Literacy learning and teaching

The English K-6 Syllabus is based on a social view of language. Students use language to achieve a variety of social purposes e.g. to entertain, to inform, to express ideas. The theoretical framework on which the Syllabus is based is explained on pages 5 -9.

The Syllabus is outcomes-based. Classroom teaching programs should provide a balance between learning to outcomes and learning about outcomes for each literacy strand in a stage.

Foundation statements are included in the Syllabus to provide teachers with a summary of the achievement that students are expected to demonstrate at the end of each stage.

Standards in the English K-6 Syllabus are defined by:

• the outcomes (Syllabus pages 16 - 19) (PDF) - specific statements of knowledge, skills and understandings expected to be achieved by most students at the end of each stage as a result of effective teaching and learning
• the content (Syllabus pages 56 - 59) (PDF) - what teachers will teach at each stage

Syllabus standards are illustrated by:

• Foundation statements
• example indicators for each outcome
• work samples

Consistent teacher judgements about student work will recognise:

• previous judgements made about individual students
• those made for all other students in a range of contexts
• those made by other teachers for individuals or groups of students.