English scope and sequence Stage 2 approach 2

| NSW Department of Education

English Stage 2 sample scope and sequence

Questions and content approach

This approach includes driving questions based upon the English textual concepts. Syllabus outcomes, related to the concepts, frame each term’s content. Focus questions and content guide the development of contextual teaching and learning experiences.

ContentsEnglish Stage 2 sample scope and sequence0Summary of outcomes – odd year2Summary of outcomes – even year3Term 1 odd year4Focus questions4Content4Suggested texts5Term 2 odd year6Focus questions6Content6Suggested texts7Term 3 odd year8Focus questions8Content8Suggested texts9Term 4 odd year10Focus questions10Content10Suggested texts11Handwriting and using digital technologies – odd year Terms 1 to 412Handwriting12Using digital technologies12Odd year supporting materials13Term 1 even year14Focus questions14Content14Suggested texts15Term 2 even year16Focus questions16Content16Suggested texts17Term 3 even year18Focus questions18Content18Suggested texts19Term 4 even year20Focus questions20Content20Suggested texts21Handwriting and using digital technologies – even year Terms 1 to 422Handwriting22Using digital technologies22Even year supporting materials23

Summary of outcomes – odd year

Outcomes

Term 1

Term 2

Term 3

Term 4

Speaking and listening

EN2–1A

EN2–6B

EN2–1A

EN2–6B

Writing and representing

EN2–2A

EN2–2A

EN2–7B

EN2–2A

Reading and viewing

EN2–4A 

EN2–8B

EN2–4A

EN2–4A

Spelling

EN2–5A 

EN2–5A 

EN2–5A 

EN2–5A 

Grammar, punctuation and vocabulary

EN2–9B

EN2–9B

EN2–9B

EN2–9B

Handwriting and using digital technologies

EN2–3A

EN2–3A

EN2–3A

EN2–3A

Thinking imaginatively, creatively, interpretively

EN2–10C

EN2–10C

Expressing themselves

EN2 –11D

EN2–11D

Reflecting on learning

EN2–12E

EN2–12E

Summary of outcomes – even year

Outcomes

Term 1

Term 2

Term 3

Term 4

Speaking and listening

EN2–1A

EN2–6B

EN2–1A

EN2–6B

Writing and representing

EN2–2A

EN2–2A

EN2–7B

EN2–2A

Reading and viewing

EN2–4A 

EN2–8B

EN2–4A

EN2–4A

Spelling

EN2–5A 

EN2–5A 

EN2–5A 

EN2–5A 

Grammar, punctuation and vocabulary

EN2–9B

EN2–9B

EN2–9B

EN2–9B

Handwriting and using digital technologies

EN2–3A

EN2–3A

EN2–3A

EN2–3A

Thinking imaginatively, creatively, interpretively

EN2–10C

EN2–10C

Expressing themselves

EN2 –11D

EN2–11D

Reflecting on learning

EN2–12E

EN2–12E

English K-10 Syllabus (2012) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales

Term 1 odd year

How can narratives be interpreted in various ways?

Focus questions

Narrative – How do narratives develop action, character and setting? How do narratives organise, shape and present a view of the world?

Character – Why did the character behave in a certain way?

Code and convention – What is the best structure and language to express an idea?

Content

Over 8 weeks, students:

· read and view predictable to moderately complex texts, identifying narrative, character and code and conventions

· navigate, view and read a range of printed and digital texts with an emphasis on imaginative texts

engage in modelled, guided and independent reading to interpret action, character and setting

discuss how characters and events engage the reader

engage and reflect with narrative structure by writing an imaginative text that represents characters with motive and invites empathy from the reader

· have the opportunity for integrating related skills in grammar (noun groups; compound sentences), punctuation (direct and indirect speech) and vocabulary (adverbs)

· have the opportunity for integrating related skills in spelling (alphabetical order; letter combinations; word families; word origins).

Texts to read, respond to and compose may include stories and poetry

Suggested texts

Print texts:

Creech, S. (2008). Love that dog: free verse poems. Joanna Cotler Books

Dahl, R. (1982). The BFG. Penguin UK.

Hoffman, M. (1991). Amazing Grace. Dial Children’s US.

Lurie, M. (1989). The Twenty-seventh Annual African Hippopotamus Race. Penguin Australia.

