english syllabus stage 2

Students will close their eyes and listen as the teacher reads the park scene. [Learning across the curriculum content: personal and social capability]. Outcomes . English K–10 Syllabus (2013). Character is an important concept in narrative as a driver of the action, a function in the plot, a way of engaging or positioning a reader or as a way of representing its thematic concerns. Students share what makes them connect – either through personality traits or events with a character. Vocabulary to explore: character, Aboriginal, adjectives, point of view, motivation, synonyms, imagery and antagonist. Key Stage 1, English language syllabus aims to develop the language skills of the students in order to enhance their learning in all subjects across the curriculum. Prompt students to think about – language choices the author has made, illustrations, amount of text, character development, plot, tension. 0000062261 00000 n 0000005424 00000 n 0000005008 00000 n That noisy, colourful bird is eating all the chips. How does the author make us dislike the antagonist? This place could include a holiday destination, a shop, cubby house, bedroom, local park or backyard. 0000041018 00000 n Teachers are encouraged to source additional or alternate resources to suit the interests, needs and abilities of their students. 0000084427 00000 n Ratings & Reviews; Curriculum Links; Need Help? If necessary, use the following prompts to assist groups: After groups have discussed ten approaches, the group must decide on one approach and share with the class why they selected this one. uses adverbials to give more precise meaning to verbs (talking loudly), attends to sequence when recounting ideas, listens to a familiar story and retells, making minor adaptations if needed, retell or perform part of a story from a character's point of view, understand how to communicate effectively in pairs and groups using agreed interpersonal, conventions, active listening, appropriate language and taking turns, makes connections between students' own experiences and those of characters, uses a range of expressions to introduce a point of view, includes details and elaborations to expand ideas. Students share image and verbally describe it to a partner. Stage 2 class activities and work samples aligned to the 2012 English and Mathematics syllabuses are available on the BOSTES NSW Syllabuses site: pictures of character types, objects, actions (or other extended ideas) to attach to sides of cubes/dice. to generate a snapshot of student learning aligned to syllabus expectations at Stage 2. Students describe to their partner what they are seeing. Students are encouraged to use figurative language (similes, alliteration or onomatopoeia) to enable the listener to have a clear ‘picture’ of what the space looks like. 2019 English Subject Assessment Advice.docx. When we think, we think in narrative form. Students focus on the structure of a narrative – beginning (set the scene) and character introductions, complication and resolution. Students make connections to places in familiar texts that are similar or dissimilar to the place they describe. As a class, discuss the way that the reader uses pausing, rhythm, intonation and tone to engage the audience. Narrative is fundamental to thinking. National curriculum in England: English programmes of study - key stages 1 and 2 Ref: DFE-00181-2013 PDF , 1.02MB , 88 pages National curriculum in England: English programme of study - key stage 3 Hope more students who have completed their 10th Class will be planning for the National Talent Search Examination 2020. Consult . After the class has listened to a narrative, identify the characters and discuss the relationships to each other. 0000082562 00000 n What are their character traits? Students understand that imagery is one way of connecting with an audience. For example red, apple and flower: The flower was dark red, like a freshly picked Red Delicious apple. What do these symbols actually symbolise beyond what is obvious? Students are encouraged to pay attention to voice, body language and facial expressions. Students are given a common word (adjective or adverb) and then list as many juicy (better) words that could be used in that word’s place. The class discuss the tension created. 2.1– Introduction . In small groups, students have five minutes to brainstorm ten different ways to approach a story about ‘gold’. Discuss the scene using the ‘five + 1 senses’ (see, hear, touch, taste, smell and feel). Stage 2 Stage 2 work samples and activities. 0000005537 00000 n provides feedback based on structure, how well they included the three aspects and the tension and interest, or criteria already decided and shared at the beginning of the activity, includes details and elaborations to expand on ideas. Is it associated with a particular person, event, or time? Eligibility for enrolment - English as an Additional Language (04) Eligibility for enrolment - languages at beginners level (05) ... For workshops, PLATO courses, and Stage 2 assessment panels, see Professional learning. Mathematics K–10 Syllabus. When you cover a code with your students, you can write the date or name of the activity that you completed to visually track what codes still need to be addressed. After listening to it, students sketch an image of the scene they imagined. 1.3 – Objectives . Students understand that characters are represented in such a way as to have motives for actions. Mathematics Stage 2 Diagnostic Tasks can be used by teachers . 