Sample scope and sequence 2 English Stage 3



English Stage 3 sample scope and sequence Questions and content approachThis 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.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 WalesTable of contents TOC \o "1-3" \h \z \u English Stage 3 sample scope and sequence PAGEREF _Toc69898681 \h 0Summary of outcomes – odd year PAGEREF _Toc69898682 \h 2Summary of outcomes – even year PAGEREF _Toc69898683 \h 2Term 1 odd year PAGEREF _Toc69898684 \h 3Focus questions PAGEREF _Toc69898685 \h 3Content PAGEREF _Toc69898686 \h 3Suggested texts PAGEREF _Toc69898687 \h 4Term 2 odd year PAGEREF _Toc69898688 \h 5Focus questions PAGEREF _Toc69898689 \h 5Content PAGEREF _Toc69898690 \h 5Suggested texts PAGEREF _Toc69898691 \h 6Term 3 odd year PAGEREF _Toc69898692 \h 7Focus questions PAGEREF _Toc69898693 \h 7Content PAGEREF _Toc69898694 \h 7Suggested texts PAGEREF _Toc69898695 \h 8Term 4 odd year PAGEREF _Toc69898696 \h 9Focus questions PAGEREF _Toc69898697 \h 9Content PAGEREF _Toc69898698 \h 9Suggested texts PAGEREF _Toc69898699 \h 10Odd year supporting materials PAGEREF _Toc69898700 \h 10Term 1 even year PAGEREF _Toc69898701 \h 12Focus questions PAGEREF _Toc69898702 \h 12Content PAGEREF _Toc69898703 \h 12Suggested texts PAGEREF _Toc69898704 \h 13Term 2 even year PAGEREF _Toc69898705 \h 14Focus questions PAGEREF _Toc69898706 \h 14Content PAGEREF _Toc69898707 \h 14Suggested texts PAGEREF _Toc69898708 \h 15Term 3 Even year PAGEREF _Toc69898709 \h 16Focus questions PAGEREF _Toc69898710 \h 16Content PAGEREF _Toc69898711 \h 16Suggested texts PAGEREF _Toc69898712 \h 17Term 4 – even year PAGEREF _Toc69898713 \h 18Focus questions PAGEREF _Toc69898714 \h 18Content PAGEREF _Toc69898715 \h 18Suggested texts PAGEREF _Toc69898716 \h 19Even year supporting materials PAGEREF _Toc69898717 \h 19Summary of outcomes – odd yearTable SEQ Table \* ARABIC 1 Outcomes covered in an odd yearOutcomes Term 1Term 2Term 3Term 4Speaking and listeningEN3-1AEN3-1AEN3-1AEN3-1AWriting and representingEN3-2AEN3-2AEN3-2AEN3-2AReading and viewingEN3-3AEN3-3AEN3-3AEN3-3ASpellingEN3-4AEN3-4AEN3-4AEN3-4AResponding and composingEN3-5BEN3-5BGrammar, punctuation and vocabularyEN3-6BEN3-6BEN3-6BEN3-6BThinking imaginatively, creatively, interpretively and criticallyEN3-7CEN3-7CExpressing themselvesEN3-8DEN3-8DReflecting on learningEN3-9EEN3-9ESummary of outcomes – even yearTable SEQ Table \* ARABIC 2 Outcomes covered in an even yearOutcomes Term 1Term 2Term 3Term 4Speaking and listeningEN3-1AEN3-1AEN3-1AEN3-1AWriting and representingEN3-2AEN3-2AEN3-2AEN3-2AReading and viewingEN3-3AEN3-3AEN3-3AEN3-3ASpellingEN3-4AEN3-4AEN3-4AEN3-4AResponding and composingEN3-5BEN3-5BGrammar, punctuation and vocabularyEN3-6BEN3-6BEN3-6BEN3-6BThinking imaginatively, creatively, interpretively and criticallyEN3-7CEN3-7CExpressing themselvesEN3-8DEN3-8DReflecting on learningEN3-9EEN3-9ETerm 1 odd yearHow do narratives engage responders?Focus questionsNarrative – How does skilful plot development engage responders? How do evocative images and imagery complement a story?Character – Can characters have individual characteristics or be based on a stereotype?Code and convention – How do choices of language and design have subtle differences and effects?ContentOver 8 weeks, students:read and view moderately complex texts, identifying narrative, character and code and conventions navigate and read a range of printed and digital texts with an emphasis on imaginative textsengage in modelled, guided and independent reading to explore narrative voice and voices of characters identify individual characteristics and stereotypes and engage personally with texts to explore formal and informal ways to express personal responsesdeliver poetry recitals, role play situations and monologuesexperiment with text structures and language features to write their own textsidentify and compose plot developments and use evocative images and imageryuse literary techniques such as dialogue and vivid description to carry the plothave the opportunity for integrating related skills in grammar (noun groups; connectives; sentences), punctuation (apostrophe for possession; colon) and vocabulary (figurative language)have the opportunity for integrating related skills in spelling (multisyllabic words; suffixes; word origins; uses dictionaries, thesauruses and spell check effectively).Texts to read, respond to and compose may include narratives and poetrySuggested textsPrint texts:Gervay, S. (2000). I Am Jack. HarperCollins Publishers.Merrison, C., & Hustler, H. (2018). Black Cockatoo. Magabala Books.Palacio, R.J. (2012). Wonder. Penguin Random House.Pascoe, B. (2019). Mrs Whitlam. Magabala Books.Walliams, D. (2013). Gangsta Granny. HarperCollins Publisher.White, E.B. (1952). Charlotte’s