Lawrence, D., Tiwi College., & Ware, S. (2019). Japarrika Rises. Penguin Australia.

Orr, W. (2008). Nim's Island. Allen & Unwin Children’s.

Digital text:

The Telegraph. (2020). John Lewis Christmas advertisement: Give a little love. [Advertisement]. You Tube.

Other:

Suggested texts for the English K–10 Syllabus

Content and text requirements (NESA)

There is an opportunity to incorporate learning across the curriculum content in the area of Difference and Diversity. The study selected suggested texts assists students to learn about and deal with difference in a positive and informed manner.

Term 2 odd year

How does point of view influence interpretation of texts?

Focus questions

Point of view – From whose point of view is the story told? How is point of view conveyed in different media?

Intertextuality – Why are some aspects of stories inserted into other stories?

Code and convention – How do codes and conventions vary according to mode, medium and type of text?

Content

Over 8 weeks, students:

· read and view predictable to moderately complex texts identifying point of view, intertextuality and code and conventions

· navigate, view and read a range of printed, digital, visual and spoken texts with an emphasis on persuasive texts

· identify the characteristic features and the purpose of persuasive texts during modelled, guided, and independent reading

· retell part of a story from a character’s point of view and perform a television commercial during speaking and listening

· write a persuasive text with modal verbs and adverbs

· have the opportunity for integrating related skills in grammar (modal verbs; adverbs; complex sentences), punctuation (apostrophes for contractions; conjunctions) and vocabulary (rhetorical devices)

· have the opportunity for integrating related skills in spelling (double letters; word origins; use dictionaries, glossaries and spell check effectively).

Texts to read, respond to and compose may include advertisements and movie trailers

Suggested texts

Print texts:

Baker, J. (1987). Where the forest meets the sea. Walker Books Australia.

Browne, A. (1999). Voices in the park. Random House UK.

Forward, T. (2006). The wolf’s story. Walker Books Australia.

French, J. (2011). The Tomorrow Book. HarperCollins Australia.

Millard, G. (2010). Mbobo Tree. Frances Lincoln Children’s Books.

Murphy, Aunty J. (2020). Welcome to Country. Walker Books Australia.

Wenzel, B. (2019). A stone sat still. Chronicle Books.

Digital text:

WWF Australia. (2016). No Australian wants to say goodbye. [Advertisement]. You Tube.

Visual text:

G rated movie posters

Spoken text:

Corbett, B. (Speaker). (2020). The Squiz Kids. [Audio podcast]

Other:

Suggested texts for the English K–10 Syllabus

Content and text requirements (NESA)

There is an opportunity for students to develop an understanding of the cross-curriculum priorities: Sustainability and Aboriginal and Torres Strait Islander history and cultures. The study of some of the suggested texts provides students with an important means of developing their viewpoint to improve environmental sustainability. They also develop an understanding of Aboriginal and Torres Strait Islander concepts of Country and Place.

Term 3 odd year

How does imagery make connections with its audience?

Focus questions

Connotation, imagery and symbol – How can I recognise imagery and figurative language in different types of text? How can imagery be expressed through comparison?

Theme – Which ideas are so powerful they reappear in many texts?

Code and convention – How can I plan, organise and refine my text for accuracy and effectiveness?

Content

Over 8 weeks, students:

· read and view predictable to moderately complex texts identifying connotation, imagery and symbol, theme, and code and conventions

navigate, view and read a range of printed, visual and digital texts with an emphasis on informative texts

· engage in modelled, guided and independent reading to explore the use of imagery and discuss the differences between literal and inferred meanings

· compose verbal descriptions and information reports

· reflect upon and describe the effect of images on meaning in texts

· write texts using figurative language for a specific audience

· have the opportunity for integrating related skills in grammar (paragraphs; tense), punctuation (reread and edit; prepositional phrases) vocabulary (technical vocabulary)

· have the opportunity for integrating related skills in spelling (prefixes; word origins; digital spell check).

Texts to read, respond to and compose may include information reports and descriptions

Suggested texts

Print texts:

Gervey, S. (2020). Elephants have wings. Flying Elephants Media.

French, J. (2004). Tom Appleby, Convict Boy. HarperCollins Publishers Australia.

