Core texts support classroom teachers in designing high-quality teaching and learning experiences for students. There are no prescribed texts for Year 11. The core texts in the sample resources provide a model of how to meet the syllabus text requirements. Review core texts to ensure they meet contextual needs as you begin planning.

Understanding the core texts

Core texts have been selected to support teachers as they address the Stage 6 text requirements. They have been chosen to address the outcomes in the Senior English 11–12 syllabuses (2024). The core texts for each program are included in the Core text booklet.

The structure of core text support

There is information for each core text including:

• its alignment to the syllabus text requirements.
• links to the Text Complexity scale (Appendix 2: Text complexity on the General capabilities downloads page of the Australian Curriculum webpage)
• teaching and learning activities
• support resources for teachers
• text annotation slide decks.

Many of the core texts have been licenced for use in department schools:

• The licence agreements state whether they are public facing or accessible to department staff only.
• Teachers using these resources should follow the copyright and licensing information.

Selecting texts

When considering texts for the English classroom, teachers should:

• follow the department’s guidelines for communicating with parents and carers
• select texts that fulfil the text requirements of the respective syllabus, as well as the syllabus outcomes and content
• refer to AIATSIS Guide to evaluating and selecting education resources when considering texts about Aboriginal and Torres Strait Islander histories, culture and people
• read or view texts in their entirety and consider the appropriateness and relevance of the events in the plot in relation to the context of the school and the students
• choose texts that are culturally inclusive
• read and comply with the Controversial issues in schools policy and the Curriculum planning and programming, assessing and reporting to parents K–12 policy.

Stage 6 text requirements

Selection of texts across a Stage 6 course must meet the specific text requirements outlined in each syllabus. The specific text requirements for each Stage 6 English syllabus are available in the ‘Course description’ section of the syllabus overview:

• English Advanced 11–12 text requirements
• English EAL/D 11–12 text requirements
• English Extension 11–12 text requirements
• English Life Skills 11–12 text considerations
• English Standard 11–12 text requirements
• English Studies 11–12 text requirements

The HSC English prescriptions 2027–2028 are also available for download from the ‘Course description’ section in the above links.

The Microlearning professional learning module on Planning for Senior English 11–12 text requirements enhances understanding of how to effectively plan for the text requirements.

Opportunities for collaboration

Teachers can use the core texts as collaborative tools by:

• using the core texts to inform their own text selection reflective of contextual needs
• examining the core texts during faculty meetings or planning days to collaborate regarding programming and text choices
• examining the core texts during faculty meetings or planning days and collaboratively plan opportunities for team teaching, collaborative resource development, mentoring, lesson observation and the sharing of student samples
• teaching the core texts in their entirety or select specific core texts that suit the school context and student needs
  • If selecting this option, teachers should ensure the text selections across the stage meet the syllabus text requirements
• teaching one core text in class and allocate the study of additional texts as a student independent research project
• annotating the core text using the features of the Text complexity scale (Appendix 2: Text complexity on the General capabilities downloads page of the Australian Curriculum webpage)
• selecting a different text or texts and adapt the teaching and learning activities accordingly to explore the new text.

Promoting culturally inclusive and responsive classrooms

This section provides additional information for teachers in creating a culturally inclusive and responsive classroom:

• It is essential that teachers create a safe space for students and help develop mutual respect and understanding between members of the classroom community.
• Many valuable texts by Aboriginal and/or Torres Strait Islander authors explore the ongoing impacts of colonisation.
• Consult with the ACLO (Aboriginal Community Liaison Officer), AEEO (Aboriginal Education Engagement Officer), or community Elders on appropriate protocols on content and delivery.
• Refer to the Cultural inclusion webpage for support on promoting culturally inclusive and responsive classrooms for students from culturally, linguistically and religiously diverse backgrounds.

Be aware of cultural load

Cultural load is the expectation placed on Aboriginal and/or Torres Strait Islander People to share their cultural knowledge, or lived experiences, to educate others:

• As you deliver teaching and learning program and resources that include the exploration of texts by Aboriginal and/or Torres Strait Islander authors, be aware of cultural load.
• This expectation can happen knowingly or unknowingly, but results in Aboriginal and/or Torres Strait Islander People completing additional work.
• For support connect and form a relationship with your local Aboriginal education and Consultative Group.

