Jacquie McWilliam

Welcome to the recording of the session Introduction to the English 7–10 Syllabus. There is one resource booklet that accompanies this professional learning, and each section of content has its own recording. Joining me in the presenter's chair today is Mark McDonald, and I am Jacquie McWilliam. We are 2 members of the English Curriculum 7–12 team with the New South Wales Department of Education.

I would like to pay my respect and acknowledge the traditional custodians of the land on which we meet today. I pay respect to Elders past and present and extend that respect to other Aboriginal people here today. I am presenting to you from the Illawarra and the land of the Wodi Wodi people of the Dharawal Nation.

This session is also delivered live and upon enrolment, teachers from across New South Wales complete the registration survey. The content and structure of all professional learning delivered by our team is influenced by this type of data. We thread the answers to questions asked throughout the session, and we have provided a Q and A at the end for questions not directly related to the content of this session. Areas we are unable to address in this session will be explored in future professional learning.

Please keep letting us know what you need to help you on this curriculum reform journey. Onscreen now is an outline of the content of this session. Part 1 is our welcome and overview.

Part 2 sees us briefly clarify the purpose of curriculum reform and outline the support materials that will be developed and become available in a staggered release over the next few years.

In Part 3, we will engage with the syllabus and explore its organisation, the rationale, and the aim. Part 4 will see us explore and discuss the outcomes and content groups. In Part 5 we will move on to an exploration of the Life Skills outcomes, and content groups. Part 6 sees us reflect upon the text requirements.

In Part 7, we will briefly explore a conceptual approach to programming, and in Part 8 we'll provide answers to questions and discuss the next steps teachers and leaders can take in their curriculum journey.

It is for these reasons that during this session we aim to explore the similarities and differences between the 2012 and 2022 syllabuses so that teachers can understand, reflect on, and plan for the English K to 10 Syllabus, and develop their understanding of the outcomes, content groups, and text requirements in order to help reflect on, discuss, and plan the application of the syllabus requirements in their development of engaging teaching activities.

This elective professional learning aligns with the priority area, understanding the structure and content of a syllabus. The session targets the 2 aspects, developing knowledge of the structure and elements of an identified syllabus and developing knowledge and understanding of concepts, topics within an identified syllabus.

This is in order to address standard descriptor 2.1.2, Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.

In previous sessions, we have introduced the phases of curriculum implementation. In English 7–10 in 2023, we are in the Engage phase, and that guides this session.

The Engage phase is a time to think, create, and share ideas and also to call on collaboration between teachers. As you explore the syllabus, you may wish to keep these two reflection questions in mind and apply them to your role and your context.

Firstly, to what extent do you and your faculty understand the syllabus and the evidence underpinning the new syllabus?

Secondly, how will the new syllabus affect classroom practise?

This is the end of Part 1, the welcome and introduction. Please navigate to the recording for Part 2.

[End of transcript.]

Jacquie McWilliam

Welcome to part 2, the purpose and background of curriculum reform.

Many English teachers have asked about the context to Curriculum Reform, and this brief overview addresses those queries. In May 2018, the New South Wales government announced a comprehensive review of the school curriculum K through 12.

The aim was to ensure that the New South Wales education system is properly preparing students for the challenges and opportunities of the 21st century. The review, conducted independently by Geoff Masters, included consultations with teachers in late 2018. The final report was published in 2020 and included a range of recommendations to shape the development of new syllabuses. The New South Wales government released a response to the New South Wales Curriculum review final report and this set out the timeline and the government's position on the recommendations.

The New South Wales government committed to developing a new curriculum for New South Wales students from kindergarten to year 12 by 2024. A link to the government response and the final report is provided in the resource booklet, and it is important to examine the government response if you haven't already as it sets out the reasons for the reform and the process that is involved. The executive summary is a succinct overview of the recommendations of the New South Wales Curriculum Review.

Review recommendations included decluttering and reducing peripheral content. This was to ensure a focus on essential learning and structured in such a way that clearly shows how deep learning develops from early to senior years. This is evident when we examine the structures provided in English from K through 2, 3 through 6, and 7 through 10.

It was also identified that students needed to be provided the opportunities to develop and demonstrate skills in applying knowledge. And of course, it was also acknowledged that teachers need to be provided support and resourcing to make sure they can implement the new curriculum.

Through an English specific lens and English 7 to 10 in particular, the new syllabus has targeted 3 particular recommendations and they build on recommendations for foundational learning in the early years.

The recommendations and the government's position are outlined on pages 16 through 21 of the government response document. 1.1 saw the streamlining of syllabus content and a clear focus on identifying essential facts, concepts, and principles, the understanding of which are developed in increasing depth over time.

This means that English teachers now know that what is in the syllabus is core. This helps teachers prioritise learning and have the flexibility needed to cater to the needs of their students.

1.2 has seen our core content sequenced through clear focus areas. These are clearly connected to the composer responder relationship. This was informed by evidence, and is outlined within the K-10 bibliography. And there is the gradual development of knowledge and skill accompanied examples to suggest various ways this knowledge and skill can be developed over time.

With 2.1, we see a clear and explicit focus on essential learning, including the explicit development of the skills of responding, including writing with the aim that English enables students to understand and use language effectively. We have the continued focus on the exploration of quality texts, and this is enhanced and deepened through the explicit focus on textual concepts.

English 7 to 10 builds on the foundational skills developed in the earlier years to support the growing knowledge, understanding, and skills in the areas of reading, viewing, and listening to texts, understanding and responding to texts, and expressing ideas and composing texts. It's really important to note that the heart of subject English remains the same.

As per Part 4 20A of the New South Wales Education Act, the New South Wales Education Standards Authority, NESA, develop or endorse syllabuses for schools in all sectors and prepares them for ministerial approval. Implementation of the Australian curriculum is the responsibility of states and territories. And in New South Wales, Australian curriculum content is incorporated into syllabuses using an adopt and adapt approach. NESA has aligned the new syllabus with version 9 of the Australian curriculum where appropriate. Cross curriculum priorities and general capabilities have been incorporated as appropriate in the syllabus and will be tagged in the digital presentation of the syllabus. It is important to keep in mind that NESA is separate from the New South Wales Department of Education. There is often confusion about who does what.

The New South Wales Department of Education has the responsibility to implement curriculum in New South Wales Department of Education schools K-12. And the English curriculum team and the statewide staff room is part of the department and we are here to support New South Wales government school teachers and leaders by creating support materials, delivering professional learning, and responding to teacher queries.

For those of you who are new to this space, our role is to provide support for English curriculum 7 through 12 in New South Wales Department of Education high schools. There is also often confusion about what we mean by syllabus and what we mean by curriculum.

So here is a clarification. In New South Wales public schools, school curriculum is defined as a plan for learning and includes mandated syllabus documents along with the associated educational materials such as scope and sequences, assessment schedules and assessments, and current departmental policies and procedures. As a department teacher, you will have access to professional learning and a comprehensive resourcing support package that will be developed and expanded upon over the curriculum reform period.

Early in 2023, we will have developed and released sample scope and sequences for 7 through 10. Across 2023 and 2024, we will release sample programmes that will be aligned to the sample scope and sequences, and these will be accompanied by comprehensive support documents, including sample assessment notifications and student work samples.

We'll also release planning and evaluation tools designed to support teachers and leaders. There are 4 phases when NESA develops a new syllabus. Writing, consultation, approval, preparation, and implementation. We're here at the preparation and implementation phase for English 7 to 10. NESA has identified that school sectors are responsible for implementing syllabuses and a best place to provide schools with specific guidance and information on implementation, given their understanding of their individual circumstances.

The department is, however, recommending and supporting a staggered implementation. Neither NESA nor the department are mandating implementation structures for schools because one approach is unlikely to suit all schools. This is particularly important for small central schools or schools for specific purposes who may opt to implement 7 through 10 in 1 year because they have cross year or stage classes. The key point is to ensure syllabus consistency. More information about this is provided in the resource booklet.

In terms of Stage 6, we are here in the writing phase. NESA will seek feedback as they develop the Stage 6 syllabuses and the English curriculum team will run, have your say information sessions for these syllabuses just like we did for English 7 through 10. NESA has provided the implementation information at the top of the digital curriculum. Select the little white arrow and this window will appear. This is where they have stated that implementation is a sector responsibility.

The department has provided a models of curriculum implementation webpage and they provide 2 suggested models for secondary settings. Secondary setting A model. In 2024, the new syllabus is implemented to Years 7 and 8, and then to the entirety of Stage 4 and 5 in 2025. Secondary setting Model B. In 2024, the new syllabus is implemented to Year 7 and 9, and then the entirety of Stage 4 and 5 in 2025. These are provided as suggestions only, and it is up to schools to determine which model suits their schools best.

For example, a small central school, which has combined stage classes may find it most appropriate to implement the secondary setting A model by delivering the new syllabus to a Stage 4 stage-based class in 2024, and then to both their Stage 4 and Stage 5 classes in 2025. The secondary B setting may be more suitable to larger secondary schools. And this is the model that the English curriculum team are following in relation to their support materials. For English and Years 7 to 10, 2023 is the year to plan and prepare to teach the new syllabus.

