)
§ explicit writing content to support students to become fluent creators of texts, to deepen their
understanding of the learning areas and focus on vocabulary and sentence construction
§ opportunities to practise the process of creating written texts to develop and communicate
knowledge, understanding and ideas
§ a focus on vocabulary and sentence construction.
Creating written texts refers to the act of composing and constructing a text for a particular
purpose, audience and context.

Various methods of transcription may be employed, and a student’s preferred communication

form(s) should be considered when teaching writing.

Figure 2: Creating written texts supports learning

Image long description: Four horizontal rows labelled Creative Arts, PDHPE, HSIE and Science
and Technology. Above these rows are 4 headings: Early Stage 1, Stage 1, Stage 2 and Stage 3.
In the rows labelled Creative Arts and PDHPE, a box with a dotted outline spans Early Stage 1 to
Stage 1. This box contains the text ‘Using vocabulary and language to communicate in Creative
Arts or PDHPE respectively’. Under Stage 2 for Creative Arts and PDHPE there is a box containing

Multiple Syllabuses Page 70 of 246

the text ‘Embedded within content’. Under Stage 3 for Creative Arts and PDHPE there is a box
containing the text ‘Outcome’. In the rows labelled HSIE and Science and Technology, a box
containing the text ‘Content group’ is listed for each of Early Stage 1, Stage 1 and Stage 2. Under
Stage 3 there is a box containing the text ‘Outcome’. In all 4 rows the text boxes are linked by
arrows showing the progression from Early Stage 1 to Stage 3. Surrounding the whole diagram is a
line labelled ‘“Creating written texts” content in the syllabuses aligns with the corresponding stage
expectations of the English K–10 Syllabus (2022)’.

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Table of outcomes
Primary (K–6)
Focus Early Stage 1 Stage 1 Stage 2 Stage 3
area

Dance CAE-DAN-01 CA1-DAN-01 CA2-DAN-01 CA3-DAN-01

experiments with and composes and performs dance composes and performs dance to composes and performs dance to
identifies ways shapes and using shapes and movements communicate ideas to an communicate ideas and intent using
movements are used in to communicate ideas, and audience, and describes ways the the elements of dance, and explains
dance describes ways that dance elements of dance are used to how ideas are conveyed to
conveys ideas convey ideas through movement audiences and ways contexts
influence dance

CA3-CWT-01
creates written texts to communicate
ideas and understanding in Dance,
Drama, Music and Visual Arts

Drama CAE-DRA-01 CA1-DRA-01 CA2-DRA-01 CA3-DRA-01

experiments with and makes and performs drama to makes and performs drama to makes and performs drama to shape
identifies ways feelings, embody and enact characters, embody and enact characters, meaning using the dramatic
ideas, roles and situations ideas and stories, and ideas and stories for an audience, elements, and explains how meaning
are embodied and enacted describes ways that drama and describes ways the dramatic is conveyed to audiences and ways
in drama communicates ideas elements are used to convey contexts influence drama
meaning
CA3-CWT-01
creates written texts to communicate
ideas and understanding in Dance,
Drama, Music and Visual Arts

Music CAE-MUS-01 CA1-MUS-01 CA2-MUS-01 CA3-MUS-01

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 Focus Early Stage 1 Stage 1 Stage 2 Stage 3
area

experiments with and performs, uses listening skills performs, uses listening skills and performs, uses listening skills and
identifies ways sound is and composes to composes to communicate composes to communicate musical
organised in music through communicate ideas through musical ideas, and describes ideas using the elements of music,
singing, moving, playing sound, and describes ways ways the elements of music are and explains how musical ideas are
instruments and using musical ideas are conveyed used to convey musical ideas conveyed and ways contexts
listening skills influence music

CA3-CWT-01
creates written texts to communicate
ideas and understanding in Dance,
Drama, Music and Visual Arts

Visual CAE-VIS-01 CA1-VIS-01 CA2-VIS-01 CA3-VIS-01

Arts experiments with and makes artworks using makes artworks using art forms to makes artworks in intentional ways to
identifies ways materials materials and techniques to represent subject matter and represent ideas about their world,
and techniques are used to represent subject matter and ideas, and describes ways artists and explains ways artists are
represent subject matter and ideas, and describes ways convey ideas about their world to influenced by contexts and how
ideas in artworks artists convey ideas in audiences through artworks artworks are interpreted by
artworks audiences

CA3-CWT-01
creates written texts to communicate
ideas and understanding in Dance,
Drama, Music and Visual Arts

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Outcomes and content for Early Stage 1
Dance
Outcomes
A student:

§ experiments with and identifies ways shapes and movements are used in dance CAE-DAN-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Composing and performing: Dance is made and performed using shapes and movements
§ Use movements in response to a stimulus
§ Make body shapes and change movements to explore dance
§ Generate movement to respond to music, sounds or silence
§ Follow instructions to engage in dance
§ Engage safely in dance

Example(s):

Awareness of personal space, objects and people. Move body parts safely. Give or deny
consent for physical interaction by communicating yes or no, gesturing, moving away or
using facial expressions.

Appreciating: Dance can be experienced and described

§ Express emotions in response to a stimulus or dance
§ Experience dance composed or performed by Aboriginal and/or Torres Strait Islander artists
§ Engage with dance from various cultures and contexts
§ Identify shapes or movements used in dance

Content

Composing and performing: Dance is made and performed using shapes and movements
§ Explore ways to move the body to make shapes and movements

Example(s):

Locomotor movements: jump, crawl, turn, side gallop, hop, skip, roll.

Non-locomotor movements: bend, stretch, twist.

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§ Make shapes and movements in response to stimuli

Example(s):

Sounds, music, silence, images.

§ Demonstrate an awareness of personal space and movement within a space

§ Explore ways to change the level or direction of movements with control

Example(s):

Level: high, low.

Direction: up, down, forwards, backwards.

§ Experiment with linking body shapes or movements in a sequence

§ Perform dance shapes and movements while interacting with others

Example(s):

Small groups of peers, whole class, informal settings.

§ Use warm-up and cool-down exercises and demonstrate an awareness of safe dance
practices

Example(s):

Assertively gain, give or deny consent, and respect responses while interacting with
others.

Appreciating: Dance can be experienced and described

§ Identify contexts where dance is experienced

Example(s):

Indoors, outdoors, homes, theatres, celebrations, ceremonies, cultural practices.

§ Express ideas or feelings in response to dance experiences

§ Identify shapes and movements used in dance, using Tier 2 and Tier 3 vocabulary

Example(s):

Shapes: pointed, curved, angular.

Movements: crawling, bending, twisting, turning.

§ Observe dance from cultures around the world to explore how people engage in dance

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§ Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are
represented in dance

Example(s):

Representations and movements of people and animals in Stories or Legends about land,
water or sky.

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Drama
Outcomes
A student:

§ experiments with and identifies ways feelings, ideas, roles and situations are embodied and
enacted in drama CAE-DRA-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Making and performing: Drama is made and performed by embodying and enacting
feelings, ideas, roles and situations
§ Engage in dramatic play activities in response to a stimulus
§ Use gestures, voice, signing or movement in dramatic play
§ Choose objects or costumes to represent a role
§ Follow instructions to engage in dramatic play
§ Engage safely in dramatic play

Example(s):

Develop awareness of own body (gross and fine motor movements), personal space and
the physical environment.

Use objects, props and costumes safely.

Give or deny consent for physical interaction by communicating yes or no, gesturing,
moving away or using facial expressions.

Appreciating: Drama can be experienced and described

§ Express emotions in response to a stimulus or performance
§ Experience drama made or performed by Aboriginal and/or Torres Strait Islander artists
§ Engage with drama from various cultures and contexts
§ Identify roles, characters, props or objects in a performance

Content

Making and performing: Drama is made and performed by embodying and enacting
feelings, ideas, roles and situations
§ Use imagination to explore ideas and situations through dramatic play, still image, puppetry
and object play

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§ Engage in dramatic play using costumes, props and objects to explore feelings, roles and
characters

Example(s):

Roles: baker, librarian, postal worker.

Characters: person or animal from a text.

§ Use voice, language, mime or movement to express feelings and embody roles or characters
§ Enact a real or imagined situation or story using puppets, toys, objects or other stimuli
§ Demonstrate an awareness of self and relationship with others within a performance space
§ Embody feelings, roles and characters while interacting with others
§ Perform drama scenarios with awareness of an audience

Example(s):

Small groups of peers, whole class, informal settings.

§ Demonstrate an awareness of safe drama practices

Example(s):

Warm-up and cool-down exercises, movement within a space.

Appreciating: Drama can be experienced and described

§ Identify contexts where drama is performed

Example(s):

Theatre, television, film, celebrations, ceremonies, cultural practices.

§ Express ideas or feelings in response to drama experiences

§ Identify roles, situations or stories in a performance, using Tier 2 and Tier 3 vocabulary

Example(s):

Roles: people, animals, imaginary creatures.

Situations: time, place, contexts.

Stories: narrative of a text or imagined events.

§ Observe drama from cultures around the world and discuss how stories and ideas are enacted

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§ Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are enacted in
performances

Example(s):

Representations and movements of people and animals in Stories or Legends about land,
water or sky.

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Music
Outcomes
A student:

§ experiments with and identifies ways sound is organised in music through singing, moving,
playing instruments and using listening skills CAE-MUS-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Performing and composing: Music is performed and made by organising sound through
singing, moving and playing
§ Use movement, body percussion, vocalisations or instruments in response to a stimulus

Example(s):

Clapping, stamping, swaying.

§ Respond to beat and rhythm through movement or body percussion

§ Respond to pitch by moving or vocalising
§ Explore how sounds are made

Example(s):

By objects, the environment, instruments, technologies, vibrations.

§ Follow instructions to engage in music making

Example(s):

Follow cues to stop and start singing or playing instruments.

§ Engage safely in music making

Example(s):

Use instruments safely and according to purpose. Give or deny consent to be recorded or
to record others by communicating yes or no, gesturing, moving away or using facial
expressions.

Listening: Music can be listened to, experienced and described

§ Express emotions in response to a stimulus or music
§ Experience music made or performed by Aboriginal and/or Torres Strait Islander artists
§ Engage with music from various cultures and contexts

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§ Identify vocal, instrumental, digital or environmental sounds

Example(s):

Sounds made by singing or percussion instruments, animal or environmental sounds.

Content
For students who are d/Deaf or hard of hearing, Listening may include the use of assistive
technology, graphic notation activities, watching performances or accessing music through other
senses.

Performing and composing: Music is performed and made by organising sound through
singing, moving and playing
§ Demonstrate a steady beat using movement, body percussion, environmental sounds or by
playing instruments

Example(s):

Warm-up exercises, musical games.

§ Use singing, chanting or body percussion and listening skills to engage with rhymes or songs

Example(s):

Echo simple songs, walking to beat, clapping rhythms.

§ Demonstrate an awareness of pitch, using higher, lower and repeated pitches

§ Echo rhythm patterns using body percussion or movement

Example(s):

Clapping, stamping, clicking, patsching.

§ Play and organise sounds with non-melodic and melodic sound sources

Example(s):

Non-melodic sound sources: spoons, pots, pans, buckets, cups.

Melodic sound sources: voice, tuned percussion.

§ Use listening skills and memory to perform musical patterns by singing, using body percussion
or playing instruments

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§ Explore voice, body percussion, environmental sounds, instruments or digital sounds to
identify how sounds are produced

Example(s):

Hitting, shaking, scraping, blowing or vocalising.

§ Use louder and softer sounds to explore dynamics with sound sources
§ Perform music by singing, moving and playing instruments while interacting with others

Example(s):

Whole class, informal settings. Singing in unison, taking turns with sound sources, partner
games.

§ Use informal symbols or graphic notation to represent sounds

Example(s):

Informal symbols: sun, moon, square, circle.

Graphic notation: lines of varying length and direction.

§ Demonstrate an awareness of safe music practices

Example(s):

Movement within a space, vocal warm-ups, volume of instruments.

Listening: Music can be listened to, experienced and described

§ Identify contexts where music can be listened to or experienced

Example(s):

Homes, concerts, celebrations, ceremonies, cultural practices.

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§ Use listening skills to identify ways that beat, rhythm, pitch, performing media, timbre and
dynamics are used in music, using Tier 2 and Tier 3 vocabulary

Example(s):

Duration: constant musical beat, longer and/or shorter notes and silences in rhythm.

Pitch: higher, medium and/or lower sounds.

Performing media: sound sources, instruments.

Timbre: effects created by blowing, hitting, shaking.

Dynamics: softer or louder volume.

§ Experience music from cultures around the world, using listening skills to develop aural
awareness and recognise ways sounds are organised

Example(s):

Māori children's songs, clapping and skipping games, Chilean songs about animals.

§ Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are
represented through music

Example(s):

Songlines or Legends about land, water, sky or animals. Lullabies and children's songs in
Aboriginal or Torres Strait Islander Languages, children's games.

§ Recognise informal symbols or graphic notation that are used to represent sounds
§ Use listening skills and express ideas or feelings in response to music

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Visual Arts
Outcomes
A student:

§ experiments with and identifies ways materials and techniques are used to represent subject
matter and ideas in artworks CAE-VIS-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Making and exhibiting: Artists make artworks using materials and techniques
§ Engage with materials to represent ideas in 2D art forms
§ Explore tactile or malleable materials to represent ideas in 3D art forms
§ Explore ways to use line, shape or colour
§ Make artworks to represent an object, person, feeling or place
§ Follow instructions to engage with art materials and tools
§ Display artworks or samples of work
§ Engage safely in art making

Example(s):

Use art materials and tools according to purpose. Give or deny consent to share own or
others’ artworks by communicating yes or no, gesturing, moving away or using facial
expressions.

Appreciating: Artists make artworks that can be experienced and described by audiences
§ Express emotions in response to a stimulus or artwork
§ Experience artworks by Aboriginal and/or Torres Strait Islander artists
§ Engage with artworks from various cultures and contexts
§ Identify colours, shapes, symbols or subject matter in an artwork

Content

Making and exhibiting: Artists make artworks using materials and techniques to represent
subject matter and ideas
§ Make artworks inspired by personal experiences or imagination to represent subject matter
and ideas

Example(s):

Subject matter and ideas: family, plants, animals, materials.

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§ Experiment with ways to make marks, types of lines and shapes, using drawing materials and
techniques

Example(s):

Marks: thick, thin, dotted, flicked.

Lines: straight, curved, wavy, jagged.

Materials: oil pastels, chalk pastels, coloured pencils, fineliner pens.

Techniques: smudging, blending, wax resist.

§ Experiment with primary colours and ways to make secondary colours

§ Explore painting and printmaking materials and techniques, experimenting with tools to create
effects

Example(s):

Painting with fingers, paintbrushes, sponges, sticks, feathers or string. Sponge printing,
printing with sustainable materials, monoprinting.

§ Manipulate malleable materials to explore sculptural techniques and mould 3D forms

Example(s):

Materials: clay, modelling dough, wet sand.

Techniques: squeeze, pinch, roll, coil, cut.

§ Explore construction techniques to make a collage, relief or 3D sculptural form using mixed
media materials
§ Explore ways to use materials and tools, developing fine motor skills
§ Demonstrate an awareness of safe artmaking practices

Example(s):

Sustainable use of materials, respect for artwork of others, careful handling of scissors.

§ Identify contexts where artworks are displayed, exhibited or experienced

Example(s):

Indoors, outdoors, homes, galleries, museums, public buildings and spaces, cultural
practices.

§ Present artworks or samples of own work to share ideas with an audience

Appreciating: Artists make artworks that can be experienced and described by audiences
§ Express ideas or feelings about own and others' artworks

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§ Identify subject matter, materials, techniques, lines, shapes, colours and patterns in artworks,
using Tier 2 and Tier 3 vocabulary

Example(s):

Materials: paper, paint, canvas, wood, stone, plastic.

Techniques: splattering of paint, layering of mixed media, carving.

Lines: straight, curved, dotted, wavy, jagged.

Shapes: closed, curved, pointy, outlines.

Colours: primary and secondary colours.

Patterns: repetition of line, shape, colour.

§ Observe artworks from cultures around the world to explore ways artists represent ideas about
their world

Example(s):

Sumi-e (Japan), Fabergé eggs (Russia), Peruvian folk art (Peru).

§ Recognise ways Aboriginal Dreaming Stories or Torres Strait Islander Legends are
represented in artworks

Example(s):

Rock art, sand art, body art and adornment, bark paintings, canvases.

§ Explore how artists represent subject matter and ideas in artworks

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Assessment
The primary role of assessment is to establish where students are in their learning so that teaching
can be differentiated and further learning progress can be monitored over time. It provides
information that assists teachers to target their teaching at the point of student need. Assessment
is most effective when it is an integral part of teaching and learning programs.

Assessment involves:

§ establishing where students are in their learning

§ ongoing monitoring
§ formative and summative tasks
§ providing feedback about student progress.

Common Grade Scale

Stage 1, Stage 2, Stage 3, Stage 4, Stage 5

The common grade scale can be used to report student achievement in both primary and junior
secondary years in all NSW schools.

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English K–10
Implementation for K–2 from 2023 and 3–10 from 2024
English for K−2

The new syllabus must now be taught in Kindergarten to Year 2 in all NSW primary schools.

English for 3−10

The new syllabus is to be taught in Years 3 to 10 from 2024.

2024 – Start teaching the new syllabus

School sectors are responsible for implementing syllabuses and are best placed to provide schools
with specific guidance and information on implementation given their understanding of their
individual contexts.

Overview
Syllabus overview
Organisation of English K–10
The organisation of outcomes and content for English K–10 highlights the role and connection that
Understanding Texts and Creating Texts have across all areas of English. The organisation of
outcomes and content reflects the essential knowledge, understanding and skills that students are
expected to learn, including the study of a wide range of literature.

The knowledge, understanding and skills described in the outcomes and content of each focus
area provide a basis for students to successfully progress to the next stage of learning. Focus
areas should not be interpreted as hierarchical or time bound, as instructional priorities will be
informed by learner needs.

K–2 focus areas

The focus areas for each stage support students’ growing knowledge and understanding in the
areas of:

§ Oral language and communication

§ Vocabulary
§ Phonological awareness
§ Print conventions
§ Phonic knowledge
§ Reading fluency
§ Reading comprehension
§ Creating written texts
§ Spelling
§ Handwriting
§ Understanding and responding to literature

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 Figure 1: The organisation of English K–2

3–6 focus areas

The focus areas for each stage support students’ growing knowledge and understanding in the
areas of:

§ Oral language and communication

§ Vocabulary
§ Reading fluency
§ Reading comprehension
§ Creating written texts
§ Spelling
§ Handwriting and digital transcription
§ Understanding and responding to literature

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 Figure 2: The organisation of English 3–6

In English K–6, the importance of strong foundations in the early years across oral language,
reading and writing is highlighted. The organisation of the syllabus supports the development of
early literacy knowledge and skills, while continuing to acknowledge the importance of learning
about and enjoying literature.

Evidence highlights the importance of oral language, reading and writing. Oral language can
include spoken, nonverbal, symbolic and gestural forms. This includes Auslan, which fulfils the
same function as oral language in meeting the communication and language development needs
of students who are d/Deaf or hard of hearing.

Making connections through related content K–6

Many connections exist between the focus areas in English. Knowledge of and skills for focus
areas often develop in an interrelated manner and are therefore best addressed in parallel.

Within the context of the syllabus, ‘in parallel’ means teaching:

§ multiple focus areas at the same time

§ related content in a sequential manner
§ application of knowledge, understanding and skills through interrelated focus areas.
Addressing outcomes in parallel enables teachers to efficiently teach and assess essential
concepts within the syllabus content while supporting students to make connections with their
learning.

Examples of outcomes and content that could be addressed in parallel are identified for each focus
area. These are not an exhaustive list of ways that knowledge, understanding and skills are related
or can be taught together. Teachers should consider their students’ needs and abilities when
selecting related content, to design meaningful teaching and learning experiences.

§ Making Connections Early Stage 1

§ Making Connections Stage 1
§ Making Connections Stage 2
§ Making Connections Stage 3

7–10 focus areas

The focus areas for each stage support students’ growing knowledge and understanding in the
areas of:

§ Reading, viewing and listening to texts

§ Understanding and responding to texts
§ Expressing ideas and composing texts
English 7–10 builds on the foundational skills developed in the earlier years to support the growing
knowledge, understanding and skills in the areas of Reading, viewing and listening to texts,
Understanding and responding to texts and Expressing ideas and composing text.

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 Figure 3: The organisation of English 7–10

Image long description: The 3 focus areas of the English 7–10 Syllabus: Reading, viewing and
listening to texts; Understanding and responding to texts; and Expressing ideas and composing
texts. The first focus area is surrounded by a rectangular box titled Understanding texts. The third
focus area is surrounded by a rectangular box titled Composing texts. The second focus area is
elongated, so as to be included in both rectangular boxes.

Course requirements K–10

Text requirements
Engaging with texts is central to the study of English.

Text requirements for English K–2

Understanding and creating a wide range of texts is central to the study of English. In K–2 the term
texts refers to print, digital or spoken forms of communication and includes fiction and nonfiction
works. Many types of texts are easy to recognise by their subject matter, forms and structures,
such as imaginative, informative and persuasive texts. Texts have evolved over time for the
purpose of communicating effectively with a range of audiences. Sometimes a number of elements
from different types of texts can be included in a single text, resulting in a hybrid text. For example,
an imaginative text such as a narrative will predictably have language features such as action
verbs and descriptive noun groups, but may also contain visual features such as speech bubbles,
diagrams and subheadings more typically seen in informative texts.

The act of creating texts involves:

§ selecting the language appropriate to purpose

§ adapting and experimenting with language
§ using textual elements from different styles, modes and text forms.
Literature

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Literature is defined as a body of work that has enduring personal, social, cultural or aesthetic
value. It comprises a dynamic and evolving range of fiction and nonfiction texts from diverse
contemporary, historical and cultural contexts.

Literature should be readily available to students in the classroom and updated regularly.

Across a year of learning, teachers must give students daily opportunities:

§ To be read to: Being read to supports children in acquiring new vocabulary from a text, gives
students access to texts beyond their immediate means and supports the development of
reading as pleasure. Independent reading should not supplant being read to. Where reading
aloud is not accessible for students, they should be read to using their preferred
communication form(s).
§ To read decodable texts: Decodable texts support beginning readers to use decoding
strategies and practise their developing reading skills. Provide decodable texts for beginning
readers in Early Stage 1, and as needed for students in Stage 1 and beyond.
§ For wide reading: Once students can consistently use phonic knowledge to decode words,
the use of decodable texts does not need to continue. At this point, students should be reading
a wide range of texts of increasing complexity and varied topics.
§ For wide writing: Students need to practise and experiment with creating written texts in
English and all other learning areas. Specific opportunities for writing may be found in texts
being read, or in other experiences that can provide real contexts, audiences and purposes.
Text selection

As teachers identify what their students need to learn at particular points in time, they can select
texts to facilitate the learning. Text selections should respond to the individual needs of students.
Texts should be selected that either support or extend students’ reading. A well-chosen text
enables students to practise, enhance and transfer knowledge and skills they already have and
apply this learning to new contexts.

Across a year of learning, the selection of texts must give students opportunities to engage with a
variety of texts, including:

§ texts by Aboriginal and Torres Strait Islander Peoples

§ Australian literature
§ picture books
§ poetry and texts that feature wordplay and figurative language
§ classic and contemporary literature which include cultural and linguistic diversity
§ narrative texts that include examples of character (the term ‘narrative’ refers to an account of
events or related experiences that can be real or imagined)
§ texts that provide information in different forms
§ texts that include persuasive arguments presented in different forms
§ plays
§ decodable texts
§ a range of digital texts (Stage 1).
Text complexity

Text complexity may vary in:

§ ideas or knowledge
§ structure
§ vocabulary
§ sentence complexity

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§ levels of meaning or subtlety.
Most texts combine aspects of simple and complex features. As learning progresses, students can
sustain reading of more complex texts for longer periods of time.

