The second focus area is elongated, so as to be included in both rectangular boxes. The third focus area is surrounded by a rectangular box titled Composing texts. The first focus area is surrounded by a rectangular box titled Understanding texts. 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. Figure 3: The organisation of English 7–10 Reading, viewing and listening to textsĮnglish 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.Teachers should consider their students’ needs and abilities when selecting related content, to design meaningful teaching and learning experiences. These are not an exhaustive list of ways that knowledge, understanding and skills are related or can be taught together. application of knowledge, understanding and skills through interrelated focus areas.Īddressing 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.Įxamples of outcomes and content that could be addressed in parallel are identified for each focus area. Within the context of the syllabus, ‘in parallel’ means teaching: Knowledge of and skills for focus areas often develop in an interrelated manner and are therefore best addressed in parallel. Many connections exist between the focus areas in English. Making connections through related content K–6 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. Oral language can include spoken, nonverbal, symbolic and gestural forms. 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.Įvidence highlights the importance of oral language, reading and writing. In English K–6, the importance of strong foundations in the early years across oral language, reading and writing is highlighted. Understanding and responding to literatureįigure 1: The organisation of English K–2 3–6 focus areasįigure 2: The organisation of English 3–6.The focus areas for each stage support students’ growing knowledge and understanding in the areas of: Focus areas should not be interpreted as hierarchical or time bound, as instructional priorities will be informed by learner needs. 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. 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 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.
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