Stage 4 reading - Evaluating sources

Learning intention

Students will learn to evaluate the accuracy of sources. Students will explore the tools and techniques used to add authority to texts and what to look for to assess credibility.

Syllabus outcome (2022)

  • EN4-RVL-01: uses a range of personal, creative and critical strategies to read texts that are complex in their ideas and construction
  • EN4-URC-01: identifies and explains ways of valuing texts and the connections between them
  • 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

Syllabus outcome (2012)*

  • EN4-1A: responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
  • EN4-2A: effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies
  • EN4-3B: uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts

*Note: Visit the Leading curriculum K-12 website for more information on the syllabus implementation timeline.

National Literacy Learning Progression

Understanding texts

  • UnT9: identifies the main themes or concepts in complex texts by synthesising key ideas or information(comprehension); summarises the text identifying key details only (comprehension); selects reading/viewing pathways appropriate to reading purpose (e.g. scans text for evidence) (process)

  • UnT10: synthesises information from a variety of complex texts (comprehension); reads and views complex or some highly complex texts (See Text complexity) (comprehension); draws inferences using evidence from the text and discounting possible inferences that are not supported by the text (comprehension); recognises when ideas or evidence have been omitted from a text to position the reader (comprehension)
  • UnT11: analyses the credibility and validity of primary and secondary sources (comprehension); explains assumptions, beliefs and implicit values in texts (e.g. economic growth is always desirable) (comprehension); evaluates the social, moral and ethical positions taken in texts (comprehension); identifies subtle contradictions and inconsistencies in texts (process)

NAPLAN item descriptors

The relevant NAPLAN item descriptors are included in the resource, available for download on this page.

Task outline

Full task descriptions are included in the resource, available for download on this page.

What is fact and what is fiction?

Students locate what is fact and what is fiction in a nonfiction text that has elements of both informative and persuasive text.

Evaluating sources

Students research features of "Fake News" and the importance of evaluating a source for credibility and validity.

Evaluating web sources

Students evaluate web URLs and discuss possible bias and considerations on authority and validity.

Critically evaluating a web source

Students learn to evaluate the reliability of websites as a source of information.


  • Teaching and learning

Business Unit:

  • Educational Standards
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