Teachers should preview all texts that students study in class. This allows teachers to identify
potential areas for targeted teaching.

Diversity of learners

Students learning English as an additional language or dialect (EAL/D) should be provided with
opportunities to share their experiences of reading or viewing texts in their home languages or
dialects. This can assist them to make meaningful connections between their home languages or
dialects and Standard Australian English. For students for whom Auslan is their first language, this
should include a variety of signed texts, which may be live or recorded. Students whose first
language or home language is Aboriginal English may be considered EAL/D learners.

These students bring a richness of linguistic capital and experiences which should be valued so
that all students can be active agents in their engagement with texts.

It is important to provide the opportunity for students to respond to and create texts using their
preferred communication techniques and systems. This may include assistive technology and
augmentative and alternative communication (ACC) systems, such as:

§ gesture
§ signing (reference to signing as an augmentative and alternative communication method
typically refers to Key Word Sign)
§ real objects
§ photographs
§ pictographs
§ pictograms
§ texts with enlarged print
§ audio books
§ braille
§ speech-to-text and text-to-speech applications
§ digital technology.

Text requirements for English 3–6

Understanding and creating a wide range of texts is central to the study of English. In 3–6 the term
texts refers to print and digital forms of communication that include linguistic, visual, audio, gestural
and spatial meaning-making systems. Quality examples of literature should be presented in print
and digital mediums, as well as in multimodal, visual and spoken modes, including picture books.

Many types of texts are easy to recognise by their subject matter, forms and structures.
Persuasive, informative and imaginative texts include a range of genres for different social
purposes.

Texts have evolved over time for the purpose of communicating effectively with a range of
audiences. Sometimes several elements from different types of texts can be included in a single
text, resulting in a hybrid text. Hybridity can encompass genre, modality and form.

Literature

Literature is defined as a body of work that has enduring personal, social, cultural or aesthetic
value. It comprises a dynamic and evolving range of fiction and nonfiction texts from diverse

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contemporary, historical and cultural contexts. Literature is a way of sharing experiences about and
beyond readers’ lives while also creating empathy and opportunities for enjoyment.

Literature should be readily available to students in the classroom and updated regularly.

Across each year of learning, teachers must give students daily opportunities:

§ To be read to: Teachers can support the development of reading for pleasure. By reading
aloud and engaging students in discussions, teachers provide students with access to texts
beyond their immediate means, introducing them to new ideas and vocabulary and
encouraging them to explore different ways of thinking.
Where listening to texts read aloud is not accessible for students, they should be read to using
their preferred communication form(s).

§ For wide and deep reading: Students should independently read and respond to a wide
range of texts of varied genres and topics, with increasing complexity. They should also read
and respond to texts of personal interest. Students should read aloud and silently for meaning,
to acquire new ideas and vocabulary for communication, and for enjoyment.
Students who are not reading independently and have not mastered the initial and extended
phonic code may need access to age-appropriate decodable texts to continue learning and
consolidating decoding skills.

Where reading aloud is not accessible for students, they can share their reading using their
preferred communication form(s) or engage in silent reading.

§ For wide writing: Students need to practise and experiment with creating persuasive,
informative and imaginative texts in different forms. These can be created in English and in
other learning areas, in both print and digital modes. Students should practise their writing
under a variety of conditions with varied parameters of length and time. Writing refers to the
creation of texts rather than the skill of handwriting. Students should be encouraged to create
texts using their preferred communication form(s), including through the use of assistive
technology as required. Reading supports wide writing, giving students the knowledge to:
 select appropriate language suited to purpose
 adapt and experiment with language
 use textual elements from different genres and modes.
Text selection

As teachers identify what their students need to learn at points in time, they select texts to facilitate
that learning. Text selections should respond to the individual needs of students. Texts should be
selected that either support or extend students’ reading. Selecting high-quality texts enables
students to study features within and between texts. It can also enhance their knowledge,
understanding and experience of others and of how texts represent the world. High-quality texts
can support students to apply their language learning to new contexts for both reading and writing.

The selection of texts must include:

§ texts by Aboriginal and Torres Strait Islander Peoples

§ Australian literature
§ literature from other countries.
Across a year of learning, the selection of texts must give students opportunities to engage with a
variety of literature that includes strong examples of:

§ narrative
§ characterisation, including examples of stereotypical and archetypal characters
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§ imagery, symbol and connotation
§ genre
§ theme
§ context and perspective
§ argument and authority.
Literature must include:

§ novels (may include quests, fantasy, science fiction, mystery novels)

§ plays
§ poetry
§ classic and contemporary literature that represents diverse experiences (may include literature
by authors with diverse backgrounds and experiences, including authors with disability)
§ myths, legends, fables and fairytales
§ texts that provide information in different forms (may include everyday texts such as brochures,
community publications, recipes, advertisements)
§ texts that include persuasive arguments presented in different forms
§ hybrid texts (an imaginative text such as a narrative will typically have language features such
as the use of dialogue but may also contain visual features such as diagrams and subheadings
more typically seen in informative texts)
§ texts chosen by students for personal interest and enjoyment.
Text complexity

Text complexity may vary in:

§ ideas or knowledge
§ structure
§ vocabulary
§ sentence complexity
§ levels of meaning or subtlety
§ modal elements.
Most texts combine aspects of simple and complex features. As learning progresses, students can
sustain reading of more complex texts for longer periods of time.

Teachers should preview all texts that students study in class. This allows teachers to identify
potential areas for targeted teaching.

Diversity of learners

Students learning English as an additional language or dialect (EAL/D) should be provided with
opportunities to share their experiences of reading or viewing texts in their home languages or
dialects. This can assist them to make meaningful connections between their home languages or
dialects and Standard Australian English. For students for whom Auslan is their first language, this
should include a variety of signed texts, which may be live or recorded. Students whose first
language or home language is Aboriginal English may be considered EAL/D learners.

These students bring a richness of linguistic capital and experiences which should be valued so
that all students can be active agents in their engagement with texts.

It is important to provide the opportunity for students to respond to and create texts using their
preferred communication techniques and systems. This may include assistive technology (AT) and
augmentative and alternative communication (AAC) systems such as:

§ gesture

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§ signing (reference to signing as an augmentative and alternative communication method
typically refers to Key Word Sign)
§ real objects
§ photographs
§ pictographs
§ pictograms
§ texts with enlarged print
§ audio books
§ braille
§ speech-to-text and text-to-speech applications
§ digital technology.

Text requirements for English 7–10

Engaging with texts is central to the study of English. In Years 7–10, texts should be understood to
mean any written, spoken/signed, nonverbal, visual, auditory or multimodal communication.

The forms, features and structures of texts evolve over time for the purpose of communicating
effectively with a range of audiences. Sometimes a number of elements from different types of
texts can be included in a single text, resulting in a hybrid text.

Students undertake essential content, and work towards course outcomes, by engaging
meaningfully with a range of texts. Teachers select texts based on their understanding of what
students need to learn at particular points in time. A well-chosen text enables students to study
features within and between texts that can enhance their knowledge, understanding and
experience of how texts represent the world. Texts should be selected that either support or extend
students’ reading.

Text selection

As the focus of learning in each Stage, students are required to engage meaningfully with:

§ at least 2 works of extended prose (including at least one novel)

§ at least 2 collections of poetry
§ at least 2 films
§ at least 2 drama texts (including at least one Shakespeare play in Stage 5)
§ a range of types of texts inclusive of short prose, visual, spoken, multimodal and digital texts.
Across each stage, the selection of texts must give students experiences of:

§ a range of fiction and non-fiction texts that are widely regarded as quality literature
§ a range of texts by Australian authors
§ a range of texts by Aboriginal and Torres Strait Islander authors
§ a range of quality texts from around the world, including texts about intercultural and diverse
experiences (might include literature by authors with diverse backgrounds and experiences,
including authors with disability)
§ a range of cultural, social and gender perspectives, including from popular and youth cultures
§ texts chosen by students for personal interest and enjoyment.
Teachers should preview the texts that they select to use as a part of students’ learning. This
allows teachers to identify potential areas for targeted teaching.

Text complexity

Text complexity may vary in:

§ ideas or knowledge
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§ structure
§ vocabulary
§ sentence complexity
§ levels of meaning or subtlety
§ modal elements.
Most texts combine simple, predictable, moderately complex and highly complex features. The
selection of texts should provide opportunities for students to engage with features of texts that
provide appropriate levels of challenge.

Diversity of learners

Students learning English as an additional language or dialect (EAL/D) should be provided with
opportunities to share and extend their experiences of reading or viewing texts in their home
languages or dialects. This can assist them to make meaningful connections between their home
languages or dialects and Standard Australian English. For students for whom Auslan is their first
language, this should include a variety of signed texts, which may be live or recorded. Students
whose first language or home language is Aboriginal English may be considered EAL/D learners.

These students bring a richness of linguistic capital and experiences which should be valued so
that all students can be active agents in their engagement with texts.

It is important to provide opportunities for students to respond to and compose texts using their
preferred communication techniques and systems. This may include assistive technology (AT) and
augmentative and alternative communication (AAC) systems such as:

§ gesture
§ signing (reference to signing as an augmentative and alternative communication method
typically refers to Key Word Sign)
§ real objects
§ photographs
§ pictographs
§ pictograms
§ texts with enlarged print
§ audio books
§ braille
§ speech-to-text and text-to-speech applications
§ digital technology.
Note: For English Life Skills 7-10, the Text requirements can be used as guidelines to provide
relevant and meaningful teaching and learning opportunities that draw from a wide range of texts.

Mandatory curriculum requirements 7–10

The mandatory curriculum requirements for eligibility for the award of the Record of School
Achievement (RoSA) include that students:

§ study the Board developed English syllabus substantially in each of Years 7–10 and
§ complete at least 400 hours of English study by the end of Year 10.
Satisfactory completion of at least 200 hours of study in English during Stage 5 (Years 9 and 10)
will be recorded with a grade. Students undertaking the English course based on Life Skills
outcomes and content are not allocated a grade.

Course numbers:

§ English: 300
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§ English Life Skills: 303
Exclusions: Students may not access both the English Years 7–10 outcomes and content and the
English Life Skills outcomes and content.

Access content points K–6

Access content points have been developed to support students with significant intellectual
disability who are working towards Early Stage 1 outcomes. These students may communicate
using verbal and/or nonverbal forms.

For each of the Early Stage 1 outcomes, access content points are provided to indicate content
that students with significant intellectual disability may access as they work towards the outcomes.
Teachers will use the access content points on their own, or in combination with the content for
each outcome.

Decisions regarding curriculum options for students with disability should be made in the context of
collaborative curriculum planning.

Life Skills outcomes and content 7–10

Students with disability can access the syllabus outcomes and content in a range of ways.
Decisions regarding curriculum options should be made in the context of collaborative curriculum
planning.

Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content
the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a
student is eligible to undertake a course based on Life Skills outcomes and content, consideration
should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5
outcomes, or prior stage outcomes if appropriate. This assistance may include a range of
adjustments to teaching, learning and assessment activities.

Life Skills outcomes cannot be taught in combination with other outcomes from the same subject.
Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals,
interests and prior learning of each student. Students are required to demonstrate achievement of
one or more Life Skills outcomes.

Balance of content
The amount of content associated with a given outcome is not necessarily indicative of the amount
of time spent engaging with the respective outcome. Teachers use formative and summative
assessment to determine instructional priorities and the time needed for students to demonstrate
expected outcomes.

The content groups are not intended to be hierarchical. They describe in more detail how the
outcomes are to be interpreted and demonstrated, and the intended learning appropriate for the
stage. In considering the intended learning, teachers make decisions about the sequence and
emphasis to be given to particular groups of content based on the needs and abilities of their
students.

Working at different stages

The content presented in a stage represents the typical knowledge, understanding and skills that
students learn throughout the stage. It is acknowledged that students learn at different rates and in
different ways. There may be students who will not demonstrate achievement in relation to one or
more of the outcomes for the Stage.

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Students who are new to learning English may understand concepts, themes and ideas
appropriate to higher stages of learning. However, teachers may need to provide additional explicit
teaching of content that will support students' language learning and enable them to demonstrate
their understandings.

There may be instances where teachers will need to address outcomes across different stages in
order to meet the learning needs of students. Teachers are best placed to make decisions about
when students need to work at, above or below stage level in relation to one or more of the
outcomes. This recognises that outcomes may be achieved by students at different times across
stages. Only students who are accelerated in a course may access Stage 6 outcomes.

For example:

§ Some students in Early Stage 1 could be working on the Stage 1 Vocabulary outcome while
also working on Early Stage 1 Phonic Knowledge
§ In Stage 2 or Stage 3, some students may not have learnt initial and extended phonic
knowledge and will need explicit phonics instruction as outlined in Early Stage 1 and Stage 1.
They will also need age-appropriate decodable texts to practise reading. These students must
be given additional instruction, with intervention continuing until the extended phonics code
has been mastered and skills are automatic.
§ Some students will achieve Stage 2 outcomes for Creating Written Texts during Year 3 and will
need to be extended by accessing content at a higher stage.
§ In Stage 4, some students may not be able to access texts that are complex in their
construction. These students must be given support to develop their skills through explicit
teaching and consideration of the content in the Stage 3 Reading Comprehension outcome.

The importance of language in English

Students’ knowledge and understanding about language will grow and deepen as they engage with
increasingly complex texts across a range of modes. Students continue to develop their
understanding of how language use at word, sentence, paragraph and whole text-level, is
determined by context, audience and purpose. Students’ knowledge of their first language will
support this development.

The development of students’ vocabulary and background knowledge can be supported by their
teachers engaging them in rich discussion and analysis of a range of texts, including those widely
regarded as quality literature. This can support students’ comprehension and has the potential to
expand their ideas and experience of both their own world and the world of others. As students
deepen their knowledge of language, they can apply new understanding to purposefully
communicate their ideas, with increasing confidence and efficacy. Through knowledge and
understanding of language, students can appreciate, reflect on and enjoy texts that are widely
regarded as quality literature.

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Table of outcomes
Primary (K–6)
Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

Oral language ENE-OLC-01 EN1-OLC-01 EN2-OLC-01 EN3-OLC-01

and communicates effectively by communicates effectively by communicates with familiar communicates to wide
communication using interpersonal using interpersonal audiences for social and audiences with social and
conventions and language conventions and language to learning purposes, by cultural awareness, by
with familiar peers and extend and elaborate ideas for interacting, understanding interacting and presenting, and
adults social and learning interactions and presenting by analysing and evaluating for
understanding

Vocabulary ENE-VOCAB-01 EN1-VOCAB-01 EN2-VOCAB-01 EN3-VOCAB-01

understands and effectively understands and effectively builds knowledge and use of extends Tier 2 and Tier 3
uses Tier 1 words and Tier 2 uses Tier 1, taught Tier 2 and Tier 1, Tier 2 and Tier 3 vocabulary through interacting,
words in familiar contexts Tier 3 vocabulary to extend vocabulary through wide reading and writing,
and elaborate ideas interacting, wide reading morphological analysis and
and writing, and by defining generating precise definitions
and analysing words for specific contexts

Phonological ENE-PHOAW-01 No Stage 1 outcomes No Stage 2 outcomes No Stage 3 outcomes

awareness identifies, blends, segments
and manipulates
phonological units in spoken
words as a strategy for
reading and creating texts

Print conventions ENE-PRINT-01 No Stage 1 outcomes No Stage 2 outcomes No Stage 3 outcomes

tracks written text from left
to right and from top to
bottom of the page and

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 Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

identifies visual and spatial

features of print

Multiple Syllabuses Page 101 of 246

 Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

Phonic ENE-PHOKW-01 EN1-PHOKW-01 No Stage 2 outcomes No Stage 3 outcomes

knowledge uses single-letter uses initial and extended
grapheme–phoneme phonics, including vowel
correspondences and digraphs, trigraphs to decode
common digraphs to decode and encode words when
and encode words when reading and creating texts
reading and creating texts

Reading fluency ENE-REFLU-01 EN1-REFLU-01 EN2-REFLU-01 No Stage 3 outcomes

reads decodable texts aloud sustains reading unseen texts sustains independent
with automaticity with automaticity and prosody reading with accuracy,
and self-corrects errors automaticity, rate and
prosody suited to purpose,
audience and meaning

Reading ENE-RECOM-01 EN1-RECOM-01 EN2-RECOM-01 EN3-RECOM-01

comprehension comprehends independently comprehends independently reads and comprehends fluently reads and
read texts using background read texts that require texts for wide purposes comprehends texts for wide
knowledge, word knowledge sustained reading by activating using knowledge of text purposes, analysing text
and understanding of how background and word structures and language, structures and language, and
sentences connect knowledge, connecting and and by monitoring by monitoring comprehension
understanding sentences and comprehension
whole text, and monitoring for
meaning

Creating written ENE-CWT-01 EN1-CWT-01 EN2-CWT-01 EN3-CWT-01

texts creates written texts that plans, creates and revises plans, creates and revises plans, creates and revises
include at least 2 related texts written for different written texts for imaginative written texts for multiple
ideas and correct simple purposes, including purposes, using text purposes and audiences
sentences paragraphs, using knowledge features, sentence-level through selection of text
of vocabulary, text features grammar, punctuation and features, sentence-level
and sentence structure word-level language for a grammar, punctuation and

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 Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

target audience word-level language

EN2-CWT-02
plans, creates and revises
written texts for informative
purposes, using text
features, sentence-level
grammar, punctuation and
word-level language for a
target audience

EN2-CWT-03
plans, creates and revises
written texts for persuasive
purposes, using text
features, sentence-level
grammar, punctuation and
word-level language for a
target audience

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 Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

Spelling ENE-SPELL-01 EN1-SPELL-01 EN2-SPELL-01 EN3-SPELL-01

applies phonological, applies phonological, selects, applies and automatically applies taught
orthographic and orthographic and describes appropriate phonological, orthographic and
morphological morphological generalisations phonological, orthographic morphological generalisations
generalisations and and strategies when spelling and morphological and strategies when spelling in
strategies to spell taught words in a range of writing generalisations and a range of contexts, and
familiar and high-frequency contexts strategies when spelling in a justifies spelling strategies
words when creating texts range of contexts used to spell unfamiliar words

Handwriting ENE-HANDW-01 EN1-HANDW-01 No Stage 2 outcomes No Stage 3 outcomes

produces all lower-case and uses a legible, fluent and
upper-case letters to create automatic handwriting style,
texts and digital technology,
including word-processing
applications, when creating
texts

Understanding ENE-UARL-01 EN1-UARL-01 EN2-UARL-01 EN3-UARL-01

and responding understands and responds understands and responds to identifies and describes how analyses representations of
to literature to literature read to them literature by creating texts ideas are represented in ideas in literature through
using similar structures, literature and strategically narrative, character, imagery,
intentional language choices uses similar representations symbol and connotation, and
and features appropriate to when creating texts adapts these representations
audience and purpose when creating texts

EN3-UARL-02
analyses representations of
ideas in literature through
genre and theme that reflect
perspective and context,
argument and authority, and
adapts these representations

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 Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

when creating texts

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Outcomes and content for Early Stage 1
Oral language and communication
Outcomes
A student:

§ communicates effectively by using interpersonal conventions and language with familiar peers
and adults ENE-OLC-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Listening for understanding

§ Respond to routine sounds and communications

Example(s):

Smiles in response to the teacher’s greeting or acknowledges the sound of the bell to
start or end an activity.

§ Look at or acknowledge an object or person with intent to communicate

§ Look at or acknowledge a communication partner
§ Respond to a question to indicate choice

Example(s):

Responds using gestures, photographs, pictures, symbols, Key Word Sign and/or oral
language when asked who they would like to sit next to; points to names and/or uses Key
Word Sign to select a preferred activity from a choice board.

§ Follow a single instruction

Example(s):

Responds correctly when asked to point to the picture of the yellow ball.

§ Respond to indicate enjoyment or preference

Example(s):

Uses facial expression, vocalises, gestures, selects a symbol, Key Word Sign and/or oral
language to express enjoyment in a class activity.

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Social and learning interactions
§ Repeat or imitate phonemes and/or words as part of a social interaction

Example(s):

To gain attention.

§ Accept or reject action, request or comment

Example(s):

Uses facial expression, vocalises, gestures, selects a symbol, Key Word Sign and/or oral
language to reject an activity.

§ Use consistent behaviours to indicate likes and dislikes

§ Communicate needs and express feelings
§ Respond consistently to routine events

Example(s):

Reaches for a prepared drink during morning tea.

§ Demonstrate an understanding of turn-taking when communicating

§ Respond to a social interaction
§ Initiate a social interaction

Understanding and using grammar when interacting

§ Communicate a single idea
§ Communicate 2 connected ideas

Oral narrative
§ Respond to questions about people, events or objects in the present

Example(s):

Looks at or gestures to a person or a picture of a person, or names the person, when

asked, ‘Who is here?’.

§ Retell parts of a favourite story, poem, song or rhyme using gestures, photographs, pictures,
symbols, signs or oral language

Example(s):

The use of signs as a form of communication typically refers to Key Word Sign.

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§ Communicate details of an event in response to questions using who, what or when

Example(s):

Uses photographs or symbols to indicate who was at the party.

Content
Content in Oral language and communication focuses on speaking and listening. For some
students who are d/Deaf or hard of hearing, this will be through signing and watching Auslan as
well as, or instead of, speaking and listening. Complementary content has been provided as
alternative means to demonstrate aspects of the outcome for students who use other forms of
communication to supplement or replace speech. Content should be taught through speaking and
listening experiences, where appropriate, in combination with the student’s preferred
communication forms. Teachers use the content for alternative communication forms in
combination with the content for oral language to meet the needs of individual students.

Listening for understanding

§ Orientate self to the speaker
§ Recognise how nonverbal language can contribute to meaning in spoken communication
§ Respond to spoken questions
§ Follow up to 3-part spoken instructions

Example(s):

The teacher provides an instruction that requires 3 responses such as ‘First … [step 1],
then … [step 2], and then … [step 3].’

§ Understand how pronouns can be linked to nouns to support meaning

§ Understand how the most common inflected word forms affect the meanings of words

Example(s):

Words with plural markers (s/es) or tense markers (ed/ing). For students using Auslan,
this would include understanding how modifications to signs affect meanings.

§ Listen for a purpose by agreeing or disagreeing, adding to the comment of others, or sharing
thoughts and feelings

Social and learning interactions

§ Contribute to group conversations
§ Start a conversation with a peer and/or adult, staying on topic
§ Take turns when speaking during structured and unstructured play
§ Use oral language to make requests and express needs
§ Use oral language to reason when speaking

Example(s):

Justifies ideas when problem-solving.

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§ Use oral language to persuade, negotiate, give opinions or discuss ideas
§ Use imaginative, verbal language in structured and unstructured activities

Example(s):

Pretend and act out stories or storylines.

§ Ask questions using who, what, when, where, why or how

Understanding and using grammar when interacting

§ Understand there are many languages that are used by family, peers and community
§ Use short phrases and simple sentences when speaking

Example(s):

Subject, verb, object – I ran home.

§ Use connectives such as and, but and because when speaking

§ Use regular past tense verbs when speaking

Example(s):

Regular past tense verbs are jumped, liked, hoped.

§ Use irregular past tense verbs when speaking

Example(s):

Irregular past tense verbs are felt, ran, drank, took.

§ Use a combination of sentences to elaborate and connect ideas

Example(s):

A combination of compound and complex sentences.