Web. Puffin Classics.Digital texts:McLoughland, B. (2020). The Greatest Escape Artist. [Poem]. The School Magazine. Other: HYPERLINK "" Suggested texts for the English K-10 SyllabusContent and text requirements (NESA)There is an opportunity to incorporate learning across the curriculum content in the area of Difference and diversity. Through the study of selected suggested texts, students are provided with opportunities to assist them to develop and express their sense of self, to connect with other people and communities and understand the features of a fair and just society that values diversity.Term 2 odd yearHow does point of view position the reader to respond in a particular way?Focus questionsPoint of view – How can point of view create a more personal or distant relationship with the responder? How can an author choose the way a story is told?Intertextuality – How can intertextuality occur through structure and style?Code and convention – How does having knowledge of codes and conventions help find meaning in and through texts?ContentOver 8 weeks, students:read and view moderately complex texts, identifying point of view, intertextuality and code and conventionsnavigate, view and read a range of printed and digital texts with an emphasis on persuasive textsengage in modelled, guided and independent reading to explore how point of view creates a relationship with the responderunderstand that the narrator is different from the author and that point of view positions the reader to respondengage critically through debating and performing commercials to recognise that texts can influence and position responders experiment with point of view to compose texts that allow opportunities to explain how language and structures communicate ideashave the opportunity for integrating related skills in grammar (modality; adjectives; (classifying and modal); main clause; sentences), punctuation (comma to separate clauses; hyphen) and vocabulary (rhetorical devices)have the opportunity for integrating related skills in spelling (morphemic word families; base words; use dictionaries, thesauruses and spell check effectively).Texts to read, respond to and compose may include discussions, expositions and advertisementsSuggested textsPrint texts:Applegate, C. (2015). The one and only Ivan. HarperCollins.Bella, T. (2014). Rivertime. Allen & Unwin Children’s.Marsden, J. (2016). Home and Away. Lothian Children’s Books.Murphy, Aunty Joy. Kelly, A. (2020). Wilam, A Birrarung Story. Walker Books.Tan, S. (2020). Eric. Allen & Unwin Childrens.Suess, D. (1971). The Lorax. HarperCollins Publishers.Digital text:Kroyer, B. (Director). (2002). FernGully: The Last Rainforest. [Movie]. Walt DisneyZain (2011). Help the environment. [Video]. You TubeOther: HYPERLINK "" Suggested texts for the English K-10 SyllabusContent 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. Engaging with selected suggested texts will provide students with the skills required to advocate action to improve sustainability. They also develop an understanding of Aboriginal culture through the exploration of a range of experiences of Aboriginal peoples in social contexts.Term 3 odd yearHow can engaging with imagery produce richer meanings? Focus questionsConnotation, imagery and symbol – How can imagery prompt evocative comparisons and add new meanings to a text? How does figurative language inform and engage?Theme – How do themes relate to social, moral and ethical questions in the real world?Code and convention – How do choices of language and design have subtle differences and effects?ContentOver 8 weeks, students:read and view moderately complex texts, identifying connotation, imagery and symbol, theme, and code and conventionsnavigate, view and read a range of printed and digital texts with an emphasis on informative textsengage in modelled, guided and independent reading to view the use of imagery and figurative language to inform and engageunderstand that imagery is important to creative and critical thought and will show an awareness of the impact of their own and others’ language choicespresent oral news reports identifying figurative language that can inform and engage audiences emotionallyexperiment with language choice and text structure to write their own textshave the opportunity for integrating related skills in grammar (topic sentence; verb group; sentences), punctuation (apostrophe for possession; brackets) and vocabulary (technical vocabulary)have the opportunity for integrating related skills in spelling (multisyllabic words; prefixes; word origins; uses dictionaries, thesauruses and spell check effectively).Texts to read, respond to and compose may include newspaper articles and information reportsSuggested textsPrint