The new syllabus is to be taught in 7 to 10 from 2024. With a staggered approach to implementation, this is not to imply that you would plan Year 7 and 9 in isolation. It is very important to plan Year 7 to 10 together and we will have resources available to support you with this process. Resources will be released for Years 7 and 9 in 2023 and Years 8 and 10 in 2024. In 2023, NESA updated their curriculum reform timeline for Stage 6 English.

This means that 2024, we'll see the release of the syllabuses. 2025 will be planning and preparation time. 2026, we'll see the implementation of Year 11.

And 2027, we'll see the implementation of year 12 and the examination in the HSC. For English 7 to 10, 2023 is the year to plan and prepare to teach the new syllabus. The new syllabus is to be taught in 7 to 10 from 2024. With a staggered approach to implementation, this is not to imply that you would plan Year 7 and 9 in isolation. It is very important to plan Year 7 to 10 together. And we will have resources available to support you with this process, and some of these are already available on the website.

Resources will be released for Year 7 and 9 in 2023 and Years 8 and 10 in 2024. In 2023, NESA updated their curriculum reform timeline for Stage 6 English. This means that 2024, we'll see the release of the syllabuses. 2025 will be planning and preparation time. 2026, we'll see the implementation of year 11. And 2027, we'll see the implementation of year 12 and examination in the HSC. Now that we have provided an overview of curriculum reform, we're going to move on to exploring the syllabus, starting with its organisation.

As a group, if you are working with your faculty, have a chat and let each other know on a scale of 1 to 3 how familiar you are with the syllabus so far. One means you are brand new and you are exploring the syllabus for the first time. Two means you are somewhat familiar and you explored the draft when it was on display, and 3 means you are very familiar, having examined the draft, contributed to the have your say period and you have begun exploring the syllabus since its release.

Take some time now, pause the presentation, and have a discussion with your colleagues or as a faculty. It is to be expected that teachers will be at all stages of this process and it is important that we work together and support each other along the journey. This is the end of part 2, the background to curriculum reform. Navigate now to part 3 where we will explore the organisation of the syllabus. It is to be expected that teachers will be at all stages of this process and it is important that we work together and support each other along this journey.

This is the end of part 2, the background to curriculum reform. Navigate now to part 3 where we will explore the organisation of the syllabus.

[End of transcript.]

Jacquie McWilliam

Welcome to Part 3 – the organisation of the syllabus.

Let's start with what remains the same. The outcomes and content remain the key elements of the syllabus structure, as does the stage-based organisation, and just like with the 2012 Syllabus, there are similarities and differences between the structure and organisation of the K–6 outcomes in content and the 7–10 outcomes in content.

And as I said earlier, the heart of subject English remains the same, and the aim of the syllabus remains largely the same.

We aim to enable students to understand and use language effectively, support and guide students as they learn to appreciate, reflect on, and enjoy language and make meaning in ways that are imaginative, creative, interpretive, critical, and powerful.

Across K–10, the syllabus rationale and aim are consistent. The rationale has undergone a review, and we would like you to take a moment now to think about it as we unpack what it means for us and subject English.

We believe that the fundamentals of subject English have remained. We are still supporting students to understand the way language and texts shape our understanding of ourselves and the world, and in doing so, refine the way we relate and communicate with those around us.

We are supporting students' intellectual, social and emotional development so they become empowered to express their identities, personal values and ethics. This is to help our students become confident communicators, critical and imaginative thinkers, and informed and active participants in society.

Texts remain the focus of our study, and most importantly, a diversity of texts in terms of form, complexity, perspective, context, and voice including those from Australia and across the globe.

We will do this by providing interrelated practises and experiences in understanding and creating texts that progressively build upon the foundational literacy skills established in the early years. In turn, helping students learn about the power, purpose, value and art of English.

There are quite a few differences, and let's start with the change in the structure of the syllabus. In the 2012 syllabus, we had 5 objectives that created an overarching framework and connected to specific outcomes. This guided how teachers would help their students respond to and compose texts while developing specific knowledge, understanding and skills. The objectives on our part of the aim and the syllabus organisation has been structured around 3 focus areas.

In our 2012 syllabus, we have 9 outcomes, with one specifically dedicated to reflection. In our 2022 syllabus, there are 6 outcomes, and Reflecting is found in 2 of them. Our 2012 syllabus contains key processes that highlight aspects of language learning and organise the content. These have now been replaced by content groups.

Content continues to be presented in a stage and represents the typical knowledge, understanding skills that students learn throughout the stage. It is acknowledged that students learn at different rates and in different ways. There may be students who will not demonstrate achievement in relation to one or more of the outcomes for the stage.

Students who are new to learning English may understand concepts, themes and ideas appropriate to higher stages of learning. However, teachers may need to provide additional explicit teaching of content that will support students' language learning and enable them to demonstrate their understandings.

There may be instances where teachers will need to address outcomes across different stages in order to meet the learning needs of their students. Teachers are best placed to make decisions about when students need to work at, above or below stage level in relation to one or more of the outcomes. This recognises that outcomes may be achieved by students at different times across stages.

For example, in Stage 4, some students may not be able to access texts that are complex in their construction. These students must be given support to develop their skills through explicit teaching and consideration of the content in Stage 3, Reading comprehension outcome.

Let's move on to identifying the outcomes that sit within each focus area. In the focus area Reading, viewing and listening to texts, there is one outcome in Stage 4 and one outcome in Stage 5.

[Slide content:

• Stage 4 – EN4-RVL-01 uses a range of personal, creative and critical strategies to read texts that are complex in their ideas and construction
• Stage 5 – EN5-RVL-01 uses a range of personal, creative and critical strategies to interpret complex texts]

The focus area is dedicated to supporting the consolidation of reading comprehension skills and strategies with a specific focus on sustained reading, particularly reading for pleasure. The modes viewing and listening are also explored. Texts, and students’ engagement with these, is the heart of this focus area.

In the focus area, Understanding and responding to texts, there are 3 outcomes in Stage 4 and 3 outcomes in Stage 5. This focus area is organised conceptually and is dedicated to supporting students' engagement within texts, beyond texts and across texts.

[Slide content – Focus areas and outcomes – Expressing ideas and composing texts

Stage 4:

• EN4-ECA-01 creates personal, creative and critical texts for a range of audiences by using linguistic and stylistic conventions of language to express ideas
• EN4-ECB-01 uses processes of planning, monitoring, revising and reflecting to support and develop composition of texts.

Stage 5:

• EN5-ECA-01 crafts personal, creative and critical texts for a range of audiences by experimenting with and controlling language forms and features to shape meaning
• EN5-ECB-01 uses processes of planning, monitoring, revising and reflecting to purposefully develop and refine composition of texts.]

In the focus area Expressing ideas and composing texts, there are 2 outcomes in Stage 4 and 2 outcomes in Stage 5. In this focus area, there is an essential focus on explicitly teaching literacy skills and responding to texts through various modes including writing, representing and speaking in its various stages.

There is a specific focus on Text features, Word-level language and Sentence-level punctuation and grammar. This is supported through the careful planning and reflecting in relation to composition for specific audiences, purposes and contexts.

The syllabus has been designed with the intention that all English content in this syllabus is interrelated. The outcomes and content are not intended to be taught or assessed in isolation but should be selected in combinations according to the focus and design of each learning experience. The focus areas are intended to group outcomes and in turn, the content groups are used to cluster related content associated with an outcome.

Let's take a closer look now at one focus area and Stage 4 outcome. Here we have a screen grab from the Stage 4 Reading, viewing, and listening to text focus area outcome one.

[Screen grab from NESA English K–10 Syllabus website. There are 3 tick box filters across the top of the screen, above the page content, 'View Life Skills, 'Show teaching advice' and 'Show examples'. Jacquie to elaborate on the function of each of these filters.]

Please note, we are not expecting you to read the text on the next few slides. Their use is to illustrate the points we are making. You'll have time to read through the outcome content a little later, or you can pause the presentation and navigate to the syllabus and explore the syllabus looking for the features we are identifying.

The first arrows point you to where the focus area is identified.

[On screen – One arrow points to focus area on the top left of the website and one arrow points to the header of the content in the centre. Both state 'Reading, viewing and listening to texts'.]

Here is Reading, viewing, and listening to texts.

[On screen a 3rd arrow points to the outcome code beneath the heading on the left, 'EN4-RVL-01'.]

The 3^rd arrow identifies the outcome code and outcome statement for Stage 4 outcome one. This screen is from the outcome section of the digital curriculum. All of this information appears when you use certain filters to include the Stage 4 outcomes only and show the aligned content.

Content groups are written in bold above the bullet points, and here on the screen, we have the content groups Reading, viewing, and listening skills and Reading, viewing and listening for meaning.

Under each content group is the outcome content itself. Content describes the intended learning for each outcome including the breadth and depth of students' learning. It aims to provide explicit detail of the knowledge, understanding and skills that students will need to be able to demonstrate this outcome.

NESA has stated that content listed in the same group often have multiple possible applications across the stage and are not necessarily intended to be taught or assessed in their groups or at the same time.