Oral narrative
§ Tell a story or information to peers or adults using oral language
§ Retell favourite stories, poems, songs and rhymes with some parts as exact repetition and
some in their own words
§ Recall details of events or stories using who, what, when, where, why and how

Complementary content for alternative communication forms: Listening for understanding

§ Recognise how nonverbal language can contribute to meaning when communicating
§ Respond to symbolic, signed and/or spoken questions
§ Follow up to 3-part instructions given in speech, signs or symbols
§ Attend to a communication partner for a purpose by agreeing or disagreeing, adding on to the
comment of others, or sharing thoughts and feelings

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Complementary content for alternative communication forms: Social and learning
interactions
§ Take turns when communicating during structured and unstructured play
§ Use gestures, symbols, signs in combination with, or in place of speech, to convey requests
and express needs
§ Use gestures, symbols, signs in combination with or in place of speech, to reason when
communicating
§ Use gestures, symbols, signs in combination with or in place of speech, to persuade,
negotiate, give opinions or discuss ideas
§ Communicate imaginatively in structured and unstructured activities

Complementary content for alternative communication forms: Understanding and using

grammar when interacting
§ Communicate using short phrases and simple sentences represented by gestures, symbols,
signs in combination with or in place of speech
§ Connect 2 or more ideas when communicating
§ Communicate ideas from the past using gestures, symbols, signs in combination with or in
place of speech
§ Use gestures, symbols, signs in combination with or in place of speech, to connect and
elaborate on ideas when retelling and creating stories

Complementary content for alternative communication forms: Oral narrative

§ Present a story or information to peers or adults using gestures, symbols, signs in combination
with or in place of speech
§ Retell favourite stories, poems, songs and rhymes using gestures, symbols, signs in
combination with or in place of speech

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Vocabulary
Outcomes
A student:

§ understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts ENE-
VOCAB-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Learning and using words

§ Respond to familiar vocabulary that is personal and relates to everyday situations
§ Recognise that words convey meaning by connecting a word, sound, gesture, photograph,
picture, symbol or sign with an object or action

Example(s):

Sign: The use of signs as a form of communication typically refers to Key Word Sign.

Action: Looks at a bag when someone says ‘bag’.

§ Recognise vocabulary of personal significance

Example(s):

Matches a photograph, picture or symbol of a person to their name, looks in the direction
of a person when named.

§ Use vocabulary that is specific to an environment or activity

Example(s):

Selects a photograph, picture, symbol, Key Word Sign or says the word ‘swim’ when
swimming is the next activity.

§ Respond to words that have the same meaning across environments or activities

Example(s):

Responds appropriately to the word ‘stop’ during classwork or when playing a game.

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Content

Learning and using words

§ Understand that texts in Standard Australian English are made up of words and groups of
words that convey meaning
§ Recognise and understand taught Tier 1 and Tier 2 words

Example(s):

During social and learning interactions, when reading decodable texts, during shared
reading and in own writing.

§ Understand words that have different meanings in different contexts

Example(s):

Homonyms such as jam [referring to food or traffic]; tap [referring to dance or to a faucet].

§ Use vocabulary that is personal

§ Use vocabulary that is specific to key learning areas
§ Use vocabulary to select, match and provide categories for groups of images or words
§ Understand and use words to describe shape, size, texture, position, numerical order, time and
seasons
§ Identify, name and describe a range of objects, characters, animals, people and places when
given visual and/or auditory prompts

Example(s):

Visual and/or auditory prompts may include descriptors such as looks like…, sounds
like…, feels like…, smells like…, eats…, lives…

§ Use specific word choice to clarify meaning

Example(s):

Precise language is purposeful and intentional, and it may be highly descriptive and/or
include Tier 2 words.

§ Experiment with and create wordplay and poems

Example(s):

Rhyme, absurdities, silly sentences, oral play and recitation or preferred communication
forms.

§ Use and understand Tier 3 words that are of personal interest

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Phonological awareness
Outcomes
A student:

§ identifies, blends, segments and manipulates phonological units in spoken words as a strategy
for reading and creating texts ENE-PHOAW-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Phonological awareness
§ Respond to familiar environmental sounds

Example(s):

Bell ringing, car horn, dog barking.

§ Jump, clap or tap rhythms in rhymes, chants and songs

§ Join in known rhymes, chants and songs
§ Repeat words that rhyme
§ Match images of words that rhyme

Example(s):

Selects the photograph, picture or symbol of a cat and a rat when asked, ‘Which of these
rhyme?’.

§ Identify the syllables in a word

Example(s):

Claps or taps syllables in spoken words, counts fingers to indicate syllables, manipulates
concrete objects such as counters or blocks to indicate syllables.

§ Say the first phoneme of own name

§ Respond to the onset of words

Example(s):

Selects the photograph, picture or symbol of the cat when given ‘c’.

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§ Recognise which words in a set begin with the same phoneme

Example(s):

Bell, bike and boy.

§ Select photograph, picture or symbol to match onset/rime blending

Example(s):

Selects the picture of a shoe when the teacher says ‘sh/oe’.

§ Blend 2 or 3 phonemes to make a one-syllable word

Example(s):

Orally blends phonemes, manipulates concrete objects such as counters into phoneme
boxes, selects pictures of phonemes to blend together.

Content

Words
§ Repeat words and phrases
§ Complete familiar spoken phrases in texts, including chants, rhymes, songs and poems
§ Segment a spoken sentence of 3 to 5 words into separate spoken words

Syllables
§ Orally blend and segment syllables in words comprising up to 3 syllables
§ Blend onset and rime to say a one-syllable word

Phonemes
§ Provide a word when given a starting phoneme
§ Consistently say the first phoneme of a spoken one-syllable word
§ Listen to up to 4 words, indicate those that start with the same phoneme and say other words
that start with that phoneme
§ Orally blend up to 4 phonemes together to make a one-syllable spoken word
§ Orally segment one-syllable words comprised of up to 4 phonemes into separate phonemes
§ Identify the number of phonemes that make up a spoken one-syllable word comprising fewer
than 4 phonemes
§ Identify the first, middle and final phonemes in a one-syllable word

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§ Identify the difference between a voiced phoneme and an unvoiced phoneme

Example(s):

Voiced phoneme: Students can feel their voice vibrating when they say a voiced
phoneme, for example /z/ in the word zip.

Unvoiced phoneme: Students cannot feel their voice vibrating when they say an unvoiced
phoneme, for example /s/ in the word sip.

§ Blend aloud all phonemes when asked to delete, add or substitute an initial phoneme
§ Blend aloud all phonemes when asked to delete, add or substitute a final phoneme
§ Blend aloud all phonemes when asked to substitute a medial vowel phoneme

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Print conventions
Outcomes
A student:

§ tracks written text from left to right and from top to bottom of the page and identifies visual and
spatial features of print ENE-PRINT-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Features of print
§ Respond to images or words used to represent people, places and objects in a text

Example(s):

Smiles when preferred character is named, looks at a nominated character, points to the
photograph or picture of the train when the train is mentioned in the text.

§ Respond to symbols in the environment or in a text

Example(s):

Symbols that represent ‘go’, ‘stop’.

§ Identify the topic of a book from its cover

Example(s):

Indicates a book with a picture of a dog on the cover when asked to find a book about
dogs, matches a photograph, picture or symbol of a dog with a book about dogs.

§ Match lower- and upper-case letters in some familiar words

Example(s):

Matches letters of own name.

Directionality of print
§ Show awareness of a text being read
§ Focus on a text being read

Example(s):

Fixes eye gaze.

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§ Track text to follow a story
§ Turn pages of a book

Example(s):

Turns pages in any order, touches a switch to turn a page in a digital text.

Content

Features of print
§ Understand that written Standard Australian English uses letters to represent sounds
§ Understand that print contains a message
§ Identify pictures in texts
§ Identify words in a variety of situations in school, the classroom and the environment
§ Know the difference between a letter and a word
§ Distinguish between punctuation, letters, words and numerals in texts
§ Identify spaces between words
§ Identify numerals in texts
§ Identify and name lower- and upper-case letters
§ Recognise symbols, icons and personally significant words in everyday situations and in texts

Example(s):

Personally significant words may include the student’s own name, names of family
members, and words or symbols that have cultural or religious significance.

Directionality of print
§ Show awareness of appropriate orientation of the text being read
§ Locate the front and back of a book and top and bottom of page
§ Turn pages one at a time
§ Begin reading at the top of the page and conclude reading at the bottom of the page
§ Track text left to right and use return sweep
§ Consistently read left page before right page

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Phonic knowledge
Outcomes
A student:

§ uses single-letter grapheme–phoneme correspondences and common digraphs to decode and

encode words when reading and creating texts ENE-PHOKW-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Phonic knowledge
§ Select the corresponding grapheme for the first phoneme of the word corresponding to a
photograph, picture or symbol

Example(s):

Selects the grapheme ‘m’ for a picture of a mouse.

§ Say the phoneme and matching letter name for some single-letter graphemes
§ Identify CVC words which begin with the same phoneme

Example(s):

Matches the photograph, picture or symbol of ‘cat’ with ‘car’.

§ Identify CVC words with the same rime

§ Identify CVC words which begin with different phonemes

Content

Single-letter graphemes
§ Match a single-letter grapheme with a phoneme
§ Say the most common phoneme for single-letter graphemes (graphs)
§ Blend single-letter grapheme–phoneme correspondences to decode VC and CVC words, and
apply this knowledge when reading, including decodable texts

Example(s):

C stands for a consonant phoneme and V stands for a vowel phoneme.

§ Segment and encode single-letter VC and CVC words, and apply this knowledge when writing
words and creating texts

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§ Blend common single-letter grapheme–phoneme correspondences to read CCVC and CVCC
words, and apply this when reading texts, including decodable texts

Example(s):

CCVC: spot.

CVCC: jump.

§ Segment common, single-letter grapheme–phoneme correspondences to encode CCVC and

CVCC words

Digraphs
§ Decode and blend words containing consonant digraphs and apply this when reading texts,
including decodable texts

Example(s):

Consonant digraphs such as ch in chop, sh in wish, ss in fuss, ll in will, zz in buzz and ng

in sing.

§ Segment and encode CVC words containing consonant digraphs

Example(s):

CVC words, for example that, chop, wish, with.

§ Decode words containing split digraphs and vowel digraphs

Example(s):

Split digraphs such as a-e in make, i-e in hide and o-e in rope.

Vowel digraphs such as oo in look, ee in sleep and ea in meat.

§ Experiment with encoding high-frequency words containing split digraphs and vowel digraphs

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Reading fluency
Outcomes
A student:

§ reads decodable texts aloud with automaticity ENE-REFLU-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Automaticity
§ Recognise or match familiar words

Example(s):

Locates their name on a display of class members.

§ Match words to photographs, pictures or symbols of familiar people or objects

Example(s):

Selects the word ‘ball’ when shown a ball.

§ Locate a familiar object or place in a text

Example(s):

Finds the picture or symbol of a bag in a visual or multimodal text, finds the word ‘bag’ in
a print text, matches a photograph, picture or symbol to a word in a text.

Prosody
§ Respond to varying expression when a story is read to them
§ Copy varying expression when joining in rhymes, poems, chants, songs or stories

Content

Automaticity
§ Read words automatically then apply to texts
§ Read texts with taught grapheme–phoneme correspondences and taught high-frequency
words with automaticity
§ Know that fluent reading involves recognising and reading words accurately and automatically

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Prosody
§ Read phrases comprising 2 or 3 words aloud, in a rhythmic manner

Example(s):

A 2-word phrase is ‘On Monday’, and a 3-word phrase is ‘up the hill’.

§ Know that pace and expression vary when reading, according to the audience and purpose

Example(s):

Reading a text during readers’ theatre, reading poetry, reading notes for presenting a
scripted speech.

§ Stop at the end of a sentence in response to a full stop

§ Regulate their voice to respond to punctuation such as question marks and exclamation marks

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Reading comprehension
Outcomes
A student:

§ comprehends independently read texts using background knowledge, word knowledge and
understanding of how sentences connect ENE-RECOM-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Activate word meaning

§ Respond to text, images, objects or sounds that convey meaning

Example(s):

Sits down when shown a photograph, picture or symbol of someone sitting in a chair.

§ Respond to words or images used to convey meaning in the community

Example(s):

Stop, wait, exit, cross road (green person), no entry.

§ Respond to indicate lack of understanding

Understanding and connecting sentences

§ Respond to a single sentence to demonstrate understanding

Example(s):

Identifies or selects the correct colour after reading a sentence about a character’s
favourite colour.

§ Respond to 2 or more sentences in a text to demonstrate understanding

Example(s):

Follows a two-step instruction, such as to put the book away then go to the computer,
communicated through photographs, pictures, symbols or words.

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Understanding whole text
§ Engage with texts for a variety of purposes

Example(s):

Joins in a rhyme or chant for enjoyment, follows a sequence to complete an action.

§ Select or respond to a preferred text

§ View, listen to or read different types of texts

Monitoring comprehension
§ Respond to text

Example(s):

Fixes eye gaze on a text as it is being read.

§ Respond to familiar images, objects, sounds and actions within a text

Example(s):

Copies or completes a familiar rhyme.

§ Follow a sequence represented in photographs, pictures, symbols or words

Example(s):

Follows a sequence for washing hands and checks the sequence to reference each step.

Recalling details
§ Match a prompt to a familiar story

Example(s):

Matches an image of a character to the correct story, identifies that the story was set on a
farm when shown a photograph, picture or symbol of a sheep.

§ Indicate preference for a character or event in a story through photographs, pictures, symbols,
signs or words

Example(s):

The use of signs as a form of communication typically refers to Key Word Sign.

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Content

Activating word meaning

§ Recognise familiar vocabulary in a text
§ Use known vocabulary to build a mental model of the content of the text

Example(s):

A mental model is a mental representation that is created from information in the real, or
an imagined, world. Using vocabulary is one of several elements required for building a
mental model.

§ Use known vocabulary to work out or refine the meaning of unknown words
§ Ask or pause to clarify meaning of unknown words

Understanding and connecting sentences

§ Identify words that represent who, what, when, where and why in texts

Example(s):

Who is involved in the story? What is happening and when, as well as other details in the
text.

§ Identify conjunctions in a compound sentence, their meaning and purpose

Example(s):

And, but, so.

§ Understand how adjectives describe a noun and verbs identify actions in a sentence
§ Recognise how the position of words in a sentence changes its meaning

Example(s):

My only pet likes running. My pet only likes running.

Understanding whole text

§ Understand that informative and imaginative texts have different structures, features and forms

Monitoring comprehension
§ Stop reading when a break in comprehension is registered
§ Re-read to check if an error was made
§ Self-correct error using phonic knowledge
§ Ask a question or make a statement to clarify meaning
§ Predict purpose, type of text or topic from title, illustration, image and/or form

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§ Clarify own purpose for reading a text

Example(s):

To practise reading, for enjoyment, to find out information.

§ Use background knowledge when identifying connections between a text, own life, other texts
and/or the world
§ Use visual cues in multimodal texts to interpret meaning

Example(s):

Visual clues may include colour, shape and size of images, character’s facial expression,
labels.

Recalling details
§ Recall key characters, events and/or information in text
§ Recall the sequence of events/information in texts

Example(s):

Discuss beginning, middle, end of story.

§ Recount the relevant ideas from the text

§ Use information or events from different parts of the text to form an opinion

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Creating written texts
Outcomes
A student:

§ creates written texts that include at least 2 related ideas and correct simple sentences ENE-
CWT-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Text features
§ Participate in creating texts with others
§ Use photographs, pictures, symbols to create texts
§ Select or match photographs, pictures, symbols or words to complete a text

Example(s):

Selects a symbol to complete a sentence.

§ Create a multimodal text to communicate an idea

§ Match photographs, pictures, symbols or words to recreate a familiar text

Example(s):

Matches photographs to retell part of a story.

Sentence-level grammar
§ Communicate an idea using a subject and a verb

Example(s):

Uses photographs, pictures, symbols or words to describe a cat sitting.

Punctuation
§ Match lower- and upper-case letters in some familiar words

Example(s):

Matches letters of own name.

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Word-level language
§ Identify a person, animal or place when given a noun

Example(s):

Points to a picture of a dog when asked for ‘dog’.

§ Identify an action when given a verb

Example(s):

Points to a picture of swimming when asked for ‘swim’.

§ Identify a person, animal or place when asked who, what or where

§ Identify a verb when asked what the action is

Planning and revising

§ Identify people, places or events that they would like to create a text about
§ Match or select photographs, pictures, symbols or words to complete a text

Content

Text features
§ Create a text including at least 2 related ideas

Example(s):

Introduces a topic or provides an orientation or a sequence of events, states an opinion

and provides a reason(s), describes some features from personal experience or external
stimulus.

§ Sequence ideas in a text

§ Include recognisable structural features for text purpose

Example(s):

Recognisable structural features may include a title, introduction, description, sequence,

conclusion.

§ Create written texts that describe, give an opinion, recount an event, convey a story

Sentence-level grammar
§ Identify and use verbs in simple sentences, including in own writing
§ Know that a simple sentence makes sense by itself and is a complete thought represented by
a subject and verb

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§ Write a simple sentence with correct subject–verb–object structure to convey an idea

Example(s):

A simple sentence is one that contains a single independent clause – a clause that can
stand on its own. For example, My dog’s name is Banjo.

§ Recognise a simple sentence in own writing

§ Identify and use nouns in simple sentences, including in own writing
§ Use personal pronouns in own writing
§ Use prepositional phrases to indicate time or place

Example(s):

On the weekend, under the bed, behind the tree.

§ Identify and use time connectives to sequence information and events

Example(s):

First, then, after.

§ Experiment with writing compound sentences and recognise that each clause makes meaning
by itself

Example(s):

Sentences with 2 independent clauses. We always go to the park after school and we
sometimes play hide and seek with our friends.

Punctuation
§ Understand that punctuation is a feature of written language and how it impacts meaning
§ Use a capital letter to start a sentence and a full stop to end a sentence
§ Use capital letters when writing proper nouns
§ Use question marks and exclamation marks

Word-level language
§ Explain the purpose of a verb, a noun and an adjective in own writing
§ Intentionally select nouns, verbs, adjectives and articles in own writing
§ Use personal vocabulary, words on display and in mentor texts when constructing sentences

Planning and revising

§ Identify differences between spoken and written language

Example(s):

Written language is represented by letters, written language has spaces between words,
spoken has pauses, written language has punctuation, spoken language has intonation.

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§ Identify different purposes for writing

Example(s):

That is whether to persuade, inform and/or entertain.

§ Use drawing, images or mind maps to support planning and writing

§ Understand they can improve their writing based on feedback from teachers
§ Edit their texts after receiving feedback

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Spelling
Outcomes
A student:

§ applies phonological, orthographic and morphological generalisations and strategies to spell

taught familiar and high-frequency words when creating texts ENE-SPELL-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Spelling
§ Match letters in own name
§ Sequence letters in own name
§ Recognise words that start with the same phonemes

Example(s):

Matches words with photographs or pictures starting with ‘s’.

§ Respond to words that start with different phonemes

Example(s):

Recognises the ‘odd one out’ through gesturing, pointing, Key Word Sign or naming.

§ Identify letters in known words through gesturing, pointing, matching or naming

Content

Integrated spelling components

§ Combine phonological, phonic, orthographic and morphemic knowledge to spell taught high-
frequency irregular words comprising up to 3 phonemes

Example(s):

High-frequency irregular words for example, the, was, one, said, come.

Phonological component
§ Segment single-syllable words into phonemes as a strategy for spelling
§ Segment multisyllabic words into syllables and phonemes as a strategy for spelling

Orthographic component
§ Spell their own name
§ Know that the digraphs zz, ss, ll, ff and ck do not usually start a word in Standard Australian
English
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§ Know that words do not usually end with the letter v, and that ve is commonly used

Example(s):

Words ending in ve such as in have, give, love.

§ Experiment with some vowel digraphs and split digraphs to spell taught high-frequency words
and/or personally significant words

Example(s):

Vowel digraphs: ea in beach, oa in boat.

Split digraphs: a-e as in make, i-e as in hide.

Morphological component
§ Add the plural-marking suffix (s) to base nouns that require no change when suffixed

Example(s):

Adding the plural-marking suffix (s) for example, pan–pans and tin–tins.

§ Experiment with the tense-marking suffixes to spell familiar base verbs

Example(s):

Tense-marking suffixes (ing, s, ed) for example, jump–jumping–jumps–jumped.

§ Spell high-frequency compound words and homophones comprising taught graphemes

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Handwriting
Outcomes
A student:

§ produces all lower-case and upper-case letters to create texts ENE-HANDW-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Handwriting
§ Make an intentional mark on a page or digital device
§ Use sponges/paints to form strokes on paper
§ Form moulding clay or dough to letter templates
§ Trace letter templates using finger or stylus

Content
Content in Handwriting focuses on the skills and processes of handwriting. Some students may
require appropriate aids and supports to achieve the outcome. In Early Stage 1, complementary
content has been provided as alternative means to demonstrate aspects of the outcome for
students who are unable to produce handwriting.

Handwriting
§ Use a stable posture when handwriting or drawing by sitting comfortably with feet flat on the
floor, the writing arm resting on a table, with the opposite hand resting on the paper, and
shoulders relaxed
§ Correctly produce a clockwise ellipse, anticlockwise ellipse and downward diagonal stroke
when forming letter shapes
§ Use writing implements with a stable and relaxed pencil grasp
§ Apply appropriate pressure when handwriting to produce legible writing
§ Form all handwritten letters in NSW Foundation Style when given a verbal prompt from the
correct starting point and continue in the correct direction
§ Apply taught handwriting skills when creating texts

Complementary content for students unable to produce handwriting

§ Locate letters on a keyboard
§ Locate function keys to produce lower-case and upper-case letters
§ Use a touch screen or stylus to select lower-case and upper-case letters
§ Use a touch screen, stylus or keyboard to produce lower-case and upper-case letters
§ Use speech-to-text applications to produce letters

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Understanding and responding to literature
Outcomes
A student:

§ understands and responds to literature read to them ENE-UARL-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Context
§ Identify or respond to images, sounds and objects around them
§ Match objects of references with images
§ Respond to informative text

Example(s):

Puts hat in the box labelled with a picture of hats.

§ Engage with texts of personal significance

Example(s):

Identifies or selects a photograph to show what they have done that day.

Narrative
§ Identify key characters, places or events in a narrative through gesturing, pointing, matching,
signing or naming

Example(s):

The use of signs as a form of communication typically refers to Key Word Sign.

§ Identify the beginning or end of a narrative

Example(s):

Indicates, says or signs using Key Word Sign ‘the end’ when a story has finished.

§ Respond to or join in refrains in narratives

Example(s):

Presses a switch to copy or complete a refrain, joins in a refrain with others.

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Character
§ Identify characters in texts through gesturing, pointing, matching, signing or naming

Example(s):

The use of signs as a form of communication typically refers to Key Word Sign.

§ Indicate personal feelings towards characters

§ Respond to images of characters from a text

Example(s):

Presses a switch to make a barking sound when shown a photograph of a dog.

§ Identify, match or locate characters by their appearance or personality

Imagery, symbol and connotation

§ Respond to cues within a text

Example(s):

Looks at visual elements of a text for enjoyment.

§ Respond to actions, images or sounds within a text

Example(s):

Smiles, turns away, vocalises or uses body movement.

Perspective
§ Respond to preferred texts

Example(s):

Reaches for or vocalises when preferred book is shown.

§ Choose which book to engage with

Content

Context
§ Identify aspects of their own world represented in texts
§ Identify texts that are composed for specific audiences and purposes
§ Identify and contrast features of texts that inform, persuade and/or entertain
§ Create imaginative and/or informative texts relating to their own experience, the world and/or
other texts

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Narrative
§ Understand that narrative can be real or imagined
§ Identify narratives told through a range of modes and media

Example(s):

Modes: Listening to a story told by a local Aboriginal Elder.

Media: Picture book with words and images, oral narrative, wordless narrative.