texts:Alexander, S. & Ancona, G. (1990). Mom can’t see me. Simon & SchusterCrew, G. (2017). Cat on the Island. HarperCollins Publisher.Crew, G. (1994). The WaterTower. Era Publications Pty.LtdFreeman, P. (2020). Dry to dry. Walker Books Australia.French, J. (2015). Fire. Scholastic.Holton-Ramirez, T. (2013). The Little Corroboree Frog. Magabala Books.Silverstein, S. (1964). The Giving Tree. HarperCollins.Ward, H. (2013). The Tin Forest. Bonnier Publications.Digital texts:News Corp Australia. (2020). Kids News. [Newspaper articles]. Other: HYPERLINK "" Suggested texts for the English K-10 SyllabusContent and text requirements (NESA)There is an opportunity to incorporate learning across the curriculum content in the area of ethical understanding. Through the study of some of the suggested texts, students engage with situations and circumstances that involve moral issues, dilemmas or decisions to strengthen their capacity for ethical understanding.Term 4 odd yearHow can authority be conferred in different ways?Focus questionsAuthority – How is authority invested in a text by clearly expressed and substantiated arguments? How can popularity become a form of authority? Can authority be valued and questioned?Code and convention – How does having knowledge of codes and conventions help find meaning in and through texts?ContentOver 8 weeks, students:read and view moderately complex texts, identifying authority and code and conventions navigate, view and read a range of printed, visual and spoken informative and persuasive texts engage in modelled, guided and independent reading to explore the authority over a text, the author’s intent, and the authority of the textrespond to texts, comprehending and interpreting information and ideasrecognise and explain how language and structures communicate ideascommunicate and interact presenting a persuasive speech and participate in a class debate, focusing on the importance of authorityexperiment with text structures and language features to compose persuasive texts, exploring visual literacy and the techniques used such as angles, colour and expression to interact with an audience and express authorityhave the opportunity for integrating related skills in grammar (technical nouns; reference links; sentences), punctuation (comma to separate clauses; semi colon) and vocabulary (synonyms)have the opportunity for integrating related skills in spelling (morphemic word families; homophones; word origins; uses dictionaries, thesauruses).Texts to read, respond to and compose may include historical recounts and reportsSuggested textsPrint texts:Baldachin, L. (2018). Aquatica: A Beginner's Field Guide. Hardie Grant Children's Publishing.Baldachin, L. (2016). Mechanica: A Beginner’s Field Guide. Hardie Grant Children's Publishing.Do, A. & Do, S. (2011). The Little Refugee. Allen & Unwin Children’s.Hawke, R. & Ingpen, R. (2015). Mustara. Wombat Books.Tan, S. (2006). The Arrival. Lothian Children’s Books.Wilson, M. (2017). Beth: The story of a child convict. Lothian Children’s BooksVisual text:Greenberg, J. (1948). Australia, Land of tomorrow [Paper]. Museum of Victoria, Melbourne, Victoria. Spoken text:Sqwirk online education (2010). Immigration speech, Arthur Calwell. [Video]. Other: HYPERLINK "" Suggested texts for the English K-10 SyllabusContent 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. Students develop an appreciation of the role Australia has played in Asia and the ongoing relationship between Australia and Asian countries.Odd year supporting materialsEffective reading: phonics sample sequences (PDF 258KB) HYPERLINK "" Overview of grammar and punctuation HYPERLINK "" Overview of phonological and graphical processing skills K-6Speaking and listening activitiesTerm 1 even yearHow do characters trigger an imaginative response?Focus questionsCharacter – How can characters be complex and simple?Narrative – How does recognisable characters, events and places engage responders? How are responders engaged through perceptible mood and atmosphere?Code and convention – Why do codes and conventions vary for different audiences and purposes?ContentOver 8 weeks, students:read and view moderately complex texts, identifying character, narrative and code and conventionsnavigate, view and read a range of printed and digital texts with an emphasis on imaginative textsengage in modelled, guided and independent reading to explore how characters can be both complex and simpleunderstand that character is an important concept in narrative as a driver of the action, a function in the plot and a way of engaging or positioning a readerengage in hot seating activities, verbal descriptions and role playing to recognise and explore characters, events and settings during speaking and