In this syllabus, the study of a wide range of texts is central to the study of English. This includes the study of texts which are widely regarded as quality literature, providing students with the opportunity for aesthetic experience and to develop an appreciation of the artistic expression found in texts.
In the primary years of schooling, the study of text types, as part of a broader study of texts, is intended to facilitate student literacy skills and help to establish knowledge about the purpose and audience, structures and language features of a broader range of texts. In the categorisation of texts into 'text types', it is important to note that any such classification is to some extent arbitrary and that there is always likely to be overlap between ways of grouping and defining texts.
While delivering courses that reflect the outcomes and content, the following text requirements should be addressed.
Students in K–6 must read, listen to and view a variety of texts that are appropriate to their needs, interests and abilities. These texts become increasingly sophisticated as students move from Kindergarten to Year 6.
In each Year students must study examples of:
- spoken texts
- print texts
- visual texts
- media, multimedia and digital texts.
- texts which are widely regarded as quality literature
- a widely defined Australian literature, including texts that give insights into Aboriginal experiences in Australia
- a wide range of literary texts from other countries and times, including poetry, drama scripts, prose fiction and picture books
- texts written about intercultural experiences
- texts that provide insights about the peoples and cultures of Asia
- everyday and community texts
- a wide range of factual texts that present information, issues and ideas
- texts that include aspects of environmental and social sustainability
- an appropriate range of digital texts, including film, media and multimedia.
Note: students with special education needs may not be able to use all or some of the language modes. Some students with special education needs communicate through a variety of verbal or non-verbal communication systems or techniques. It is important to take account of the individual communication strategies used by these students and make appropriate curriculum adjustments.