§ Identify, discuss and compare the beginning, middle and end in a range of narratives
§ Experiment with using parts and/or features of a narrative, innovating from a mentor text

Character
§ Use background knowledge to support understanding of characters’ actions in a text
§ Reason using background knowledge as to why a character has acted in a certain way
§ Identify and discuss character features and actions

Example(s):

Characters may be animals depicted as having human characteristics, unique facial

expressions and/or varied physical appearance. Character actions may include what is
said and what the character does.

§ Identify and discuss language used to describe characters in narratives

§ Share feelings and thoughts in response to characters and actions in texts
§ Identify and compare characters in a range of texts
§ Understand that characters in texts are represented by how they look, what they say and do,
and their thoughts

Imagery, symbol and connotation

§ Identify and discuss how creative language and/or symbols enhance enjoyment in texts

Example(s):

Illustrations, repetition, silly sentences, nonsense words, funny rhyming words, 2-word
alliteration, onomatopoeia, images.

§ Identify how visual cues contribute to the meaning of a text

Example(s):

A speech bubble or arrow.

§ Identify how words and word order influence meaning in texts

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§ Experiment with creative play with language in own texts

Example(s):

Creating silly sentences, nonsense words, rhyming words, 2-word alliteration,

onomatopoeia, images.

Perspective
§ Express likes and dislikes about a text
§ Identify favourite stories and/or characters in texts using verbal and/or nonverbal modes
§ Compare opinions of a text or characters with peers

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Assessment
The primary role of assessment is to establish where students are in their learning so that teaching
can be differentiated and further learning progress can be monitored over time. It provides
information that assists teachers to target their teaching at the point of student need. Assessment
is most effective when it is an integral part of teaching and learning programs.

Assessment involves:

§ establishing where students are in their learning

§ ongoing monitoring
§ formative and summative tasks
§ providing feedback about student progress.

Common Grade Scale

Stage 1, Stage 2, Stage 3, Stage 4, Stage 5

The common grade scale can be used to report student achievement in both primary and junior
secondary years in all NSW schools.

Course performance descriptors

Stage 5 – Year 10

Course performance descriptors provide holistic descriptions of typical achievement at different

grade levels in a specific course. They are used to identify and report a student’s level of
achievement in a Board Developed Course at the end of Stage 5.

Grade A
A student performing at this grade typically:

§ demonstrates an extensive understanding of texts and their complex features in a range of

modes
§ responds critically and effectively to ideas, experiences and values in texts
§ analyses language and structural features of texts to effectively interpret meaning
§ applies language and structural features effectively to compose complex and sustained critical
and imaginative texts in a range of modes
§ demonstrates a perceptive understanding of the relationship between context and perspectives
in texts
§ communicates for a wide range of contexts, purposes and audiences with effective and
consistent control of language

Grade B
A student performing at this grade typically:

§ demonstrates a thorough understanding of texts and their complex features in a range of

modes
§ responds effectively to ideas, experiences and values in texts
§ analyses language and structural features of texts to interpret meaning
§ applies language and structural features to compose sustained critical and imaginative texts in
a range of modes
§ demonstrates a well-reasoned understanding of the relationship between context and
perspectives in texts
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§ communicates for a range of contexts, purposes and audiences with consistent control of
language

Grade C
A student performing at this grade typically:

§ demonstrates a sound understanding of texts and their features in a range of modes

§ responds appropriately to ideas, experiences and values in texts
§ analyses language and structural features of texts to explain meaning
§ applies language and structural features to compose critical and imaginative texts in a range of
modes
§ demonstrates a sound understanding of the relationship between context and perspectives in
texts
§ communicates for a range of contexts, purposes and audiences with control of language

Grade D
A student performing at this grade typically:

§ demonstrates a basic understanding of texts and their features

§ responds to ideas and/or experiences and/or values in texts
§ describes language and structural features of texts
§ uses language and/or structural features to compose texts
§ demonstrates a basic understanding of the relationship between context and perspectives in
texts
§ communicates for contexts, purposes and/or audiences with varying control of language

Grade E
A student performing at this grade typically:

§ demonstrates an elementary understanding of texts and their features

§ responds in a very limited way to texts
§ uses language and/or structural features with varying consistency
§ demonstrates some awareness of context and perspectives in texts
§ communicates with very limited control of language

Assessment of Life Skills outcomes

Stage 4, Stage 5

The syllabus outcomes and content form the basis of learning opportunities for students. Through
the collaborative curriculum planning process, teachers select specific Life Skills outcomes which
are based on the needs, strengths, goals, interests and prior learning of each student. Students
are required to demonstrate achievement of one or more Life Skills outcomes.

Assessment should provide opportunities for students to demonstrate achievement in relation to

the selected outcomes. Assessment can occur in a range of situations or environments such as the
school and wider community. Evidence of achievement can be based on:

§ formative assessment opportunities

§ summative assessment opportunities.
There is no requirement for formal assessment of Life Skills outcomes. Stage 6 Life Skills courses
do not have external examinations or mandatory projects.

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Human Society and its Environment K–6
Implementation from 2027
The new Human Society and its Environment K−6 Syllabus (2024) is to be implemented from
2027.

2025 and 2026 – Plan and prepare to teach the new syllabus

2027 – Start teaching the new syllabus

School sectors are responsible for implementing syllabuses and are best placed to provide schools
with specific guidance and information on implementation given their understanding of their
individual contexts.

Overview
Syllabus overview
Organisation of Human Society and its Environment K–6
Figure 1 shows the organisation of Human Society and its Environment (HSIE) K–6.

Figure 1: The organisation of Human Society and its Environment K–6

Image long description: There are 2 vertical boxes, one labelled Geography and the other History.
Inside the Geography box there are 4 horizontal boxes showing the focus areas of People are
connected to places; People are connected to places and groups; Geographical information is
used to understand the world; and Geographical information is used to plan for sustainable futures.
Inside the History box there are 4 horizontal boxes showing the focus areas of People have lived in
the past; People learn about the past by engaging with stories, images, objects and sites; History
uses sources to construct narratives of the past; and Historical sources present perspectives on
Multiple Syllabuses Page 139 of 246
the past. Surrounding the whole diagram is a line labelled ‘Applying knowledge, understanding and
skills through interrelated practices’.

Protocols for collaborating with Aboriginal and Torres Strait Islander Communities
and engaging with Cultural and heritage works
NESA is committed to working in partnership with Aboriginal Communities and supporting
teachers, schools and schooling sectors to improve educational outcomes for young people.

It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural
material when teachers plan, program and implement Human Society and its Environment learning
experiences that focus on Aboriginal Cultures and Histories and Aboriginal and Torres Strait
Islander Histories and Cultures.

Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and
Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression
and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’
Identities and lived experiences. It is important to recognise the diversity and complexity of different
Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.

Teachers should work in partnership with Elders, parents, Community members, Cultural
Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is
important that respect for Elders and the roles of men and women is shown. Local Aboriginal
Peoples should be invited to share their Cultural Knowledges with students and staff when
engaging with Aboriginal Histories and Cultural Practices.

Access content points

Access content points have been developed to support students with significant intellectual
disability who are working towards Early Stage 1 outcomes. These students may communicate
using verbal and/or nonverbal forms.

For each of the Early Stage 1 outcomes, access content points are provided to indicate content
that students with significant intellectual disability may access as they work towards the outcomes.
Teachers will use the access content points on their own, or in combination with the content for
each outcome.

Decisions regarding curriculum options for students with disability should be made in the context of
collaborative curriculum planning.

The importance of vocabulary and knowledge in the primary curriculum

The attainment of knowledge is a key goal of education. There is accumulated knowledge and
wisdom of our world that all students have a right to learn. The curriculum plays a key role in
identifying shared knowledge that provides opportunities to foster belonging and cross-cultural
understanding in our society.

Knowledge underpins our ability to think and do. Students learn new ideas with reference to their
existing knowledge. In each learning area, background knowledge committed to long-term memory
is vital to literacy development and underpins the ability to think critically and creatively.

When learning to read, it is the development of broad knowledge, alongside vocabulary, which
supports students to build mental models from the texts they engage with, secure schemas of
increasing depth and complexity, and make connections with their world. Learning opportunities

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within the primary curriculum are coherent, intentional and designed to build knowledge and
vocabulary of the learning area and support literacy development.

Creating written texts supports learning

The HSIE K–6 Syllabus follows Recommendation 2: ‘Clarify and strengthen writing content in
syllabus documents’ from Teaching Writing: Report of the Thematic Review of Writing (NESA
2018).

Creating written texts is a way of organising thoughts, explaining thinking, and making connections
within and across learning areas. The learning areas provide meaningful content for writing beyond
the subject of English. ‘When writing instruction prompts students to think deeply and/or make
decisions about content, learning is improved’ (AERO 2022). Creating written texts in learning
areas develops students’ critical understandings and voice.

Creating written texts content in the primary curriculum includes:

§ systematic development of expectations for creating written texts, which aligns with the English
K–10 Syllabus (2022)
§ explicit writing content to support students to become fluent creators of texts, to deepen their
understanding of the learning areas and focus on vocabulary and sentence construction
§ opportunities to practise the process of creating written texts to develop and communicate
knowledge, understanding and ideas
§ a focus on vocabulary and sentence construction.
Creating written texts refers to the act of composing and constructing a text for a particular
purpose, audience and context.

Various methods of transcription may be employed, and a student’s preferred communication

form(s) should be considered when teaching writing.

Figure 2: Creating written texts supports learning

Image long description: Four horizontal rows labelled Creative Arts, PDHPE, HSIE and Science
and Technology. Above these rows are 4 headings: Early Stage 1, Stage 1, Stage 2 and Stage 3.

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In the rows labelled Creative Arts and PDHPE, a box with a dotted outline spans Early Stage 1 to
Stage 1. This box contains the text ‘Using vocabulary and language to communicate in Creative
Arts or PDHPE respectively’. Under Stage 2 for Creative Arts and PDHPE there is a box containing
the text ‘Embedded within content’. Under Stage 3 for Creative Arts and PDHPE there is a box
containing the text ‘Outcome’. In the rows labelled HSIE and Science and Technology, a box
containing the text ‘Content group’ is listed for each of Early Stage 1, Stage 1 and Stage 2. Under
Stage 3 there is a box containing the text ‘Outcome’. In all 4 rows the text boxes are linked by
arrows showing the progression from Early Stage 1 to Stage 3. Surrounding the whole diagram is a
line labelled ‘“Creating written texts” content in the syllabuses aligns with the corresponding stage
expectations of the English K–10 Syllabus (2022)’.

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Table of outcomes
Primary (K–6)
Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

Geography HSE-ACH-01 HS1-ACH-01 HS2-ACH-01 HS3-ACH-01

Includes: identifies ways that describes interactions describes Aboriginal Peoples’ describes Aboriginal
Aboriginal Peoples between Aboriginal Peoples obligations to Country, Culture and Knowledges and Practices that
Early Stage 1: connect with Country, and Country Community care for Country and the
People are Culture and Community importance of Aboriginal
connected to HS1-GEO-01 HS2-GEO-01 Languages revival
places HSE-GEO-01 describes ways people explains how people care for
identifies and locates connect to and care for Australia’s environments and HS3-GEO-01
places people connect places, water environments participate in Australian society, examines global citizenship
with, using geographical and each other, using using geographical information and how people organise,
information geographical information protect and sustainably use the
environment, using
geographical information

History HSE-ACH-01 HS1-ACH-01 HS2-ACH-01 HS3-ACH-01

Includes: identifies ways that describes interactions describes Aboriginal Peoples’ describes Aboriginal
Aboriginal Peoples between Aboriginal Peoples obligations to Country, Culture and Knowledges and Practices that
Early Stage 1: connect with Country, and Country Community care for Country and the
People have Culture and Community importance of Aboriginal
lived in the past HS1-HIS-01 HS2-HIS-01 Languages revival
HSE-HIS-01 describes the ancient past and explains how people lived in the
identifies information changes in communication past, how navigation connected HS3-HIS-01
about daily life and over time, using stories, the world, and what life was like in examines and describes the
transport in the past, images, objects and sites as the Sydney Cove penal settlement, development of Australian
using stories, images evidence using sources as evidence colonies and Australia as a
and objects nation, using sources as
evidence

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 Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

HS3-DEM-01
describes the origins and
features of Australia's
democratic system of
government and laws

HS3-CWT-01
creates written texts to
communicate ideas and
understanding about people,
places and events of the past
and the present

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Outcomes and content for Early Stage 1
People are connected to places
Outcomes
A student:

§ identifies ways that Aboriginal Peoples connect with Country, Culture and Community HSE-
ACH-01
§ identifies and locates places people connect with, using geographical information HSE-GEO-
01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Aboriginal Peoples are the Traditional Custodians of Country

§ Recognise the Aboriginal Language name for the local area where the school is located
§ Engage with Aboriginal Peoples' representations of land, water and sky Country

Example(s):

Art, dance, Dreaming Stories, song.

§ Engage with Aboriginal stories about land, water and sky Country

Places can be located and described using geographical information

§ Recognise that familiar places can be represented in different ways

Example(s):

Picture, model, photograph, symbol.

§ Identify natural features of familiar places

§ Identify human features of familiar places
§ Participate in multisensory observations of familiar places
§ Represent collected data using pictures

People are connected to places and each other

§ Identify familiar people and places
§ Identify important people and places
§ Indicate reasons that a person or place is important to them

Example(s):

Provides love, safety, companionship, enjoyment.

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§ Participate in activities to care for familiar places

Example(s):

Put rubbish in the bin, water the garden.

Content

Aboriginal Peoples are the Traditional Custodians of Country

§ Identify the Traditional Custodians and Aboriginal Country where the school is located using
images

Example(s):

Community signs, Acknowledgement of Country signs within the school.

§ Describe natural features of land, water and sky Country by engaging with Aboriginal
Dreaming Stories and Languages

Example(s):

Freshwater or saltwater Country, red soil or sandy soil, stars, night sky, mountains or flat
Country.

§ Identify specific terms Aboriginal Peoples may use to refer to the Country they connect to

Example(s):

Land, water and sky Country, Language Group, on-Country and off-Country.

Places can be located and described using geographical information

§ Locate land, water and Australia using world maps, globes and images
§ Describe natural and human features of Australian coastal and inland places using Tier 2 and
Tier 3 vocabulary

Example(s):

Bay, bight, cliff, cove, cave, valley.

Bridge, groyne, tunnel.

§ Observe and record natural and human features of familiar places and present in data displays

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§ Recognise that Aboriginal and Torres Strait Islander Peoples connect to the features of
Country or Place in a variety of ways

Example(s):

Art, song, dance or Dreaming Stories.

People are connected to places and each other

§ Identify own connections to places and describe why some places are special
§ Describe own connections to groups

Example(s):

Family, sport, language or dialect, religious.

§ Collect and represent data about connections people have with places and groups
§ Identify and describe how people care for places

Example(s):

Following rules, gardening, recycling, planting native plants to care for native animals.

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People have lived in the past
Outcomes
A student:

§ identifies ways that Aboriginal Peoples connect with Country, Culture and Community HSE-
ACH-01
§ identifies information about daily life and transport in the past, using stories, images and
objects HSE-HIS-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Aboriginal Peoples are Connected to Country

§ Participate in an Acknowledgement of Country
§ Engage with Aboriginal stories about Country
§ Identify Cultural objects

Example(s):

Boomerang, clap sticks, ochre, skins or images of these objects.

People use stories, images and objects to show changes over time
§ Recount details of a personal event in response to a stimulus using who, what or when

Example(s):

Photographs, pictures, sequences or symbols.

§ Select an object that has personal significance and indicate why it is significant

Example(s):

An object from another place or country, a piece of clothing that is part of national or
cultural clothing, a photograph of personal significance.

§ Respond to a stimulus about an object or recount of a personal event

§ Sequence routine events in order
§ Recognise that some objects are from ‘a long time ago’ and some are from the present
§ Identify similarities between objects from the past and from the present
§ Listen to or view texts about life in the past

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§ Recognise ways people travel from one place to another

Example(s):

Car, bus, train, bicycle, ferry, boat.

§ Engage with stories, images or objects that show how people travelled in the past
§ Respond to a question about life in the past

Communicating supports understanding of the past

§ Use the terms ‘older’, ‘younger’, ‘before’ and ‘after’ to describe age relative to self
§ Communicate a personal event using symbols, words or technology
§ Use the terms ‘first’, ‘then’ and ‘last’ to recount events

Content

Aboriginal Peoples are connected to Country

§ Identify the importance of and differences between a Welcome to Country and an
Acknowledgement of Country

Example(s):

Respect, permission and protection to be on-Country.

Participating in an Acknowledgement of Country within the learning environment.

§ Identify ways local Aboriginal Peoples connect to Country by engaging with Aboriginal
Dreaming Stories, objects and Oral Histories

Example(s):

Oral Traditions of passing along Cultural Knowledge and Dreaming Stories through art
and symbolism, dance, song and ceremony.

§ Engage with Cultural objects to identify information about the past in the present

Example(s):

Cultural objects: boomerang, clap sticks, ochre, skins or images of these objects.

People use stories, images and objects to show changes over time
§ Recount memorable past events by sharing stories, images or objects

Example(s):

Celebrations, commemorations, personal milestones.

§ Sequence personal past events and objects in order of recency

§ Compare features of daily life that have changed over time using stories, images and objects
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§ Describe how transport has changed over time, using stories, images and objects

Example(s):

Land transport: walking, bicycle, horse and cart.

Water transport: ferry, barge.

Air transport: aeroplane, helicopter.

§ Describe Aboriginal Peoples’ use of bark canoes and Torres Strait Islander Peoples’ use of
dugout canoes, using stories and objects

Creating written simple sentences supports understanding of the past

§ Use time connectives to describe and sequence information and events

Example(s):

Time connectives: firstly, secondly, before, after.

§ Use prepositional phrases to indicate time or place

Example(s):

Prepositional phrases: in the past, at my friend's house, last year.

§ Use Tier 2 and Tier 3 vocabulary to describe changes to daily life and transport over time

Example(s):

Daily life: household, pastime, routine.

Transport: locomotive, motorised, pedestrian.

§ Create simple sentences to describe or give an opinion about an object or story from the past

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Assessment
The primary role of assessment is to establish where students are in their learning so that teaching
can be differentiated and further learning progress can be monitored over time. It provides
information that assists teachers to target their teaching at the point of student need. Assessment
is most effective when it is an integral part of teaching and learning programs.

Assessment involves:

§ establishing where students are in their learning

§ ongoing monitoring
§ formative and summative tasks
§ providing feedback about student progress.

Common Grade Scale

Stage 1, Stage 2, Stage 3, Stage 4, Stage 5

The common grade scale can be used to report student achievement in both primary and junior
secondary years in all NSW schools.

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Mathematics K–10
Implementation for K–2 from 2023 and 3–10 from 2024
Mathematics for K−2

The new syllabus must now be taught in Kindergarten to Year 2 in all NSW primary schools.

Mathematics for 3−10

The new syllabus is to be taught in Years 3 to 10 from 2024.

2024 – Start teaching the new syllabus

School sectors are responsible for implementing syllabuses and are best placed to provide schools
with specific guidance and information on implementation given their understanding of their
individual contexts.

Overview
Syllabus overview
Organisation of Mathematics K–10
The syllabus structure illustrates the important role Working mathematically plays across all areas
of mathematics and reflects the strengthened connections between concepts. Working
mathematically has been embedded in the outcomes, content and examples of the syllabus.

Mathematics K–10 outcomes and their related content are organised in:

§ Number and algebra

§ Measurement and space
§ Statistics and probability

Working mathematically
The Working mathematically processes present in the Mathematics K–10 syllabus are:

§ communicating
§ understanding and fluency
§ reasoning
§ problem solving.
Students learn to work mathematically by using these processes in an interconnected way. The
coordinated development of these processes results in students becoming mathematically
proficient.

When students are Working mathematically it is important to help them to reflect on how they have
used their thinking to solve problems. This assists students to develop ‘mathematical habits of
mind’ (Cuoco et al. 2010).

Students need many experiences that require them to relate their knowledge to the vocabulary and
conceptual frameworks of mathematics.

Overarching Working mathematically outcome

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To highlight how these processes are interrelated, in Mathematics K–10 there is one overarching
Working mathematically outcome.

A student develops understanding and fluency in mathematics through:

§ exploring and connecting mathematical concepts

§ choosing and applying mathematical techniques to solve problems
§ communicating their thinking and reasoning coherently and clearly.
The Working mathematically outcome describes the thinking and doing of mathematics. In doing
so, the outcome indicates the breadth of mathematical actions that teachers need to emphasise.
The overarching Working mathematically outcome is the same across the K–10 Mathematics
syllabus.

The Working mathematically processes should be embedded within the concepts being taught.
Embedding Working mathematically ensures students are able to fluently understand concepts and
make connections to other focus areas. The mathematics focus area outcomes and content
provide the knowledge and skills for students to 'reason about', and contexts for problem solving.
The overarching Working mathematically outcome is assessed in conjunction with the mathematics
content outcomes. The sophistication of Working mathematically processes develops through each
stage of learning and can be observed in relation to the increase in complexity of the mathematics
outcomes and content. A student's level of competence in Working mathematically can be
monitored over time, for example, within Additive Relations by the choice of strategy appropriate to
the task, and the use of efficient strategy for the stage of learning the student is working at.

Further information is available in Elaborating on Working mathematically in K–10 (Word, 5 pages,

914.28 kB).

Figure 1: The organisation of Mathematics K–2

Image long description: An overview of the syllabus structure for Early Stage 1 and Stage 1 in
Mathematics across the 3 areas of Number and algebra, Measurement and space, and Statistics
and probability. Number and algebra reads horizontally across Representing whole numbers,
Combining and separating quantities, and Forming groups. Measurement and space reads

Multiple Syllabuses Page 153 of 246

horizontally across Geometric measure, 2D spatial structure, 3D spatial structure, and Non-spatial
measure. Statistics and probability reads horizontally across Data and Chance.

Figure 2: The organisation of Mathematics 3–6

Image long description: An overview of the syllabus structure for Stages 2 and 3 in Mathematics
across the 3 areas of Number and algebra, Measurement and space, and Statistics and
probability. Number and algebra reads horizontally across 2 stages – Stage 2 and Stage 3. Stage
2 learning areas include Representing numbers using place value, Additive relations, Multiplicative
relations and Partitioned fractions. Stage 3 learning areas include Represents numbers, Additive
relations, Multiplicative relations, and Representing quality fractions. Measurement and space
reads horizontally across 2 stages – Stages 2 and 3. Learning areas include Geometric measure,
2D spatial structure, 3D spatial structure, and Non-spatial measure. Statistics and probability reads
horizontally across 2 stages – Stages 2 and 3. Learning areas include Data and Chance.

K–6 Parts A and B

Mathematics focus areas outline the development of several concepts. In Mathematics K–6, where
stages span 2 years of learning (for example, Stage 2 includes Year 3 and Year 4), there are
concepts that may need to be addressed earlier or later in the stage.

To assist programming, the content in these focus areas has been separated into 2 parts, A and B,
such as in Representing Numbers Using Place Value – A and Representing Numbers Using Place
Value – B:

§ Part A typically focuses on early concept development

§ Part B builds on these early concepts.
The content across Parts A and B relates to the same stage-based outcomes. Teachers can
choose which content from Part A and/or Part B to address, based on students’ prior learning,
needs and abilities.

For example, in Stage 2, Part A does not equate to Year 3 only. When teaching a Year 4 class, the
teacher may need to address or consolidate some concepts within Part A prior to addressing

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concepts in Part B. Similarly, when teaching a Year 3 class, the teacher may decide to address
concepts in Part B based on the students’ prior learning, needs and abilities.

