Planning, programming and assessing English 7–10

Support and advice for teachers of Stages 4 and 5 English.

The English K–10 syllabus (2022) is to be taught in Years 3 to 10 from 2024.

Detailed implementation information including key features and resources is available on the English syllabus development page (NESA).

These sample teaching and learning resources guiding the implementation of the Stage 4 and 5 sections of the English K–10 Syllabus (2022) are designed through the 'phases' approach. This information is designed to guide teachers through the Phases approach to conceptual programming and enhance their understanding of the sample materials and the ways they can be adopted and adapted.


These documents assist with the planning, implementation and evaluation of teaching and learning practice.

Sample scope and sequences

The sample scope and sequences provide an approach to organising syllabus outcomes and content to address syllabus requirements. Sample teaching and learning programs, resources and assessments will be aligned to these scope and sequences.

Stage 4 resources

Sample resources for teaching and learning programs.

Stage 5 resources

Sample resources for teaching and learning programs.

Poetic purpose resources is a suite of materials that include teacher support, video resources and a learning program to accompany the delivery of the program 'Poetic purpose'.

English K–10 Syllabus (2012)

Units designed for English K–10 Syllabus (2012) that can be adapted to suit the individual needs of your students.

Character study within poetry (3+ hours)

Character poem – Timothy Winters (DOCX 78KB) – character in poetry.

Code and convention

Code and convention (DOCX 100KB) – develop students' thinking imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts.

Crafting character (3-4 hours)

Crafting character – short story (DOCX 99KB) – students refine their understanding of the conventions of the short story form, the process of characterisation, and the features of narrative.

Creative writing (3 to 4 hours)

Creative writing (DOCX 88KB) – utilise within a larger unit in order to develop capacity with language and creative writing skills.

Film study: Finding Nemo (3 to 4 hours)

Film – Finding Nemo (DOCX 941KB) – a student-guided inquiry into characterisation using the film text Finding Nemo.

Representation in advertising (5 to 8 hours)

Representation in advertising (DOC 94KB) – develop student understanding of representation and how it is constructed by the composer.

Are you talking to me?

i Space

From page to page – multimodal narratives

ALARM template for novel study (5 to 8 hours)

ALARM template – novel study (DOCX 70 KB) – students complete a scaffold that guides them to demonstrate their understanding of how context, characterisation and theme are relevant to their understanding or appreciation of a text.

Exploring the Gothic conventions in short animated film (4 to 6 hours)

Gothic animation (DOCX 85 KB) – students learn about gothic conventions as part of a wider unit on genre, or short film, or creating mood, setting or description in fiction and film specifically looking at gothic animation.

Concepts – Perspective in war poetry

Concepts – Perspective in war poetry (DOCX 75 KB) – this lesson to analyse concepts of perspective, context or representation.

Character and context in Macbeth

Character and context in Macbeth (DOCX 64.6 KB) – an activity showing how Shakespeare describes the character Macbeth.

Documenting our world

Documenting our world engages students in contemporary issues through the study of documentary films. Students view two documentaries before undertaking the task of composing their own documentary in a small group.

In their position

In their position explores the representations of refugees and asylum seekers in global, national and personal contexts. Students engage with multiple perspectives and critically analyse the power of language to persuade and position audiences.

The English textual concepts and learning processes support the explicit teaching of the knowledge and skill in the English syllabuses. Through the use of English textual concepts, teachers can chart the development of student understanding through each stage of learning.


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