The easiest way to approach programming with this outcome structure in mind is to take a conceptual approach. We will touch on this later in the presentation, and we'll also be running sessions dedicated to conceptual programming throughout 2023 and 2024.

For cognitive load, we are showing you the same outcome and content as the previous slides, and we have our black arrow pointing to the content group and the blue arrow pointing to the content, but now we have selected the ‘Show examples’ filter option and the examples are included and identified by the blue box shading.

Examples have been provided to help clarify and or extend the intention of the content. NESA has stated that these are not mandatory and are not examples of pedagogy, they are just a guide.

The examples are embedded in the content and to develop a deeper understanding of the impact of a digital curriculum on you and the opportunities and challenges it may provide. It is well worth exploring the digital curriculum with a colleague or as a faculty so you can share your discoveries and build familiarity with the format.

Once again, we have the same focus area, Reading, viewing and listening to texts, but this time, we have the Life Skills filter option selected. The Life Skills outcomes are for Stage 4 and 5 students who are unable to access mainstream outcomes, and there are 2 for this focus area.

The outcomes are once again on the left side of the screen with a light blue arrow highlighting their location. The bold red arrow is pointing to the resources and further reading that are hyperlinked in this section [top centre of the screen in the body of the content]. Our dark grey arrow is focused on the content group [left of the screen], our blue arrow is on the content [middle of the screen], and our pink arrows are pointing to the examples that have been provided and identified by the blue box shading [scattered through content body].

For the same outcome, again, we have selected to show the teaching advice. The page will automatically scroll down to this section of the webpage and show you the teaching advice that is available.

NESA has indicated that this will be expanded upon over time. We have noticed that the digital curriculum may display differently on different devices and search engines, so keep this in mind as you are exploring the platform. If you notice issues, be sure to email the team at NESA and let them know.

For the same outcome, again, we have selected to show the teaching advice. The page will automatically scroll down to this section of the webpage and show the teaching advice that is available.

NESA has indicated that this will be expanded upon over time. We have also noticed that the digital curriculum may display differently depending on the device or the search engine, so keep this in mind as you are exploring the platform.

Also, if you notice any issues or you have some concerns, be sure to email the team at NESA and let them know.

This is an optional activity, and you might like to pause the presentation now and complete each of these navigational steps. Start by heading across to the English curriculum page, open the outcomes, and then explore the filtering options. You might like to select specific stages from primary or secondary or Life Skills. Select to show related content, then select to show aligned content. This will open a new page for you as we showed you before. Select the content aligned to a specific outcome and then select to show the teaching advice, and finally, select to show the examples.

If you haven't already, please take some time now to navigate across to the syllabus and have a look through the digital curriculum pages. As you explore and play, reflect on the organisation of the syllabus materials and what this means for you, please feel free to share your thoughts with your colleagues and take at least 5 minutes to navigate, play, and reflect.

You might also like to use the statements on the screen to support you in that reflection.

1. Think about what excites you about the new syllabus structure
2. What questions do you have about the syllabus structure?
3. What aspects of the syllabus are you looking forward to exploring in greater depth?

I will now hand over to Mark, who will take you on a tour of the focus groups and outcomes in Part 4.

[End of transcript]

Mark McDonald

Welcome to Part 4 – the exploration of the outcomes. We will start off with the first focus area, Reading, viewing and listening to texts.

Please note, Part 4 is broken into 3 videos with each video exploring one focus area.

The first outcome for each stage sits underneath the Reading, viewing, and listening to text focus area. On the curriculum website, you are able to view the Stage 4 and 5 outcomes side by side. This allows for you to be able to see the required progression in skills from the end of Stage 4 to the end of Stage 5.

The first thing I will identify for you is the outcome coding. This outcome coding has been provided by NESA in the syllabus. The EN and number standing for English and the relevant state is first, followed by an abbreviation of aligned content heading, in this case, Reading, viewing and listening, followed by a numerical code, which indicates what number the outcome is within that particular outcome group. I will note here that in our English 7–10 Syllabus, each outcome has individual content groups aligned to it, so this number is 01.

However, NESA uses the same coding structure across all of their currently released syllabuses, and in other syllabuses there are multiple outcomes for the same aligned content. So, it is in these instances that these numbers at the end will be larger than 01. Here on screen, you can see the outcomes side by side with Life Skills included.

The related outcomes for Life Skills includes 2 outcomes, and so there is the number 1 and the number 2. We hope this makes the numbering a little clearer for you.

As Jacquie mentioned in the recording for Part 3, the organisation of the 3-6 focus areas is different to the 7 to 10 focus areas. This makes what students are required to learn across the Stage 3 to Stage 4 outcomes a little bit trickier to identify. However, it is still a valuable activity with which to engage.

The Stage 3 equivalent outcome to our first outcome sits within the focus area Reading comprehension and I'm displaying the Stage 3 outcome alongside the Stage 4 and 5 outcomes. Now, you'll note that the outcome coding is different, and this is due to the different focus area names in Stage 3.

What you should be able to see here though is the clear progression from Stage 3 to Stage 4 to Stage 5. In Stage 3, students are required to read and comprehend texts for wide purposes. By the end of Stage 4, students are required to have added a range of reading strategies, personal, creative, and critical to their skillset to read texts that are complex in their ideas and construction. By the end of Stage 5, students need to be able to use these reading strategies to not just read, but to interpret complex texts.

So, what does this look like in each state? Let's start by talking about text complexity. Text complexity is a really interesting avenue to explore, and this is particularly valuable when conducted as a faculty. Here is one way you could approach this with your faculty and learn more about version 3.0 of the National Literacy Learning Progression at the same time.

Provide a range of short texts and in pairs, examine each text and identify the text complexity, identify the elements that make the text fit that category. Share your findings and discuss what surprised you, you found interesting, you learned and you will apply in your classroom practise

This discussion can then lead into an exploration of the features of text complexity, and the way these can be explicitly taught within your teaching and learning programmes. For each type of text complexity, there are specific features, and these relate to vocabulary, language, structure, content and print and layout features.

This activity has been provided to you in the resource booklet. As have all suggested faculty activities throughout this presentation.

Let's move on to the content now. The content that sits underneath each outcome is clearly aligned to the focus area, and the content points are grouped under a range of content groups. Starting with the first outcome, the aligned reading, viewing and listening to text content for both Stage 4 and 5 sit within the following groups:

• Reading, viewing and listening skills
• Reading viewing and listening for meaning
• Reading for challenge, interest and enjoyment, and reflecting.

Each of these headings contains a range of content points that make up the content group. We will not have enough time throughout this presentation to address each group of content points within the syllabus and we recommend that you take the time as one of your first steps in the familiarisation process to read through each of the content points for each outcome in each stage of learning.

We will take some time now though to consider some of the outcome content points in the first outcome. Starting with Stage 4, let's have a look at the content within the fourth content group of this outcome, Reflecting. Please keep in mind that this content group specifically focuses on reflecting on reading with content points focused on reflecting of composing coming later in the syllabus. There are 6 content points to address in Stage 4, they are:

• Reflect on how reading, viewing and listening to texts has informed learning
• Reflect on how an understanding of texts can be enhanced through rereading and close study
• Discuss and reflect on the value of reading for personal growth and cultural awareness
• Use reading strategies and consider their effectiveness when reflecting on the successes and challenges of extended reading
• Reflect on how reading promotes a broad and balanced understanding of the world
• Enable students to explore universal issues and reflect on own experiences of reading by sharing what was enjoyed, discussing challenges to strengthen an understanding of the value of reading.

This content is not hierarchical. Content does not need to be addressed in the order that it appears in the syllabus, nor does it need to be addressed within the one unit of work. Content points can be addressed within different programmes and in relation to different texts and compositional opportunities throughout Stage 4.

Another useful strategy to use is to do a side-by-side comparison of content points to see where students have come from, and where they are headed. Consider the different progressions of the one content point across Stage 3-5 that have appeared on screen, and how they demonstrate a progression of skills.

By the end of Stage 3 students are expected to be able to reflect on personal connections with a text and identify how interests and experiences can influence understanding and appreciation of ideas presented.

Note here that the focus is on personal connections with a text and how personal interests and experiences influence understanding and appreciation. By the end of Stage 4, there are a few key progressions that students should have mastered. Firstly, the instructional verbs have changed from ‘reflect’ and ‘identify’ to ‘discuss’ and ‘reflect’.

There is a key shift from personal connections as well. Instead of identifying how personal connections may influence understanding and depreciation, by the end of Stage 4, students are required to discuss and reflect on how reading is valuable for both personal growth and cultural awareness. By the end of Stage 5, students need to move beyond discussing, to demonstrating an understanding of the value of reading, and cultural awareness has progressed to the value of reading for cultural richness.

There are several benefits to viewing the content points side by side as it allows you to see the progression of learning across the stages. It will also support you to make judgements about where your students sit in their learning progression. Comparing content points can also serve as a good discussion starter when you are considering your scope and sequence and unit planning.

Using the Stage 4 and Stage 5 content points on the previous slide as an example, how might your tech selections in Stage 5 allow for students to progress from discussing the value of reading for cultural awareness, to understanding the value of reading for cultural richness? The answer to this question will vary dependent on the context of your students, but these are the questions that should be posed when considering the content points you are required to teach.