The Part A and Part B structure of the content:

§ provides flexibility for teachers in planning teaching and learning programs based on the needs
and abilities of students
§ helps to better visualise the progression and growth of concepts within a stage of learning
§ makes clear how content builds to support deep understanding in each focus area.
Considerations for planning teaching and learning programs include:

§ when students may have learnt some concepts from Part B content in the first year of a stage,
consolidation of these concepts in the second year of a stage may be needed
§ revisiting concepts regularly to build deeper understanding of mathematical concepts
§ providing extension of certain concepts based on students’ needs and abilities.

Making connections through related content K–6

Many connections exist between the focus areas in mathematics. Skills and knowledge for focus
areas often develop in an interrelated manner and can be addressed in parallel.

Within the context of the syllabus, ‘in parallel’ means teaching:

§ multiple focus areas at the same time

§ parallel content in a sequential manner
§ application of knowledge, understanding and skills through interrelated focus areas.
Addressing outcomes in parallel enables teachers to efficiently teach and assess essential
concepts within the syllabus content while supporting students to make connections with their
learning.

Examples of outcomes and content that could be addressed in parallel are identified for each focus
area. These are not an exhaustive list of ways that knowledge, understanding and skills are related
or can be taught in parallel.

§ Making Connections Early Stage 1

§ Making Connections Stage 1
§ Making Connections Stage 2
§ Making Connections Stage 3

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 Figure 3: The organisation of Mathematics 7–10

Image long description: Stage 4/5 Core: broad outcome groups are Number and finance, Algebra
and equations, Ratios and rates, Linear and non-linear relationships, Pythagoras and trigonometry,
Length, area and volume, Geometrical properties and figures, Data classification, visualisation and
analysis and Probability. Stage 5 Paths: broad outcome groups are Further algebra and equations,
Variation and rates of change, Functions and graphs, Further trigonometry, Further area and
volume, Geometrical figures and proof, Introduction to networks, Data analysis and statistical
enquiry and Further probability. All content is surrounded by the phrase, Working mathematically
through communicating reasoning, understanding and fluency, and problem solving.

7–10 Core–Paths structure

The Core–Paths structure is designed to encourage aspiration in students and provide the
flexibility needed to enable teachers to create pathways for students working towards Stage 6. The
structure is intended to extend students as far along the continuum of learning as possible and
provide solid foundations for the highest levels of student achievement. The structure allows for a
diverse range of endpoints up to the end of Stage 5.

The Core outcomes provide students with the foundation for Mathematics Standard 2 in Stage 6.
Students who require ongoing support in completing all Stage 5 Core outcomes may consider
either Mathematics Standard 1 or the Numeracy CEC course in Stage 6. For these students,
teachers are encouraged to continue to extend students towards demonstrating achievement in as
many Stage 5 Core outcomes as possible. This is to enable as many students as possible to have
the knowledge and skills necessary to engage in the highest level of mathematics possible.

The aim for most students is to demonstrate achievement of the Core and as many Path outcomes
as possible by the end of Stage 5 and this should guide teacher planning. Allowing time for
students to demonstrate understanding of the Core outcomes must be a key consideration.

Typically, the Core will cover teaching and learning experiences up to the middle of Stage 5. It is
not the intention of the Core–Paths structure to lock students into predetermined pathways at the
end of Stage 4. Pathways in Stage 5 must be carefully planned to ensure some students have the
opportunity to engage with Advanced and Extension courses.
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Paths are used to progress students towards Stage 6 courses and may be implemented at any
time in Stages 4 and 5 with careful consideration of the continuum of learning. Teachers also have
the option of engaging with specific elements of Paths rather than the entire outcome to meet the
needs of their students. Teachers should plan to cover as many Paths as practicable.

Course requirements K–10

Mandatory curriculum requirements 7–10

The mandatory curriculum requirements for eligibility for the award of the Record of School
Achievement (RoSA) include that students:

§ study the Board developed Mathematics syllabus substantially in each of Years 7–10 and
§ complete at least 400 hours of Mathematics study by the end of Year 10.
Satisfactory completion of at least 200 hours of study in Mathematics during Stage 5 (Years 9 and
10) will be recorded with a grade. Students undertaking the Mathematics course based on Life
Skills outcomes and content are not allocated a grade.

Course numbers:

§ Mathematics: 326
§ Mathematics Life Skills: 327
Exclusions: Students may not access both the Mathematics Years 7–10 outcomes and content
and the Mathematics Life Skills outcomes and content.

Access content points K–6

Access content points have been developed to support students with significant intellectual
disability who are working towards Early Stage 1 outcomes. These students may communicate
using verbal and/or nonverbal forms.

For each of the Early Stage 1 outcomes, access content points are provided to indicate content
that students with significant intellectual disability may access as they work towards the outcomes.
Teachers will use the access content points on their own, or in combination with the content for
each outcome.

Decisions regarding curriculum options for students with disability should be made in the context of
collaborative curriculum planning.

Life Skills outcomes and content 7–10

Students with disability can access the syllabus outcomes and content in a range of ways.
Decisions regarding curriculum options should be made in the context of collaborative curriculum
planning.

Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content
the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a
student is eligible to undertake a course based on Life Skills outcomes and content, consideration
should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5
outcomes, or prior stage outcomes if appropriate. This assistance may include a range of
adjustments to teaching, learning and assessment activities.

Life Skills outcomes cannot be taught in combination with other outcomes from the same subject.
Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals,
interests and prior learning of each student. Students are required to demonstrate achievement of
one or more Life Skills outcomes.
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Balance of content
The amount of content associated with a given outcome is not necessarily indicative of the amount
of time spent engaging with the respective outcome. Teachers use formative and summative
assessment to determine instructional priorities and the time needed for students to demonstrate
expected outcomes.

The content groups are not intended to be hierarchical. They describe in more detail how the
outcomes are to be interpreted and demonstrated, and the intended learning appropriate for the
stage. In considering the intended learning, teachers make decisions about the sequence and
emphasis to be given to particular groups of content based on the needs and abilities of their
students.

Working at different stages

The content presented in a stage represents the typical knowledge, understanding and skills that
students learn throughout the stage. It is acknowledged that students learn at different rates and in
different ways. There may be students who will not demonstrate achievement in relation to one or
more of the outcomes for the Stage.

There may be instances where teachers will need to address outcomes across different stages in
order to meet the learning needs of students. Teachers are best placed to make decisions about
when students need to work at, above or below stage level in relation to one or more of the
outcomes. This recognises that outcomes may be achieved by students at different times across
stages. Only students who are accelerated in a course may access Stage 6 outcomes.

For example:

§ Students in Early Stage 1 could be working on Stage 1 content in the Number and Algebra
strand, while working on Early Stage 1 content in the Measurement and Geometry strand.
§ In Stage 2 or Stage 3, some students may not have developed a complete understanding of
place value and the role of zero to read, write and order two-digit and three-digit numbers.
These students will need to access content from Early Stage 1 or Stage 1 before engaging
with Stage 2 content in applying place value to larger numbers and decimals.
§ In Stage 4 some students may not have developed a complete understanding of fractions,
decimals and percentages and will need to access related outcomes from Stage 3.

Multiple Syllabuses Page 158 of 246

Table of outcomes
Primary (K–6)
MAO-WM-01 Working mathematically

develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical
techniques to solve problems, and communicating their thinking and reasoning coherently and clearly

This outcome is aligned to all content in each Stage.

Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

Representing MAE-RWN-01 MA1-RWN-01 MA2-RN-01 MA3-RN-01

numbers demonstrates an applies an understanding of applies an understanding of applies an understanding of
understanding of how place value and the role of place value and the role of place value and the role of zero
Includes: whole numbers indicate zero to read, write and order zero to represent numbers to to represent the properties of
quantity two- and three-digit numbers at least tens of thousands numbers
Early Stage 1: MA1-RWN-02 MA2-RN-02 MA3-RN-02
Representing MAE-RWN-02 reasons about represents and compares compares and orders decimals
whole numbers reads numerals and representations of whole decimals up to 2 decimal up to 3 decimal places
represents whole numbers numbers to 1000, partitioning places using place value
to at least 20 numbers to use and record MA3-RN-03
quantity values determines percentages of
quantities, and finds equivalent
fractions and decimals for
benchmark percentage values

Combining and MAE-CSQ-01 MA1-CSQ-01 No Stage 2 outcomes No Stage 3 outcomes

separating reasons about number uses number bonds and the
quantities relations to model addition relationship between addition
and subtraction by and subtraction to solve
combining and separating, problems involving
and comparing collections partitioning
MAE-CSQ-02
represents the relations
Multiple Syllabuses Page 159 of 246
 Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

between the parts that form

the whole, with numbers up
to 10

Forming groups MAE-FG-01 MA1-FG-01 No Stage 2 outcomes No Stage 3 outcomes

recognises, describes and uses the structure of equal
continues repeating groups to solve multiplication
patterns problems, and shares or
groups to solve division
MAE-FG-02 problems
forms equal groups by
sharing and counting
collections of objects

Geometric MAE-GM-01 MA1-GM-01 MA2-GM-01 MA3-GM-01

measure describes position and represents and describes the uses grid maps and locates and describes points on
gives and follows simple positions of objects in familiar directional language to a coordinate plane
directions locations locate positions and follow
routes MA3-GM-02
MAE-GM-02 MA1-GM-02 selects and uses the appropriate
describes and compares measures, records, compares MA2-GM-02 unit and device to measure
lengths and estimates lengths and measures and estimates lengths and distances including
distances using uniform lengths in metres, perimeters
MAE-GM-03 informal units, as well as centimetres and millimetres
identifies half the length metres and centimetres MA3-GM-03
and the halfway point MA2-GM-03 measures and constructs
MA1-GM-03 identifies angles and angles, and identifies the
creates and recognises classifies them by comparing relationships between angles on
halves, quarters and eighths to a right angle a straight line and angles at a
as part measures of a whole point
length

Two-dimensional MAE-2DS-01 MA1-2DS-01 MA2-2DS-01 MA3-2DS-01

(2D) spatial sorts, describes, names recognises, describes and compares two-dimensional investigates and classifies two-
structure and makes two-dimensional represents shapes including shapes and describes their dimensional shapes, including
Includes: shapes, including triangles, quadrilaterals and other features triangles and quadrilaterals
circles, squares and common polygons based on their properties

Multiple Syllabuses Page 160 of 246

 Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

Early Stage 1: rectangles MA2-2DS-02

Two-dimensional MA1-2DS-02 performs transformations by MA3-2DS-02
spatial structure MAE-2DS-02 measures and compares combining and splitting two- selects and uses the appropriate
describes and compares areas using uniform informal dimensional shapes unit to calculate areas, including
areas of similar shapes units in rows and columns areas of rectangles
MA2-2DS-03
estimates, measures and MA3-2DS-03
compares areas using combines, splits and rearranges
square centimetres and shapes to determine the area of
square metres parallelograms and triangles

Three- MAE-3DS-01 MA1-3DS-01 MA2-3DS-01 MA3-3DS-01

dimensional (3D) manipulates, describes and recognises, describes and makes and sketches models visualises, sketches and
spatial structure sorts three-dimensional represents familiar three- and nets of three- constructs three-dimensional
Includes: objects dimensional objects dimensional objects objects, including prisms and
including prisms and pyramids, making connections
Early Stage 1: MAE-3DS-02 MA1-3DS-02 pyramids to two-dimensional
Three-dimensional describes and compares measures, records, compares representations
spatial structure volumes and estimates internal MA2-3DS-02
volumes (capacities) and estimates, measures and MA3-3DS-02
volumes using uniform compares capacities selects and uses the appropriate
informal units (internal volumes) using unit to estimate, measure and
litres, millilitres and volumes calculate volumes and
using cubic centimetres capacities

Non-spatial MAE-NSM-01 MA1-NSM-01 MA2-NSM-01 MA3-NSM-01

measure describes and compares measures, records, compares estimates, measures and selects and uses the appropriate
the masses of objects and estimates the masses of compares the masses of unit and device to measure the
objects using uniform informal objects using kilograms and masses of objects
MAE-NSM-02 units grams
sequences events and MA3-NSM-02
reads hour time on clocks MA1-NSM-02 MA2-NSM-02 measures and compares
describes, compares and represents and interprets duration, using 12- and 24-hour
orders durations of events, analog and digital time in time and am and pm notation
and reads half- and quarter- hours, minutes and seconds
hour time

Multiple Syllabuses Page 161 of 246

 Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

Data MAE-DATA-01 MA1-DATA-01 MA2-DATA-01 MA3-DATA-01

contributes to collecting gathers and organises data, collects discrete data and constructs graphs using many-
data and interprets data displays data in lists, tables constructs graphs using a to-one scales
displays made from objects and picture graphs given scale
MA3-DATA-02
MA1-DATA-02 MA2-DATA-02 interprets data displays,
reasons about interprets data in tables, dot including timelines and line
representations of data to plots and column graphs graphs
describe and interpret the
results

Multiple Syllabuses Page 162 of 246

Outcomes and content for Early Stage 1
Representing whole numbers
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ demonstrates an understanding of how whole numbers indicate quantity MAE-RWN-01
§ reads numerals and represents whole numbers to at least 20 MAE-RWN-02

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Instantly name the number of objects within small collections

§ Say ‘one’ or sign, gesture or point to one dot or numeral 1 when given or shown a single item
§ Look at or acknowledge small groups of objects

Use the counting sequence of ones flexibly

§ Select numerals using eye contact, gesture or physical contact
§ Say, gesture or sign number words in sequence starting at one
§ Look at, point to or touch objects as they are being counted

Connect counting and numerals to quantities

§ Say, gesture or sign ‘one’ in response to a single item or action

Example(s):

One biscuit, one bite, one clap, one head nod.

§ Identify or move one, two or three item(s) from a group on request

§ Recognise ‘two’ and/or ‘2’ as a quantity of two
§ Recognise ‘three’ and/or ‘3’ as a quantity of three
§ Match groups of two or three with an equal dot pattern
§ Request ‘more’ of an item
§ Identify which of two groups of items is ‘more’
§ Identify if two small groups are the ‘same number’ or different

Multiple Syllabuses Page 163 of 246

Content

Instantly name the number of objects within small collections

§ Instantly recognise (subitise) the number of items in small groups of up to four items without
counting

Example(s):

§ Identify the number of items in different arrangements

Example(s):

Natural arrangements, classroom items.

Use the counting sequence of ones flexibly

§ Count forwards to at least 30 and state the number after or before a given number, without
needing to count from one
§ Identify and distinguish the ‘teen’ numbers from multiples of ten with the same initial sounds

Example(s):

13 from 30, 14 from 40.

§ Count backwards from a given number 20 or less

§ Identify the number before as 'one less' and the number after as 'one more’ than a given
number

Recognise number patterns

§ Recognise dice and domino dot patterns

Example(s):

Dice dot patterns.

§ Recognise different finger patterns for the same number

Multiple Syllabuses Page 164 of 246

Connect counting and numerals to quantities
§ Count with one-to-one correspondence, recognising that the last number name represents the
total number in the collection
§ Count out a specified number of objects (from 5 to 20) from a larger collection, keeping track of
the count

Example(s):

Using counters, pebbles, pencils or items collected on-Country.

§ Make correspondences between collections (Reasons about quantity)

Example(s):

Counting and comparing collections of like coins to determine which has more.

§ Read numerals to at least 20, including zero

§ Represent numbers as quantities to at least 20 using objects (such as fingers), number words
and numerals
§ Compare and order numbers to 20
§ Use the term ‘is the same as’ to express equality of groups (Reasons about quantity)

Example(s):

Or similar terms such as ‘is equal to’.

Multiple Syllabuses Page 165 of 246

Combining and separating quantities
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ reasons about number relations to model addition and subtraction by combining and
separating, and comparing collections MAE-CSQ-01
§ represents the relations between the parts that form the whole, with numbers up to 10 MAE-
CSQ-02

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Model additive relations and compare quantities

§ Count across two small groups to a total within a counting range
§ Respond to changes to a group of objects

Example(s):

Look at, point to, touch, sign or name the group when asked which stack of cups one cup
has been added to.

§ Combine two small groups and count the total

§ Indicate that when items are added to a group the group is ‘more’

Example(s):

Point to, select, sign or say ‘more’ after one or more pencils have been added to a box of
pencils.

§ Indicate that when items are removed from a group the group is ‘less’

Identify part–whole relationships in numbers up to 10

§ Combine groups of items
§ Separate groups of items
§ Recognise combinations of small groups

Example(s):

Identify three dots when shown one dot and two dots.

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Content

Model additive relations and compare quantities

§ Identify situations in which addition and subtraction may be applied
§ Combine two or more groups of objects to model addition, identifying the relationship between
the parts and the whole
§ Separate and take away part of a group of objects to model subtraction
§ Use concrete materials or fingers to model and solve addition and subtraction questions,
counting forwards or backwards by ones as necessary
§ Compare two groups of objects to determine how many more (Reasons about quantity)

Identify part–whole relationships in numbers up to 10

§ Use visual representations of numbers to assist with combining and separating quantities,
identifying the relationship between the quantities

Example(s):

Identifies ten as five and five on a ten frame or two hands as ten.

§ Describe the action of combining, separating and comparing

Example(s):

Example actions include makes, joins, combines with, take away, altogether, how many
more?

§ Use five as a reference in forming numbers from six to ten

Example(s):

Six is one more than five.

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§ Create, model and recognise combinations for numbers up to ten (Reasons about relations)

Example(s):

Forming combinations for 7 using gestures, actions, concrete materials or ten frames.

§ Count by ones to find the total or difference

§ Use drawings, words and numerals to record addition and subtraction, and explain their
thinking (Reasons about relations)

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Forming groups
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ recognises, describes and continues repeating patterns MAE-FG-01
§ forms equal groups by sharing and counting collections of objects MAE-FG-02

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Copy, continue and create patterns

§ Respond to a repeated pattern

Example(s):

Look at, point to or move in response to a visual, auditory or physical pattern.

§ Copy a single action, sound or object

§ Match items in a repeating pattern

Example(s):

Place blue blocks on top of blue blocks and red blocks on top of red blocks.

§ Copy a repeating pattern

Investigate and form equal groups by sharing

§ Look at, point to or touch objects as they are being distributed into smaller equal groups
§ Collect objects into a group when asked for one group of items within the range 1–5
§ Form a specified number of groups of a given size within the range 1–5

Example(s):

Put 2 items in each of 2 hoops, put 1 item in each of 3 bowls.

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Record grouping and sharing
§ Identify the number of groups

Example(s):

Look at, point to, touch, sign or say the number 3 when shown 3 groups of books; match
the number 3 to an image of 3 groups of apples.

§ Identify the number of objects in a group

Example(s):

Look at, point to, touch or match an equivalent dot card to five hats; sign or say the
number 5 when shown 5 hats.

Content

Copy, continue and create patterns

§ Copy and continue repeating patterns using sounds and/or actions

Example(s):

Copy and continue dance or music patterns.

§ Copy, continue and create repeating patterns using shapes, objects, images or pictures
(Reasons about patterns)

Example(s):

Investigate and form equal groups by sharing

§ Distribute a group of familiar objects into smaller groups and recognise whether the number in
each group is equal or not
§ Group and share concrete materials by distributing objects one by one or using another
method

Example(s):

Students may distribute items one at a time or in groups of two.

Record grouping and sharing

§ Label the number of objects in a group

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§ Record grouping and sharing using drawings, words and numerals, and explain their thinking
(Reasons about relations)

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Geometric measure
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ describes position and gives and follows simple directions MAE-GM-01
§ describes and compares lengths MAE-GM-02
§ identifies half the length and the halfway point MAE-GM-03

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Position: Describe position and movement of oneself

§ Identify the position of a desired object

Example(s):

Look at, point to, sign or name the position of a drink bottle.

§ Respond to simple instructions to demonstrate position or movement

Example(s):

Sit ‘on’ your chair or put your water bottle ‘in’ the box.

§ Respond to changes in direction

Example(s):

Follow the position of the teacher or peers with eye gaze or movement.

Length: Use direct and indirect comparisons to decide which is longer

§ Select objects with different lengths using eye contact, gesture or physical contact

Example(s):

Selecting the short string and the long string when given two pieces of string.

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§ Label long and short items or objects from a given group

Example(s):

Gesture, point to, use eye gaze, sign or name the long and short pieces of rope or ribbon.

§ Respond to terms relating to length

Example(s):

Identifying someone with long or short hair.

§ Match items of a similar length

Example(s):

Place together matching pairs of shoelaces when given shoelaces of different lengths.

§ Identify if the length of two items is the same or different

§ Group items by length

Example(s):

Sorting toys such as cars, trucks and buses into long/short.

§ Sort items into the same or not the same length

Length: Create half a length

§ Identify half of a given length

Example(s):

Looks at, points to, signs or names half a length of a piece of string.

Content

Position: Describe position and movement of oneself

§ Give and follow simple directions to position themselves or objects
§ Describe the position of an object in relation to another object, such as in, on, under as well as
the directions up and down
§ Describe the position of an object using proximity terms and referring to frames of reference

Example(s):

Proximity terms such as ‘near’, ‘between’, ‘next to’.

Frames of reference such as ‘in front of’, ‘behind’.

§ Use the ordinal names to at least third to describe order of position

Multiple Syllabuses Page 173 of 246
§ Begin to describe the positions of objects in relation to themselves using the terms ‘left’ and
‘right’

Example(s):

By referencing their dominant hand or foot.

Length: Use direct and indirect comparisons to decide which is longer

§ Identify the attribute of 'length' as the measure of an object from end to end
§ Use comparative language to describe length

Example(s):

Comparative language includes ‘longer than’, ‘shorter than’, ‘the same as’.

§ Compare lengths directly by placing objects side by side and aligning the ends
§ Explain why the length of a piece of string remains unchanged whether placed in a straight line
or a curve
§ Compare lengths indirectly by copying a length (Reasons about relations)

Example(s):

Using the same strip of paper to compare lengths.

Length: Create half a length

§ Divide a length into two equal parts (Reasons about relations)

Example(s):

Cutting a piece of ribbon into halves.

§ Distinguish between the halfway point and half a length

Example(s):

§ Describe positions as 'about halfway', 'more than halfway' or 'less than halfway'

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Two-dimensional spatial structure
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ sorts, describes, names and makes two-dimensional shapes, including triangles, circles,
squares and rectangles MAE-2DS-01
§ describes and compares areas of similar shapes MAE-2DS-02

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

2D shapes: Sort, describe and name familiar shapes

§ Select using eye gaze, point to or name a square, triangle, circle and/or rectangle in their
environment

Example(s):

Recognise a window as a rectangle, or a wheel as a circle.

§ Sort shapes into groups of like shapes

2D shapes: Represent shapes

§ Select using eye gaze, point to or touch circles, squares, triangles or rectangles
§ Match circles, squares, triangles or rectangles

Example(s):

Place one shape on top of another in any orientation.

§ Trace shapes, lines and curves

Area: Identify and compare area

§ Respond to language to describe area

Example(s):

Sorting or labelling items as big or small.

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§ Identify places or items with different areas

Example(s):

A table has a smaller area than the classroom, a book has a smaller area than a table.

§ Follow visual or verbal instructions to put a smaller object on top of a larger object

Example(s):

Stacking small plates on top of large plates.

Content

2D shapes: Sort, describe and name familiar shapes

§ Identify familiar shapes in a range of contexts

Example(s):

Shapes in the school or local environment or during learning activities, such as handball
squares.

§ Sort shapes according to features such as size and shape

§ Recognise and explain how a group of shapes has been sorted (Reasons about spatial
relations)
§ Describe shapes, including circles, squares, triangles and rectangles

Example(s):

A handball square has four sides.

§ Ask and respond to questions that help identify and name a particular shape

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§ Distinguish examples of triangles from non-examples

Example(s):

Examples:

Non-examples:

2D shapes: Represent shapes

§ Manipulate circles, squares, triangles and rectangles, and describe their features

Example(s):

A square has four sides.

