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The knowledge spine: what each concept builds on, and where it leads.

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Scope

Where you are in this year, and what comes next.

Next up

  • Writing and representing
  • Reading and viewing
  • Speaking and listening

How to read the map

Concepts

  • A concept. Its four lessons: Starting, Developing, Strong, Exceeding.
  • No lesson. The concept is in the sequence.
  • Chosen. The concept open in the panel.
  • A strand. Its line, with its letter.
  • Needs both. It builds on two strands.
  • Start here. The year’s first lesson.

Connections

  • Builds on. An essential step before.
  • Uses. Applies a method from another concept.
  • Connects to. Related, not required.
  • Leads to. A later application.

Arrows point to the concept that comes next. Distance on the map shows order, not time.

Every link has a reason: a step that comes first, a method used again, a related idea or a later application.

Subjects

  • Mathematics. K–10, Standard, Advanced, Extension 1 and 2.
  • English. K–10 and Advanced.
  • Science. Physics, Chemistry and Biology.

A subject always shows its colour, its glyph and its name.

Lessons in English K–10, Kindergarten

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English K–10 · Kindergarten

57 lessons in this selection

Learning Map for English K–10 · Kindergarten 57 concepts · 14 topics

  1. Early Stage 1 · Foundation

    1. Phonic knowledge:
      5 of 5 concepts with lesson material
    2. Phonological awareness:
      4 of 4 concepts with lesson material
    3. Print conventions:
      3 of 3 concepts with lesson material
    4. Reading comprehension:
      6 of 6 concepts with lesson material
    5. Reading fluency:
      3 of 3 concepts with lesson material
    6. Understanding and responding to literature:
      6 of 6 concepts with lesson material
    7. Vocabulary:
      3 of 3 concepts with lesson material
    8. Early writing:
      9 of 9 concepts with lesson material
    9. Handwriting:
      2 of 2 concepts with lesson material
    10. Spelling:
      4 of 4 concepts with lesson material
    11. Understanding and using grammar when interacting:
      2 of 2 concepts with lesson material
    12. Listening for understanding:
      4 of 4 concepts with lesson material
    13. Oral narrative:
      2 of 2 concepts with lesson material
    14. Social and learning interactions:
      4 of 4 concepts with lesson material

Each concept of English K–10 · Kindergarten, and what it builds on, is drawn in the map above.

Sequence: NSW syllabus, as used on the learning platform for English K–10; detailed outcome alignment for NSW is not verified.

Phonic knowledgeReading and viewing

Choose a lesson to see its structure.

Blends sounds to read and spell short words like cat and sunStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Reads and spells words with two consonants togetherStructure
  1. Introduction
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  3. The idea
  4. Worked examples
  5. Practice set
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Reads and spells words with consonant digraphsStructure
  1. Introduction
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  3. The idea
  4. Worked examples
  5. Practice set
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Reads words with long vowel patterns and split digraphsStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
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Matches letters to their most common soundsStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Phonological awarenessReading and viewing

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Blends and segments all the sounds in a spoken wordStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Changes a sound in a spoken word to make a new wordStructure
  1. Introduction
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  3. The idea
  4. Worked examples
  5. Practice set
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Hears and says the first sound in a spoken wordStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
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Hears separate words and syllables in speechStructure
  1. Introduction
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  3. The idea
  4. Worked examples
  5. Practice set
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Print conventionsReading and viewing

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Handles a book and tracks print the right wayStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
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Tells letters, words, numerals and punctuation apart on the pageStructure
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  4. Worked examples
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Knows that print carries a messageStructure
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  3. The idea
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Reading comprehensionReading and viewing

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Finds who, what, when, where and why in a textStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Notices when reading stops making sense and fixes itStructure
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  3. The idea
  4. Worked examples
  5. Practice set
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Predicts what a text will be about and links it to your lifeStructure
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  4. Worked examples
  5. Practice set
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Works out how a sentence puts its meaning togetherStructure
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Retells a text in orderStructure
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  4. Worked examples
  5. Practice set
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Uses words you already know to make sense of a textStructure
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  3. The idea
  4. Worked examples
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Reading fluencyReading and viewing