We are now going to move into an activity. I'm going to ask for you to move to the digital curriculum website and open up the content in the English Syllabus for the reading, viewing and listening to texts content. If your surname begins with a letter between A-K, for this activity, you will look at the Stage 4 content. For those of you whose surnames begin with L-Z, you will look at the Stage 5 content. When you have the relevant content open, we want you to take the time to read through it carefully.

And then in a discussion with your faculty, list 3 content points that you think are already reflective of your current practise, and one content point that will require a change in or addition to your pedagogy to ensure that the content point is addressed.

We have also included space in your participant resource booklet for you to jot down your answers if you want your own record.

Please note, again, Part 4 is broken into 3 videos with each video exploring one focus area. Please take at least 5 to 10 minutes to complete this activity before moving onto the next recording, which will focus on the understanding and responding to texts focus area.

[End of transcript]

Mark McDonald

Welcome to the second video for Part 4 – the exploration of the outcomes.

This recording will explore Focus area 2, Understanding and responding to texts. The content groups in these outcomes utilise similar language to the English textual concepts resource. This indicates the significant role that conceptual programming is going to play in the implementation of the new syllabus. Before I move on to exploring the content group spread across these 3 outcomes, we would like you to reflect upon how you currently engage with the English textual concepts resource as a faculty or with your colleagues.

Take some time to chat about your experiences with the concepts. If you are completely new to the concepts let them know you are a 1. If you are familiar with the concepts but feel like you need to develop a deeper understanding let them know you are a 2 and if you are very familiar with the concepts and already programme conceptually let them know you are a 3.

Take a moment to plan the ways you can maximise this collective experience and collaboratively develop your knowledge of the concepts. What resources are available and what resources do you need to source.

Pause the presentation now and take at least 5 minutes to discuss the concepts.

Moving on to the outcomes, the second syllabus outcome and first that sits within the understanding and responding to texts focus area is now on screen.

You'll see that the coding has changed to reflect the new focus area. You'll note here that the wording of the outcome in Stage 4 and Stage 5 is quite similar. The Stage 4 outcome reads, Analyses how meaning is created through the use of and response to language forms, features and structures and in Stage 5, students are additionally required to demonstrate interpretation skills and the language forms, features and structures become increasingly complex.

The next outcome in the syllabus is understanding and responding to text B. When we consider the progression in learning between these 2 stages, you'll see that students move from examining and explaining how texts represent ideas, experiences and values, to evaluating how texts represent ideas and experiences and how they can affirm or challenge values and attitudes. The inclusion of the word attitudes adds an extra layer of complexity.

I want to take a moment here to reflect upon how this Stage 5 outcome in particular provides a clear bridge between Stage 4 and to what we are currently required to teach in Stage 6. I'm hopeful that you can see the clear progression that is expected to occur across the stages through the language used here.

Our third outcome within the understanding and responding to texts focus area is now on screen. I'll give you a moment to read the 2 outcomes.

The key differences in the outcomes here is the movement of the instructional verb from identifies to investigates and the requirement for students to look at connections between texts which progresses to relationships between texts.

As an activity for your faculty, you may wish to discuss for each of the outcomes what the progression actually looks like. Using this one as an example, how is ‘investigates’ a progression on identifies and how are ‘relationships’ a progression on connections? These 3 outcomes are key in clarifying and simplifying the organisation of conceptual content in the syllabus, which we know was a particular concern of teachers within the 2012 syllabus.

The movement from A to B to C here is clear. The creation of meaning through language features. Then how texts represent ideas. Then to different ways of valuing texts and connections or relationships between texts. This is a clear and logical progression which makes it much clearer for us as English teachers to identify what is required in our syllabus.

The content groups also assist in this clarification. Understanding and responding to texts A is our ‘how meaning is created’ outcome. Within this outcome, you'll find content related to the creation of meaning sitting underneath 6 conceptual content groups for both Stage 4 and 5. Representation, code and convention, connotation imagery and symbol, point of view, characterization, and a narrative.

Our next outcome with aligned content, understanding and responding to text B contains the following 4 content groups for both Stage 4 and Stage 5.

These all closely link to the idea of text representing ideas from the outcome. Theme, perspective and context, argument and authority, and style. The final outcome with content aligned to the understanding and responding to text focus area has 3 content groups for Stage 4 and Stage 5, which all link to the idea of valuing texts and the connection between texts. These are genre, intertextuality and literary value.

The use of a conceptual framework for planning and programming will not necessarily be new to all teachers, particularly those who have used the English textual concepts resources. However, the way they are articulated and organised within this syllabus is new.

On the screen is a visual representation of the conceptual terminology utilised across Stages 3 to 5. When you explore this aspect of the syllabus, you may find it useful to unpack the way the terminology is used. It may also be useful to explore the information provided within the glossary.

The first step that you should take to ensure that you understand the terminology that is being used is to consider the content points that sit within each content group.

Let's look at one as an example. In the Stage 5 content group for characterization there are 3 content points that should be addressed at one or more points throughout year 9 and 10. These are:

• Analyse how engaging, dynamic and complex characters are constructed in texts using language features and structures, and use these features and structures in own texts.
• Explore how characters in texts can be lifelike constructions with whom audiences establish intellectual and emotional connections, and can be perceived to reflect, challenge or subvert particular values and attitudes
• and analyse how characters can serve structural roles in narrative, such as foils and drivers of action and conflict, and manipulate these ideas when composing on texts.

Note that the word ‘texts’ is plural in these dot points which indicates that to properly address the content point it should be explored in more than one text.

As I mentioned with the content in reading these content points are not intended to be hierarchical and do not need to all be addressed within the same unit of work, but how could these content points be addressed? As Jacquie showed you earlier, many of the content points have examples attached to them.

For Stage 5 characterization NESA have provided one example for the first content point. As a reminder, I'll display the content point on screen. When selecting the examples option the following example comes up.

Students could be supported in this content point through the teaching and learning activities that lead them to consider how characters can be indirectly constructed through elements of narrative point of view, such as vocalisation and indirect speech.

This is one way that this content point could be addressed in a teaching and learning activity but as we have already mentioned, these are not mandated by NESA, and they are exactly as the label indicates, examples.

Undertaking a comparison of the progression of learning from Stage 3 through to Stage 5 for this conceptual element of the syllabus is also a valuable activity. Let's do a comparison of one content point that sits within the narrative content group across Stages 3 to 5.

To start with, by the end of Stage 3 students should be able to describe how patterns in narrative set up expectations and notice when those patterns are subverted.

NESA provides an example for this dot point. The example that they have given is quest narratives can portray an individual who overcomes their personal fears throughout the adventure, demonstrating the common need for perseverance. This is a good reflection point if you traditionally explore the hero's journey in a programme in Stage 4.

Students may already have studied this as a result of this requirement in Stage 3.

This is a vital reminder to examine the Stage 3 content and liaise with your feeder primary schools. In Stage 4, students are expected to understand narrative conventions such as setting, plot and sub-plot and how they are used to represent events and personally engage the reader, viewer or listener with ideas and values in texts and apply this understanding in their own texts.

NESA's example for this content point reads, understand the relationship between complication and resolution and how this relationship can affirm or challenge a reader's expectations. They are moving from being able to describe and notice patterns and subversions in narratives to discussing the role of narrative conventions to personally engage with the ideas and values in texts.

So, if you were to have a hero's journey style unit in Stage 4, it would be important to consider how you can teach this specific content point about narrative rather than limiting teaching and learning activities to the instructional verbs ‘describe’ and ‘notice’ used in Stage 3.

This content then progresses into Stage 5 where students move from understanding the use of narrative conventions to analysing how they vary across the genres, modes, media and contexts, and how they can be used to represent ideas and values and shape responses. The example that NESA provides suggests understanding how elements of narrative, such as orientation, may be abbreviated, emitted or implied by small details for effect. We've displayed this progression on screen for you for this content point as an example of an activity you may wish to do as a faculty.

It is important to remember that our teaching and learning activities across stages demonstrate a clear progression and this is one approach that you could use to start a conversation on how your Stage 4 content will build on Stage 3 and how your Stage 5 content will build on Stage 4. With that in mind we are now going to get you to move back to the syllabus and complete an activity where you compare the progression between Stage 4 and Stage 5.

We would like you to have a go at finding the relevant syllabus sections yourself.

The activity we want you to complete is now coming up on screen. In Stage 4 and Stage 5, we want you to identify two content points where the Stage 5 content builds upon the Stage 4 content. Once you have found them identify the knowledge and skills progression between the 2 content points and then share with your faculty the content points you selected and describe how the knowledge and skill requirements progress from Stage 4 to Stage 5.

This is a great activity to complete as a faculty or with colleagues. It is an opportunity to share your observations and ideas. If your surname starts with the letters A to G, you should complete this activity for a content point in understanding and responding to texts A. If your surname starts with the letters H to O, complete this activity for a content point in understanding and responding to text B. If your surname starts with the letters P to Z, complete this activity for a content point in understanding and responding to text C.

