Assessment type:
Subject:
Subject learning
objectives:
(NB: this will
change to learning
outcomes in
201430):
Assessment task:
Task description:
Example assessment & marking criteria
Text analysis and designing learning sequences
EML306 English Curriculum: Pedagogies in the primary years
This subject will develop and consolidate students’ understanding of English content knowledge in the
strands of language, literature and literacy with a focus on the Primary years of schooling. Students will
engage in learning experiences that promote their ability to critically analyse texts for content, structure
and language features. They will engage more deeply with contemporary theories of literacy learning and
teaching, and learn a range of pedagogical strategies, including the use of technological innovation for
comprehending, critiquing and constructing multimodal and digital texts in classrooms. Students will learn
how to design sequences of learning which reflect a balanced approach to literacy teaching and draw on
the NSW K-10 English Syllabus.
 Students will critically engage with, discuss and apply theories of literacy learning and teaching.
 Students will explain connections between relevant theory, current issues and pedagogical
practices.
 Students will utilise a range of technologies, digital tools and ICTs to design sequences of learning
and to communicate their own learning.
 Students will utilise a range of curriculum and syllabus documents, resources, and pedagogical
strategies to design balanced literacy learning sequences that address the needs of learners from
diverse backgrounds.
 Students will demonstrate knowledge of the language structures and features for a range of more
complex texts.
Designing Literacy Learning For Primary Students (Years 3-6)
In this task students will select and analyse three texts appropriate for primary learners (years 3-6), and
use one of these texts as the basis for designing a sequence of learning that develops meaning making
and text construction, and reflects the principles of a balanced literacy program.
Part 1: Choosing and Analysing Texts
Students must choose three different text types (e.g. narrative, persuasive text, information report,
explanation, poetry) and three different text modes (e.g. written text, graphic text, film or video, etc).
These texts must reflect the cross-curriculum priorities of the National Curriculum (Sustainability,
Aboriginal and Torres Strait Islander cultures and histories, Asia) and be appropriate to the interests and
abilities of learners in years 3-6.
The texts will be analysed for their structural and language features, for their content, and for their
potential for teaching literacy across the curriculum. The analysis will include:
1. An explanation of the structural and language features (including visual) of the text using an
annotated extract to exemplify points made.
2. A critical and comprehensive discussion of the content of the text.
3. A discussion of how the text could be used as part of a balanced literacy program and in a
cross curricular context.
4. Reference to relevant language and literacy learning theory, including the Four Resources
Model and Multiliteracies (where appropriate).
Part 2: Designing Learning Sequences
Using one of the texts as a starting point, students will design a sequence of three 45 minute lessons that
develop learners’ understanding of the text (its structural and language features, and its content) and text
construction skills. Students will also write a short 800 word justification of their planning decisions in
which they will discuss how they have incorporated multimodality, support for EALD students, and
assessment. This justification must be supported with references to subject content and readings.
The lessons will include:
1. The intended learning outcomes (related to NSW K-10 English Syllabus).
2. The resources needed to support learning and teaching.
3. The use of appropriate approaches and models for teaching and learning literacy (e.g. The Four
Resources Model and the Curriculum Cycle for text construction).
4. A description of the explicit teaching strategies and learning activities, including those to support
learners from diverse backgrounds and those who have English as an additional language or
dialect (EALD).
5. An assessment plan identifying specifically what will be assessed (linked to the learning
outcomes), and how it will be assessed (i.e. the tool that will be used).
6. A clear progression of understanding and skills across the three lessons.
Marking criteria
Part 1: Choosing and analysing texts
 Structural, language and visual features are accurately identified and described.
 Discussion of text content reflects critical engagement.
 Discussion of text use reflects understanding of balanced literacy teaching and cross-curricular
potential.
 Understanding of relevant theory is apparent and explicitly referred to.
Part 2: Designing Learning Sequences
 Lesson plans include appropriate learning outcomes for the text and level, appropriate resources,
and an assessment plan.
 An understanding and application of appropriate approaches/models is apparent.