Know your students’ backgrounds

Knowing the backgrounds of your students is essential for ensuring the classroom is a culturally inclusive and responsive space:

• Some content may cause sadness and distress to students, particularly if they are of an Aboriginal and/or Torres Strait Islander background.
• While some of the content can be confronting and the discussions that arise may be challenging to navigate.
  • It is important for all Australians to develop a deep understanding of Aboriginal and Torres Strait Islander histories.
  • This includes understanding the impacts of past government policies that are still being felt today.

Prepare students for the topic

Before exploring texts that include representations of Aboriginal and/or Torres Strait Islander experiences:

• prepare students for the topic sensitively and let them know that they may have strong feelings emerge
• reiterate the supports in place at school for students to access should they need to talk about their feelings related to this content
  • these supports might include
    • the Aboriginal Education Officer (AEO)
    • Aboriginal and/or Torres Strait Islander staff
    • the school counsellor.

Safe and respectful discussions

Share perspectives and opinions in a safe and respectful way. To support these conversations and the exploration of the texts in the sample programs and resources, refer to:

• Connecting with Aboriginal students, families and communities (MyPL AC99739).
• 8 Aboriginal Ways of Learning – this Aboriginal pedagogy framework is expressed as 8 interconnected pedagogies involving narrative-driven learning.

For further advice and guidance, consult the following resources:

• AIATSIS Guide to evaluating and selecting education resources – provides guidance on critically evaluating and selecting educational resources that respect and accurately represent Aboriginal and Torres Strait Islander histories, cultures and perspectives.
• Healing Foundation – provides educational resources, lesson plans and guidance to support meaningful discussions on the impact of the Stolen Generations to promote cultural understanding in the classroom.
• Narragunnawali – has tools and resources for schools to take actions towards reconciliation between non-First nations Australians and Aboriginal and Torres Strait Islander peoples.

Content that may be distressing

The study of potentially distressing content may be acceptable for educational purposes. It should be consistent with:

• curriculum delivery
• syllabus requirements
• provision of school programs and activities
• the Controversial Issues in schools policy.

Teachers should consider the following points:

• Some texts may contain representations of violence and war.
  • This might be traumatising, or re-traumatising, for students.
  • This includes students from refugee backgrounds who may have had similar experiences.
  • Students with other connections to the text may also be affected.
• Before using texts that may contain representations of violence and war, reflect on whether they are appropriate texts to use.
  • Consider your students’ backgrounds and experiences and how they might be negatively impacted by the content and imagery in the text.
  • Consult (inform and discuss) with the students and their families to explain your decision and allow them the opportunity to provide their perspective on the use of the text/s.
• To ensure these considerations are made as part of a wider framework, consult Trauma-informed practice in schools: An explainer (CESE).
• When using the text, guide engagement to focus on positive themes and experiences.
• Avoid a close focus on scenes in the text that may be distressing for students.
• Guide discussion to focus on the responses and experiences of the characters.
• Students should not feel that they must share their personal experiences.
  • While some students may want to share their experiences, always make sure discussions are appropriate.
  • Ensure students understand they should only speak about aspects of their experiences they are comfortable sharing and are appropriate for their peers to hear.
  • Also, ensure students have access to appropriate wellbeing support.
• Go to Supporting refugee students to find out more.

Using Hi-Lo texts

Support students to access texts that have an appropriate level of challenge, are accessible and are age-appropriate. For some students this may include:

• Hi-Lo texts (high interest, low readability).
  • Hi-Lo texts are written specifically to provide age-appropriate reading material for young people and adults that do not have the same literacy skills as their peers.
• Decodable texts written for secondary students.
  • Decodables provide dignified and engaging fiction and non-fiction reading material to support a diverse range of students.
• providing texts in a range of formats, such as audiobooks, plain English translations, and modern retellings.
  • This increases opportunities for all students to engage meaningfully with the curriculum in an inclusive environment.

These approaches cater for diverse learning needs, allowing all students to:

• develop literacy skills
• enhance comprehension
• participate in discussions and activities to meet curriculum requirements.

The Collaborative curriculum planning process guides decision making about the most appropriate curriculum options for students with disability, including text selection and formats.

Professional learning

The following outlines professional learning that supports the teaching of these core texts.