Pause this presentation now and take 5 to 10 minutes to complete this activity.

Then you can explore the recording for Part 4, Focus Area 3.

[End of transcript.]

Mark McDonald

Welcome to our 3^rd recording for part 4 – the exploration of the outcomes.

We will now explore Focus Area 3, expressing ideas and composing texts.

Within this focus area, there are 2 outcomes. It is worth noting that the side-by-side comparison we mentioned earlier, will not always provide such clear parallels across the stages as you move through the outcomes, and in turn the content points. This becomes especially notable when we get to the content groups for the outcome Expressing ideas and composing texts A.

Starting with the outcome, you'll see again here how the outcome coding indicates how the aligned content of this outcome matches with the focus area. As you read them, you will see that there are some clear differences between the outcomes across stages.

The first difference is in the opening verb. In Stage 4, the instructional verb is ‘creates’, whereas in Stage 5 it is ‘crafts’. I'm sure you can all see again here how there is clear backwards mapping from and progression towards Stage 6 from this change in language.

The next major change is again, in the instructional verbs. In Stage 4, students are required to use linguistic and stylistic conventions of language, whereas in Stage 5, students are expected to experiment and control language forms and features. There is a clear shift here in what students need to be able to demonstrate in their writing and the verbs in Stage 5 outcome align quite closely with that opening verb, ‘crafts’.

The final clear difference is in the final words of the outcome, which reflect the purpose behind students' use of language.

In Stage 4, the student's purpose is to express ideas, whereas in Stage 5, it is to shape meaning. This again aligns quite closely to the opening verbs of the respective outcomes. Let's talk about the content groups that sit underneath this outcome. This is the only outcome across the 6 outcomes that use slightly different content groups in Stage 4 and Stage 5.

In Stage 4, the content in this outcome is found within the following 9 groups:

• Writing
• Representing
• Speaking
• Text features
• Text features: imaginative
• Text features: informative and analytical
• Text features: persuasive
• Sentence-level grammar and punctuation
• Word-level language.

Of note here you'll see that Text features is divided up into 4 clearly identifiable groups. These content groups contain content points specific to the type of writing with which students are required to engage. Another thing to note is that discursive writing is not listed here as a requirement for Stage 4 students, and it does not appear in content points at all until it is referenced in Stage 5.

In Stage 5, you will see that the majority of groupings remain the same.

• Writing
• Representing
• Speaking
• Sentence-level grammar and punctuation
• Word-level language

The only difference is that the Stage 4 content groupings Text features, Text features: imaginative, Text features: informative and analytical and Text features: persuasive have all been condensed into the one Text features group in Stage 5.

Before we move on to exploring the content, we would like to flag that this outcome in both Stage 4 and Stage 5 is the one with the most content groups and content points. Before we move on to looking at some of the content, you may wish to discuss with your colleagues. Why do you think that it is under this specific outcome that NESA has provided the highest number of content requirements? I will also answer this question to supplement your own answers.

These outcomes describe the skills that students should demonstrate when composing texts that express and represent their ideas, experiences, perspectives, understandings, and knowledge. These skills cover both the functional components of writing, representing and speaking, and the stylistic elements that shape meaning in the creation of texts in a wide range of forms, media and modes, including written, oral, visual and multi-modal texts. This outcome is addressed when students engage with processes to express their ideas and shape meaning by creating a range of texts for diverse purposes and audiences.

As a comparison point for this content, we are only going to look at Stage 4 and Stage 5 here. However, it is with the content points underwriting in particular that you may as a faculty want to explore the Stage 3 content in detail. As many of your students dependent on your context may not be operating at stage level when it comes to their writing skills.

Under the Word-level language content group, there are 3 content points in Stage 4.

They are:

• apply phonological, orthographic and morphological knowledge to spell unfamiliar, complex and technical words.
• select effective, topic-specific vocabulary to enhance understanding and compose texts with accuracy, in a range of modes appropriate to audience, purpose, form, and context.
• make vocabulary choices that draw on, or contribute to, stylistic features of writing and influence meaning.

I will now put on screen the Stage 5 content which comprises the Word-level language content group. I'll give you a moment to read through and to mentally make the connections to where these points build upon Stage 4.

Let's consider the third dot point here in Stage 5. I'm sure as you were drawing connections between the Stage 4 and Stage 5 content points, that you noticed that this doesn't have a Stage 4 equivalent. This is something that does occur at a few key moments throughout the syllabus. There will be content that you need to cover in Stage 4 that does not have a direct progression into Stage 5 and vice versa.

There will be content in Stage 5 which is new such as this and FYI, in relation to this area of need, we have run and will be running again, PL connected to practical development of writing skills in English.

The microwriting sessions are available as recordings in the PL catalogue on our website.

Our final outcome focuses on the recursive writing process with a clear focus on planning, monitoring, revising and reflecting. As you read through these 2 outcomes, you will notice the clear progression with a shift from support and develop composition of texts, to purposefully develop and refine composition of texts.

The aligned content within our final outcome sits underneath 2 groups:

• planning, monitoring and revising
• reflecting.

I'll note here that this is the second time reflecting has been used to group content.

It is also used in our very first outcome where the content focused on reflecting upon reading, viewing, and listening to texts. The content that sits within the content group displayed on screen refers specifically to the requirement for students to reflect on their process of composition.

Let's have a look at this content. To compare progression here, let's look at content points within the reflection group for Stage 4. So, the first content point reads, ‘Reflect on how composition of texts, using appropriate technical vocabulary to explain choices of language and structure in line with the target audience and intended purpose’. Next, we have ‘Describe the pleasures, challenges, and successes experienced in the processes of understanding and composing texts’. Our third content point reads, ‘Consider how purposeful compositional choices are influenced by specific elements of model texts’, and our last content point is ‘Reflect on own ability to plan, monitor, and revise during the composition process, and how this shapes clarity and effect’.

I'll now bring up the Stage 5 content and give you a moment to read through and draw some mental comparisons to the Stage 4 content.

Some key things to note here, in Stage 5, there is a much stronger emphasis on students evaluating their writing which means in turn that this isn't required by students to meet the Stage 4 content. In both year groups, there is the requirement for students to reflect upon how their compositional choices have been influenced by model texts. However, this requirement is only referred to in one content point within this outcome, and students should be given the opportunity to reflect in a range of ways and not just on how their writing has been influenced by model texts.

However, you should also be able to draw links between these content points and many of the content points within the understanding and responding to text outcomes that conclude with and demonstrate this understanding in own texts or similar.

We are now going to move into our final activity where you'll be navigating to the syllabus, and this is in relation to the final 2 outcomes within the Expressing ideas and composing texts focus area. It is best to complete this activity with colleagues or as a faculty.

If your surname begins with the letters A-K, we would like you to look at Stage 5 this time. If your surname begins with the letters L–Z, you'll be looking at Stage 4. Again, try to navigate through the syllabus yourself, but if you need help, the links are in the booklet.

We would like you to begin by reading through the aligned content for the 2 outcomes that sit underneath the Expressing ideas and composing texts focus area.

Once you have finished reading, we would like you to identify 2 content points that you feel confident to teach and 2 content points for which you would benefit from the English curriculum team providing additional resources. Once you've identified these, please share your answers with your colleagues. There is space in your participant booklet if you would like to keep a record of these for yourself.

Pause the presentation now and take at least 5-10 minutes to complete this activity.

Before we move on to discussing the text requirements, we would like to address some questions that were asked in the chat of our approaches to English syllabus familiarisation statewide staffroom meeting.

Participants asked whether it was the expectation that all content points are covered across the Stage. The correct and unequivocal answer to this question is yes, a key purpose of this curriculum reform was to make clear what is essential. What is in the syllabus is essential and therefore, must be addressed across each stage.

This is also not a new requirement. The 2012 Syllabus has content points and it is expected that all of these are addressed in your current teaching and learning materials for English 7-10. If this is not current practise for you, the familiarisation with and implementation of this new syllabus is an opportunity to align your practise to be compliant with NESA's expectations.

On the course overview page, there is a section titled, 'Balance of Content'.

We have included part of this in the presentation already, but we will now give you a moment to read through this information in its entirety.

This reinforces that while it is up to teachers to decide the order and the amount of time spent on each outcome, and its content points, it is a requirement that all content must be addressed over the course of the stage.

This is our final activity for this section and once again, it is best completed as a faculty. Complete the compass thinking points routine based on the outcomes and content. We have provided this activity within the resource booklet for your reference. Pause for 5 to 10 minutes to complete this as a faculty.

This is the end of part 4.

And I will now hand back over to Jacquie who will talk about the Life Skills outcomes in Part 5.

[End of transcript.]

Jacquie McWilliam

Welcome to Part 5 – Life Skills outcomes and content groups.

In 2023, NESA updated the codes used in the English Life Skills Syllabus. Teams have made an effort to update these codes in relevant support material, but it is important to refer back to the online syllabus to ensure you are using the most up-to-date version of the syllabus.