Pascoe, B. (2019). Young Dark Emu. Magabala Books.

Santat, D. (2017). After the Fall. Roaring Brook Press.

Wheatley, N. (1987). My Place. Walker Books Australia.

Visual text:

Dowling, R. (1860). Early effort – Art in Australia. [Infrared image]. The National Gallery of Victoria.

Digital texts:

BTN (2016). Aboriginal Astronomy. [Video]. ABC.

BTN (2020). Indigenous perspectives of Cook visit. [Video]. ABC.

Other:

Suggested texts for the English K–10 Syllabus

Content and text requirements (NESA)

There is an opportunity for students to develop an understanding about the cross-curriculum priority: Aboriginal and Torres Strait Islander histories and cultures. The study of selected suggested texts give students experience of the beliefs and values systems of Aboriginal and Torres Strait Islander peoples.

Term 4 odd year

What is the difference between authority and authorship?

Focus questions

Authority – How can I make connections to ensure an interpretation of a text is valid?

How can I engage critically with authority and authorship?

Code and convention – How can I reflect on my language and structure to ensure accuracy and effectiveness?

Content

Over 8 weeks, students:

· read and view moderately complex texts identifying authority and code and conventions

· navigate, view and read a range of printed, digital and spoken informative and persuasive texts

· engage in modelled, guided and independent reading to develop the student’s skill in identifying how authors may shape interpretation of a text but may not be able to control it

· make connections to similar ideas and role play using an expert voice or express an opinion

· present a news report and a well-researched informative speech

· write texts which consider the audience and appropriate language features

· have the opportunity for integrating related skills in grammar (modal verbs; complex sentences), punctuation (clauses; reported speech) and vocabulary (technical)

· have the opportunity for integrating related skills in spelling (word origins; use dictionaries, glossaries and spell check effectively).

Texts to read, respond to and compose may include a newspaper article and information report

Suggested texts

Print texts:

De le Bedoyere, C. (2015). Could a whale swim to the moon? QED Publishing.

English, K. (2009). Nadia’s Hands. Boyds Mills Press.

Kidd, D. (1990). Onion Tears. HarperCollins Publishers Australia.

Phommavanh, O. (2010). Thai-riffic! Penguin Australia.

Weidenback, K. (2016). Tom the outback mailman. Lothian Childrens Books.

Wilkinson, C. (2012). Dragonkeeper. Walker Books Australia.

Digital texts:

BTN (2012). Asian Century. [Video]. ABC.

Li, J. (2018, February 19). 6 quirky ways the Chinese community has positively influenced Australia. [Article]. SBS.

Spoken text:

Corbett, B. (Speaker). (2020). The Squiz Kids. [Audio podcast].

Other:

Suggested texts for the English K–10 Syllabus

Content and text requirements (NESA)

There is an opportunity for students to develop an understanding of the cross-curriculum priority: Asia and Australia’s engagement with Asia. The study of selected suggested texts, provides students with an understanding of how Asian cultures have influenced Australian culture.

Handwriting and using digital technologies – odd year Terms 1 to 4Handwriting

Students:

· write upper case and lower–case letters in NSW Foundation Style with letters that are of consistent size, slope and spacing

· write upper case and lower–case letters in NSW Foundation Style with letters that are in straight lines and legible

· write using NSW Foundation Style cursive, exploring joins

· write using clearly formed joined letters, with increased fluency and automaticity.

Using digital technologies

Students:

· use a range of software to construct, edit and publish written text

· use a range of software to select, edit and place visual, print and audio elements

· experiment with digital and multimodal technologies

· practise a range of keyboard skills

· use digitally produced visual representations to represent ideas, experience and information

· identify the features of online texts that enhance navigation and readability

· discuss issues related to responsible use of digital communication.

Odd year supporting materials

Effective reading: phonics sample sequences 

Overview of grammar and punctuation  

Overview of phonological and graphical processing skills K-6

Speaking and listening activities

Term 1 even year

How do authors and illustrators develop characters and plot to engage the reader?

Focus questions

Narrative – How can I experiment with characters and events to present a view of the world? How can characters and events can be drawn differently for different audiences and purpose?

Character – How do I engage emotionally with characters?

Code and convention – How can I reflect upon my choices of information and ideas?

