NSW Curriculum

Listening for understanding

NSW-ES1-OLC-LU-1Orientate self to the speaker

NSW-ES1-OLC-LU-2Recognise how nonverbal language can contribute to meaning in spoken communication

NSW-ES1-OLC-LU-3Respond to spoken questions

NSW-ES1-OLC-LU-4Follow up to 3-part spoken instructions

NSW-ES1-OLC-LU-5Understand how pronouns can be linked to nouns to support meaning

NSW-ES1-OLC-LU-6Understand how the most common inflected word forms affect the meanings of words

NSW-ES1-OLC-LU-7Listen for a purpose by agreeing or disagreeing, adding to the comment of others, or sharing thoughts and feelings

Social and learning interactions

NSW-ES1-OLC-SLI-1Contribute to group conversations

NSW-ES1-OLC-SLI-2Start a conversation with a peer and/or adult, staying on topic

NSW-ES1-OLC-SLI-3Take turns when speaking during structured and unstructured play

NSW-ES1-OLC-SLI-4Use oral language to make requests and express needs

NSW-ES1-OLC-SLI-5Use oral language to reason when speaking

NSW-ES1-OLC-SLI-6Use oral language to persuade, negotiate, give opinions or discuss ideas

NSW-ES1-OLC-SLI-7Use imaginative, verbal language in structured and unstructured activities

NSW-ES1-OLC-SLI-8Ask questions using who, what, when, where, why or how

Understanding and using grammar when interacting

NSW-ES1-OLC-UUG-1Understand there are many languages that are used by family, peers and community

NSW-ES1-OLC-UUG-2Use short phrases and simple sentences when speaking

NSW-ES1-OLC-UUG-3Use connectives such as and, but and because when speaking

NSW-ES1-OLC-UUG-4Use regular past tense verbs when speaking

NSW-ES1-OLC-UUG-5Use irregular past tense verbs when speaking

NSW-ES1-OLC-UUG-6Use a combination of sentences to elaborate and connect ideas

Oral narrative

NSW-ES1-OLC-ON-1Tell a story or information to peers or adults using oral language

NSW-ES1-OLC-ON-2Retell favourite stories, poems, songs and rhymes with some parts as exact repetition and some in their own words

NSW-ES1-OLC-ON-3Recall details of events or stories using who, what, when, where, why and how

Complementary content for alternative communication forms: Listening for understanding

NSW-ES1-OLC-CCLU-1Recognise how nonverbal language can contribute to meaning when communicating

NSW-ES1-OLC-CCLU-2Respond to symbolic, signed and/or spoken questions

NSW-ES1-OLC-CCLU-3Follow up to 3-part instructions given in speech, signs or symbols

NSW-ES1-OLC-CCLU-4Attend to a communication partner for a purpose by agreeing or disagreeing, adding on to the comment of others, or sharing thoughts and feelings

Complementary content for alternative communication forms: Social and learning interactions

NSW-ES1-OLC-CCSLI-1Take turns when communicating during structured and unstructured play

NSW-ES1-OLC-CCSLI-2Use gestures, symbols, signs in combination with, or in place of speech, to convey requests and express needs

NSW-ES1-OLC-CCSLI-3Use gestures, symbols, signs in combination with or in place of speech, to reason when communicating

NSW-ES1-OLC-CCSLI-4Use gestures, symbols, signs in combination with or in place of speech, to persuade, negotiate, give opinions or discuss ideas

NSW-ES1-OLC-CCSLI-5Communicate imaginatively in structured and unstructured activities

Complementary content for alternative communication forms: Understanding and using grammar when interacting

NSW-ES1-OLC-CCUUG-1Communicate using short phrases and simple sentences represented by gestures, symbols, signs in combination with or in place of speech

NSW-ES1-OLC-CCUUG-2Connect 2 or more ideas when communicating

NSW-ES1-OLC-CCUUG-3Communicate ideas from the past using gestures, symbols, signs in combination with or in place of speech