We have 9 outcomes in the new syllabus, and this is a reduction from 17 in the 2012 Syllabus. The Life Skills outcomes fall under 4 focus areas. There is the additional outcome and focus area of communicating, and then the remaining 3 focus areas all align in name with the Stage 4 and Stage 5 content. It is also important to note that the Life Skills outcomes are adaptable to different contexts. For example, they can be used to design the teaching and learning activities for students in schools for specific purposes, but they can also be used to implement differentiated practise for students who are meeting Life Skills outcomes in classrooms where their peers are meeting the Stage 4 or Stage 5 outcomes. We would like to draw your attention once again to the coding. You will notice that the letters LS, standing for Life Skills, appear in the coding, and that there is no Stage number present. That's because students studying Life Skills outcomes in year seven to 10 all work towards the same outcomes and content points. The communicating outcome itself reads, "Communicates in familiar or unfamiliar contexts." A NESA provides the instruction that the communicating outcome can be taught on its own or integrated with other focus areas.

The content for this outcome all sits within the one content group, which is speaking, listening, and interacting. There are 14 content points in total for this outcome and we won't go through them all, instead, I've selected 4 to give you an example of what they look like which I will click through in a moment. As I do, I want you to read the content and consider how you might incorporate opportunities for Life Skills students to demonstrate these learning goals in the setting where you will most likely encounter them.

Recognise nonverbal indicators associated with communication. Follow single or multi-step instructions. Communicate in response to other people initiating a dialogue. Participate appropriately in a range of settings. For the reading, viewing and listening to texts focus area, there are two different outcomes. The first one is, engages with a range of texts, and the second, uses reading strategies when engaging with a range of texts. When you are viewing the syllabus online, these outcomes are grouped together underneath the focus area, reading, viewing, and listening to texts as you can see on the left of this screenshot.

You will see here that the content groups for Life Skills remain the same as they are in Stage 4 and Stage 5, and this is the case for each of the rest of the focus areas and outcomes.

On the screen now are the codes for the 3 Life Skills outcomes that sit within the understanding and responding to texts focus area. These outcomes are, identifies language and or visual forms features and structures. Identifies ideas, experiences and values in a range of texts. And, makes connections with and between texts. If we bring up the content groups, you will see that they align exactly with the Stage 4 and 5 content groups. This will be particularly helpful for planning to support Life Skills students in classrooms with students working towards the Stage 4 or Stage 5 outcomes.

The final 3 Life Skills outcomes sit within the expressing ideas and composing texts focus area. The two outcomes sit under expressing ideas and composing texts A, and they read, "Composes texts for everyday purposes. Composes texts using language conventions for specific purposes and audiences." And the final outcome uses processes of planning and revising to develop texts, and it sits within expressing ideas and composing texts B. Again, as per the previous two focus areas, the content groups remain the same. We are now going to take a moment to compare the wording of content points across Stage 4 and Stage 5, and then Life Skills.

Hopefully, from this side-by-side comparison, you will be able to see how this new syllabus structure will make it easier for you to differentiate and support students who are working towards Life Skills outcomes in a classroom where their peers are working towards Stage 4 or Stage 5 outcomes. First, let's look at a content point from the reading for challenge, interest and enjoyment content group. In Stage 4, students are required to read texts selected to challenge thinking, develop interest and promote enjoyment, to prompt a personal response. In Stage 5, students are required to read increasingly complex texts that challenge thinking, peak interest, enhance enjoyment and provoke a personal response.

You will notice on the screen now the ways that this content point progresses from Stage 4 to Stage 5. For students working towards Life Skills outcomes, they are required to engage with texts that prompt a personal response. Note the use of the word engage here. This is supportive of students with disability who may not be able to read a text. This word choice allows for students to interact with the text in a range of ways that may not be reading, such as listening to an audiobook version of a novel.

As a second example, let's consider a dot point from the representing content group within expressing ideas and composing texts A. In Stage 4, students are required to use digital technologies where appropriate to compose multimodal texts. In Stage 5, students are required to compose visual and multimodal texts to express complex ideas using a range of digital technologies where appropriate.

Key progressions of note here are the requirement to compose texts that express complex ideas, using a range of digital technologies. Whereas in Life Skills, students are required to create a visual or multimodal text to convey a message.

Note how this requirement is much more accessible to students with disability. The verb create is used here instead of compose. While there is no mandated requirement in the representing content group for students to use digital technology in Life Skills, this could be an option, and it depends on the needs and the abilities of your students. If it is not possible, the content point here provides alternatives through the use of the word, ‘or’. Under the assessment tab on the syllabus website, specific information can be found about assessment in Life Skills. Of note, there is a link to NESA's collaborative curriculum planning website which teachers and schools can use as a support when making decisions about curriculum options for students with disability. It is reinforced that there is no requirement for the formal assessment of Life Skills outcomes. Hopefully, this quick snapshot has provided you with some insight into how you can plan for the Life Skills content to be accessed by students across a range of settings.

Back over to you Mark to talk about all things text requirements.

[End of transcript.]

Mark McDonald

Welcome to Part 6, text requirements.

We will start off by taking you through a side-by-side reading of the text requirements from the 2012 Syllabus and the 2022 Syllabus to see what is the same, what has changed and what has been removed entirely. Let's compare the requirements from the syllabus we are currently teaching, to the new syllabus.

Firstly, you'll note that the requirement to study 2 works of fiction has been restructured as, 'At least two works of extended prose, including at least one novel'. The poetry requirement, which currently varies from Stage 4 to Stage 5 has been simplified to, 'At least two collections of poetry'. The film requirement remains the same.

The requirement to study at least 2 works of non-fiction has been removed from this section, but non-fiction is still present later in the requirements. Additionally, a non-fiction text such as a memoir could be used to address the extended prose requirement. The drama requirement remains the same, with Shakespeare in Stage 5 being referenced in this part of the text requirements in the new syllabus rather than later on.

Another minor change is the consolidation of spoken, print, visual, media, multimedia, and digital texts into one dot point. You'll note in the 2022 version as well that print has been more explicitly referred to as short prose. Complementing the text requirements are the additional experiences that students must be given through their engagement with texts.

The new syllabus dictates that, "Across each stage, the selection of texts must give students experiences of a range of fiction and nonfiction texts that are widely regarded as quality literature, a range of texts by Australian authors, a range of texts by Aboriginal and Torres Strait Islander authors, a range of quality texts from around the world, including texts about intercultural and diverse experiences, and a range of cultural, social and gender perspectives, including from popular and youth cultures. These 5 experiences are a reduction from 10 in the 2012 Syllabus.

Let's do a side-by-side comparison to see what has changed and what has remained similar. There are a fair few things that have remained similar from 2012 to 2022.

To start with, you'll see that the requirement to study texts that are widely regarded as quality literature remains the same, with the additional inclusion here on the specification of fiction and non-fiction texts. This is the first time non-fiction texts are explicitly mentioned in the text requirements for this new requirement list.

You'll notice that this requirement to study Australian literature has been divided up into 2 here. An important adjustment is the requirement to study texts by Aboriginal and Torres Strait Islander authors, rather than texts that give insights into Aboriginal experiences. The final thing that remains the same is the requirement to study a range of cultural, social, and gender perspectives, including from popular and youth cultures.

In terms of other slight changes, you'll note with the dot points on screen that literary texts has changed to quality texts. Other countries and times has become around the world, and the word diverse has been added to intercultural experiences. For this specific point, NESA's examples indicate that one way this could be addressed is by exploring texts written by authors with disability.

The other consolidation that you'll see is the removal of specific types of texts both here and in the previous dot point. These requirements have not disappeared, rather they are covered already by requirements that we have discussed, and their removal is an example of the decluttering of the syllabus by removing examples of repetition.

Shakespearean drama was also in this 2012 list for Stage 5, and as discussed earlier, this is being moved up into the text requirements to sit as a caveat for drama texts in Stage 5.

The following text content requirements from the 2012 Syllabus are not present at all in the new syllabus. Texts that provide insight about the people and cultures of Asia, although this could be included in the intercultural and diverse experiences requirement. Everyday and workplace texts, although these could still be included if deemed to be examples of popular and youth cultures, and texts that include aspects of environmental and social sustainability. Note that by removing these, NESA isn't indicating that you mustn't include texts that explore these areas, rather, there is no longer a mandated requirement to do so.

On screen now is an activity that you may wish to do as a faculty when exploring the text requirements and please feel free to pause the recording now to complete this activity. We have provided this activity within the resource booklet for your reference.

When considering the text requirements, it is imperative that they be considered against the content requirements. To provide some guidance in aligning your text choices with the content points, we suggest that you consider the types of texts that may be best served to support students in achieving the content point.

NESA's examples also provide some specific examples of types of texts that may be useful in supporting students to achieve the desired learning goals. Take this first content point, for example, from the Stage 4 Reading, viewing and listening skills content group, and the example that NESA provides as a support.

I'll give you a moment to read.

Now, graphic novels are one example that NESA has provided, but this content point could also be met with a range of other types of texts, such as, navigating through stage directions and dialogue indicators in a drama script, or using hyperlinks within a digital text to access information. Hopefully you can see here how the content point and examples could support you in aligning the content of the text requirements. I'll provide some additional examples on content where NESA makes specific reference to types of texts in the examples over the next few slides.

