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| 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 sequence...............................................0
Summary of outcomes – odd year...............................................................................................................2
Summary of outcomes – even year..............................................................................................................3
Term 1 odd year........................................................................................................................................... 4
Focus questions....................................................................................................................................... 4
Content.................................................................................................................................................... 4
Suggested texts....................................................................................................................................... 5
Term 2 odd year........................................................................................................................................... 6
Focus questions....................................................................................................................................... 6
Content.................................................................................................................................................... 6
Suggested texts....................................................................................................................................... 7
Term 3 odd year........................................................................................................................................... 8
Focus questions....................................................................................................................................... 8
Content.................................................................................................................................................... 8
Suggested texts....................................................................................................................................... 9
Term 4 odd year......................................................................................................................................... 10
Focus questions..................................................................................................................................... 10
Content.................................................................................................................................................. 10
Suggested texts..................................................................................................................................... 11
Handwriting and using digital technologies – odd year Terms 1 to 4.........................................................12
Handwriting............................................................................................................................................ 12
Using digital technologies...................................................................................................................... 12
Odd year supporting materials................................................................................................................... 13
Term 1 even year....................................................................................................................................... 14
education.nsw.gov.au
Focus questions..................................................................................................................................... 14
Content.................................................................................................................................................. 14
Suggested texts..................................................................................................................................... 15
Term 2 even year....................................................................................................................................... 16
Focus questions..................................................................................................................................... 16
Content.................................................................................................................................................. 16
Suggested texts..................................................................................................................................... 17
Term 3 even year....................................................................................................................................... 18
Focus questions..................................................................................................................................... 18
Content.................................................................................................................................................. 18
Suggested texts..................................................................................................................................... 19
Term 4 even year....................................................................................................................................... 20
Focus questions..................................................................................................................................... 20
Content.................................................................................................................................................. 20
Suggested texts..................................................................................................................................... 21
Handwriting and using digital technologies – even year Terms 1 to 4........................................................22
Handwriting............................................................................................................................................ 22
Using digital technologies...................................................................................................................... 22
Even year supporting materials.................................................................................................................. 23
1 English Stage 2 scope and sequence-questions and content
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, inter-pretively
EN2–10C EN2–10C
Expressing themselves EN2 –11D EN2–11D
Reflecting on learning EN2–12E EN2–12E
© NSW Department of Education, Sep-23
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, inter-pretively
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
3 English Stage 2 scope and sequence-questions and content
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
© NSW Department of Education, Sep-23
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.
5 English Stage 2 scope and sequence-questions and content
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).
© NSW Department of Education, Sep-23
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.
7 English Stage 2 scope and sequence-questions and content
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).
© NSW Department of Education, Sep-23
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.
9 English Stage 2 scope and sequence-questions and content
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).
© NSW Department of Education, Sep-23
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.
11 English Stage 2 scope and sequence-questions and content
Handwriting and using digital technologies – odd year Terms 1 to 4
Handwriting
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.
© NSW Department of Education, Sep-23
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
13 English Stage 2 scope and sequence-questions and content
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).
© NSW Department of Education, Sep-23
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.
15 English Stage 2 scope and sequence-questions and content
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
© NSW Department of Education, Sep-23
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.
17 English Stage 2 scope and sequence-questions and content
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)
© NSW Department of Education, Sep-23
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.
19 English Stage 2 scope and sequence-questions and content
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).
© NSW Department of Education, Sep-23
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.
21 English Stage 2 scope and sequence-questions and content
Handwriting and using digital technologies – even year Terms 1 to 4
Handwriting
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.
© NSW Department of Education, Sep-23
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
23 English Stage 2 scope and sequence-questions and content
