Stage 6 Literacy in context – Writing

Teaching strategies for improved student writing outcomes in the context of NSW Stage 6 syllabuses.

What is this resource?

These resources are designed for Stage 6 teachers to support student writing development in the context of syllabus content. They reflect current research in supporting student writing.

Teachers can use these resources flexibly to suit their contexts. There are suggestions for how they can be used to support EAL/D learners and high potential and gifted students (HPGE).

This introductory video explains the purpose of the resources. Teachers can use the Know your students (DOCX 76 KB) document to understand their students’ strengths and areas for growth in writing.

Each resource pack contains activities. These activities target subject vocabulary, planning for writing and writing and feedback. A discussion of the research used as evidence to inform and structure these activities can be found in the document: Research underpinning Stage 6 Literacy in Context – Writing resources (PDF 156 KB).

Throughout this resource you will find references to the Teaching and Learning Cycle with its guiding questions and four interrelated sections of planning and programming, classroom practice, assessment and feedback, and analysis for decision making. You will also find links to the National Literacy Learning Progression (PDF 1.48 MB). The fine grain detail in the progression supports feedback to students on their progress and informs decisions about next steps in learning.

How to use this resource

You can use these resources individually, as a faculty, or as part of a whole school literacy team. However, whole school engagement is recommended. The department's What works best publication states that action is most effective when it is whole school:

"evidence suggests that their (teaching strategies) effectiveness is stronger when they are implemented as whole-school approaches."

Introduction video

Welcome to the resources for Stage 6 Literacy in context. 

This suite of resources focuses on improving student writing.  These resources support teachers of Year 11 and Year 12 across the whole school to improve student writing. The benefits of using these resources include: 

  • improving student writing
  • increasing teacher capacity 
  • supporting the use of the literacy progression, and incorporating the teaching and learning cycle  
  • the resources highlight relevant syllabus links 
  • support your school’s strategic directions 
  • provide differentiated activities
  • link to professional learning and further resources
  • and these resources support teacher professional development plans
  • reflect teacher professional standards
  • and foster teacher collegiality.

Importantly these resources use content that teachers have already planned to use in class. 

The resources have videos, downloadable activities for whole school and specific key learning areas, and links to further resources and professional learning. 

The place to start is with this introductory video. Teachers then work individually or in a faculty or Year or Stage groups to populate the ‘Know your students’ data document. This will enable teachers to understand their students’ literacy strengths and needs. 

The resources are specifically focused for each key learning area and include examples from a specific subject within that key learning area. In that way teachers can model their examples from a close sample within their KLA. 

Whilst they are KLA specific, each set of resources follows a similar teaching and learning sequence: improve student writing through subject vocabulary, improve student writing through planning for writing and improve student writing through writing and feedback. 

Using these Literacy in context resources will support teachers as they continue to develop their students’ writing skills and create a solid foundation of literacy for their education and future.

The writing resources

'Research underpinning Stage 6 Literacy in context' reflects the research that was used to inform the selection of literacy activities and the overall sequencing of the resources.

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