§ Turn shapes to fit into or match a given space (Reasons about spatial relations)
§ Make representations of shapes in a variety of ways, using paint, paper, movements or
technology
§ Make pictures and designs using a selection of shapes

Example(s):

Using two rectangles and a circle to represent the Aboriginal flag, making a house from a
square and a triangle.

§ Make two-dimensional shapes by tracing around the faces of three-dimensional objects

§ Identify and draw lines and curves

Area: Identify and compare area

§ Make closed shapes and identify the attribute of area as the measure of the amount of surface

Example(s):

A student recognises that area is the inside part of a shape.

Multiple Syllabuses Page 177 of 246

§ Use comparative language to describe areas

Example(s):

Comparative language includes ‘bigger than’, ‘smaller than’, ‘the same as’.

§ Predict which of two surfaces will have the larger area and justify the answer (Reasons about
spatial relations)
§ Compare areas of two similar shapes directly by drawing, tracing, or cutting and pasting

Example(s):

Two rectangles of different sizes.

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Three-dimensional spatial structure
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ manipulates, describes and sorts three-dimensional objects MAE-3DS-01
§ describes and compares volumes MAE-3DS-02

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

3D objects: Explore familiar three-dimensional objects

§ Select using eye gaze, point to or touch objects as they are being named
§ Match objects to given shapes
§ Select and stack three-dimensional objects

Example(s):

Building blocks but not balls.

Volume: Compare internal volume by filling and packing

§ Respond to the terms ‘full’, ‘empty’ and/or ‘about half full’

Example(s):

Acknowledge when their cup is full or empty.

§ Identify the capacity limit of a container

Example(s):

Not overfilling a cup.

Volume: Compare volume by building

§ Create objects from familiar materials

Example(s):

Building objects with blocks or connecting cubes.

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§ Respond to terms to describe volume of three-dimensional objects

Example(s):

Big or small space, for example select the biggest block in the group.

§ Indicate the number of materials used to make an object

Example(s):

The number of blocks that make a model.

Content

3D objects: Explore familiar three-dimensional objects

§ Describe the features of familiar objects

Example(s):

Words describing objects include ‘flat’, ‘round’, ‘curved’.

§ Sort objects and identify the attribute used to sort them

Example(s):

Words describing how objects were sorted include ‘size’, ‘shape’, ‘function’.

§ Make and describe a variety of three-dimensional models

Example(s):

‘Make a model of a robot using a ball and some blocks’.

§ Predict the stacking capabilities of various three-dimensional objects (Reasons about spatial
relations)

Volume: Compare internal volume by filling and packing

§ Fill and empty containers using materials such as water or sand
§ Use the terms ‘full’, ‘empty’ and ‘about half full’

Example(s):

In describing contents of containers or when recounting a method used.

§ Compare the internal volumes (capacities) of two containers directly by filling one and pouring
into the other
§ Compare the internal volumes of two containers indirectly by pouring their contents into two
other identical containers and observing the level reached in each

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§ Establish that containers of different shapes may hold the same amount

Example(s):

A tall narrow container may hold the same amount as a short wide container.

§ Stack and pack blocks into defined spaces

Volume: Compare volume by building

§ Identify the attribute of volume as the amount of space an object or substance occupies
§ Compare the volumes of two objects made from blocks or connecting cubes directly by
deconstructing one object and using its parts to construct a copy of the other object
§ Use comparative language to describe volume

Example(s):

Comparative language includes ‘takes up more space’.

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Non-spatial measure
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ describes and compares the masses of objects MAE-NSM-01
§ sequences events and reads hour time on clocks MAE-NSM-02

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Mass: Identify and compare mass using weight

§ Respond to terms relating to mass

Example(s):

Select the heavy object from a choice of two when asked, ‘which one is heavy?’

§ Identify items which have the same and/or similar mass

Example(s):

Notice when a balance scale is equal (or close to).

Time: Compare and order the duration of events using the language of time
§ Participate in activities with varying duration of time

Example(s):

Participate in swimming for half an hour and participate in morning greetings for ten
minutes.

§ Demonstrate understanding of the order of routine events

Example(s):

Pack away lunch box when finished eating; follow a visual timetable.

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§ Identify events that happen at daytime or night-time

Example(s):

School and sleeping.

§ Identify activities that are ‘now’ and ‘next’ follow a timer and relate this to duration of time

Example(s):

Next: on a school schedule.

Time: follow a timer to complete activities on a tablet for five minutes.

Time: Connect days of the week to familiar events and actions

§ Identify the day of a personally relevant event

Example(s):

Going swimming on a Wednesday.

§ Respond to routine events

Example(s):

Check off events as they are completed in task analysis, list or schedule.

§ Prepare for routine events

Example(s):

Collect a hat on the way to the playground; get swimming bag when swimming is the next
scheduled activity.

Time: Tell time on the hour on analog and digital clocks

§ Locate the hour hand and minute hand on an analog clock

Content

Mass: Identify and compare mass using weight

§ Identify that objects can be heavy or light
§ Compare two masses directly by hefting
§ Predict which object would be heavier than, lighter than, or have about the same weight as
another object and explain reasons for this prediction (Reasons about relations)

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Time: Compare and order the duration of events using the language of time
§ Use terms such as 'daytime', 'night-time', 'morning', 'afternoon', 'today', 'tomorrow', 'yesterday',
'before', 'after' and 'next'

Example(s):

When storytelling, describing classroom routines or during learning activities.

§ Sequence events in time

Example(s):

Ordering daily events, recounting experiences or cultural experiences or creating

narratives.

§ Compare the duration of two events

Example(s):

Compare the time taken to eat lunch with the time taken to brush teeth.

Time: Connect days of the week to familiar events and actions

§ Recall that there are seven days in a week
§ Name and order the days of the week
§ Identify events that occur daily and relate events to a particular day or time of day

Example(s):

Weekday routines, class schedules or sports training.

Time: Tell time on the hour on analog and digital clocks

§ Create the layout of an analog clock

Example(s):

Draw a clockface or position numeral cards around a hoop.

§ Read analog and digital clocks to the hour using the term ‘o'clock’
§ Describe the position of the hour and minute hands on an analog clock when reading hour time

Example(s):

Recognise that the numbers on the clock represent hours.

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Data
Outcomes
A student:

§ develops understanding and fluency in mathematics through exploring and connecting

mathematical concepts, choosing and applying mathematical techniques to solve problems,
and communicating their thinking and reasoning coherently and clearly MAO-WM-01
§ contributes to collecting data and interprets data displays made from objects MAE-DATA-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Respond to questions, collect information and discuss possible outcomes of activities

§ Provide a yes/no response to questions for the purpose of collecting data

Example(s):

Gesture, point to, sign or say ‘yes’ or ‘no’ when asked if they have a pet.

§ Respond to a question from a choice of at least two options

Organise objects into simple data displays and interpret the displays
§ Select using eye gaze, touch or point to sets of objects which are similar

Example(s):

To group all the green items or all the images of dogs.

§ Match two items that are the same

Example(s):

Match a picture of a cup with a cup.

§ Represent collected data using pictures

Example(s):

Use pictures of a dog to represent the category ‘dog’ on a graph.

Multiple Syllabuses Page 185 of 246

Content

Respond to questions, collect information and discuss possible outcomes of activities

§ Predict possible responses to a question

Example(s):

What is your favourite colour?

§ Collect information from their peers and about their environment

Example(s):

Asking peers to respond to a question or making observations about the classroom or

school environment.

§ Pose and respond to questions about the information collected

Example(s):

Did anyone in our class have green as their favourite colour?

Organise objects into simple data displays and interpret the displays
§ Group objects according to characteristics

Example(s):

Sorting blocks, counters or collected items according to colour, size, shape or texture.

§ Compare the sizes of groups of objects by counting (Reasons about relations)

§ Arrange objects according to a characteristic to form a data display

Example(s):

Multiple Syllabuses Page 186 of 246

§ Interpret information presented in a data display to answer questions (Reasons about quantity)

Example(s):

How many students in our class have red as their favourite colour?

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Assessment
The primary role of assessment is to establish where students are in their learning so that teaching
can be differentiated and further learning progress can be monitored over time. It provides
information that assists teachers to target their teaching at the point of student need. Assessment
is most effective when it is an integral part of teaching and learning programs.

Assessment involves:

§ establishing where students are in their learning

§ ongoing monitoring
§ formative and summative tasks
§ providing feedback about student progress.

Common Grade Scale

Stage 1, Stage 2, Stage 3, Stage 4, Stage 5

The common grade scale can be used to report student achievement in both primary and junior
secondary years in all NSW schools.

Course performance descriptors

Stage 5 – Year 10

Course performance descriptors provide holistic descriptions of typical achievement at different

grade levels in a specific course. They are used to identify and report a student’s level of
achievement in a Board Developed Course at the end of Stage 5.

Grade A
A student performing at this grade typically:

§ demonstrates extensive understanding of the relationships between mathematical concepts

§ uses, creates and interchangeably moves between a variety of abstract and concrete
representations in familiar and unfamiliar situations
§ solves routine problems involving multiple steps consistently in familiar and unfamiliar
situations
§ uses multiple connections between concepts to solve non-routine problems
§ applies deductive reasoning and concise, formal mathematical arguments to prove and justify
results in a variety of forms
§ uses precise mathematical language consistently and effectively to communicate reasoning,
explain solutions and justify results

Grade B
A student performing at this grade typically:

§ demonstrates thorough understanding of the relationships between mathematical concepts

§ uses, creates and moves between abstract and concrete representations in familiar and
unfamiliar situations
§ solves routine problems of up to 3 steps in familiar and unfamiliar situations and attempts
routine problems of more than 3 steps with some success
§ uses some connections between concepts to attempt non-routine problems
§ applies formal and informal mathematical reasoning to prove and justify results

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§ uses appropriate mathematical language effectively to communicate reasoning, explain
solutions and justify results

Grade C
A student performing at this grade typically:

§ demonstrates sound understanding of the relationships between mathematical concepts

§ uses and creates abstract or concrete representations in familiar situations
§ solves routine problems of up to 3 steps in familiar situations and attempts routine problems of
more than 3 steps
§ identifies some connections between concepts when attempting non-routine problems
§ uses informal mathematical reasoning to prove or justify results
§ uses mathematical language to communicate reasoning and explain solutions

Grade D
A student performing at this grade typically:

§ identifies some relationships between mathematical concepts

§ uses concrete representations in some familiar situations
§ attempts routine problems of up to 3 steps with some success
§ uses informal mathematical reasoning
§ uses limited mathematical language

Grade E
A student performing at this grade typically:

§ recognises some mathematical concepts

§ attempts some routine problems with very limited success
§ attempts to use informal mathematical reasoning
§ uses very limited mathematical language

Assessment of Life Skills outcomes

Stage 4, Stage 5

The syllabus outcomes and content form the basis of learning opportunities for students. Through
the collaborative curriculum planning process, teachers select specific Life Skills outcomes which
are based on the needs, strengths, goals, interests and prior learning of each student. Students
are required to demonstrate achievement of one or more Life Skills outcomes.

Assessment should provide opportunities for students to demonstrate achievement in relation to

the selected outcomes. Assessment can occur in a range of situations or environments such as the
school and wider community. Evidence of achievement can be based on:

§ formative assessment opportunities

§ summative assessment opportunities.
There is no requirement for formal assessment of Life Skills outcomes. Stage 6 Life Skills courses
do not have external examinations or mandatory projects.

Multiple Syllabuses Page 189 of 246

Modern Languages K–10
Implementation from 2024
The new Modern Languages K–10 Syllabus (2022) is to be implemented from 2024.

2024 – Start teaching new syllabus for:

§ Schools with a K–6 language program

§ Mandatory 100 hours of a Language in Years 7–10
Students who commenced a 100-hour or 200-hour elective course in 2023 may continue to study
that course in 2024.

School sectors are responsible for implementing syllabuses and are best placed to provide schools
with specific guidance and information on implementation given their understanding of their
individual contexts.

Overview
Syllabus overview
Course requirements
Implementation of the Modern Languages K–10 Syllabus is optional in Kindergarten to Year 6.

Mandatory study of 100 hours in one language is completed in Years 7–10 but preferably in Years
7–8, over one continuous 12-month period. However, students may commence their study of a
language at any point along the K–10 continuum.

Course numbers:

Multiple Syllabuses Page 190 of 246

 200-hour 100-hour
Course name 200-hour 100-hour
Life Skills Life Skills

Arabic 800 801 806 805

Armenian 694 695 696 697

Assyrian 730 731 732 733

Bosnian 698 699 700 701

Chinese 810 811 815 816

Croatian 702 703 704 705

Filipino 722 723 724 725

French 870 871 875 876

General 862 863 864 865

German 880 881 886 885

Modern Hebrew 890 891 894 895

Hindi 63141 63140 898 899

Indonesian 910 911 916 915

Italian 920 921 926 925

Japanese 930 931 935 936

Korean 940 941 946 945

Khmer 706 707 708 709

Macedonian 981 982 983 984

Modern Greek 990 991 996 995

Persian 63251 63250 998 999

Polish 710 711 712 713

Portuguese 714 715 716 717

Multiple Syllabuses Page 191 of 246

 Punjabi 63299 63298 1005 1006

Russian 1010 1011 1014 1015

Serbian 718 719 720 721

Spanish 1040 1041 1045 1046

Tamil 63303 63302 1047 1048

Thai 726 727 728 729

Turkish 1050 1051 1056 1055

Vietnamese 1071 1072 1077 1076

Languages (Stage 5 Mandatory): 4070

Exclusions: Students may not access Life Skills outcomes and other outcomes from the same
subject.

Organisation of Modern Languages K–10

The diagram (Figure 1) is an overview of the Modern Languages K–10 Syllabus. It shows that:

§ communication is the central goal in language learning

§ the 3 focus areas are interacting, understanding texts and creating texts
§ knowledge of language systems is applied in all focus areas and is an essential part of
communication
§ intercultural capability is the capacity to exchange, understand and create meaning between
people and across languages and cultures and is developed in all focus areas.

Figure 1: Overview of Modern Languages K–10 Syllabus structure

Multiple Syllabuses Page 192 of 246

Image long description: The diagram shows 'Communication' encompassing the focus areas of
Interacting, Understanding texts and Creating texts. Below the 3 focus areas are the headings
'Applying knowledge of language systems' and 'Developing intercultural capability'.

Access content points

Access content points have been developed to support students with significant intellectual
disability who are working towards Early Stage 1 outcomes. These students may communicate
using verbal and/or nonverbal forms.

For each of the Early Stage 1 outcomes, access content points are provided to indicate content
that students with significant intellectual disability may access as they work towards the outcomes.
Teachers will use the access content points on their own, or in combination with the content for
each outcome.

Decisions regarding curriculum options for students with disability should be made in the context of
collaborative curriculum planning.

Life Skills outcomes and content

Students with disability can access the syllabus outcomes and content in a range of ways.
Decisions regarding curriculum options should be made in the context of collaborative curriculum
planning.

Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content
the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a
student is eligible to undertake a course based on Life Skills outcomes and content, consideration
should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5
outcomes, or prior stage outcomes if appropriate. This assistance may include a range of
adjustments to teaching, learning and assessment activities.

Life Skills outcomes cannot be taught in combination with other outcomes from the same subject.
Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals,
interests and prior learning of each student. Students are required to demonstrate achievement of
one or more Life Skills outcomes.

Balance of content
The amount of content associated with a given outcome is not necessarily indicative of the amount
of time spent engaging with the respective outcome. Teachers use formative and summative
assessment to determine instructional priorities and the time needed for students to demonstrate
expected outcomes.

The content groups are not intended to be hierarchical. They describe in more detail how the
outcomes are to be interpreted and demonstrated, and the intended learning appropriate for the
stage. In considering the intended learning, teachers make decisions about the sequence and
emphasis to be given to particular groups of content based on the needs and abilities of their
students.

Syllabus framework
The Modern Languages K–10 Syllabus is organised as a framework that can be used to teach any
modern language in New South Wales. A modern language refers to any language that is currently
in use. There are separate syllabuses for Aboriginal Languages, Auslan and Classical Languages.

Multiple Syllabuses Page 193 of 246

Macro skills
There are 4 macro skills, also known as language modes: listening, speaking, reading and writing.
They are related to focus areas as shown in the table below.

Focus Area Macro skills

Listening Speaking Reading Writing

Interacting § §

Understanding § § § §
texts*

Creating texts § §

* The response to texts can be in the target language or English.

For some students with disability, teachers will need to consider appropriate adjustments to
speaking, listening, reading, writing and communication experiences in the context of the Modern
Languages K–10 Syllabus.

Representation of language systems and culture

The syllabus content is organised to show that knowledge of language systems and culture is
required to communicate across all 3 focus areas as shown in the table below.

Language
Focus Area Culture
systems

Sound Grammatical Writing

Vocabulary
system system system*

Interacting § § § §

Understanding § § § § §
texts

Creating texts § § § § §

* It is the intention of the syllabus that spoken interactions are prioritised; however, written
interactions can occur where appropriate.

Learner proficiency
Students come to the learning of languages with diverse linguistic and cultural profiles. This may
include a heritage in a particular language and/or a range of prior language experiences, either in
the target language or another language.

Multiple Syllabuses Page 194 of 246

Proficiency levels recognise what the student can do in the target language. Examples have been
provided for each stage to support students learning the language at Beginner, Intermediate and
Advanced levels, where relevant.

Multiple Syllabuses Page 195 of 246

Table of outcomes
Primary (K–6)
Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

Interacting MLE-INT-01 ML1-INT-01 ML2-INT-01 ML3-INT-01

exchanges meaning through exchanges meaning by exchanges information in exchanges information and
play and actions by selecting culturally familiar contexts by selecting opinions in familiar contexts by
reproducing culturally appropriate modelled culturally appropriate modelled using culturally appropriate
appropriate modelled language language rehearsed language
language

Understanding MLE-UND-01 ML1-UND-01 ML2-UND-01 ML3-UND-01

texts responds to information in recognises and responds identifies and responds to identifies and responds to
simple texts in a variety of to information in simple information in texts to information and opinions in texts
ways to demonstrate texts to demonstrate demonstrate understanding to demonstrate understanding
understanding understanding

Creating texts MLE-CRT-01 ML1-CRT-01 ML2-CRT-01 ML3-CRT-01

creates simple texts by creates simple texts by creates texts for familiar creates a range of texts for
reproducing culturally selecting culturally communicative purposes by familiar communicative purposes
appropriate modelled appropriate modelled selecting culturally appropriate by using culturally appropriate
vocabulary language modelled language rehearsed language

Multiple Syllabuses Page 196 of 246

Outcomes and content for Early Stage 1
Interacting
Outcomes
A student:

§ exchanges meaning through play and actions by reproducing culturally appropriate modelled
language MLE-INT-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Exchanging meaning in oral interactions in the target language

§ Gain attention of communication partner

Example(s):

Vocalise or gesture towards a communication partner.

Use language to gain attention of a communication partner.

§ Acknowledge a communication partner

Example(s):

Turn towards or look at a communication partner during an interaction.

Turn towards a communication partner and vocalise or use gesture.

§ Acknowledge a person with intent to communicate

§ Respond to familiar exchanges using facial expressions, gestures, actions, visuals, symbols,
signing or words

Example(s):

Look at a communication partner and imitate a facial expression or gesture.

Respond when greeted.

Point to, sign or say their name when asked.

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Reproducing oral language to interact in the target language
§ Use modelled vocabulary to interact

Example(s):

Select, sign, say or write a familiar phrase, such as ‘How are you?’.

§ Recognise modelled sounds of the target language

Example(s):

Turn towards communication partner, change facial expression, gesture or vocalise in

response to modelled sounds of the target language.

§ Imitate some sounds of the target language

Example(s):

Vocalise in response to sounds of the target language.

Repeat sounds of the target language.

Reproducing how target language speakers communicate in interactions

§ Use facial expressions or gestures during interactions

Example(s):

Smile when greeted.

Use gestures to indicate agreement or disagreement.

§ Recognise the meaning of facial expressions or gestures in the target language

Example(s):

Acknowledge facial expressions or gestures of the target language.

Respond appropriately to facial expressions or gestures of the target language.

Content
Interacting in a language is primarily done through oral language. Where students use other forms
of communication to supplement or replace speech, the content should be taught using the
student’s preferred communication form(s).

Exchanging meaning in oral interactions in the target language

§ Greet and farewell others
§ Introduce themselves

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§ Answer common questions about themselves in simple conversations

Example(s):

Beginner: answer 'What's your name?' with 'My name is …'.

Intermediate: answer 'How are you?' by expressing a feeling or 'How old are you?' with
their age using formulaic expressions and actions.
Advanced: answer questions with simple information about themselves, familiar people,
objects or preferences.

§ Interact in classroom routines reproducing modelled language with actions and gestures

Example(s):

Beginner: sing the same song together involving call and response at the beginning of
each class.
Intermediate: open and close lessons with familiar language, listening attentively and
taking turns.
Advanced: provide simple information in classroom routines.

§ Interact in games and imaginative play

Example(s):

Beginner: reproduce language in a game that involves taking turns.

Intermediate: reproduce language in a role-play of a familiar scenario, acting out the
scene.
Advanced: use puppets or props as characters to reproduce interactions in the target
language.

Reproducing oral language to interact in the target language

§ Reproduce modelled vocabulary and formulaic phrases on familiar themes to interact

Example(s):

Beginner: themes such as all about me, my family and pets.

Intermediate: themes such as stories and rhymes, my school or celebrations.
Advanced: themes such as transport, seasons or holidays.

§ Recognise and reproduce modelled sounds to interact

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Reproducing how target language speakers communicate in interactions
§ Reproduce verbal and nonverbal communication that is appropriate to cultural practices

Example(s):

Beginner: use appropriate greetings, gestures and facial expressions with familiar people
relevant to cultural practices.
Intermediate: greet others at different times of the day and use vocabulary and formulaic
phrases relevant to cultural practices.
Advanced: greet others in different contexts and describe aspects of themselves, familiar
people or their family background.

Multiple Syllabuses Page 200 of 246

Understanding texts
Outcomes
A student:

§ responds to information in simple texts in a variety of ways to demonstrate understanding

MLE-UND-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Understanding and responding to target language texts

§ Recognise gestures or vocabulary in the target language

Example(s):

Choose a common gesture in the target language from a series of photographs or visuals.

Match a commonly-used word in the target language to a photograph, visual, symbol or

the corresponding word in English.

§ Respond to gestures, visuals or vocabulary in the target language or in English

Example(s):

Respond to gestures of the target language.

Show recognition of a familiar image or word in the target language.

Developing knowledge of language systems to understand and respond to target language

texts
§ Engage with vocabulary in the target language using visual cues

Example(s):

Respond to a communication board that uses visuals accompanied by vocabulary in the

target language.

§ Respond to sounds of the target language

Example(s):

Turn towards or vocalise in response to familiar vocabulary in the target language when
listening to a text being read.

Multiple Syllabuses Page 201 of 246

§ Recognise letters of the English alphabet

Example(s):

Select the correct letter when the letter is named.

§ Recognise symbols and/or vocabulary that are not in English

Developing intercultural understanding through target language texts

§ Respond to cultural practices in texts

Example(s):

Use facial expressions, vocalise, gesture, sign or comment in response to a cultural event
in a rhyme, song or story.

§ Recognise cultural practices similar or different from their own

Example(s):

Use home language or Aboriginal hand talk/hand signs or gestures in response to cultural
rhyme, song or story.

Look at, point to or select a photograph or image of an everyday cultural practice that is
similar to their own cultural practices.

Respond to familiar cultural practices in Aboriginal and/or Torres Strait Islander stories,
such as family, food and activities.

Content

Understanding and responding to target language texts

§ Follow simple instructions

Example(s):

Beginner: follow a simple instruction with cues, visuals and gestures.

Intermediate: follow simple instructions in classroom routines.
Advanced: follow multi-step classroom instructions.

