English K-6

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English K-6 Syllabus, Assessment and Moderation
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The aim of the English K6 Syllabus is to
encourage positive attitudes towards learning
English, to develop students ability in using
language effectively and to enable critical
reflection on how language works. p6 English
K6 syllabus (1998) Board of Studies NSW, Sydney.


























































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This approach places emphasis on both spoken and
written language and provides a comprehensive
description of how language works. This is a
useful approach for the classroom because it
allows for the diversity of language backgrounds
within a multicultural society. p6 English
K6 syllabus (1998) Board of Studies NSW, Sydney.
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By engaging with the syllabus

• Students will develop
• the ability to talk, listen, read, view and
  write with purpose, effect and confidence.
• knowledge of the ways in which language varies
  according to context (eg purpose, audience,
  channel of communication and content).
• a sound grasp of the language structures and
  grammar of Standard Australian English.
• Teachers will also provide opportunities for
  students to
• develop a broad knowledge of a range of
  literature including Australian literature.
• discuss and analyse texts critically and with
  appreciation.
• p.5 English K6 syllabus (1998) Board of Studies
  NSW, Sydney.

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At the core of the syllabus is an emphasis on
language as a resource for making meaning. p7.
English K6 syllabus (1998) Board of Studies NSW,
Sydney.
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Talking, listening, reading and writing are
interrelated. Each one contributes to the
development of the others. Discussing our
ideas, for example, helps us with our writing
listening to a story helps us when we come to
read the story ourselves reading about a topic
provides us with material for our writing, as
does viewing a film or documentary. p.8
English K6 syllabus (1998) Board of Studies NSW,
Sydney.
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Learning English involves developing both the
ability to use language effectively for a range
of purposes and the ability to talk about how the
language being used. The syllabus outcomes
reflect these two substrands in learning to use
language and learning about language. p 7
English K6 syllabus (1998) Board of Studies NSW,
Sydney.
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How does it all fit together?
Foundation Statements
English K-6 Syllabus
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How does it all fit together?

Foundation Statements A clear picture of the
knowledge, skills and understanding that each
student should develop at each stage of primary
school.
Foundation Statements
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How does it all fit together?
Outcomes are specific statements of the results
intended by the syllabus.
Achieved as students engage in the content of the
syllabus.
Achieved as a result of effective teaching.
Statements of knowledge, skills and
understandings expected to be achieved by most
students at the end of each stage.
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How does it all fit together?
Assist teachers to monitor student progress
within a stage or to make on-balance judgements
about achievement of outcomes at the end of the
stage.
Teachers may provide students with a range of
learning experiences (to address an outcome)
beyond the indicators given.
Not ordered by level of complexity, therefore can
be taught at any or several times during a stage.
Can be adapted or modified to relate to specific
English learning experiences..
Included in the syllabus as examples only.
Indicator A statement of the behaviour that
students might display as they work towards the
achievement of the syllabus outcomes.
Exemplify a range of observable behaviours that
contribute to the achievement of outcomes.
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How does it all fit together?
Content Provides direction for the teaching of
Talking and Listening, Reading and Writing.
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How does it all fit together?
Scope and Sequence Further direction for the
teaching of Talking and Listening, Reading and
Writing.
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How does it all fit together?
Content Further direction for the teaching of
Talking and Listening, Reading and Writing.
Indicator A statement of the behaviour that
students might display as they work towards the
achievement of the syllabus outcomes.
Foundation Statements
Outcomes Specific statements of the results
intended by the syllabus.
English K-6 Syllabus
Foundation Statements A clear picture of the
knowledge, skills and understanding that each
student should develop at each stage of primary
school.
Scope and Sequence Further direction for the
teaching of Talking and Listening, Reading and
Writing.
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Foundation Statements and Outcomes
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Foundation Statements and Outcomes
Talking and Listening strand within Foundation
Statement
Reading strand within Foundation Statement
Writing strand within Foundation Statement
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Foundation Statements and Outcomes
Activity using Foundation Statements
Work with someone who is currently teaching at
the stage that precedes or follows your stage.
Describe the Foundation Statements in your own
words what do they mean to you?
What similarities do you see between the two
statements? What differences do you see between
the two statements?
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Foundation Statements and Outcomes
Syllabus Outcomes and Indicators strands and
substrands
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Foundation Statements and Outcomes
Strand Talking and Listening
Substrand Learning to or Learning about
Indicator organisers
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Foundation Statements and Outcomes
Learning to and Learning about
Students learn to use language as they are
learning about language.
Learning about outcomes These outcomes will be
used to plan and assess the development of
explicit knowledge of how language works in
context and of how to talk about the structures
and features of spoken and written language.
Learning to outcomes These outcomes will be
used to plan and assess students reading,
writing and talking and listening and the
development of associated reading, writing and
talking and listening skills and strategies.
Discuss how this might look in your classroom.
Reflection
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Foundation Statements and Outcomes
Learning to and Learning about
What does this mean in the context of Talking and
Listening?

