- Content Structure
- English across Pre-primary to Year 12
- Achievement Standards
- Student Diversity
- General capabilities
- Cross-curriculum Priorities
- Links to other learning areas
- Implications for teaching, assessment and reporting
- English Scope and Sequence (PDF) [v8.1]
- English Scope and Sequence (DOC) [v8.1]
- English Curriculum Year by Year View (P-10)
- ABLEWA English Scope and Sequence
- ABLEWA English Scope and Sequence (PDF)
- EAL/D English Pre-primary to Year 10
The Western Australian Curriculum is designed to meet the needs of students by delivering a relevant, contemporary and engaging curriculum that builds on the educational goals of the Alice Springs (Mparntwe) Education Declaration. The Alice Springs (Mparntwe) Education Declaration identified three key areas that need to be addressed for the benefit of both individuals and Australia as a whole. In the Western Australian Curriculum these have become priorities that provide students with the tools and language to engage with and better understand their world at a range of levels. The priorities provide dimensions which will enrich the curriculum through development of considered and focused content that fits naturally within learning areas. They enable the delivery of learning area content at the same time as developing knowledge, understanding and skills relating to:
- Aboriginal and Torres Strait Islander histories and cultures
- Asia and Australia's engagement with Asia
Cross-curriculum priorities are addressed through learning areas and are identified wherever they are developed or applied in content descriptions. They are also identified where they offer opportunities to add depth and richness to student learning in content elaborations. They will have a strong but varying presence depending on their relevance to the learning area.
Aboriginal and Torres Strait Islander histories and culture
Across the Western Australian Curriculum, the Aboriginal and Torres Strait Islander histories and cultures priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world's oldest continuous living cultures. Students will understand that contemporary Aboriginal and Torres Strait Islander communities are strong, resilient, rich and diverse. The knowledge and understanding gained through this priority will enhance the ability of all young people to participate positively in the ongoing development of Australia.
The Western Australian Curriculum: English values Aboriginal and Torres Strait Islander histories, cultures and perspectives. It articulates relevant aspects of Aboriginal and Torres Strait Islander languages, literatures and literacies.
All students will develop an awareness and appreciation of, and respect for the literature of Aboriginal and Torres Strait Islander Peoples including storytelling traditions (oral narrative) as well as contemporary literature. Students will be taught to develop respectful critical understandings of the social, historical and cultural contexts associated with different uses of language and textual features.
Students will be taught that there are many languages and dialects spoken in Australia including Aboriginal English and Yumplatok (Torres Strait Islander Creole) and that these languages may have different writing systems and oral traditions. These languages can be used to enhance enquiry and understanding of English literacy.
Asia and Australia's engagement with Asia
Across the Western Australian Curriculum, this priority will ensure that students learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Asia literacy provides students with the skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.
In the Western Australian Curriculum: English, the priority of Asia and Australia's engagement with Asia provides rich and engaging contexts for developing students' abilities in listening, speaking, reading, viewing and writing.
The Western Australian Curriculum: English enables students to explore and appreciate the diverse range of traditional and contemporary texts from and about the peoples and countries of Asia, including texts written by Australians of Asian heritage. It enables students to understand how Australian culture and the English language have been influenced by the many Asian languages used in Australian homes, classrooms and communities.
In this learning area, students draw on knowledge of the Asia region, including literature, to influence and enhance their own creative pursuits. They develop communication skills that reflect cultural awareness and intercultural understanding.
Across the Western Australian Curriculum, sustainability will allow all young Australians to develop the knowledge, skills, values and world views necessary for them to act in ways that contribute to more sustainable patterns of living. It will enable individuals and communities to reflect on ways of interpreting and engaging with the world. The Sustainability priority is future-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of living require consideration of environmental, social, cultural and economic systems and their interdependence.
In the Western Australian Curriculum: English, the priority of sustainability provides rich and engaging contexts for developing students' abilities in listening, speaking, reading, viewing and writing.
The Western Australian Curriculum: English assists students to develop the skills necessary to investigate, analyse and communicate ideas and information related to sustainability, and to advocate, generate and evaluate actions for a sustainable future. The content in the language, literature and literacy strands is key to developing and sharing knowledge about social, economic and ecological systems and world views that promote social justice.
In this learning area, students may interrogate a range of texts to shape their decision making in relation to sustainability. They develop the understanding and skills necessary to act responsibly and create texts that inform and persuade others to take action for sustainable futures.