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§ Listen to, read and/or view simple texts such as stories or songs by participating in shared
activities

Example(s):

Beginner: listen to a song following cues or visual images and repeat vocabulary in the
song.
Intermediate: listen to or view a target language version of a familiar story and connect
aspects of the story to their own lives.
Advanced: read or follow a picture book or multimodal text then make connections to
themselves and share information.

§ Use auditory cues, gestures, visuals and other forms of nonverbal communication to
understand texts

Example(s):

Beginner: use actions, mime, visuals or gestures to represent new vocabulary and
understand a story.
Intermediate: point to, click, trace or label visuals, vocabulary and/or phrases.
Advanced: make connections with vocabulary and phrases from classroom routines,
word walls, images and labels, calendars and the classroom environment to understand a
text.

§ Associate vocabulary on familiar themes with known actions, people, places and objects
§ Respond to simple texts using actions, drawing and singing in the target language and/or
English

Example(s):

Beginner: sing and respond to familiar songs or chants with miming and gestures.
Intermediate: re-enact a target language story with puppets, props and actions
reproducing vocabulary to emphasise key points.
Advanced: sequence pictures to describe the order of events of a familiar story and
provide an oral description.

§ Reproduce vocabulary seen or heard in texts to demonstrate understanding

Example(s):

Beginner: reproduce numbers to at least 10 in the target language from a text and play a
card matching game.
Intermediate: draw and label a picture with vocabulary in response to a text.
Advanced: answer questions using key vocabulary and formulaic expressions from a text
to share information about themselves.

Developing knowledge of language systems to understand and respond to target language

texts
§ Recognise the meaning of modelled vocabulary on familiar themes to understand and respond
to texts
§ Recognise and reproduce sounds to understand and respond to texts
Multiple Syllabuses Page 203 of 246
§ Connect symbols in the target language with familiar sounds to understand and respond to
texts
§ Notice and reproduce symbols of the writing system to understand and respond to texts

Developing intercultural understanding through target language texts

§ Understand that there are many languages and cultural practices that are used by peers,
family and community

Example(s):

Beginner: explore the different languages spoken by class members and recognise the
different sounds and ways of saying greetings compared to the target language, the local
Aboriginal Language and/or English.
Intermediate: observe similarities and differences of daily routine activities from various
cultures, including target language culture(s) and local Aboriginal Cultures, shown in
multimodal texts and draw a picture of their own experiences.
Advanced: recognise countries are represented on maps, noticing where the target
language is the national language and understanding language may be spoken in
additional countries, including Aboriginal and/or Torres Strait Islander Communities.

Multiple Syllabuses Page 204 of 246

Creating texts
Outcomes
A student:

§ creates simple texts by reproducing culturally appropriate modelled vocabulary MLE-CRT-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Creating written and multimodal texts in the target language

§ Use gestures, symbols, signs and/or vocabulary to convey meaning

Example(s):

Select a symbol or word, using gesture or signing to accept, reject or request.

§ Use visuals to communicate a message

Example(s):

Select a photograph to accept, reject or request.

Communicate a preference using a photograph or symbol.

Select a photograph or visual to communicate about a familiar rhyme, song or story.

Reproducing vocabulary to create texts

§ Create texts using symbols, visuals, signs or modelled vocabulary

Example(s):

Order words to form a short, familiar phrase.

Reproducing how target language speakers communicate to create texts

§ Create texts about familiar cultural practices

Example(s):

Recount a cultural event they participated in.

Multiple Syllabuses Page 205 of 246

Content

Creating multimodal texts in the target language

§ Create texts reproducing modelled vocabulary with visuals and other forms of nonverbal
communication to express meaning

Example(s):

Beginner: contribute to group stories and performances using drama or actions.

Intermediate: describe orally what they see or hear using simple vocabulary, gestures or
mime.
Advanced: create a simple card using a model.

§ Represent an idea or information about themselves using modelled vocabulary, formulaic

phrases and visuals

Example(s):

Beginner: draw a visual of themselves and trace, copy or reproduce an accompanying

target language greeting.
Intermediate: match vocabulary for introducing themselves to a visual.
Advanced: create a sentence about themselves using sentence starters, vocabulary
walls, picture glossaries and/or alphabet or sound charts.

§ Label objects and caption images

Example(s):

Beginner: role-play vocabulary or create or select images to represent the target

language vocabulary.
Intermediate: use modelled vocabulary to describe objects or visuals, such as name,
size, colour.
Advanced: draw a picture and/or construct a sentence in the target language, using
modelled vocabulary, by ordering, matching, selecting, clicking and dragging, repeating,
tracing or copying.

Reproducing vocabulary to create texts

§ Reproduce modelled vocabulary and formulaic phrases on familiar themes to create texts
§ Use modelled sound–symbol correspondences to create written texts
§ Reproduce modelled features of the target language writing system to create simple written
texts

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Reproducing how target language speakers communicate to create texts
§ Reproduce language appropriate to cultural practices to create texts

Example(s):

Beginner: reproduce culturally appropriate terminology to create a text.

Intermediate: reproduce language to share cultural information about themselves
including cultural heritage and/or national affiliations.
Advanced: share cultural information about themselves including language, family or
food.

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Assessment
The primary role of assessment is to establish where students are in their learning so that teaching
can be differentiated and further learning progress can be monitored over time. It provides
information that assists teachers to target their teaching at the point of student need. Assessment
is most effective when it is an integral part of teaching and learning programs.

Assessment involves:

§ establishing where students are in their learning

§ ongoing monitoring
§ formative and summative tasks
§ providing feedback about student progress.

Common Grade Scale

Stage 1, Stage 2, Stage 3, Stage 4, Stage 5

The common grade scale can be used to report student achievement in both primary and junior
secondary years in all NSW schools.

Course performance descriptors

Stage 5 – Year 10

Course performance descriptors provide holistic descriptions of typical achievement at different

grade levels in a specific course. They are used to identify and report a student’s level of
achievement in a Board Developed Course at the end of Stage 5.

Grade A
A student performing at this grade typically:

§ exchanges information, ideas and perspectives in the target language consistently and
effectively in a range of contexts
§ demonstrates extensive understanding of a range of texts by responding effectively in a variety
of ways
§ analyses meaning consistently and effectively in moderately complex texts on diverse themes
§ creates consistently clear, coherent and well-structured texts in the target language
appropriate to context, purpose and audience
§ applies extensive knowledge of language systems to interact, understand texts and create
texts
§ analyses the relationship between language, culture and identity in communication

Grade B
A student performing at this grade typically:

§ exchanges information, ideas and perspectives in the target language consistently in a range
of contexts
§ demonstrates thorough understanding of a range of texts by responding appropriately in a
variety of ways
§ analyses meaning effectively in moderately complex texts on diverse themes
§ creates clear and coherent texts in the target language appropriate to context, purpose and
audience
§ applies thorough knowledge of language systems to interact, understand texts and create texts
Multiple Syllabuses Page 208 of 246
§ analyses the relationship between language, culture and identity in communication

Grade C
A student performing at this grade typically:

§ exchanges information, ideas and perspectives in the target language in familiar contexts
§ demonstrates sound understanding of texts by responding in a variety of ways
§ analyses meaning in texts on familiar themes
§ creates comprehensible texts in the target language appropriate to context, purpose and
audience
§ applies sound knowledge of language systems to interact, understand texts and create texts
§ describes the relationship between language, culture and identity in communication

Grade D
A student performing at this grade typically:

§ exchanges basic information and ideas in the target language

§ demonstrates basic understanding of texts by responding in limited ways
§ identifies and explains information in texts on familiar themes
§ creates mostly comprehensible texts in the target language
§ applies basic knowledge of language systems to interact, understand texts and create texts
§ identifies the relationship between language, culture and identity in communication

Grade E
A student performing at this grade typically:

§ exchanges very limited information in the target language

§ demonstrates elementary understanding of texts by responding in very limited ways
§ identifies vocabulary and phrases in simple texts on familiar themes
§ creates simple texts in the target language using vocabulary and formulaic phrases
§ applies elementary knowledge of language systems to interact, understand texts and create
texts
§ identifies aspects of the relationship between language, culture and identity in communication

Assessment of Life Skills outcomes

Stage 4, Stage 5

The syllabus outcomes and content form the basis of learning opportunities for students. Through
the collaborative curriculum planning process, teachers select specific Life Skills outcomes which
are based on the needs, strengths, goals, interests and prior learning of each student. Students
are required to demonstrate achievement of one or more Life Skills outcomes.

Assessment should provide opportunities for students to demonstrate achievement in relation to

the selected outcomes. Assessment can occur in a range of situations or environments such as the
school and wider community. Evidence of achievement can be based on:

§ formative assessment opportunities

§ summative assessment opportunities.
There is no requirement for formal assessment of Life Skills outcomes. Stage 6 Life Skills courses
do not have external examinations or mandatory projects.

Multiple Syllabuses Page 209 of 246

Personal Development, Health and Physical
Education K–6
Implementation from 2027
The new Personal Development, Health and Physical Education K−6 Syllabus (2024) is to be
implemented from 2027.

2025 and 2026 – Plan and prepare to teach the new syllabus

2027 – Start teaching the new syllabus

School sectors are responsible for implementing syllabuses and are best placed to provide schools
with specific guidance and information on implementation given their understanding of their
individual contexts.

Overview
Syllabus overview
Organisation of PDHPE K–6
Figure 1 shows the organisation of PDHPE K–6 under 4 focus areas:

§ Movement skill and physical activity

§ Respectful relationships and safety
§ Identity, health and wellbeing
§ Self-management and interpersonal skills
Schools can deliver the essential content in a manner reflective of their school contexts and ethos,
for the needs of their students and within their own policy requirements.

Figure 1: The organisation of PDHPE K–6

Multiple Syllabuses Page 210 of 246

Image long description: A vertical list of boxes shows the 4 focus areas of Movement skill and
physical activity; Respectful relationships and safety; Identity, health and wellbeing; and Self-
management and interpersonal skills. Two boxes above the focus areas show the elements
Personal Development, Health, and Physical Education which connect all 4 focus areas.
Surrounding the focus areas is a line labelled ‘Applying knowledge, understanding and skills
through interrelated practices’.

Protocols for collaborating with Aboriginal and Torres Strait Islander Communities
and engaging with Cultural and heritage works
NESA is committed to working in partnership with Aboriginal Communities and supporting
teachers, schools and schooling sectors to improve educational outcomes for young people.

It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural
material when teachers plan, program and implement PDHPE learning experiences that focus on
Aboriginal and Torres Strait Islander Priorities.

Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and
Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression
and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’
Identities and lived experiences. It is important to recognise the diversity and complexity of different
Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.

Where possible, teachers should work in partnership with Elders, parents, Community members,
Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group.
It is important that respect for Elders and the roles of men and women is shown. Local Aboriginal
Peoples should be invited to share their Cultural Knowledges with students and staff when
engaging with Aboriginal Histories and Cultural Practices.

Access content points

Access content points have been developed to support students with significant intellectual
disability who are working towards Early Stage 1 outcomes. These students may communicate
using verbal and/or nonverbal forms.

For each of the Early Stage 1 outcomes, access content points are provided to indicate content
that students with significant intellectual disability may access as they work towards the outcomes.
Teachers will use the access content points on their own, or in combination with the content for
each outcome.

Decisions regarding curriculum options for students with disability should be made in the context of
collaborative curriculum planning.

Complementary content
Complementary content has been provided to enable some students with physical disability to
develop movement skills, focusing on ability. Teachers use the complementary content in
combination with the content for fundamental movement skills to meet the needs of individual
students.

Balance of content
The expectation is that the total time allocated to PDHPE is evenly distributed between Personal
Development and Health (PDH) and Physical Education (PE).

Multiple Syllabuses Page 211 of 246

The importance of knowledge and vocabulary in the primary curriculum
The attainment of knowledge is a key goal of education. There is accumulated knowledge and
wisdom of our world that all students have a right to learn. The curriculum plays a key role in
identifying shared knowledge that provides opportunities to foster belonging and cross-cultural
understanding in our society.

Knowledge underpins our ability to think and do. Students learn new ideas with reference to their
existing knowledge. In each learning area, background knowledge committed to long-term memory
is vital to literacy development and underpins the ability to think critically and creatively.

When learning to read, it is the development of broad knowledge, alongside vocabulary, which
supports students to build mental models from the texts they engage with, secure schemas of
increasing depth and complexity, and make connections with their world. Learning opportunities
within the primary curriculum are coherent, intentional and designed to build knowledge and
vocabulary of the learning area and support literacy development.

Creating written texts supports learning

The PDHPE K–6 Syllabus follows Recommendation 2: ‘Clarify and strengthen writing content in
syllabus documents’ from Teaching Writing: Report of the Thematic Review of Writing (NESA
2018).

Creating written texts is a way of organising thoughts, explaining thinking, and making connections
within and across learning areas. The learning areas provide meaningful content for writing beyond
the subject of English. ‘When writing instruction prompts students to think deeply and/or make
decisions about content, learning is improved’ (AERO 2022). Creating written texts in learning
areas develops students’ critical understandings and voice.

Creating written texts content in the primary curriculum includes:

§ systematic development of expectations for creating written texts, which aligns with the English
K–10 Syllabus (2022)
§ explicit writing content to support students to become fluent creators of texts, to deepen their
understanding of the learning areas and focus on vocabulary and sentence construction
§ opportunities to practise the process of creating written texts to develop and communicate
knowledge, understanding and ideas
§ a focus on vocabulary and sentence construction.
Creating written texts refers to the act of composing and constructing a text for a particular
purpose, audience and context.

Various methods of transcription may be employed, and a student’s preferred communication

form(s) should be considered when teaching writing.

Multiple Syllabuses Page 212 of 246

 Figure 2: Creating written texts supports learning

Image long description: Four horizontal rows show Creative Arts, PDHPE, HSIE and Science and
Technology. Above these rows are 4 headings: Early Stage 1, Stage 1, Stage 2 and Stage 3. In
the row labelled Creative Arts, a box with a dotted outline spans Early Stage 1 to Stage 1. This box
contains the text ‘Using vocabulary and language to communicate in Creative Arts’. Under Stage 2
there is a box containing the text ‘Embedded within content’. Under Stage 3 there is a box
containing the text ‘Outcome’. In the row labelled PDHPE, a box with a dotted outline spans Early
Stage 1 to Stage 1. This box contains the text ‘Using vocabulary and language to communicate in
PDHPE’. Under Stage 2 there is a box containing the text ‘Embedded within content’. Under Stage
3 there is a box containing the text ‘Outcome’. In the row labelled HSIE, a box containing the text
‘Content group’ is listed for each of Early Stage 1, Stage 1 and Stage 2. Under Stage 3 there is a
box containing the text ‘Outcome’. In the row labelled Science and Technology, a box containing
the text ‘Content group’ is listed for each of Early Stage 1, Stage 1 and Stage 2. Under Stage 3
there is a box containing the text ‘Outcome’. In all 4 rows the text boxes are linked by arrows
showing the progression from Early Stage 1 to Stage 3. Surrounding the whole diagram is a line
labelled ‘“Creating written texts” content in the syllabuses aligns with the corresponding stage
expectations of the English K–10 Syllabus (2022)’.

Multiple Syllabuses Page 213 of 246

Table of outcomes
Primary (K–6)
Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

Movement skill PHE-MSP-01 PH1-MSP-01 PH2-MSP-01 PH3-MSP-01

and physical demonstrates fundamental demonstrates fundamental applies movement skills, refines and applies movement
activity movement skills and movement skills and fair play strategies and teamwork in skills, strategies and
participates with others in in physical activities physical activities collaboration in physical
physical activities activities

Respectful PHE-RRS-01 PH1-RRS-01 PH2-RRS-01 PH3-RRS-01

relationships and identifies how respectful describes and demonstrates describes and applies skills explains and applies skills and
safety relationships and safety actions that support respectful and strategies to strategies to manage
contribute to wellbeing relationships and safety offline strengthen respectful respectful relationships
and online relationships
PH3-RRS-02
PH2-RRS-02 explains and applies skills and
describes and applies skills strategies to interact safely in
and strategies to interact offline and online contexts
safely in offline and online
contexts

Identity, health PHE-IHW-01 PH1-IHW-01 PH2-IHW-01 PH3-IHW-01

and wellbeing identifies factors that describes factors that explains how related examines and explains factors
contribute to identity, health contribute to identity, health factors influence identity, that influence identity, health
and wellbeing and wellbeing health and wellbeing and wellbeing of individuals
and groups

Self-management PHE-SMI-01 PH1-SMI-01 PH2-SMI-01 PH3-SMI-01

and interpersonal identifies and demonstrates describes and demonstrates explains and applies self- evaluates and applies self-
skills self-management and self-management and management and management and

Multiple Syllabuses Page 214 of 246

 Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

interpersonal skills interpersonal skills in a range interpersonal skills in a interpersonal skills in a range
of contexts range of contexts of contexts

Creating written No Early Stage 1 outcomes No Stage 1 outcomes No Stage 2 outcomes PH3-CWT-01
texts in PDHPE creates written texts to
communicate understanding of
health, safety and wellbeing

Multiple Syllabuses Page 215 of 246

Outcomes and content for Early Stage 1
Movement skill and physical activity
Outcomes
A student:

§ demonstrates fundamental movement skills and participates with others in physical activities
PHE-MSP-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Participate with others during physical activities

§ Participate in movement safely with awareness of people, space and objects
§ Participate in a range of movement activities for enjoyment
§ Respond to one-step or 2-step instructions to participate in a physical activity
§ Participate cooperatively in a physical activity

Fundamental movement skills are important for health and wellbeing

§ Move the body for a specific purpose
§ Develop fundamental movement skills

Example(s):

Roll, walk, slide, jog, run, leap, jump, hop, dodge, gallop, skip, catch, kick, throw, balance.

§ Develop skills in movement coordination

Example(s):

Move arms in the opposite direction to legs while sitting, lying or standing; walk in a
straight line.

§ Develop timing skills in movement contexts

Example(s):

Use a switch to respond to a movement.

Content
All bodies are diverse and move in different ways. Some students with physical disability may do
this through adjustments, including assistive devices.

Complementary content for fundamental movement skills has been provided to enable some
students with physical disability to develop movement skills focusing on ability. Teachers use the
Multiple Syllabuses Page 216 of 246
fundamental movement skills content in combination with complementary content to meet the
needs of individual students.

Participate with others during physical activities

§ Demonstrate spatial awareness during physical activities
§ Participate in and identify the fundamental movement skills in Aboriginal and/or Torres Strait
games and activities

Example(s):

Follow the leader; animal movements; hop, skip and jump.

§ Participate in games with peers that incorporate fundamental movement skills

Example(s):

Obstacle courses, tag games.

§ Demonstrate fair play, safe use of equipment and rule following

Example(s):

Turn-taking, sharing, listening.

§ Participate in physical activities which provide enjoyment and motivation to be physically active

Example(s):

Athletics, swimming, nature-based, rhythmic and expressive, recreational and individual

activities.

§ Identify the diverse ways in which people participate in physical activities

Example(s):

Walk, wheelchair, walker, support person.

Fundamental movement skills are important for health and wellbeing

§ Maintain stability during a static balance

Example(s):

Stand on one foot, sit with head and torso upright and arms out.

§ Run and sprint over short distances

§ Jump vertically and horizontally with a soft landing from a stationary position
§ Hop, maintaining balance
§ Side gallop with rhythm

Multiple Syllabuses Page 217 of 246

§ Skip with a rhythmical pattern
§ Catch objects thrown from a short distance

Example(s):

Bean bag, scarf, stuffed toy; receive a bounce pass.

§ Throw underarm and overarm towards a target from a stationary position

§ Kick a stationary ball
§ Strike large and light weight objects

Example(s):

Balloon, beach or balls of various sizes. Short handled implement.

Complementary content for Fundamental movement skills are important for health and
wellbeing
§ Demonstrate a personal posture

Example(s):

Standing, sitting or lying down.

§ Vary pace when moving over a short distance

Example(s):

Walk, move in a wheelchair with or without support.

§ Bounce or push the body upwards, maintaining stability

Example(s):

Push the body with arms when seated, bounce on a ball.

§ Maintain balance when moving or transferring from one position to another

§ Move the lower body for mobility, posture and stability
§ Track an object to bring it to a halt

Example(s):

Track objects using sound, colour or size. Block or hold the object using body or
equipment.

§ Move the upper body to reach, push and pull

Multiple Syllabuses Page 218 of 246

§ Send an object from a stationary position

Example(s):

Use a ramp to roll a ball, throw a beanbag, hit a balloon.

Multiple Syllabuses Page 219 of 246

Respectful relationships and safety
Outcomes
A student:

§ identifies how respectful relationships and safety contribute to wellbeing PHE-RRS-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Respectful relationships support health and wellbeing

§ Recognise familiar people

Example(s):

Point to family members or classmates in photographs.

§ Demonstrate respect when developing relationships

Example(s):

Gain attention in a respectful way, demonstrate active listening skills, take turns
interacting, share items, cooperative play.

Respectful relationships contribute to personal safety

§ Identify trusted adults
§ Communicate to give or deny consent

Example(s):

Give or deny consent by communicating yes or no, gesturing, moving away or using facial
expressions.

§ Recognise the term ‘private’ and that private body parts are not for everyone to see

Example(s):

Use correct terminology for anatomy.

§ Recognise types of touch and communication that make people feel safe

Example(s):

Asking before touching, giving personal space.

§ Communicate to a trusted adult if feeling unsafe in a range of situations

Multiple Syllabuses Page 220 of 246
Personal actions support safety
§ Participate in safe play
§ Follow instructions to stay safe in the environment
§ Identify safe and unsafe behaviours in a range of environments

Example(s):

Asking an adult before using an online device, using an item for its intended purpose,
moving slowly when there's a slippery surface, holding onto a handrail, washing hands
before eating.

§ Demonstrate strategies to ask for help

§ Demonstrate awareness of road safety behaviours

Example(s):

Pedestrian: hold an adult’s hand when on the footpath, in a car park or crossing the road
in a safe place, ‘stop, look, listen and think’ every time you cross the road.

Passenger: ‘click, clack, front and back’, always wear a seatbelt, enter and exit on the
footpath side, wait until the bus leaves before crossing the road in a safe place.

Wheels: always wear a helmet when you ride or skate, ride away from the road.

§ Demonstrate awareness of fire safety behaviours

Example(s):

Follow adult or emergency services instructions, ‘get down low and go, go, go’, ‘stop,
drop, cover, roll’.

§ Demonstrate awareness of sun safety behaviours

Example(s):

Wear a hat, appropriate clothing and sunscreen to protect skin, stay hydrated.

§ Demonstrate awareness of safety behaviours in water and local environments

Example(s):

Swim in sight of an adult, safe water entry and exit, wear a life jacket when on watercraft.

Stay in sight of an adult at the playground or park.

§ Follow instructions to use technology for its intended purpose

Multiple Syllabuses Page 221 of 246

Content

Respectful relationships support health and wellbeing

§ Identify familiar or personal relationships and connections to family, people and groups

Example(s):

Relationships: family, extended family, friendships.

Groups: Community, cultural, religions, sporting.

§ Identify how personal strengths and characteristics contribute to respectful relationships

§ Identify the ways Aboriginal and/or Torres Strait Islander Peoples’ Cultural connections to
others enhance wellbeing

Example(s):

Yarning circle, Storytelling.

Roles within the family and Communities, siblings caring for each other, Knowledge
Holders, Elders, Aunty or Uncle.

Respectful relationships contribute to personal safety

§ Identify people who can be trusted for safety and support
§ Demonstrate how to assertively ask for help in a range of situations
§ Describe the meaning of the word ‘private’ and identify private body parts

Example(s):

Use correct terminology for anatomy.