I will ask you now to pause the recording to read the new content point and example that has appeared on screen.

For this specific content point, NESA has actually provided 2 examples, the one related to film that is currently on your screen, and an additional one that provides an example for how this content point could be addressed through a novel.

The final point we'll consider, this time from Stage 5, has now appeared on screen. Again, we recommend that you pause to read through this content point and example. You'll notice here that poetry is specifically referenced in the content point. That would mean that this content point is one that should be explored in a teaching and learning programme which includes poetry.

We are now going to get you to complete an activity on your screen, there are 2 content points, one from Stage 4 and one from Stage 5. The Stage 4 content point comes from the Reading, viewing and listening focus area and related outcome from the content group reading, viewing and listening skills. The Stage 5 content point comes from the Understanding and responding to text B and related outcome and the content group perspective and context.

With your faculty, we would like you to identify one type of text from the text requirements that could be used to teach the skills and knowledge required in one of the content points, and one strategy through which you could approach this content point through the text.

For example, for the Stage 4 content point, when you are examining a poem for the first time with your Year 7 class, you might use a choral reading strategy to read the poem aloud and identify the variations in tone and pace you want the groups to take, so they can experiment with expression.

Pause this recording now to complete this activity.

So, moving into the familiarisation of year of 2023, what do we recommend? We suggest starting with a stocktake of your book rooms and digital resources. Consider each of the separate requirements of the syllabus. Are there any that you are unable to meet with the texts to which you currently have access? We also recommend engaging with some staff and student evaluations of the texts you currently teach. This new syllabus provides us all with a new opportunity to evaluate and reconsider what is and isn't working.

In our 2022 Term 4, Week 5 Statewide staffroom session, we explored a sample evaluation tool that you could use to gather this kind of information. This is outlined in the resource booklet from that session, and well worth a look if this is an area of interest.

School librarians are an invaluable resource when it comes to being on the pulse with popular and youth cultures in the literary world, and on what exciting new releases have just occurred or are upcoming. If you want to consider exploring new text options but are not sure where to begin, I can think of no better place than the school library.

Take some time in 2023 to delve into some possible options.

Many of us would read fiction quite regularly, but how often do we take the time to read poetry or drama scripts to see what new and exciting opportunities there might be for our classrooms? Blind date with a book is a common approach. Perhaps as a faculty you could consider buying a range of texts and then each take one, adding some notes with curriculum links on a sheet of paper on the inside cover and then pass the book along.

Networking with other teachers is quite often the most valuable form of professional learning, and I've discovered so many valuable texts just by hearing other teachers talking about them. You could use our Statewide staffroom to post about new texts or ask for recommendations, or you could find or start a local book club.

The last recommendation is to budget for new texts. I know in some schools, getting additional funds allocated to faculty budgets can be challenging. If there is an opportunity to push for additional funds for text purchases, curriculum reform is hopefully a valid one in your contexts. Figure out what you need to be compliant with the text requirements, and hopefully you can receive a budget that will allow for this to happen.

In the next recording, Jacquie will provide some advice on approaching lesson and programme design with this new syllabus.

[End of transcript.]

Jacquie McWilliam

Welcome to Part 7, designing lesson sequences.

[Screen reads, 'Designing lesson sequences Part 7 – Using the English K–10 Syllabus (NESA 2022)]

We understand that programming is on the mind of many teachers, as evident by your feedback and because of this, we are providing this brief overview of one way to approach planning lesson sequences using a conceptual frame. There will be more extensive professional learning focused on conceptual programming provided over the next few years.

[Screen reads, 'Organisation of content, English 7–10 focus areas'. 'Start here' and an arrow points to a box containing 'Understanding and responding to texts'. It implies that this content point connects Reading, viewing and listening to texts, and Expressing ideas and composing texts.]

As is clear from the 7–10 Syllabus diagram, the Understanding and responding to texts focus area is the bridge between the other 2 focus areas, this is where we recommend you begin with your programme planning. Start by selecting the content groups within the focus area that you wish to address, and then start to identify what reading, viewing, and listening activities, and expressing ideas and composing texts activities will complement your chosen conceptual focus.

[Screen reads, 'Conceptual framework'. A diagram of a triangle illustrates that a lead content group is the point of the triangle, or the lead focus of the programme, and two supporting content groups form the base of the triangle.]

This diagram will look somewhat familiar to anyone who is engaged in conceptual programming professional learning with us, and we've adjusted the language to reflect the language of our new syllabus. When designing your programmes, we suggest selecting one of the content groups as your lead focus for the programme and assessment, and up to 2 additional content groups to serve as supporting conceptual content. Of course, content from the Reading, viewing, and listening to texts and Expressing ideas and composing texts focus areas would then be used as a starting point to develop teaching and learning activities.

[Screen reads, 'Conceptual framework, Designing a lesson sequence'. Triangle now has 'Genre' at the upper point of the triangle, and 'Connotation, imagery and symbol' at the left point, and 'Characterisation' on the right.]

So, for the purposes of this brief demonstration, let's think about a Stage 5 programme focused on genre. The supporting content groups selected are 'Connotation, imagery, and symbol' and 'Characterization'. We selected the conceptual focus while considering text selections and the way these met text requirements and aligned with the scope and sequence. The set text could be a novel or a film, but there could also be a range of different types of texts used to support the main text. With this approach, we are considering text through a conceptual lens, rather than undertaking a close study of novel or a film. It is these concepts, genre in particular as the lead concept, that we want students to finish the unit with a deep knowledge about, and we want them to be able to transfer this conceptual knowledge to new texts in new contexts. We would also take a deep dive into the codes and conventions of the genre while using the other content groups to direct what elements we hone-in on.

[Slide reads, 'Conceptual lesson sequences, Stage 5 – Understanding and responding to texts A and C. EN5-URC-01 Genre – Analyse how elements of genre in texts can shape the way ideas and values are represented and perceived, and experiment with elements of genre in own texts to shape meaning and response.

Teaching and learning activities –

• Explore and analyse how the setting or character archetypes are used to represent ideas and or values and discuss the audience's response (students and the wider community).
• Design a dystopian world ensuring you identify the central source of conflict.]

So, let's look at one Stage 5 content point within the content group ‘Genre’. Analyse how elements of genre in text can shape the way ideas and values are represented and perceived, and experiment with elements of genre in own texts to shape meaning and response. Teaching and learning activities would explore and then analyse how elements of dystopian fiction, such as a setting or character archetypes, impact the way ideas and values are represented in the text and, in turn, perceived by the audience.

A common feature with each of the following content points I'm going to address is that students need to experiment or manipulate elements and ideas in their own texts. Highlighted in blue [bolded] is that key piece of information. Perhaps this engagement in writing could be a formative task or perhaps you could draw your instructions for your summative assessment task from the requirements in these content points. An example of a teaching activity could be to design a dystopian world, ensuring that the students identify the central source of conflict.

[Slide reads, 'Conceptual lesson sequences – Stage 5 – Understanding and responding to texts A and C. EN5-URA-01 Connotation, imagery and symbol. Analyse how figurative language and devices can be used to represent complex ideas, thoughts and feelings to contribute to larger patterns of meaning in texts, and experiment with this in own texts.

Teaching and learning activities

• Collaboratively explore and analyse the figurative devices used to represent ideas, perspectives and or experiences: symbolism, allegory and or metaphor.
• Draw on the use of symbolism, metaphor or allegory and craft a new conflict for the protagonist or antagonist.']

We would build on that through the content group connotation, imagery, and symbol, and our content point here is analyse how figurative language and devices can be used to represent complex ideas, thoughts, and feelings to contribute to larger patterns of meaning in texts, and experiment with this in own texts. Many texts within this genre use a range of figurative language and devices, such as symbolism, allegory, or metaphor to represent their ideas. A collaborative exploration and then analysis of these and their impact would support students to deepen their understanding of the way the composer positions their response to the text. Students could also draw on this in their own compositions and craft a new conflict.

[Slide reads, 'Conceptual lesson sequences – Stage 5 – Understanding and responding to texts A and C. EN5-URA-01 Characterisation.' Jacquie elaborates on content point. 'Teaching and learning activities:

• Collaboratively identify and analyse the powerful antagonistic leader and explain what ideas are represented and challenged through this character. Explain how their actions drive the plot and conflict
• Craft an antagonistic leader and their world.']

Finally, a content point for characterization. Analyse how characters can serve structural roles in narrative, such as foils and drivers of action and conflict, and manipulate these ideas when composing own texts. This point could be addressed by exploring the structural roles of different characters. For example, a key character type in dystopian texts is the powerful antagonistic leader or authority figure. Teaching and learning activities that deconstruct the structural role of this character and how it is a key feature in representing their ideas and values of the text will help to draw a connection between this content point and the genre content point. Students could then craft their own dystopian world and its antagonistic leader.

[Slide reads, 'Conceptual lesson sequences – Stage 5 – Reading, viewing and listening to texts EN5-RVL-01.