0000024004 00000 n Information about NSW public education, including the school finder, high school enrolment, school safety, selective schools and opportunity classes. trailer <]/Prev 355668>> startxref 0 %%EOF 150 0 obj <>stream Do they sometimes have redeeming characteristics? [Learning across the curriculum content: critical and creative thinking]. Entry into force in September 2011 . Students are presented with a colour and asked to respond with the feelings that the colour gives them. Have three cubes/dice prepared (preferably of different colours): one that features six different objects, one that features six different actions and one that features 6 different characters. Only 10th standard students (below 18 years of age) are eligible to appear for the examination. Ref: 2016-11-D-2-en-3 Orig. Cinderella should never have gone to the ball. Stage 2 Stage 3 Stage 4 and 5 Literacy Continuum > > > Key concept book list for English units Library and the English Syllabus Stage 2 Units. Select one known antagonist and review their role in the text. The NTSE Syllabus (NTSE stage 1 syllabus and stage 2 syllabus) is provided here so that students can prepare for the exam in a better way. 2011-01-D-59-en-3 . Students are encouraged to create an alternate ending to the text. Students to share the image with a peer or in small groups and describe the setting, adding elements they may have missed. Each character to ask questions to the antagonist. In pairs, students to discuss the characters, sequence of events, setting and moral/message in a particular Dreaming story. Welcome to the Stage 2 section of the Glenmore Park Learning Alliance website. Pupils should also be taught to understand and use the conventions for discussion and debate. Imagery helps us see colours, sounds, textures and feelings. Discuss oral storytelling of the Aboriginal cultures and the importance of elders in storytelling. 0000082441 00000 n Koalas are not bears. Resource Updates; Sign in to leave a review. CBSE Class 11 English Syllabus 2020-21: Students are expected to have acquired a reasonable degree of language proficiency in English Language by the time they come to Class 11.In order to score well in English, students should have a good grasp of the language. Students to include how the colours, textures, scent, structure makes them feel, experiences (if any) with the plant, symbolism of plants or flowers in any texts they know, delivers spoken texts on a range of topics. The peer tries to guess the character, using the clues given. Without naming the character, the student describes that character to a peer, focusing on the character’s appearance, actions and behaviours. Sharing a picture of a local area would be beneficial. CBSE Class 4 English Syllabus 2020: English is one of the important languages that is spoken across the globe.Knowing English will help you to study other subjects easily. S2. This document combines the NSW English Syllabus and the National Literacy Progressions.It's all you need to plan an effective English unit. Wash your hands, cover your cough and stay home if you’re sick. Students to look out a door or window and verbally describe what they see to a peer. Key documents. English language I syllabus – Nursery and Primary . The value of this document is that syllabus content has already been aligned with Textual Concepts and Processes. Narrative can refer to a story itself or to the conventions by which we communicate and understand it. 2.1.1- Genre across the year groups . For more information, download: Stage 2 proforma (DOCX 65KB) Stage 2 content (DOCX 1281KB) Literary devices (DOCX 68KB) Concept examples (DOCX 14KB) 0000004331 00000 n 0000194247 00000 n 0000081696 00000 n English Syllabus x Progressions STAGE 2. by . Get the latest COVID-19 advice. 0000064309 00000 n hŞb```b``›ÎÀÆÀÀÎÁ Ä€ B@1v�7ØÁñÉXv°Ø0M>0çƒÚ g¦^‡ES˜® e=D°Şc¼Í0éÓ�SLm658“™¸H}`¹ÀPÁàË $‘Øšº°µôa›Db›èÂ(‰°ØŒÄ6 Lû[ KS2 – Key Stage 2 SAT English. Students understand that imagery is one way of connecting with an audience. 0000057663 00000 n Jack should not have traded the cow for beans. Content . The following are the units offered to the students in Stage 2 at the learning alliance. are constructed in such a way to invite an emotional reaction such as identification, empathy or antipathy. The NTSE Exam is conducted for students studying in Class 10. Not all outcomes and content points are listed here as students work towards achieving the outcomes over a two year period. 0000060312 00000 n 0000003314 00000 n 0000010183 00000 n 0000041299 00000 n Twinkl. 969KB 2019 Stage 1 English Subject Assessment Report.docx. The way character is read is an indication of particular approaches to texts, be it through personal engagement or critical response. As that character (which may or may not be a major character) they can retell part of the story from their point of view. uses a broader range of more complex noun groups to expand description. Students are encouraged to use descriptive language and include characters and setting. Find a selection of year 6 English SATs papers on this dedicated KS2 English SATs page. Students are encouraged to retell events in a logical order. 0000062080 00000 n What connotations are associated with this colour by many people? Students describe in detail a familiar place using descriptive language. $5.00. 922KB Stage 2 Biology Subject Outline (for teaching in 2020).docx. Students understand that opinions should be supported by information and ideas presented in a structured way. Why? Explicitly discuss the features of conversation – topic introduction and maintenance, turn-taking, body language, active listening and appropriate interpersonal conventions. TABLE OF OBJECTIVES AND OUTCOMES – CONTINUUM OF LEARNING IN ENGLISH K–10 Objectives: Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: Early Stage 1 outcomes Stage 1 outcomes Stage 2 outcomes Stage 3 outcomes Stage 4 outcomes Stage 5 outcomes Students share image and verbally describe to a partner. 0000010502 00000 n In Stage 2 English students analyse the interrelationships of author, text, and audience, with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts. RELATED SYLLABUS CONTENT. according to student needs and syllabus requirements. 3. As a construct, it is made up of verbal or visual statements about what that fictional person does, says and thinks and what other fictional characters and the author of the text say about him or her. That noun is built into a noun group using adjectives. Students put themselves in the ‘shoes’ of a pet (dog, cat, mouse, fish).

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