NSW-ES1-OLC-CCUUG-4Use gestures, symbols, signs in combination with or in place of speech, to connect and elaborate on ideas when retelling and creating stories

Complementary content for alternative communication forms: Oral narrative

NSW-ES1-OLC-CCON-1Present a story or information to peers or adults using gestures, symbols, signs in combination with or in place of speech

NSW-ES1-OLC-CCON-2Retell favourite stories, poems, songs and rhymes using gestures, symbols, signs in combination with or in place of speech

Learning and using words

NSW-ES1-VOC-LUW-1Understand that texts in Standard Australian English are made up of words and groups of words that convey meaning

NSW-ES1-VOC-LUW-2Recognise and understand taught Tier 1 and Tier 2 words

NSW-ES1-VOC-LUW-3Understand words that have different meanings in different contexts

NSW-ES1-VOC-LUW-4Use vocabulary that is personal

NSW-ES1-VOC-LUW-5Use vocabulary that is specific to key learning areas

NSW-ES1-VOC-LUW-6Use vocabulary to select, match and provide categories for groups of images or words

NSW-ES1-VOC-LUW-7Understand and use words to describe shape, size, texture, position, numerical order, time and seasons

NSW-ES1-VOC-LUW-8Identify, name and describe a range of objects, characters, animals, people and places when given visual and/or auditory prompts

NSW-ES1-VOC-LUW-9Use specific word choice to clarify meaning

NSW-ES1-VOC-LUW-10Experiment with and create wordplay and poems

NSW-ES1-VOC-LUW-11Use and understand Tier 3 words that are of personal interest

Words

NSW-ES1-PHOAW-W-1Repeat words and phrases

NSW-ES1-PHOAW-W-2Complete familiar spoken phrases in texts, including chants, rhymes, songs and poems

NSW-ES1-PHOAW-W-3Segment a spoken sentence of 3 to 5 words into separate spoken words

Syllables

NSW-ES1-PHOAW-S-1Orally blend and segment syllables in words comprising up to 3 syllables

NSW-ES1-PHOAW-S-2Blend onset and rime to say a one-syllable word

Phonemes

NSW-ES1-PHOAW-P-1Provide a word when given a starting phoneme

NSW-ES1-PHOAW-P-2Consistently say the first phoneme of a spoken one-syllable word

NSW-ES1-PHOAW-P-3Listen to up to 4 words, indicate those that start with the same phoneme and say other words that start with that phoneme

NSW-ES1-PHOAW-P-4Orally blend up to 4 phonemes together to make a one-syllable spoken word

NSW-ES1-PHOAW-P-5Orally segment one-syllable words comprised of up to 4 phonemes into separate phonemes

NSW-ES1-PHOAW-P-6Identify the number of phonemes that make up a spoken one-syllable word comprising fewer than 4 phonemes

NSW-ES1-PHOAW-P-7Identify the first, middle and final phonemes in a one-syllable word

NSW-ES1-PHOAW-P-8Identify the difference between a voiced phoneme and an unvoiced phoneme

NSW-ES1-PHOAW-P-9Blend aloud all phonemes when asked to delete, add or substitute an initial phoneme

NSW-ES1-PHOAW-P-10Blend aloud all phonemes when asked to delete, add or substitute a final phoneme

NSW-ES1-PHOAW-P-11Blend aloud all phonemes when asked to substitute a medial vowel phoneme

Features of print

NSW-ES1-PRINT-FP-1Understand that written Standard Australian English uses letters to represent sounds

NSW-ES1-PRINT-FP-2Understand that print contains a message

NSW-ES1-PRINT-FP-3Identify pictures in texts

NSW-ES1-PRINT-FP-4Identify words in a variety of situations in school, the classroom and the environment

NSW-ES1-PRINT-FP-5Know the difference between a letter and a word

NSW-ES1-PRINT-FP-6Distinguish between punctuation, letters, words and numerals in texts

NSW-ES1-PRINT-FP-7Identify spaces between words

NSW-ES1-PRINT-FP-8Identify numerals in texts

NSW-ES1-PRINT-FP-9Identify and name lower- and upper-case letters

NSW-ES1-PRINT-FP-10Recognise symbols, icons and personally significant words in everyday situations and in texts