 Lessons include appropriate teaching strategies and learning activities to develop learners’
understanding of text features and skills in meaning making and text construction.
 Lessons include explicit support for EALD learners.
 Lessons demonstrate progression of skills and knowledge of text features and skills in meaning
making and text construction.
 Justification clearly discusses teaching decisions with reference to subject readings.
Marking criteria & standards of performance
Criteria
HD
DI
CR
PS
A range of complex structural
language and visual features
are consistently and
accurately identified across
different text types. The
features are described using
complex meta-language that
is sustained across most text
types.
Text content is analysed
using more sophisticated
critical literacy practices. The
practices are coherently
synthesised in the discussion.
A range of simple and more
complex structural, language
and visual features are
accurately identified for most
types of text. Few errors in
identification are evident. The
features are described using
more complex metalanguage.
Text content is analysed
using a number of simple
critical literacy practices.
These are used discretely in
the discussion.
Simple structural, language
or visual features relevant to
the text type are identified.
Some errors in identification
are evident for some text
types. The features are
described in basic terms with
the use of appropriate metalanguage.
Text content is described
rather than analysed. There is
limited use of critical literacy
practices resulting in a more
superficial discussion of the
text.
Description of 2-3 teaching
ideas for using the text. Some
evidence of links to
elements of balanced literacy,
and to at least one KLA
beyond English.
Accurately identify and
describe the structural,
language and visual
features of a range of
types of text.
A range of complex structural,
language and visual features
are consistently and
accurately identified across all
text types. The features are
clearly described with
consistent control of complex
meta-language.
Analysis of text
content reflects critical
literacy practices.
Text content is analysed
using a range of sophisticated
critical literacy practices.
These have been skilfully
synthesised in the discussion.
Discussion of text use
reflects knowledge of
the principles of
balanced literacy
teaching, and
describes the crosscurricular potential.
Sophisticated and confident
understanding of balanced
literacy teaching is apparent
in a comprehensive range of
suggestions for text use.
Potential for integrating
literacy learning in multiple
KLAs is discussed.
Metalanguage from the
subject content is skilfully and
confidently used. Theoretical
concepts are synthesised and
skilfully integrated into the
discussion. A range of
relevant references are cited.
Wide range of suggestions for
text use reflects a sound
understanding of balanced
literacy. Suggestions include
some ideas for including
literacy learning in more than
2 KLAs beyond English.
A range of ideas for using the
text is described. These ideas
reflect an understanding of
balanced literacy and relate to
more than one KLA beyond
English.
Metalanguage from the
subject is confidently used
and attempts at synthesis are
evident. Theoretical concepts
are mostly successfully
integrated into the discussion.
A range of relevant
references are cited.
Metalanguage from the
subject is used with some
control. Theoretical concepts
are discussed discretely with
support from more than 3
different references. Citations
are accurately formatted.
All lesson plans have
appropriate learning
outcomes that reference the
English Syllabus. Wide range
Most learning outcomes are
appropriate and reference the
English Syllabus. Resources
are varied, meet the lesson
Most lessons have more than
one appropriate learning
outcome and most reference
the English Syllabus.
Relevant theory is
explicitly referred to.
Lesson plans include
appropriate learning
outcomes for the text
Discussion of the text
appropriately uses some
metalanguage from subject
content to demonstrate
engagement with theoretical
concepts. Draws on at least 3
different references with
accurate
referencing formatting.
Each lesson plan has at least:
 one appropriate learning
outcome that references
the NSW English K-10
of resources that reflect
differentiation and meet the
lesson focus. The
assessment plan identifies
multiple assessment
opportunities, and includes
considered and detailed
information about what is
assessed and how
information will be gathered
and recorded.
The Curriculum Cycle and
Four Resources Model are
skilfully and explicitly used to
frame teaching points and
learning activities for text
construction and making
meaning from texts.
focus and some reflect
differential needs of children.
The assessment plan
identifies a range of
opportunities with clear
information about what will be
assessed and how
information will be recorded.
Resources are varied in type
and are appropriate for the
level and lesson focus. The
assessment plan identifies
one assessment opportunity
per lesson, with some
information about what is to
be assessed and how
information will be gathered
and recorded.
