Core texts and the text annotations slide decks support classroom teachers in designing high-quality teaching and learning experiences for students. Like any resource, core texts must be reviewed for suitability prior to use.

Understanding the core texts

Core texts have been selected to support teachers as they address the Stage 4 and Stage 5 text requirements and outcomes in the NSW English K–10 Syllabus (2022). The core texts for each program are listed in several places, including the Core text booklet and in the Quality texts in Stage 4 and 5 webpage.

The structure of core text support

There is information provided for each core text including: the alignment to the text requirements, an overview of the text and the texts alignment to the National Literacy Learning Progression (v3) text complexity information. Teachers are encouraged to use this information as they consider how the texts selected for study challenge and support all learners and meet syllabus requirements.

The exploration of the core texts is embedded into each teaching and learning program. All core texts are supported with resources for teachers and student-facing activities. Some core texts are supported by text annotations slide decks.

Teachers can use the resources to consider how the texts selected for study challenge and support all learners and meet syllabus requirements.

Many of the core texts have been licenced for use in NSW Department of Education schools. The licence agreements stipulate whether they are public facing or accessible to department staff only.

This information is provided in each core texts booklet and the Quality texts in Stage 4 and 5 webpage. The resource cards for each program contain the links to the core texts booklets. It is important that all teachers using these resources follow the copyright and licencing information.

Selecting texts

When considering texts for the English classroom, it is important that teachers:

• follow the department’s guidelines for communicating with parents and carers about texts
  • the templates in the text selection notification may be used
  • these templates can be adapted to suit the school context
• select texts that reflect the requirements of the outcomes, content groups and content points
• 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
• read the Controversial issues in schools policy and the what needs to be done section.

Opportunities for collaboration

The core texts can be used as collaborative tools in the following ways. Teachers can:

• use the core texts as a model and make modifications reflective of contextual needs
• examine the core texts during faculty meetings or planning days to collaborate regarding programming and text choices
• examine 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
• use the core texts as a model for appropriate text selection using the National Literacy Learning Progression (v3) to guide this process
• teach the core texts in their entirety or select specific core texts that suit the school context and student needs. If this option is selected, teachers should ensure that the text selections across the stage meet the text requirements
• teach key extracts or excerpts from a core text rather than the entire texts
• teach one core text in class and allocating the study of the second text as a student independent research project
• select a different text or texts and adapting the teaching and learning activities accordingly to explore the new text.

Content that may be traumatic

The study of potentially traumatic content may be acceptable for educational purposes consistent with the delivery of curriculum and provision of school programs and activities and the Controversial Issues in Schools policy. The Quality texts in Stage 4 and 5 provides an overview of key information about the core texts used in each sample program.

It is important that these issues are explored carefully, using a syllabus-aligned approach. When considering texts for the English classroom, it is important that teachers consider the following points:

• Some texts may contain representations of violence and war that may be traumatising, or re-traumatising, for students.
  • This includes students from refugee backgrounds who may have had similar experiences to those depicted. Students with other connections to the text, for example, familial, historical, geographical, political, cultural and/or religious connections, may also be affected.
• Before using texts that may contain representations of violence and war, reflect on whether they are appropriate texts to use.
  • You can do this by considering your students’ backgrounds and experiences and how they might be negatively impacted by the content and imagery in the text.
  • If you decide to use the text/s, it is important to 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) and consider the Trauma-Informed Practice Professional Development.
• When using the text, guide engagement to focus on positive themes and experiences. You should avoid a close focus on the details of scenes (such as war, violence and suffering) that may be traumatising for students.
• Students should not feel that they have to share their personal experiences. While some students may want to share their experiences, always make sure discussions are appropriate.
  • Ensure that students understand that they should only speak about aspects of their experiences that they are comfortable sharing and that are appropriate for their peers to hear.
  • Also, ensure that students have access to appropriate wellbeing support should they need it.
• Go to Supporting refugee students to find out more.

Creating a culturally safe classroom

This section provides additional guidance for teachers in creating a culturally safe classroom.

Many texts by Aboriginal and/or Torres Strait Islander authors that are valuable teaching tools for the classroom, explore the ongoing impacts of colonisation. Due to the potentially sensitive nature of some of the content, it is essential that teachers create a safe space for students and help develop mutual respect and understanding between members of the classroom community.

Be aware of cultural load

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 is the expectation placed on Aboriginal and/or Torres Strait Islander People to share their cultural knowledge, or lived experiences, to educate others. This expectation can happen knowingly or unknowingly, but results in Aboriginal and Torres Strait Islander People completing additional work.

Know your students' backgrounds

Knowing the backgrounds of your students is essential for ensuring that the classroom is a culturally safe 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 in teaching and learning programs, prepare students for the topic sensitively and let them know that they may have strong feelings emerge. Reiterate that there are supports in place at school for students to access should they need to talk about their feelings related to this content.

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 this program and resources, refer to:

• NESA’s Aboriginal and Torres Strait Islander principles and protocols
• 8 Ways Cultural Interface Protocols for Engaging with Aboriginal Knowledge.

Professional learning

Professional learning courses and resources that support the teaching of texts in English.