listeningwrite imaginative texts with less predictable features to emotionally and intellectually engage the readerhave the opportunity for integrating related skills in grammar (author voice; adjective groups; sentences), punctuation (apostrophe for possession) and vocabulary (evaluative language)have the opportunity for integrating related skills in spelling (multisyllabic words; suffixes; word origins; uses dictionaries, thesauruses and spell check effectively).Texts to read, respond to and compose may include descriptions, poetry and folktalesSuggested textsPrint texts:DiCamillo, K. (2016). The Magician’s Elephant. Walker Books.Harry, P. (2019). The Little Wave. University of Queensland Press.Mosel, A. (1968). Tikki Tikki Tembo. St Martins Press.Tan, S. (2018). Cicada. Lothian Children’s Books.Thiele, C. (1964). Storm Boy. New Holland Publishers.Digital texts:Spadaro, K. (2018). Comparison. [Poem]. The School Magazine. The Present (2016). The Present. [Short animation] You Tube. Other:Suggested texts for the English K-10 SyllabusContent and text requirements (NESA)There is an opportunity to incorporate learning across the curriculum content in the area of Difference and Diversity. Through the study of some of the suggested texts, students are provided with opportunities to assist developing understanding of others and building empathy for individual differences. Term 2 even yearHow is context expressed in texts?Focus questionsContext – How does our own context affect the way we respond to and compose texts? How is culture, beliefs, customs, language and values reflected in texts? ?Authority – How does appropriate language, spelling and punctuation give texts more authority?Code and convention – What opportunities for innovation can occur at all levels? (for example, word, sentence, paragraph and whole text levels)?ContentOver 8 weeks, students:read and view moderately complex texts, identifying context, authority and code and conventionsnavigate, view and read a range of printed and spoken texts with an emphasis on persuasive textsengage in modelled, guided and independent reading, responding to texts, comprehending and interpreting information and ideas in texts, explaining how context (time, place, situation) influences interpretations of a textcommunicate and interact when presenting a persuasive speech and compose and collaboratively create a podcastexperiment with text structures and language features to compose persuasive textshave the opportunity for integrating related skills in grammar (nominalisation; emphasis; sentences), punctuation (comma to separate clauses) and vocabulary (humour; irony)have the opportunity for integrating related skills in spelling (morphemic word families; base words; word origins; use dictionaries, thesauruses and spell check).Texts to read, respond to and compose may include discussions and podcastsSuggested textsPrint texts:Bin Salleh, R. (2018). Alfred’s War. Magabala Books.Blackwood, F. & Wild, M. (2017). The Treasure Box. Penguin Australia.Blyton, E, (1943). The Magic Faraway Tree. Hatchette Children’s Books. Hartnett, S. (2014). The Silver Donkey. Candlewick Press.Lindsay, N. (1918). The Magic Pudding. The New York Review of Books, IncMiller, D. (2019). The cat who lived with Anne Frank. Penguin Group USA.Spoken text:Corbett, B. (Speaker). (2020). The Squiz Kids [Audio podcast]. Other:Suggested texts for the English K-10 SyllabusContent and text requirements (NESA)There is an opportunity to incorporate learning across the curriculum content in the area of Intercultural understanding. Through the study of some of the suggested texts, students learn to understand their own identity in relation to others from different cultures and backgrounds, including literature representing experiences of Aboriginal and Torres Strait Islander people. Term 3 Even yearHow do representations position audiences to adopt a particular response?Focus questionsRepresentation – How can information and ideas be represented symbolically? How do representations influence response?Style – How does style create connections between and among texts??Code and convention – Why do codes and conventions vary for different audiences and purposes?ContentOver 8 weeks, students:read and view moderately complex and sophisticated texts, identifying representation, style and code and conventionsnavigate, view and read a range of printed and multimedia texts with an emphasis on informative texts engage in modelled, guided and independent reading to explore depictions of a thing, person or ideaidentify the main themes or concepts in texts and summarise the identifying key detailsinterpret symbolism in texts, providing evidence to justify interpretationcommunicate and interact presenting an informative