Directionality of print

NSW-ES1-PRINT-DP-1Show awareness of appropriate orientation of the text being read

NSW-ES1-PRINT-DP-2Locate the front and back of a book and top and bottom of page

NSW-ES1-PRINT-DP-3Turn pages one at a time

NSW-ES1-PRINT-DP-4Begin reading at the top of the page and conclude reading at the bottom of the page

NSW-ES1-PRINT-DP-5Track text left to right and use return sweep

NSW-ES1-PRINT-DP-6Consistently read left page before right page

Single-letter graphemes

NSW-ES1-PHOKW-SLG-1Match a single-letter grapheme with a phoneme

NSW-ES1-PHOKW-SLG-2Say the most common phoneme for single-letter graphemes (graphs)

NSW-ES1-PHOKW-SLG-3Blend single-letter grapheme–phoneme correspondences to decode VC and CVC words, and apply this knowledge when reading, including decodable texts

NSW-ES1-PHOKW-SLG-4Segment and encode single-letter VC and CVC words, and apply this knowledge when writing words and creating texts

NSW-ES1-PHOKW-SLG-5Blend common single-letter grapheme–phoneme correspondences to read CCVC and CVCC words, and apply this when reading texts, including decodable texts

NSW-ES1-PHOKW-SLG-6Segment common, single-letter grapheme–phoneme correspondences to encode CCVC and CVCC words

Digraphs

NSW-ES1-PHOKW-DIG-1Decode and blend words containing consonant digraphs and apply this when reading texts, including decodable texts

NSW-ES1-PHOKW-DIG-2Segment and encode CVC words containing consonant digraphs

NSW-ES1-PHOKW-DIG-3Decode words containing split digraphs and vowel digraphs

NSW-ES1-PHOKW-DIG-4Experiment with encoding high-frequency words containing split digraphs and vowel digraphs

Automaticity

NSW-ES1-REFLU-AUTO-1Read words automatically then apply to texts

NSW-ES1-REFLU-AUTO-2Read texts with taught grapheme–phoneme correspondences and taught high-frequency words with automaticity

NSW-ES1-REFLU-AUTO-3Know that fluent reading involves recognising and reading words accurately and automatically

Prosody

NSW-ES1-REFLU-PROS-1Read phrases comprising 2 or 3 words aloud, in a rhythmic manner

NSW-ES1-REFLU-PROS-2Know that pace and expression vary when reading, according to the audience and purpose

NSW-ES1-REFLU-PROS-3Stop at the end of a sentence in response to a full stop

NSW-ES1-REFLU-PROS-4Regulate their voice to respond to punctuation such as question marks and exclamation marks

Activating word meaning

NSW-ES1-RECOM-AWM-1Recognise familiar vocabulary in a text

NSW-ES1-RECOM-AWM-2Use known vocabulary to build a mental model of the content of the text

NSW-ES1-RECOM-AWM-3Use known vocabulary to work out or refine the meaning of unknown words

NSW-ES1-RECOM-AWM-4Ask or pause to clarify meaning of unknown words

Understanding and connecting sentences

NSW-ES1-RECOM-UCS-1Identify words that represent who, what, when, where and why in texts

NSW-ES1-RECOM-UCS-2Identify conjunctions in a compound sentence, their meaning and purpose

NSW-ES1-RECOM-UCS-3Understand how adjectives describe a noun and verbs identify actions in a sentence

NSW-ES1-RECOM-UCS-4Recognise how the position of words in a sentence changes its meaning

Understanding whole text

NSW-ES1-RECOM-UWT-1Understand that informative and imaginative texts have different structures, features and forms

Monitoring comprehension

NSW-ES1-RECOM-MC-1Stop reading when a break in comprehension is registered

NSW-ES1-RECOM-MC-2Re-read to check if an error was made

NSW-ES1-RECOM-MC-3Self-correct error using phonic knowledge

NSW-ES1-RECOM-MC-4Ask a question or make a statement to clarify meaning

NSW-ES1-RECOM-MC-5Predict purpose, type of text or topic from title, illustration, image and/or form