• When learning to talk and listen students
• learn oral presentation skills
• develop listening skills
• develop interaction skills
• learn to consider the purpose, audience and
  subject matter when making oral presentations

• When learning about talking and listening
  students
• consider the purpose, audience, grammar,
  structure and expression of spoken language.
• learn about varieties of language
• learn about differences between spoken and
  written language

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Foundation Statements and Outcomes
Learning to talk and listen Learning about talking and listening
Talking and Listening(T.1) Purpose Audience, Subject Matter Context and Text (T.3) Purpose Audience Channel of Communication Language Varieties
Skills and Strategies (T.2) Listening Skills Interaction Skills Oral Presentation Skills Language Structure and Features (T.4) Text Structure and Features Grammar Expression
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Foundation Statements and Outcomes
Learning to talk and listen Learning about talking and listening
Talking and Listening(T.1) Purpose Audience, Subject Matter Context and Text (T.3) Purpose Audience Channel of Communication Language Varieties
Skills and Strategies (T.2) Listening Skills Interaction Skills Oral Presentation Skills Language Structure and Features (T.4) Text Structure and Features Grammar Expression
Reflection
Open your syllabus and turn to pp 20 -27
Can you see common connections or common elements
between the outcomes? What are they?
How do the headings that organise the example
indicators help you to understand the outcomes?
Compare the stage you are currently teaching to
the stage above or below. Look back to the
Foundation Statements.
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Content, Scope and Sequence
Content, Scope and Sequence
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Content Overview

• Linked to learning to talk and listen skills
  and strategies TS1.2 TS1.3
• This is where to find guidelines for
• what students will be taught in each stage
• implications for teachers

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Content Overview

• Linked to learning bout talking and listening
  language structures and features TS1.4 TS1.5
• This is where to find guidelines for
• what students will be taught in each stage
• implications for teachers

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Content Overview
Compare and contrast the content in the early
part of the stage to the later part of the stage.
Write down differences you notice in your own
words.
Reflection
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Scope and Sequence
Scope and Sequence of Text Types
For the purpose of this syllabus, texts are
grouped and defined in particular categories. It
is important to note that any such classification
is to some extent arbitrary and that there is
always likely to be overlap between ways of
grouping and defining text types.
It is important to note that these text types are
somewhat idealised for teaching purposes. In real
life, we often find mixed texts. A narrative,
for example, might include a description of the
setting a procedure for an investigation might
conclude with an explanation of the scientific
principle involved. p66 English K6 syllabus
(1998) Board of Studies NSW, Sydney.
Turn to pages 68-69 and 70-71. Look at the
examples of each text type. Think of examples of
real life texts that include more than one type
of text.
Reflection
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Scope and Sequence
Scope and Sequence of Text Types
Further considerations The Social Purpose
identified in the scope and sequence should be
used when planning, programming and assessing. It
is important to provide a balance of texts that
cover a range of social purposes. Students need
to be provided with opportunities to explore
these texts in talking and listening, reading and
writing across all stages.
Look at the social purpose of each type of text.
Look at a social purpose (to explain) and
identify how the expectations differ for each
stage.
Reflection
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Scope and Sequence
Scope and Sequence of Grammar
The following scope and sequence of grammar
framework indicates those grammatical understandin
gs and terms over which students might be
expected to have control by the end of each
stage. It would be quite appropriate to introduce
certain grammatical concepts and terms at earlier
stages if desired for example, in the context
of work with a particular text. p72 English K6
syllabus (1998) Board of Studies NSW, Sydney.
Turn to page 72 and read the first three
points. Can you think of examples of these
points? Think about the students you teach
Reflection
Turn to pp 74-74 brainstorm ways in which the
use of this scope and sequence could inform
your teaching. Refer to pp 72-73 to gain further
understanding of how the scope and sequence is
read.
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Scope and Sequence
Scope and Sequence of Phonological and
Graphological Processing
When selecting the content of a program to teach
students to use phonological and graphological
information, teachers should be aware of the
importance of, and the relationships between, the
following aspects of literacy learning ? sound
(phonological) awareness ? visual (graphological)
processing ? lettersound (graphophonic)
relationships ? spelling ? handwriting. p76
English K6 syllabus (1998) Board of Studies NSW,
Sydney.
Reflection
Read pages 76-77 Turn to the scope and sequence
for the stage you are teaching.
Brainstorm ways in which the use of this scope
and sequence could inform your teaching.