Component A and Component B are structural elements used in the English K–6 sample units. Component A focuses on the development of foundational skills and knowledge through regular, systematic and repeated practice. Component B centres on the conceptual understandings of English and provides an opportunity for students to apply their learning from Component A.

Teachers are best placed to plan for Component A teaching and learning, based on student needs identified through ongoing assessment data.

Planning for Component A in K–2

• Each English K–2 sample unit contains an outcomes and content table – Component A. This table details syllabus focus areas, outcomes and content to be addressed in the Component A teaching and learning sequence. 
• Planning scaffolds are included in the sample units. These scaffolds can be used to plan and document lessons that address Component A outcomes and content.
• The detailed example  and the brief example demonstrate possible approaches to the teaching of Component A outcomes and content.
• The K–2 instructional sequence – Grapheme–phoneme correspondences is a suggested sequence for introducing Grapheme-phoneme correspondences (GPC) and can be used to support teachers in planning for focus areas within Component A including Phonological awareness, Phonic knowledge and Spelling.

Planning for Component A in 3–6

• Each English 3–6 sample unit contains an outcomes and content table. This table details syllabus focus areas, outcomes and content to be addressed in the Component A teaching and learning sequence.
• Term 1 English 3–6 sample units include a weekly teaching guide to support teachers in planning and documenting weekly Component A teaching and learning. These provide guidance for explicit teaching, teaching notes, resources and examples for the related outcomes and content points.  
• The detailed example of Component A teaching and learning demonstrates a possible approach to the teaching of Component A outcomes and content.
• A planning scaffold can be used to support the planning process and document teaching and learning in Component A. 
• Instructional sequences can be used to support the planning and teaching of syllabus focus areas, Handwriting and digital transcription, Spelling and Creating written texts.

Professional learning

• English K–2 microlearning
• English 3–6 microlearning
• Lesson advice guides include background information, an overview of the evidence base and advice on the components of explicit lessons.
• English 3–6 Exploring effective pedagogical approaches (staff only) unpacks how intentional text selection drives the teaching of parallel content in Component A. 
• The SWS Session Component A (staff only) provides practical strategies to support the planning and programming of Component A. 
• The Explicit phonics instruction illustration of practice, which showcases the use of the GPC instructional sequence may support teachers in teaching syllabus focus areas within Component A.