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Uses the voice and the punctuation to read with expressionStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Reads taught words automatically, without sounding outStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Study this concept
Reads simple sentences aloud in phrasesStructure
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  3. The idea
  4. Worked examples
  5. Practice set
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Understanding and responding to literatureReading and viewing

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Talks about what characters are like and why they actStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
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Finds your own world in the texts you readStructure
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Study this concept
Notices how pictures and playful words add meaningStructure
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  4. Worked examples
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Knows how a story is builtStructure
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  3. The idea
  4. Worked examples
  5. Practice set
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Says what you think about a text and whyStructure
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  4. Worked examples
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Knows that texts are made for different reasonsStructure
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VocabularyReading and viewing

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Uses words to name, describe and sortStructure
  1. Introduction
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  4. Worked examples
  5. Practice set
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Learns and uses everyday and taught wordsStructure
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  4. Worked examples
  5. Practice set
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Chooses the right word and plays with wordsStructure
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Early writingWriting and representing

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Uses capital letters for proper nouns and uses question and exclamation marksStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
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Study this concept
Experiments with joining two ideas into a compound sentenceStructure
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  4. Worked examples
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Identifies and uses nouns and verbs in own simple sentencesStructure
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  4. Worked examples
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Plans writing with drawings and improves it after feedbackStructure
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  4. Worked examples
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Uses personal pronouns and prepositional phrases that show time or placeStructure
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Writes at least two related ideas in order using time connectivesStructure
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  4. Worked examples
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Writes a correct simple sentence with a capital letter and a full stopStructure
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  4. Worked examples
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Writes short texts that describe, recount, tell a story or give an opinionStructure
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  4. Worked examples
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Chooses nouns, verbs, adjectives and articles deliberately in own writingStructure
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HandwritingWriting and representing

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Produces letters using a keyboard, touch screen, stylus or speech-to-textStructure
  1. Introduction
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  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Forms every lower-case and upper-case letter in NSW Foundation StyleStructure
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SpellingWriting and representing

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Segments spoken words into syllables and phonemes as a strategy for spellingStructure
  1. Introduction
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  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Adds plural -s and tense suffixes, and spells compound words and homophonesStructure
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Uses position rules for zz, ss, ll, ff, ck and ve, and experiments with vowel digraphsStructure
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Writes their own name and taught high-frequency words using letter-sound knowledgeStructure
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Understanding and using grammar when interactingSpeaking and listening

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Talks about the past using regular and irregular past-tense verbsStructure
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  4. Worked examples
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Builds spoken sentences and joins ideas with and, but and becauseStructure
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Listening for understandingSpeaking and listening

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Listens to and follows spoken instructions of up to three partsStructure
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Listens for a purpose by agreeing, disagreeing, adding on or sharing a feelingStructure
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Recognises how faces, hands and body add meaning to what is saidStructure
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Follows who and when in speech by tracking pronouns and word endingsStructure
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Oral narrativeSpeaking and listening

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Retells a familiar story or event and recalls its detailsStructure
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Tells an original story or shares information with peers and adultsStructure
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Social and learning interactionsSpeaking and listening

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Uses imaginative language to pretend and act out stories in playStructure
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  4. Worked examples
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Gives reasons, opinions and simple persuasion when speakingStructure
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Uses talk to ask for what is needed and to ask who, what, when, where, why and howStructure
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Starts, joins and takes turns in conversation, staying on topicStructure
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Curriculum details for English K–10

NSW school sequence.

Early Stage 1 in the NSW source sequence · Foundation.

The English K–10 collection follows its named source sequence; detailed outcome alignment for New South Wales is not verified.

In English K–10, some source stages span two years and share lessons; choose a topic within the selected year level and revisit its foundation explanations when needed.

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