Content

Over 8 weeks, students:

· read and view predictable to moderately complex texts identifying character, narrative and code and conventions

· navigate, view and read a range of printed, digital and spoken texts with an emphasis on imaginative texts

· engage in modelled, guided and independent reading to explore how characters, their actions and involvement with events engage the reader

· compare their own experience to the characters and events represented in the texts and develop an understanding that narratives can be interpreted in various ways

· present a poetry recital and retell an aspect of an imaginative text presenting a character’s view of the world

· have the opportunity for integrating related skills in grammar (sentences; verb groups; noun groups), punctuation (apostrophes for contractions; quoted and reported speech) and vocabulary (connectives; prepositional phrases)

· have the opportunity for integrating related skills in spelling (morphemic word families; word origins; use dictionaries, glossaries and spell check effectively).

Texts to read, respond to and compose may include a diary entry and poetry

Suggested texts

Print texts:

Benton, J. (2004). Dear Dumb Diary. Scholastic.

Cottrell Boyce, F. (2012). The Unforgotten Coat. Walker Books

Hill, A. (1996). The burnt stick. Penguin Books.

Kinney, J. (2007). Diary of a Wimpy Kid. Harry N Abrams Inc.

Klein, R. (1993). Boss of the pool. Scholastic Australia.

Digital text:

Metanoia Films and Arc Productions. (2016). Snack Attack. [Short animation].

Spoken text:

Hosking, J. (2019). It is what it is. [Audio poem]. The School Magazine.

Other:

Suggested texts for the English K–10 Syllabus

Content and text requirements (NESA)

There is an opportunity to incorporate learning across the curriculum content in the area of Difference and diversity. The study of selected suggested texts will assist students to deal with diversity showing awareness, understanding and acceptance.

Term 2 even year

How are texts responded to or composed differently in different personal, social and cultural contexts?

Focus questions

Context – Have I considered the context of the composition? How does my context frame responses to a text?

Code and convention – Have I followed the rules of communication to enable access to my information and ideas?

Content

Over 8 weeks, students:

· read and view moderately complex texts identifying context, and code and conventions

· navigate, view and read a range of printed and multimedia texts with an emphasis on persuasive texts

· engage in modelled, guided and independent reading, to reflect upon the different personal, social and cultural contexts evident when responding to texts

· present an oral review and class debate demonstrating understanding of language choice to persuade

· have the opportunity for integrating related skills in grammar (connectives, sentences), punctuation (reread and edit; apostrophes for contractions; paragraphs) and vocabulary (modal verbs and adverbs)

· have the opportunity for integrating related skills in spelling (word origins; use dictionaries, glossaries, and spell check effectively).

Texts to read, respond to and compose may include an exposition and a review

Suggested texts

Print texts:

Davies, N. (2005). One tiny turtle. Candlewick Press US.

Heraver, J. (2018). The elephant’s story. Jamie Heraver.

Holland, M. (2020). I ate sunshine for breakfast. Walker Books Australia.

Saxby, C. (2016). Emu. Walker Books Australia.

Sewell, A. (1877). Black Beauty. Puffin Classics.

Multimedia texts:

African Wildlife Foundation. [Website].

Other:

Suggested texts for the English K–10 Syllabus

Content and text requirements (NESA)

There is an opportunity for students to develop an understanding about the cross-curriculum priority: Sustainability. Engaging with some of the suggested texts will provide students with the skill required to investigate and understand issues of environmental and social sustainability.

Term 3 even year

How do representations vary and reflect individual experiences?

Focus questions

Representation – How does a representation reflect my experiences and contexts?

How do different composers construct representations for particular audiences and purposes?

Style – How do words, sentences and images vary for particular audiences and purposes?

Code and convention – Why do codes and conventions vary for different audiences and purposes?

Content

Over 8 weeks, students:

· read and view predictable and moderately complex texts identifying representation, style and code and conventions

· navigate, view and read a range of printed and multimedia texts with an emphasis on informative texts

· engage in modelled, guided and independent reading and make connections between the ways different authors represent ideas and use images to enhance meaning

· explore and discuss representations of different cultures and stereotypic ideas rather than actuality

· prepare topic speeches that use particular words to impact audiences

· have the opportunity for integrating related skills in grammar (pronoun; tense; complex sentences), punctuation (topic sentences; paragraphs) and vocabulary (noun phrases)

· have the opportunity for integrating related skills in spelling (advanced letter–sound correspondence; prefixes; suffixes).