All lessons explicitly develop
the Curriculum Cycle for text
construction. All lessons
incorporate evidence of the
Four Resources Model in the
choice of teaching points and
learning activities.
All lessons explicitly
demonstrate the use of the
Curriculum Cycle for text
construction and some
elements of the Four
Resources Model for making
meaning in teaching points
and learning activity choices.
Lessons include
appropriate teaching
strategies and learning
activities to develop
learners’
understanding of text
features and skills in
meaning making and
text construction.
All lessons include clearly
described strategies and
activities that are varied,
engaging and appropriate for
the lesson outcomes and
demonstrate skilled
application in a planning
context. Lesson choices
demonstrate a thorough
understanding of text features
and skills needed for both
making meaning and text
construction.
All lessons include a variety
of strategies and activities to
engage learners, and achieve
lesson outcomes. Teaching
points are clearly described
and link to lesson outcomes.
There is clear evidence that
text features and skills
required for making meaning
and text construction are fully
understood.
Most lessons include a range
of strategies and activities
that are clearly described,
and appropriate for the age
level and lesson outcomes. A
sound understanding of text
features and skills needed for
making meaning and text
construction is apparent in
planning choices.
Lessons include
explicit support for
EALD learners.
Multiple strategies and
learning activities that reflect
culturally responsive
pedagogies are skilfully
Multiple strategies and
learning activities that reflect
culturally responsive
pedagogies are integrated
Incorporation of at least one
strategy and one learning
activity that reflect culturally
responsive pedagogies.
and level reflecting
Syllabus documents,
appropriate resources,
and an assessment
plan.
An understanding and
application of
appropriate
approaches/models is
apparent.
Syllabus,
at least 4 suitable
resources, and
 an assessment plan that
identifies at least one
opportunity for
assessment with some
information about what is
to be assessed and how
information will be
gathered and recorded.
At least two lessons explicitly
demonstrate the incorporation
of elements of the Curriculum
Cycle for text construction,
and some elements of the
Four Resources Model for
meaning making in some
teaching points and learning
activities.
All lessons incorporate at
least 1 teaching strategy and
1 learning activity that
describe what teacher and
learners will be doing in the
lesson. Strategy and activity
choices are appropriate
for the age level and the
outcome of the lesson, and
demonstrate a basic
knowledge of text features
and skills needed for making
meaning and text
construction.
At least one teaching strategy
or learning activity
demonstrates familiarity
with culturally and

Lessons demonstrate
progression of skills
and knowledge of text
features and skills in
meaning making and
text construction.
Justification clearly
discusses teaching
decisions with
reference to subject
readings.
integrated into all lessons. An
understanding of how to
differentiate learning is
apparent.
Clear and carefully designed
progression of skills and
knowledge is evident within
and across all lessons.
Planning and teaching
decisions are clearly
discussed and justified with a
high level of insight into the
theoretical understandings
and applications that underpin
the decisions. A range of
pertinent references are
accurately cited.
into most lessons. Some
attempt to differentiate
learning is has been made.
Clear progression of skills
and knowledge is evident
within and across most
lessons. There are some
lapses in continuity and
connection between some
elements of lessons.
Planning and teaching
decisions are discussed and
justified with relevant
examples. Relevant
theoretical underpinnings are
discussed with sound
understanding. A range of
pertinent references are
accurately cited.
linguistically responsive
pedagogies.
Some progression of skills
and knowledge is evident
within and across 2 lessons.
There are lapses in continuity
and connection within and
between some lessons.
A progression of knowledge
or skills is evident in
teaching strategies and
learning activities within at
least 2 lessons and across 2
lessons.
A range of planning and
teaching decisions are
identified and justified. Some
linking to relevant theory and
examples from lessons. More
than 3 accurately formatted
and relevant references are
used to support ideas.
The student can identify and
justify some planning and
design decisions made. Some
examples from the lesson
plans are used to
demonstrate identified
decisions. The justification
draws on at least 3 accurately
formatted references for
support.