NSW-ES1-RECOM-MC-6Clarify own purpose for reading a text

NSW-ES1-RECOM-MC-7Use background knowledge when identifying connections between a text, own life, other texts and/or the world

NSW-ES1-RECOM-MC-8Use visual cues in multimodal texts to interpret meaning

Recalling details

NSW-ES1-RECOM-RD-1Recall key characters, events and/or information in text

NSW-ES1-RECOM-RD-2Recall the sequence of events/information in texts

NSW-ES1-RECOM-RD-3Recount the relevant ideas from the text

NSW-ES1-RECOM-RD-4Use information or events from different parts of the text to form an opinion

Text features

NSW-ES1-CWT-TF-1Create a text including at least 2 related ideas

NSW-ES1-CWT-TF-2Sequence ideas in a text

NSW-ES1-CWT-TF-3Include recognisable structural features for text purpose

NSW-ES1-CWT-TF-4Create written texts that describe, give an opinion, recount an event, convey a story

Sentence-level grammar

NSW-ES1-CWT-SLG-1Identify and use verbs in simple sentences, including in own writing

NSW-ES1-CWT-SLG-2Know that a simple sentence makes sense by itself and is a complete thought represented by a subject and verb

NSW-ES1-CWT-SLG-3Write a simple sentence with correct subject–verb–object structure to convey an idea

NSW-ES1-CWT-SLG-4Recognise a simple sentence in own writing

NSW-ES1-CWT-SLG-5Identify and use nouns in simple sentences, including in own writing

NSW-ES1-CWT-SLG-6Use personal pronouns in own writing

NSW-ES1-CWT-SLG-7Use prepositional phrases to indicate time or place

NSW-ES1-CWT-SLG-8Identify and use time connectives to sequence information and events

NSW-ES1-CWT-SLG-9Experiment with writing compound sentences and recognise that each clause makes meaning by itself

Punctuation

NSW-ES1-CWT-PUN-1Understand that punctuation is a feature of written language and how it impacts meaning

NSW-ES1-CWT-PUN-2Use a capital letter to start a sentence and a full stop to end a sentence

NSW-ES1-CWT-PUN-3Use capital letters when writing proper nouns

NSW-ES1-CWT-PUN-4Use question marks and exclamation marks

Word-level language

NSW-ES1-CWT-WLL-1Explain the purpose of a verb, a noun and an adjective in own writing

NSW-ES1-CWT-WLL-2Intentionally select nouns, verbs, adjectives and articles in own writing

NSW-ES1-CWT-WLL-3Use personal vocabulary, words on display and in mentor texts when constructing sentences

Planning and revising

NSW-ES1-CWT-PR-1Identify differences between spoken and written language

NSW-ES1-CWT-PR-2Identify different purposes for writing

NSW-ES1-CWT-PR-3Use drawing, images or mind maps to support planning and writing

NSW-ES1-CWT-PR-4Understand they can improve their writing based on feedback from teachers

NSW-ES1-CWT-PR-5Edit their texts after receiving feedback

Integrated spelling components

NSW-ES1-SPELL-ISC-1Combine phonological, phonic, orthographic and morphemic knowledge to spell taught high-frequency irregular words comprising up to 3 phonemes

Phonological component

NSW-ES1-SPELL-PC-1Segment single-syllable words into phonemes as a strategy for spelling

NSW-ES1-SPELL-PC-2Segment multisyllabic words into syllables and phonemes as a strategy for spelling

Orthographic component

NSW-ES1-SPELL-OC-1Spell their own name

NSW-ES1-SPELL-OC-2Know that the digraphs zz, ss, ll, ff and ck do not usually start a word in Standard Australian English

NSW-ES1-SPELL-OC-3Know that words do not usually end with the letter v, and that ve is commonly used

