English K-6 Syllabus

English K-6 Syllabus Acknowledgements Extract on NSW Foundation Style handwriting from Writing K–12, NSW Department of Education, Sydney, 1987. Australia’s Language and Literacy Policy, AGPS, Canberra, 1991, p 9. © Board of Studies NSW 2007 Published by Board of Studies NSW GPO Box 5300 Sydney NSW 2001 Australia Tel: (02) 9367 8111 Fax: (02) 9367 8476 Internet: www.boardofstudies.nsw.edu.au ISBN 978 174147 6644 First published March 1998 Reprinted with Foundation Statements April 2006 Updated February 2007 – Board Bulletin/Official Notices Vol 16 No 1 (BOS 10/07) 2007122 Contents Introduction 5 Rationale 6 Aim 6 Objectives 6 Overview of Language and Language Learning 7 Outcomes 11 Foundation Statements 12 Overview of Outcomes 15 Values and Attitudes Outcomes 16 Talking and Listening Outcomes 17 Reading Outcomes 18 Writing Outcomes 19 Talking and Listening Outcomes and Indicators 20 Reading Outcomes and Indicators 28 Writing Outcomes and Indicators 36 Content, Scope and Sequence 49 Content Overview 50 Early Stage 1 50 Mid Stage 1 52 Later Stage 1 54 Early Stage 2 56 Later Stage 2 58 Early Stage 3 60 Later Stage 3 62 Beyond Stage 3 64 Scope and Sequence of Text Types 66 Literary Text Types 68 Factual Text Types 70 Scope and Sequence of Grammar 72 Scope and Sequence of Phonological and Graphological Processing 76 Scope and Sequence of Phonological and Graphological Skills 78 General Principles for Planning, Programming, Assessing, 85 Reporting and Evaluating in English Glossary 91 Appendix A — NSW Foundation Style 101 English K-6 Introduction Introduction English is the key learning area where students develop knowledge, skills and understandings about English language and literature. K–6 syllabuses in New South Wales are organised in broad stages that describe the sequence of learning experiences through which students will progress. The outcomes and content in this English K–6 Syllabus are organised in three strands*: Talking and Listening Reading Writing. The outcomes describe the knowledge, skills, understandings and strategies that students demonstrate when learning to talk, listen, read and write. They also specify the knowledge and understandings students develop when learning about talking, listening, reading and writing. These outcomes are achieved as students engage with the content of the syllabus. When students engage in the English learning experiences in this syllabus, they will develop the ability to talk, listen, read, view and write with purpose, effect and confidence. They will develop knowledge of the ways in which language varies according to context (eg purpose, audience, channel of communication and content). Students will develop a sound grasp of the language structures and grammar of Standard Australian English. In addition, teachers will provide opportunities for students to develop a broad knowledge of a range of literature including Australian literature. They will also provide opportunities for students to discuss and analyse texts critically and with appreciation. In this syllabus, the word ‘text’ is used broadly as any written, spoken or visual communication involving language. It will include picture books, novels, newspapers, letters, conversation, speeches, performances of plays, feature films, television programs, computer graphics and advertisements. Teachers can refer to English K–6 Recommended Children’s Texts for examples of quality literature suitable for each stage of schooling. The syllabus is also based upon a recognition that children’s formative learning experiences will often involve using technology. It acknowledges the increasing availability of computers in schools and in the home. Information technology enables students to locate, access, view and analyse a range of texts. In addition, it provides opportunities for students to design and create information products. Indicators have been developed in each stage to enable teachers to monitor the development of students’ knowledge, skills and understandings when using different technologies. Literacy The following definition of literacy has been used widely in Australia in recent years. ‘Literacy is the ability to read and use written information and to write appropriately in a range of contexts. It is used to develop knowledge and understanding, to achieve personal growth and to function effectively in our society. Literacy involves the integration of speaking, listening and critical thinking with reading and writing.’ (Source: Department of Employment, Education and Training, Australia’s Language and Literacy Policy, companion volume to the policy paper, AGPS, Canberra 1991:9.) The syllabus emphasises the development of critical literacy. This involves students in questioning, challenging and evaluating the texts that they listen to, read and view. Critical literacy enables students to perceive how texts position readers to take a particular view of people and events. In recognition of developments in multimedia and electronic communication, the syllabus outcomes also address the literacy demands of viewing and using computers. * Some students with special education needs communicate through a variety of verbal or nonverbal communication systems or techniques. It is important to take account of the individual communication strategies used by students within the context of the English K–6 Syllabus. 5 ... - tailieumienphi.vn