§ Recognise emotional and physical signs that can indicate safe and unsafe situations

Example(s):

Feeling of enjoyment when playing with friends at school, butterflies in stomach, racing
heart.

§ Identify appropriate and inappropriate touch, contact or interactions and demonstrate ways to
respond offline and online
§ Demonstrate protective strategies including ‘No-Go-Tell’
§ Demonstrate how to assertively gain, give or deny consent and respect responses

Example(s):

Before joining a game or sharing a toy.

Multiple Syllabuses Page 222 of 246

Personal actions support safety
§ Identify situations as being safe or unsafe and demonstrate how to seek help

Example(s):

Call 000 in an emergency and provide name, address or location; name trusted adults.

§ Identify symbols in the home and messages in the school and community that support safety

Example(s):

Safety symbols on cleaning products, medicines and poisons; evacuation procedures at

school.

§ Identify messages in stories shared within Aboriginal and/or Torres Strait Islander families or
Elders that teach children how to stay safe on Country and/or Place

Example(s):

Respect for the land, living in harmony with nature, animal behaviours.

§ Identify people who can help maintain health and safety in various contexts

Example(s):

Parent, carer, teacher, school crossing supervisor, coach, lifeguard, doctor, emergency
services.

§ Identify and demonstrate road safety behaviours and describe why they are important

Example(s):

Pedestrian: hold an adult’s hand when crossing the road in a safe place, on the footpath,
or in a car park.

Passenger: ‘click, clack, front and back’, always wear a seatbelt, enter and exit a vehicle
on the footpath side, wait until the bus leaves before crossing the road in a safe place.

Wheels: always wear a helmet when you ride or skate, ride away from the road.

§ Demonstrate fire safety behaviours and describe why they are important

Example(s):

Follow adult or emergency services instructions, ‘get down low and go, go, go’, ‘stop,
drop, cover, roll’.

Multiple Syllabuses Page 223 of 246

§ Demonstrate sun safe behaviours and describe why they are important to protect the eyes and
skin

Example(s):

Wear a hat, appropriate clothing and sunscreen to protect the skin, stay hydrated.

§ Demonstrate water and local environmental safety behaviours and describe why they are
important at home and in the community

Example(s):

Swim in sight of an adult, practise safe entry and exit in water environments, wear a life
jacket when on watercraft.

Stay in sight of an adult at the playground or park.

§ Recognise that all data, including personal information and images, can be accessed by others
when shared online

Example(s):

Name, address, videos.

§ Identify ways to contribute to personal safety online and seek help from trusted adults when
feeling unsafe

Example(s):

Avoid sharing passwords and personal information with others.

Multiple Syllabuses Page 224 of 246

Identity, health and wellbeing
Outcomes
A student:

§ identifies factors that contribute to identity, health and wellbeing PHE-IHW-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Personal strengths and qualities shape identity

§ Demonstrate strengths and qualities when participating in an activity

Example(s):

Honesty, sharing, taking turns, compromise, paying attention.

§ Recognise connection to people

Example(s):

Family members or friends, teachers, school support staff.

§ Recognise Cultural connections between Aboriginal and Torres Strait Islander people

Example(s):

Elders, Aunties, Uncles.

Caring for the body improves health and wellbeing

§ Recognise body parts
§ Recognise that people grow and change

Example(s):

Physical and social growth and change.

§ Recognise ways healthy eating, sleep and movement are good for health and wellbeing

Example(s):

Limit time on technology, spend time in the environment/outdoors, healthy eating and
drinking.

Multiple Syllabuses Page 225 of 246

§ Participate in personal hygiene practices

Example(s):

Wash hands, clean teeth, brush hair.

§ Identify food from a range of food groups

§ Participate in activities for enjoyment
§ Communicate ways of being physically active

Content

Personal strengths and qualities shape identity

§ Identify and describe personal strengths and characteristics that shape identity and contribute
to wellbeing, using Tier 2 vocabulary
§ Identify how connections to family, culture and place can shape identity
§ Identify how connections to Country/Place may shape Aboriginal and/or Torres Strait Islander
Peoples’ identities

Example(s):

Sense of belonging, language, Storytelling.

Caring for the body improves health and wellbeing

§ Recognise that the brain, heart and lungs are vital organs of the body

Example(s):

Brain is the control centre of the body, heart pumps blood, lungs provide oxygen to the
blood.

§ Understand that sleep, exposure to daylight, time outdoors, healthy eating, movement and
connection to others contributes to health and wellbeing
§ Recognise that following trusted adult directions for the healthy use of digital devices at school
and home supports health and wellbeing
§ Identify and demonstrate hygiene strategies that promote health and wellbeing

Example(s):

Hand washing, dental care, coughing and sneezing etiquette, safe waste disposal.

§ Identify foods and drinks, including bush food, that contribute to healthy eating habits and
wellbeing

Example(s):

Australian Government Dietary Guidelines 5 food groups and water.

Multiple Syllabuses Page 226 of 246

Self-management and interpersonal skills
Outcomes
A student:

§ identifies and demonstrates self-management and interpersonal skills PHE-SMI-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Self-management skills support actions

§ Identify emotions in themselves and others

Example(s):

Through facial expressions, signs or words.

§ Communicate emotions in response to a variety of stimuli

Example(s):

Happy or sad in response to music, videos or activities, indicating pain if feeling unwell or
hurt.

§ Participate in activities that support regulation and emotional wellbeing

Example(s):

Deep breathing, taking a break, exercise/movement, accessing sensory equipment.

§ Request help to solve a problem

Example(s):

Request assistance for getting dressed, personal care or participating in an activity.

§ Develop skills to cope with change and overcome challenges

Example(s):

Follow changes in classroom rules or persist at a task or game when it is difficult.

Multiple Syllabuses Page 227 of 246

§ Follow steps required to complete a task or achieve a goal

Example(s):

Follow a sequence for eating or drinking.

Interpersonal skills support positive interactions

§ Communicate needs or wants

Example(s):

Request food, drinks or the toilet.

§ Communicate to express emotions

§ Communicate needs, wants and emotions appropriate to purpose or audience
§ Respond to communication from others
§ Participate cooperatively with others in activities
§ Follow instructions to contribute to a group activity

Content

Self-management skills support actions

§ Identify and describe various emotions
§ Identify ways to manage emotions

Example(s):

Breathing techniques, communication, calm spaces, relaxation.

§ Use help-seeking and decision-making actions to ask for assistance

§ Identify how connections to others, persistence, problem-solving and help-seeking builds
resilience
§ Co-create goals to assist learning

Example(s):

Teacher directed goal-setting.

§ Respond to feedback to improve skills and identify accomplishments

Example(s):

In response to movement skills, group tasks.

Multiple Syllabuses Page 228 of 246

Interpersonal skills support positive interactions
§ Identify how people respectfully communicate for a range of purposes

Example(s):

Asking for help, responding to results in a game or activity.

§ Recognise how personal strengths contribute to the success of group activities

Example(s):

Empathy and kindness, organisation, communication.

§ Use interpersonal skills to cooperate with others

Example(s):

Active listening, sharing, interacting, negotiating.

Multiple Syllabuses Page 229 of 246

Assessment
The primary role of assessment is to establish where students are in their learning so that teaching
can be differentiated and further learning progress can be monitored over time. It provides
information that assists teachers to target their teaching at the point of student need. Assessment
is most effective when it is an integral part of teaching and learning programs.

Assessment involves:

§ establishing where students are in their learning

§ ongoing monitoring
§ formative and summative tasks
§ providing feedback about student progress.

Common Grade Scale

Stage 1, Stage 2, Stage 3, Stage 4, Stage 5

The common grade scale can be used to report student achievement in both primary and junior
secondary years in all NSW schools.

Multiple Syllabuses Page 230 of 246

Science and Technology K–6
Implementation from 2027
The new Science and Technology K−6 Syllabus (2024) is to be implemented from 2027.

2025 and 2026 – Plan and prepare to teach the new syllabus

2027 – Start teaching the new syllabus

School sectors are responsible for implementing syllabuses and are best placed to provide schools
with specific guidance and information on implementation given their understanding of their
individual contexts.

Overview
Syllabus overview
Organisation of Science and Technology K–6
Figure 1 shows the organisation of Science and Technology K–6, highlighting the common
practices of science, design and digital technologies. The organisation of interrelated practices
across content reflects the role of these practices in developing scientific, design and technological
knowledge.

Figure 1: The organisation of Science and Technology K–6

Image long description: The diagram has 2 columns headed Science and Technologies. Listed
under the heading Science are the 4 focus areas: Observations and questions spark curiosity;
Investigations of changes provide knowledge and understanding; Physical and living systems
depend on energy; and Knowledge of our world and beyond inspires sustainable solutions. The 4
focus areas for Technologies are: Observations and questions initiate design and digital solutions;
Design and digital solutions are created through knowledge and understanding; Design processes
Multiple Syllabuses Page 231 of 246
and digital systems are used to create solutions; and Design and digital technologies engineer
sustainable solutions. Both subject areas are circled by a line labelled Applying knowledge,
understanding and skills through interrelated practices.

Protocols for collaborating with Aboriginal and Torres Strait Islander Communities
and engaging with Cultural and heritage works
NESA is committed to working in partnership with Aboriginal Communities and supporting
teachers, schools and schooling sectors to improve educational outcomes for young people.

It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural
material when teachers plan, program and implement Science and Technology learning
experiences that focus on Aboriginal and Torres Strait Islander Priorities.

Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and
Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression
and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’
Identities and lived experiences. It is important to recognise the diversity and complexity of different
Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.

Teachers should work in partnership with Elders, parents, Community members, Cultural
Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is
important that respect for Elders and for the roles of men and women is shown. Local Aboriginal
Peoples should be invited to share their Cultural Knowledges with students and staff when
engaging with Aboriginal Histories and Cultural Practices.

Access content points

Access content points have been developed to support students with significant intellectual
disability who are working towards Early Stage 1 outcomes. These students may communicate
using verbal and/or nonverbal forms.

For each of the Early Stage 1 outcomes, access content points are provided to indicate content
that students with significant intellectual disability may access as they work towards the outcomes.
Teachers will use the access content points on their own, or in combination with the content for
each outcome.

Decisions regarding curriculum options for students with disability should be made in the context of
collaborative curriculum planning.

The importance of knowledge and vocabulary in the primary curriculum

The attainment of knowledge is a key goal of education. There is accumulated knowledge and
wisdom of our world that all students have a right to learn. The curriculum plays a key role in
identifying shared knowledge that provides opportunities to foster belonging and cross-cultural
understanding in our society.

Knowledge underpins our ability to think and do. Students learn new ideas with reference to their
existing knowledge. In each learning area, background knowledge committed to long-term memory
is vital to literacy development and underpins the ability to think critically and creatively.

When learning to read, it is the development of broad knowledge, alongside vocabulary, which
supports students to build mental models from the texts they engage with, secure schemas of
increasing depth and complexity, and make connections with their world. Learning opportunities

Multiple Syllabuses Page 232 of 246

within the primary curriculum are coherent, intentional and designed to build knowledge and
vocabulary of the learning area and support literacy development.

Creating written texts supports learning

The Science and Technology K–6 Syllabus follows Recommendation 2: ‘Clarify and strengthen
writing content in syllabus documents’ from Teaching Writing: Report of the Thematic Review of
Writing (NESA 2018).

Creating written texts is a way of organising thoughts, explaining thinking, and making connections
within and across learning areas. The learning areas provide meaningful content for writing beyond
the subject of English. ‘When writing instruction prompts students to think deeply and/or make
decisions about content, learning is improved’ (AERO 2022). Creating written texts in learning
areas develops students’ critical understandings and voice.

Creating written texts content in the primary curriculum includes:

§ systematic development of expectations for creating written texts, which aligns with the English
K–10 Syllabus (2022)
§ explicit writing content to support students to become fluent creators of texts, to deepen their
understanding of the learning areas and to focus on vocabulary and sentence construction
§ opportunities to practise the process of creating written texts to develop and communicate
knowledge, understanding and ideas
§ a focus on vocabulary and sentence construction.
Creating written texts refers to the act of composing and constructing a text for a particular
purpose, audience and context.

Various methods of transcription may be employed, and a student’s preferred communication

form(s) should be considered when teaching writing.

Figure 2: Creating written texts supports learning

Image long description: Four horizontal rows labelled Creative Arts, PDHPE, HSIE and Science
and Technology. Above these rows are 4 headings: Early Stage 1, Stage 1, Stage 2 and Stage 3.

Multiple Syllabuses Page 233 of 246

In the rows labelled Creative Arts and PDHPE, a box with a dotted outline spans Early Stage 1 to
Stage 1. This box contains the text ‘Using vocabulary and language to communicate in Creative
Arts or PDHPE respectively’. Under Stage 2 for Creative Arts and PDHPE there is a box containing
the text ‘Embedded within content’. Under Stage 3 for Creative Arts and PDHPE there is a box
containing the text ‘Outcome’. In the rows labelled HSIE and Science and Technology, a box
containing the text ‘Content group’ is listed for each of Early Stage 1, Stage 1 and Stage 2. Under
Stage 3 there is a box containing the text ‘Outcome’. In all 4 rows the text boxes are linked by
arrows showing the progression from Early Stage 1 to Stage 3. Surrounding the whole diagram is a
line labelled ‘“Creating written texts” content in the syllabuses aligns with the corresponding stage
expectations of the English K–10 Syllabus (2022)’.

Multiple Syllabuses Page 234 of 246

Table of outcomes
Primary (K–6)
Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

Science STE-SCI-01 ST1-SCI-01 ST2-SCI-01 ST3-SCI-01

Includes: identifies and describes measures and describes uses information to uses evidence to explain how
characteristics of living changes in living things, investigate the solar system scientific knowledge can be
Early Stage 1: things, properties of materials, movement, Earth and the effects of energy on used to develop sustainable
Observations and materials, and movement and the sky living, physical and geological practices
questions spark systems
curiosity STE-PQU-01 ST1-PQU-01 ST3-PQU-01
poses questions based on poses questions based on ST2-PQU-01 poses questions to identify
observations to collect data observations and poses questions to create fair variables and conducts fair
information to investigate tests that investigate the tests to gather data
cause and effect effects of energy on living
things and physical systems ST3-DAT-01
ST1-DAT-01 interprets data to support
collects, represents and ST2-DAT-01 explanations and arguments
uses data to identify uses and interprets data to
patterns and relationships describe patterns and
relationships

Technology STE-DDT-01 ST1-DDT-01 ST2-DDT-01 ST3-DDT-01

Includes: identifies and uses uses technologies and uses a design process to uses design processes to
technologies to make materials to design and create products to address create, evaluate and modify
Early Stage 1: products to address user make products to address user needs or opportunities designed solutions
Observations and needs or opportunities user needs or opportunities
questions initiate ST2-DDT-02 ST3-DDT-02
design and digital STE-PQU-01 ST1-PQU-01 designs and uses algorithms, creates, evaluates and
solutions poses questions based on poses questions based on represents data and uses modifies algorithms to code
observations to collect data observations and digital systems for a purpose or control digital devices and

Multiple Syllabuses Page 235 of 246

 Focus area Early Stage 1 Stage 1 Stage 2 Stage 3

information to investigate systems

cause and effect

Creating written texts No Early Stage 1 outcomes No Stage 1 outcomes No Stage 2 outcomes ST3-CWT-01
in Science and creates written texts to
Technology communicate understanding
of scientific and technological
concepts and processes

Multiple Syllabuses Page 236 of 246

Outcomes and content for Early Stage 1
Observations and questions spark curiosity
Outcomes
A student:

§ identifies and describes characteristics of living things, properties of materials, and movement
STE-SCI-01
§ poses questions based on observations to collect data STE-PQU-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Living things have characteristics that help them survive in their environment
§ Recognise body parts that are connected to the senses
§ Participate in multisensory observations of familiar environments
§ Identify and use tools for observations

Example(s):

Magnifying glass, digital device to capture sounds and images, bug jars.

§ Respond to environmental sounds, smells, textures and/or sights

Example(s):

Colourful, scented plants; sounds of different birds; textures of different fruit.

§ Explore features of plants and animals

§ Identify parts of plants and animals

Example(s):

Flowers, leaves, stem of a plant. Legs, body, head of an animal.

§ Recognise characteristics of animals

Example(s):

Animals with four legs, animals that fly.

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§ Identify needs of living things

Example(s):

Air, energy, water.

Objects are made of materials that have observable properties

§ Recognise properties of objects using a range of senses

Example(s):

Colour, shape, size, texture.

§ Connect objects with their properties

Example(s):

Match objects of the same size, group objects according to whether their surfaces are
smooth or rough.

§ Explore materials that are used to make things

Example(s):

Rock, wood, plastic, metal, fabric, ceramic.

§ Explore how natural materials are used by Aboriginal Peoples

Example(s):

Art: ochre.

Music: percussion and wind instruments.

Tools: curved wood for boomerangs, stone for grinding, reed for weaving.

Living things and objects move in different ways

§ Recognise ways in which living things move

Example(s):

Swim, climb, crawl, slither, jump.

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§ Observe the movement of different animals

Example(s):

Listen to hooves, insects flying. Feel earthworms, stick insects. Watch crabs, snakes,
kangaroos.

§ Recognise parts of the human body

Example(s):

Arms, feet, hands, head, legs.

§ Explore what makes human bodies move

Example(s):

Muscles, bones, assistive technologies.

§ Observe the movement of different objects

Example(s):

Ball, box, cone, cylinder, egg.

§ Interact with objects as they move

Example(s):

Balloons, bubbles, digital games, toys.

Communicating supports understanding of Science and Technology

§ Communicate an observation about the properties of materials
§ Label simple diagrams of living things

Example(s):

Match words to features of living things in a diagram.

§ Communicate an idea about living things

§ Communicate about the ways in which human bodies move

Example(s):

Crawl, walk, run, jump, spin, wave, dance, sit, stand, roll.

Multiple Syllabuses Page 239 of 246

Content

Living things have characteristics that help them survive in their environment
§ Identify the sense organs and describe their functions
§ Identify and use tools to aid and extend sensory observations

Example(s):

Bug jars or boxes for insects or earthworms; magnifying glass; digital photography;
hearing aids.

§ Describe how living things get air, water and energy to survive in their environment
§ Recognise that plants produce their own food, and animals need to find their food
§ Examine flowers, fruit, leaves, roots and stems of plants and describe their purpose

Example(s):

Roots take in water; stems carry water to the leaves which take in sunlight as energy.

§ Examine animal bodies, their body coverings, and how and what they eat

Example(s):

Image long description: A photo of a sulphur-crested cockatoo with the following features
labelled: a strong beak to break seeds, wings, feathers to help it fly, and claws to hold
objects.

§ Observe and group animals based on their characteristics and justify the grouping
§ Describe ways Aboriginal and/or Torres Strait Islander Peoples use Knowledges of the
characteristics of plants and animals to survive

Example(s):

A Banksia flower can be used as a source of food, the cone as a water purifier and as a
torch.

Multiple Syllabuses Page 240 of 246

§ Pose questions to compare the characteristics of living things and non-living things

Example(s):

What makes a thing living? Living things have needs, reproduce and a life span.

Objects are made of materials that have observable properties

§ Recognise that properties of materials can be observed using the senses

Example(s):

Colour, size, shape, texture, warmth, sound, scent.

§ Observe and manipulate materials to describe their properties using Tier 2 vocabulary

Example(s):

Observe with a magnifying glass, rub together. Hard, flexible, smooth, transparent, warm,
squeaky.

§ Pose questions about materials and describe how they are used in everyday objects

Example(s):

Why do helmets need to be hard? Why are plates sometimes made of paper, plastic,
bamboo, ceramics or food?

§ Bend, twist, crush and stretch objects to show that the properties of materials remain the same

Example(s):

Crushed chalk, knitted wool, origami.

§ Explore how Aboriginal and/or Torres Strait Islander Peoples use natural materials for specific
purposes based on their properties

Example(s):

Art: painting techniques, ochre, weaving.

Tools: Grinding stones, boomerang.

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Living things and objects move in different ways
§ Observe, describe and categorise the ways in which living things move

Example(s):

Crawling, flying, swimming.

§ Identify and label the parts of the human body that are used for movement

Example(s):

Bones: elbow, knee, knuckles, spine.

Muscles: calf, thigh.

§ Test how the movement of an object is affected by its shape

Example(s):

Movement: bounce, roll, slide.

Direction: straight line, zigzag, veering to one side.

Objects: ball, box, cone, cylinder, egg.

§ Experiment to observe how an object’s movement is affected by its material

Example(s):

Cloth, metal, plastic, rubber, wood, wool.

§ Identify objects made by Aboriginal and/or Torres Strait Islander Peoples and describe their
movements

Example(s):

Boomerang, woomera, grinding stone, axe, digging stick, canoe.

Creating written sentences supports understanding of Science and Technology

§ Select adjectives to add precision when describing the properties of materials

Example(s):

Elastic, fragile, rigid, opaque.

§ Use nouns, adjectives and verbs to label pictures to describe the characteristics or movement
of living things
§ Use subject–verb–object structure to create simple sentences to describe how living things
meet their needs
Multiple Syllabuses Page 242 of 246
Observations and questions initiate design and digital solutions
Outcomes
A student:

§ identifies and uses technologies to make products to address user needs or opportunities
STE-DDT-01
§ poses questions based on observations to collect data STE-PQU-01

Access content points

Access content points are to support students with significant intellectual disability who are working
towards Early Stage 1 outcomes. The decision for a student to follow access content points should
be made in the context of collaborative curriculum planning.

Understanding user needs inspires design and digital solutions

§ Recognise how personal needs are met
§ Communicate a need or want

Example(s):

Select a cup to indicate thirst, indicate a preference for an object or activity.

§ Explore structures built by animals

Example(s):

Burrows, hives, nests, mounds.

§ Connect objects with their purpose

Example(s):

Pencil for writing, spoon for eating.

§ Engage with digital technologies

Example(s):

Use a device to record findings, capture images, make choices.

§ Use strategies to stay safe online

Example(s):

Keep personal information private, do not share images or videos without permission.

Multiple Syllabuses Page 243 of 246

Content

Understanding user needs inspires design and digital solutions

§ Distinguish between user needs and wants and describe how they can lead to design
opportunities
§ Identify designed products and how they meet user needs

Example(s):

Packaging of food products, wheelchairs, motion sensor doors.

§ Design and build a simple product that addresses a user need or opportunity

Example(s):

A bridge that supports the weight of a toy, a shelter for an animal, a bag for carrying
stationery.

§ Pose questions to identify the parts of plants and animals used for food and fibre and create a
data display

Example(s):

Image long description: Six-column data display with labels and examples: Root – carrot,
Stem – celery, Leaf – lettuce, Flower – cauliflower, Fruit – apple, Seed – peas.

§ Examine designed structures that animals build to help them survive in their environment

Example(s):

Ant nests, beehives, bowerbird nests, spider webs.

§ Identify and safely use digital devices and apps for a purpose

Example(s):

Take a photograph, audio recording or videorecording of people or objects, with

permission, to share with others. Use digital input devices such as a keyboard,
microphone, mouse or stylus to label pictures or to operate a search engine to identify an
animal or plant.

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§ Follow a series of steps to record, save and retrieve data

Example(s):

Take a photo on a device. Open it in an app. Label it and save it.

Multiple Syllabuses Page 245 of 246

Assessment
The primary role of assessment is to establish where students are in their learning so that teaching
can be differentiated and further learning progress can be monitored over time. It provides
information that assists teachers to target their teaching at the point of student need. Assessment
is most effective when it is an integral part of teaching and learning programs.

Assessment involves:

§ establishing where students are in their learning

§ ongoing monitoring
§ formative and summative tasks
§ providing feedback about student progress.

Common Grade Scale

Stage 1, Stage 2, Stage 3, Stage 4, Stage 5

The common grade scale can be used to report student achievement in both primary and junior
secondary years in all NSW schools.

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