Reading viewing and listening skills –

• Use contextual clues to infer the meaning of unfamiliar or complex words

Reading, viewing and listening for meaning –

• Investigate how layers of meaning are constructed in texts and how this shapes a reader's understanding and engagement

Reading for challenge, interest and enjoyment –

• Consider how the social, cultural and ethical positions represented in texts represent, affirm or challenge views of the world']

Once you have identified the conceptual focus you wish to take, you then move to considering how to integrate explicit activities that address the other focus areas. We recommend starting with Reading, viewing, and listening to texts because this describes the way you will examine the text themselves. You can see here we have selected a content point from a range of content groups that support students as they engage in the author's world building.

With the first content point that sits within the Reading, viewing, and listening skills content group, students must use contextual clues to infer the meaning of unfamiliar or complex words. A key feature of dystopian fiction is the world building of the author. This process involves the creation and use of a range of words specific to the world, and an activity that requires students to use contextual clues to figure out what some of these words mean would help in meeting this content point.

Now, for a content point that sits within the Reading, viewing, and listening for meaning content group. We see the requirement is to investigate how layers of meaning are constructed in texts and how this shapes a reader's understanding and engagement. We discussed on the previous slide the ways that dystopian texts often use symbolism or allegory to convey meaning. An investigation of the way that characters, setting, plot, et cetera in a text may be constructed in a way that develops symbolic or metaphoric representations would be one way to approach the beginning of addressing this content point.

To extend this idea of dystopian texts having layers of meaning, we could explore the content point that has just appeared on screen from the Reading for challenge, interest, and enjoyment content group. The allegory that exists within many dystopian texts, in most cases, relates to social, cultural, or ethical positions, such as environmental sustainability, class, race, gender, or the ethics of government or of science. A range of activities throughout a learning programme that supported students to consider the way the text represents, affirms, or challenges views on the world would begin to address this content point.

[Slide reads, 'Conceptual lesson sequences – Stage 5 – Reading, viewing and listening to texts EN5-RVL-01. Reflecting –

• Reflect on how reading, viewing and listening to texts has informed and inspired learning']

And then to move on to the final content group in this focus area, reflecting, which is Reflecting on their response to texts. Reflection activities throughout or at the end of a learning programme could specifically require students to reflect on how the issues studied in their dystopian texts may have informed their learning and inspired them to view the world in a different way.

I will note here that while we have selected one content point from each content group, this isn't a mandated approach. It was solely done to illustrate how the different reading content points could be integrated into a conceptual unit of work. There are several other content points throughout the reading, viewing, and listening to texts content groups that could very easily apply to a study of the nature suggested here.

[Slide reads, 'Conceptual program design – Stage – Expressing ideas and composing texts A EN5-ECA-01.

Speaking – Patricipate in and lead a range of informal discussions about texts and ideas, including analytical, speculative and exploratory talk, to consolidate personal understanding and generate new ideas

Sentence-level grammar and punctuation –

Select and justify the use of varied sentence type, length and complexity to support cohesion and for effect']

Now, for an example for Expressing ideas in composing texts A, where the largest number of content points can be found. This suggests to us that our teaching and learning programmes should include a range of activities that allow students to express themselves to a range of texts.

Let's look at a couple of examples of content points, starting with speaking and then moving into sentence-level grammar and punctuation, and let's explore how they could be embedded into a conceptual programme. I repeatedly included the word collaborative earlier, and that was to support a range of structured group work activities that focus on different purposes, including analytical, speculative, and exploratory talk.

I would use the ‘See, Think, Me, We’ thinking routine from the Project Zero Thinking Routines to facilitate this discussion. This would allow my students to consolidate their understanding of the text and its ideas and to consider and learn from the ideas of their peers. This would be conducted in response to a passage within a text that I have chosen or they have found, and my focus would be on an excerpt that uses varied sentence type or length and complexity intentionally. It might be extremely short, simple sentences that are used to interrupt or jar the flow of description.

This could then be followed by students creating their own imaginative writing that similarly uses varied sentence type, length, and complexity for specific effect. Students could then be asked to justify why they have used the sentence types that they have and explain their purpose.

[Slide reads, 'Key ideas – A conceptual approach to programming

1. Select a lead content group from the Understanding and responding the texts focus area.
2. Select two supporting content groups.
3. Consider the specific requirements of the content points within your selected content groups.
4. Explore the content in the Reading, viewing and responding to texts and Expressing ideas and composing texts to see which skills you could explicitly focus on when unpacking your selected conceptual content groups.']

We hope that short overview illustrated how you can draw on the content from various outcomes in order to develop a conceptual learning sequence. As we've said, this short overview is to start your thinking about how to design teaching and learning programmes for the new syllabus.

Key ideas when taking a conceptual approach include starting by selecting a lead content group from the understanding and responding to texts focus area. Then, selecting two supporting content groups, and considering the specific requirements of the content points within your selected content groups. Then, explore the content points in the reading, viewing, and responding to texts focus area and expressing ideas and composing texts focus area to see which skills you could explicitly focus on when unpacking your selected conceptual content groups.

[Slide reads, 'Faculty activity – Expressing ideas and composing texts A EN5-ECA-01

Writing –

• Experiment with language to create tone, atmosphere and mood

Text features –

• Use the structural conventions of analytical writing purposefully, including a well-articulated and considered thesis, a sustained and cohesive progression of supporting points, and a rhetorically effective conclusion

Word-level language –

• Make vocabulary choices that enhance stylistic features of writing, and shape meaning through connotation

Genre – Analyse how elements of genre in texts can shape the way ideas and values are represented and perceived, and experiment with elements of genre in own texts to shape meaning and response

1. Using one of the content points on the left (dot points above), suggest an activity that could be embedded into a teaching and learning plan that explicitly focuses on the concept genre through these compositional skills.']

Engaging in this approach to planning will set you up well to begin the design of a conceptual unit of work. If you are completing this task as a team, we highly recommend completing an activity such as this one. We are maintaining our focus on genre and we have provided 3 content points from Expressing ideas and composing texts A to get you started.

We would like you to select one of these content points and create a writing activity that could be embedded into a conceptual programme that has a lead focus of genre. I have made reference to the dystopian genre throughout my examples, please feel free to do the same or choose something different. Your activity doesn't need to be detailed, but we do want it to link specifically to the conceptual ideas that we have discussed throughout this part of the presentation.

Pause the presentation now and complete this activity.

You might like to then change the conceptual focus and complete the same task again through a different lens. This will help you develop a detailed understanding of the syllabus.

Take at least 5 to 10 minutes to complete this activity.

We hope you enjoyed that activity. This is the end of Part 7, and we will now move straight onto Part 8 in the same recording.

[Slide reads, 'Questions and answers – Part 8 – Questions from your registration surveys']

In our registration surveys, there were a range of questions asked. We have covered many of the questions throughout the presentation, but there are some we have not, and we have provided them in the following slide and within the resource booklet.

We have provided information to the questions that are on the screen within the resource booklet. As always, if you have any questions, please ask them via email or through the English statewide staffroom. If there are any questions that require an answer from NESA, we will do our best to follow up for you and share these in the statewide staffroom.

[Slide reads, 'Planning for the engage phase, Term 4 and Term 1 –

Current syllabus:

• Allocate time to evaluating current practice
• Identify the resources and practices that will be useful and relevant as you move into teaching a new syllabus.

New syllabus:

• Allocate time to explore the new syllabus and the evidence base
• Identify 1–3 areas of need: create a plan for development in these areas.']

Now that you know the timeline and the resources that will be available to support you, this should help you to reflect and plan strategically for this engage phase. Allocate time to evaluate current practise, identify the resources and practises that will be relevant as you move into teaching a new syllabus, allocate time to collaboratively explore the new syllabus and the evidence base. This will help you identify areas of need and then create a plan for development.

Be sure to identify what support you need to enable this learning journey. The PDP process can play a pivotal role in this space.

Don't forget, it's okay to start small and focus on your most significant areas of need. This is a perfect time to identify opportunities for renewal and refinement for a more desirable future for ourselves as teachers and our students. Sessions such as this one support adaptive expertise as we support each other to understand the changes in the syllabus and how to apply that in local context.

Make sure you favourite the department and NESA curriculum reform pages, and subscribe to our Statewide staffroom and newsletter. We provide new information as soon as it is available.

[Slide reads, 'English Curriculum Team 7-12, English.curriculum@det.nsw.edu.au

Scan the QR code to enrol. Please complete the evaluation survey. MyPL: NR36456']

Thank you for engaging with this professional learning. If there is any way we can be of further assistance, please do not hesitate to reach out.

On the screen now, you will find our email address and also a direct link to our Statewide staffroom. If you know of any other colleagues who have not yet joined, please feel free to forward them the link, it's also in your booklet, or if you are a member, you can go to the Members tab of the Statewide staffroom and add them directly. It will come through to us as a member request and we will approve it.

Don't forget to reach out early if you are the leader of the curriculum network and you would like to work with us during the curriculum implementation process. We are already booked in to work with lots of networks from across New South Wales at various staff development days and network events. We do try to support all network requests, but we are a small team and we support the whole state, so it's often first in, best dressed.

Don't forget to have a look at our professional learning calendar and enrol in our upcoming events.

Thank you and have a wonderful day.

[End of transcript.]