speech, participate in class discussions and orally compose descriptionsexperiment with text structures and language features to write informative texts have the opportunity for integrating related skills in grammar (pronoun; subordinate clause; sentences), punctuation (apostrophe for possession; brackets) and vocabulary (sensory vocabulary)have the opportunity for integrating related skills in spelling (multisyllabic words, prefixes, word origins, uses dictionaries, thesauruses and spell check effectively).Texts to read, respond to and compose may include descriptions and proceduresSuggested textsPrint texts:Baker, J. (2000). Mirror. Walker Books Australia.Bray, I. (2017). Mossby's Magic Carpet Handbook. The Innovation Press.Coerr, E. (1987). Sadako and the thousand paper planes. Penguin Books.Crew, G. (2016). Memorial. Lothian Children’s Books.Garland, S. (1997). The Lotus Seed. Houghton Mifflin Harcourt.Leggett Abouraya, K. (2014). Malala Yousafzai: Warrior with Words. StarWalk Kids MediaRossell, J. (2014). Withering by sea. ABC Books.Tan, S. (2010). The Red Tree. Lothian Children’s Books.Multimedia text:RNMaster. (2017). How to make a paper crane. [Website]. Instructables Crafts. Other:Suggested texts for the English K-10 SyllabusContent and text requirements (NESA) There is an opportunity to incorporate learning across the curriculum content in the area of Personal and social capability. The study of some of the suggested texts helps students to identify their own responses to a range of social contexts. The texts also provide the opportunity to address the cross-curriculum priority: Asia and Australia’s engagement with Asia as they develop an understanding of how Asia has influenced Australian culture.Term 4 – even yearCan arguments be objectively and subjectively presented?Focus questionsArgument – How do language choices (visual, spoken and written) strengthen arguments? How does an argument provide an informed assessment of a range of opinions? Code and convention – What opportunities for innovation can occur at all levels? (for example: word, sentence, paragraph and whole text levels)ContentOver 8 weeks, students:read and view moderately complex and sophisticated texts, identifying argument and code and conventionsnavigate, view and read a range of print, visual and digital informative and persuasive texts engage in modelled, guided and independent reading to explore the purpose of argument, including clarification of ideas, searching for truth, resolving disputes or defending a point of viewuse knowledge of features and conventions, they will evaluate the reasoning and evidence in texts and identify any biasescommunicate and interact presenting a review and debate, taking a position and supporting with argumentsexperiment with text structures, elaborations and language features to compose informative and persuasive textshave the opportunity for integrating related skills in grammar (elaborated tenses; sentences), punctuation (comma to separate clauses; semi colon; colon) and vocabulary (abstractions)have the opportunity for integrating related skills in spelling (morphemic word families; homophones; word origins; uses dictionaries, thesauruses and spell check effectively).Texts to read, respond to and compose to may include letters to the editor and reviewsSuggested textsPrint texts:Crew, G. (2003). I said nothing. Hatchette Australia.Garcia, E. (2006). Coyote and the Sky: How the Sun, Moon, and Stars Began. University of New Mexico Press.Hirsch, O. (2011). Darius Bell and the Crystal Bees. Allen & Unwin Children’s.McCarthy Yoelu, M. (2020). Brother Moon. Magabala Books. Schimmel, S. (1994). Dear Children of the Earth. Northword Press.Stanley. E. (2003). The Deliverance of Dancing Bears. Kane Miller Book.Visual text:Connolly, M. (2014). How the sun was made. [Artwork] Dreamtime Kullilla-Art. Digital texts:BTN (2016). Aboriginal Astronomy. [Video] ABCDust Echoes. (2007). Moon man: creation story. [Short animation]. ABC Education. Other:Suggested texts for the English K-10 SyllabusContent and text requirements (NESA)There is an opportunity for students to develop an understanding about the cross-curriculum priorities: Sustainability and Aboriginal and Torres Strait Islander history and cultures. Engaging with some of the suggested texts provides students with the skill required to communicate information about sustainability. They also explore the links between Aboriginal cultural expression, language and spirituality.Even year supporting materialsEffective reading: phonics sample sequences (PDF 258KB)Overview of grammar and punctuationOverview of phonological and graphical processing skills K-6Speaking and listening activities ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download