Texts to read, respond to and compose may include descriptions and procedures

Suggested texts

Print texts:

Adl, S. & Robert, N. (2011). Ramadan Moon. Quarto UK. 

Browne, A. (2008). The Tunnel. Walker Books Australia.

Crew, G. (2016). Memorial. Lothian Children’s Books.

Cummings, P. (2013). Anzac biscuits. Scholastic Australia.

Rippen, S. (1996). Fang Fang’s Chinese New Year. Omnibus Books.

Wild, M. (2004). Fox. Allen & Unwin Australia.

Multimedia text:

Kidspot Kitchen (2020). Anzac Biscuits. [Website]. Kidspot.

Other:

Suggested texts for the English K–10 Syllabus

Content and text requirements (NESA)

There is an opportunity for students to develop an understanding of the cross-curriculum priority: Asia and Australia’s engagement with Asia. Through the study of some of the suggested texts, students develop an understanding of diverse Asian languages and culture.

Term 4 even year

How can I support my ideas and present my information in a structured way?

Focus questions

Argument How can my opinion be supported by information and ideas in a structured way? How can my opinion refined through negotiation with others?

Code and convention – What choices of language and structure are best for expressing information and ideas? 

Content

Over 8 weeks, students:

· read and view predictable and moderately complex texts identifying argument and code and conventions

· navigate, view and read a range of printed and visual texts with an emphasis on informative and persuasive texts

· engage in modelled, guided and independent reading to explore the purpose of argument, summarise key arguments and justify responses to ideas

discuss how composers of texts engage the reader while using information to support and present opinions in a structured way using language which carries a persuasive force

present a historical recount

· have the opportunity for integrating related skills in grammar (complex sentences; paragraphs; pronouns), punctuation (verb phrases; apostrophes for contractions) and vocabulary (technical vocabulary)

· have the opportunity for integrating related skills in spelling (homophones; word origins).

Texts to read, respond to and compose may include historical recounts and explanations

Suggested texts

Print texts: 

Barwick, J. (2006). It’s true! Bushrangers lost their heads. Allen & Unwin Children’s.

Briggs, A. (2020). Our home, our heartbeat. Hardie Grant Children's Publishing.

Heiss, A. (2017). Our race for reconciliation. Omnibus Books.

Teague, M. (2003). Dear Mrs. Larue: Letters from Obedience School. Scholastic.

Torres, M. (2019). Dead Man’s Gold. Magabala Books.

Wheatley, N. (2011). Playground. Allen and Unwin Children’s.  

Visual text:

Withers, W. (1893). The fossickers. [Oil on canvas]. The National Gallery of Australia.

Other:

Suggested texts for the English K–10 Syllabus

Content and text requirements (NESA)

There is an opportunity for students to develop an understanding about the cross-curriculum priority: Aboriginal and Torres Strait Islander histories and cultures. Through the study of some of the suggested texts, students learn about Aboriginal history and explore achievements of Aboriginal peoples in historical contexts.

Handwriting and using digital technologies – even year Terms 1 to 4Handwriting

Students:

· write upper case and lower–case letters in NSW Foundation Style with letters that are of consistent size, slope and spacing

· write upper case and lower–case letters in NSW Foundation Style with letters that are in straight lines and legible

· write using NSW Foundation Style cursive, exploring joins

· write using clearly formed joined letters, with increased fluency and automaticity.

Using digital technologies

Students:

· use a range of software to construct, edit and publish written text

· use a range of software to select, edit and place visual, print and audio elements

· experiment with digital and multimodal technologies

· practise a range of keyboard skills

· use digitally produced visual representations to represent ideas, experience and information

· identify the features of online texts that enhance navigation and readability

· discuss issues related to responsible use of digital communication.

Even year supporting materials

Effective reading: phonics sample sequences 

Overview of grammar and punctuation  

Overview of phonological and graphical processing skills K–6

Speaking and listening activities

education.nsw.gov.au

12English Stage 2 scope and sequence-questions and content

© NSW Department of Education, Apr-2113