The sample instructional sequences provide a suggested sequence to support the planning of explicit, systematic and cumulative handwriting and digital transcription lessons for students in Years 3 to 6. They represent one way to plan for student learning. Schools are strongly encouraged to make changes to meet the learning needs of all students.

The instructional sequences include:

• an evidence-based instructional approach
• handwriting and digital transcription content from the English K–10 Syllabus introduced in line with the sample English 3–6 scope and sequences
• content that is structured using a distributed learning approach
• NSW Foundation Style handwriting samples, including precursive and cursive script, as a guide to model letter formations
• supporting information that provides advice on pencil grasp, letter formation, posture, and efficient keyboard use
• instructions for use.

Research base

The evidence base for this resource is:

• English K–10 Syllabus, including teaching advice and bibliography
• a full reference list is also included in each instructional sequence.

Alignment to system priorities and, or needs

These resources clearly and explicitly align to:

• Advice on scope and sequences
• K–6 curriculum requirements
• Curriculum planning and programming, assessing and reporting to parents K–12 policy
• Registration process for monitoring the government schooling system
• Planning, programing and assesing English K–6.

Alignment to School Excellence Framework

These resources support the School Excellence Framework by incorporating the following domains and themes.

Learning domain

• Curriculum: Curriculum provision, Teaching and learning programs
• Assessment: Whole- school monitoring of student learning
• Student performance measures: NAPLAN

Teaching domain

• Effective classroom practice: Lesson planning, Explicit teaching
• Learning and development: Collaborative practice and feedback; Expertise and innovation

Leading domain

Educational leadership: Instructional leadership

Contact

Email questions, comments and feedback about these resources to EnglishK6@det.nsw.edu.au.

The sample instructional sequences for Stage 2, Stage 3 and multi-age provide a suggested sequence to support the planning of explicit, systematic and cumulative spelling lessons for students in Years 3–6. They represent one way to plan for student learning. Schools are strongly encouraged to make changes to meet the learning needs of all students.

The instructional sequences include:

• an evidence-based instructional approach to spelling incorporating the explicit teaching of the phonological, orthographic and morphological features of words
• spelling content from the English K–10 Syllabus introduced in line with the English 3–6 scope and sequences
• sample words for inquiry that integrate the 3 word forms
• content structured using a distributed learning model
• supporting information that provides advice related to the phonological, orthographic and morphological components.
• instructions for use
• glossary of key spelling terminology.

Research base

The evidence base for this resource is:

• English K–2 syllabus
• English K–10 syllabus bibliography
• a full reference list is also included in each instructional sequence.

Alignment to system priorities and, or needs

These resources clearly and explicitly align to:

• Advice on scope and sequences
• K–6 curriculum requirements
• Curriculum planning and programming assessing and reporting to parents K–12 policy
• Registration process for monitoring the government schooling system

Alignment to School Excellence Framework

These resources support the School Excellence Framework by incorporating the following domains and themes.

Learning domain

• Curriculum: Curriculum provision, Teaching and learning programs
• Assessment: Whole school monitoring of student learning
• Student performance measures: NAPLAN

Teaching domain

• Effective classroom practice: Lesson planning, Explicit teaching
• Learning and development: Collaborative practice and feedback; Expertise and innovation

Leading domain

Educational leadership: Instructional leadership

Contact

Email questions, comments and feedback about these resources to Englishk6 @det.nsw.edu.au

This sample instructional sequence is an optional resource that represents one way to plan for student learning of the phonics code. Schools are strongly encouraged to make changes to meet the learning needs of all students.

The instructional sequence includes:

• suggested clusters of GPCs for blending and segmenting practice
• the International Phonetic Alphabet (IPA) symbols to guide the correct pronunciation of phonemes in Standard Australian English
• sample words for each GPC, including embedded opportunities for developing morphemic knowledge aligned with Spelling outcomes and content
• opportunities for consolidation
• coding to identify repeated content and less frequently used grapheme representations (alternative spellings)
• sample high-frequency words for Early Stage 1
• supporting information for teachers which includes content related to phonic, orthographic, morphemic and etymological components.

Research base

The evidence base for this resource is:

• English K–2 syllabus

• K–2 English research toolkit

Alignment to system priorities and, or needs

These resources clearly and explicitly align to:

• Advice on scope and sequences
• K–6 curriculum requirements
• Curriculum planning and programming assessing and reporting to parents K–12 policy
• Registration process for monitoring the government schooling system

Alignment to School Excellence Framework

These resources support the School Excellence Framework by incorporating the following domains and themes.

Learning domain

• Curriculum: Curriculum provision, Teaching and learning programs
• Assessment: Whole school monitoring of student learning
• Student performance measures: NAPLAN

Teaching domain

• Effective classroom practice: Lesson planning, Explicit teaching
• Learning and development: Collaborative practice and feedback; Expertise and innovation

Leading domain

Educational leadership: Instructional leadership

Contact

Email questions, comments and feedback about these resources to Englishk6 @det.nsw.edu.au.

The sample instructional sequences for Stage 2 and Stage 3 support the development of foundational literacy skills, crucial for enhancing overall writing abilities. The outcomes and content in these instructional sequences are best addressed in parallel with:

• oral language and communication
• vocabulary
• reading comprehension
• creating written texts
• understanding and responding to literature

Content for these instructional sequences has been identified from the following content groups within the Creating written texts focus area:

• Imaginative purposes
• Informative purposes
• Persuasive purposes
• Text features for multiple purposes
• Sentence-level grammar
• Punctuation and Word-level language

Only content relevant and connected to grammar and punctuation has been included. Using stimuli such as quality texts which feature appropriate sentence-level content is encouraged.

Adapting the instructional sequence may be necessary to ensure that connections within texts are relevant and contextual. These instructional sequences are designed to support teachers when planning grammar and punctuation instruction. Schools are encouraged to make changes to tailor instruction to diverse student needs and different classroom situations.

The instructional sequences include:

• an evidence-based instructional approach
• 3-6 Creating written text focus area content from the English K-10 Syllabus aligned with the sample English 3-6 scope and sequences
• content that is structured using an integrated learning approach that guides the explicit, systematic development of sentence and text writing skills
• key learning moments which are repeatedly reinforced for multiple learning opportunities
• a digital glossary to ensure clarity and accessibility of key terms for teachers and students
• learning organised into ‘early’ and ‘late’ term blocks for content delivery
• content groups organised across 4 columns in each block which are designed to be taught simultaneously through explicit teaching with regular and deliberate practice
• instructions for use.

Research base

The evidence base for these resources is:

• English K–10 Syllabus including teaching advice and bibliography
• a full reference list is also included in each instructional sequence.
  

Alignment to system priorities and, or needs

These resources clearly and explicitly align to:

• Advice on scope and sequences
• K–6 curriculum requirements
• Curriculum planning and programming, assessing and reporting to parents K–12 policy
• Registration process for monitoring the government schooling system
• Planning, programming and assessing English K–6.
  

Alignment to School Excellence Framework

These resources support the School Excellence Framework by incorporating the following domains and themes.

Learning domain

• Curriculum: Curriculum provision, Teaching and learning programs
• Assessment: Whole- school monitoring of student learning
• Student performance measures: NAPLAN
  

Teaching domain

• Effective classroom practice: Lesson planning, Explicit teaching
• Learning and development: Collaborative practice and feedback; Expertise and innovation
  

Leading domain

Educational leadership: Instructional leadership

Contact

Email questions, comments and feedback about these resources to EnglishK6@det.nsw.edu.au.