NSW-ES1-SPELL-OC-4Experiment with some vowel digraphs and split digraphs to spell taught high-frequency words and/or personally significant words

Morphological component

NSW-ES1-SPELL-MC-1Add the plural-marking suffix (s) to base nouns that require no change when suffixed

NSW-ES1-SPELL-MC-2Experiment with the tense-marking suffixes to spell familiar base verbs

NSW-ES1-SPELL-MC-3Spell high-frequency compound words and homophones comprising taught graphemes

Handwriting

NSW-ES1-HANDW-HW-1Use a stable posture when handwriting or drawing by sitting comfortably with feet flat on the floor, the writing arm resting on a table, with the opposite hand resting on the paper, and shoulders relaxed

NSW-ES1-HANDW-HW-2Correctly produce a clockwise ellipse, anticlockwise ellipse and downward diagonal stroke when forming letter shapes

NSW-ES1-HANDW-HW-3Use writing implements with a stable and relaxed pencil grasp

NSW-ES1-HANDW-HW-4Apply appropriate pressure when handwriting to produce legible writing

NSW-ES1-HANDW-HW-5Form all handwritten letters in NSW Foundation Style when given a verbal prompt from the correct starting point and continue in the correct direction

NSW-ES1-HANDW-HW-6Apply taught handwriting skills when creating texts

Complementary content for students unable to produce handwriting

NSW-ES1-HANDW-CCHW-1Locate letters on a keyboard

NSW-ES1-HANDW-CCHW-2Locate function keys to produce lower-case and upper-case letters

NSW-ES1-HANDW-CCHW-3Use a touch screen or stylus to select lower-case and upper-case letters

NSW-ES1-HANDW-CCHW-4Use a touch screen, stylus or keyboard to produce lower-case and upper-case letters

NSW-ES1-HANDW-CCHW-5Use speech-to-text applications to produce letters

Context

NSW-ES1-UARL-CTX-1Identify aspects of their own world represented in texts

NSW-ES1-UARL-CTX-2Identify texts that are composed for specific audiences and purposes

NSW-ES1-UARL-CTX-3Identify and contrast features of texts that inform, persuade and/or entertain

NSW-ES1-UARL-CTX-4Create imaginative and/or informative texts relating to their own experience, the world and/or other texts

Narrative

NSW-ES1-UARL-NAR-1Understand that narrative can be real or imagined

NSW-ES1-UARL-NAR-2Identify narratives told through a range of modes and media

NSW-ES1-UARL-NAR-3Identify, discuss and compare the beginning, middle and end in a range of narratives

NSW-ES1-UARL-NAR-4Experiment with using parts and/or features of a narrative, innovating from a mentor text

Character

NSW-ES1-UARL-CHAR-1Use background knowledge to support understanding of characters' actions in a text

NSW-ES1-UARL-CHAR-2Reason using background knowledge as to why a character has acted in a certain way

NSW-ES1-UARL-CHAR-3Identify and discuss character features and actions

NSW-ES1-UARL-CHAR-4Identify and discuss language used to describe characters in narratives

NSW-ES1-UARL-CHAR-5Share feelings and thoughts in response to characters and actions in texts

NSW-ES1-UARL-CHAR-6Identify and compare characters in a range of texts

NSW-ES1-UARL-CHAR-7Understand that characters in texts are represented by how they look, what they say and do, and their thoughts

Imagery, symbol and connotation

NSW-ES1-UARL-ISC-1Identify and discuss how creative language and/or symbols enhance enjoyment in texts

NSW-ES1-UARL-ISC-2Identify how visual cues contribute to the meaning of a text

NSW-ES1-UARL-ISC-3Identify how words and word order influence meaning in texts

NSW-ES1-UARL-ISC-4Experiment with creative play with language in own texts

Perspective

NSW-ES1-UARL-PERSP-1Express likes and dislikes about a text

NSW-ES1-UARL-PERSP-2Identify favourite stories and/or characters in texts using verbal and/or nonverbal modes

NSW-ES1-UARL-PERSP-3Compare opinions of a text or characters with peers