Learning and Teaching English in the Primary Years

Unit Learning Outcomes 

GTSD 

CORE CONTENT 

1 

Analyse research based approaches to teaching reading and writing for Years 3–6, including the role of oral language, vocabulary, morphology, and explicit instruction.  

1.1.1,  

1.2.1,  

1.5.1,  

2.1.1 

2.4, 2.4.1, 2.4.2 

2 

Interpret and apply NSW K–10 English and AC v9 outcomes to design coherent, sequenced lesson and assessment plans.  

2.1.1,  

2.2.1,  

2.3.1,  

3.2.1 

2.4.3 

3 

Select and evaluate texts (including multimodal/digital) for instructional purposes and ethical considerations, integrating visual literacy and critical reading.  

3.4.1,  

4.1.1 

2.4.2, 2.4.3 

4 

Differentiate instruction for diverse learners (e.g., EAL/D; students with additional needs; Aboriginal and Torres Strait Islander learners) and engage families.  

1.3.1,  

1.5.1,  

4.1.1,  

4.2.1,  

7.2.1 

5 

Use assessment data (diagnostic, formative, summative) to inform teaching, feedback, and reporting.  

5.1.1,  

2.1.1 

2.4.2, 2.4.3 

6 

Reflect professionally on teaching practice through a Christian worldview, considering wellbeing, justice, and partnership with community.  

6.4.1,  

7.1.1 

Unit Content 

GTSD 

CORE CONTENT 

Week 

1 

Orientation, syllabus alignment & diagnostic assessment 
Syllabus scope (NSW K–10 English 3–6; AC v9), learning progressions; audit of Stage 2/3 outcomes; baseline diagnostics for reading & writing; unit map & assessments; Christian worldview and ethical text selection. 

2.1.1, 2.2.1, 5.1.1, 7.1.1 

2.4.2 

2 

Building blocks for fluent reading in Years 3–6 
Fluency, prosody, automaticity; morphology & orthography; vocabulary breadth/depth; designing daily review & routines. 
 

1.1.1,  

1.2.1,  

1.5.1,  

2.1.1 

2.4.1 

3 

Comprehension: strategies and knowledge 
Comprehension as an outcome of language, knowledge & strategy; reciprocal teaching; questioning the author; text complexity & background knowledge. 
 

1.2.1, 2.1.1, 3.2.1 

2.4.1, 2.4.2 

4 

Writing development 3–6: genre & functional grammar 
Text purpose/audience; planning, drafting, revising; sentencelevel work (clause, cohesion, punctuation); mentor texts & shared writing. 
 
 

2.1.1,  

3.2.1,  

3.4.1,  

4.1.1 

2.4.3 

5 

Spelling, morphology & vocabulary instruction 
Teaching morphology, etymology, and spelling generalisations; robust vocabulary instruction; EAL/D supports. 
Morphology & vocabulary routines: run short, explicit routines for morphology and robust vocabulary, then fade scaffolds as students show independence. 
 

1.5.1,  

2.1.1,  

3.2.1,  

4.1.1 

2.4.1, 2.4.2 

6 

Smallgroup instruction and intervention 
Guided reading/writing; flexible grouping; Tiered supports; monitoring growth; highimpact practices. 
 
 

1.3.1,  

1.5.1,  

2.2.1,  

5.1.1 

2.4.1, 2.4.3 

7 

Multimodal & visual literacies 
Visual grammar (image, layout, salience); digital/multimodal texts; ethics, copyright & safe technologies. 
 
 

3.4.1,  

4.1.1 

2.4.2, 2.4.3 

8 

Assessment literacy for reading & writing 
Creating/using rubrics; writing assessment; comprehension probes; feedback that moves learning forward; reporting. 
 
 

5.1.1,  

2.1.1,  

4.1.1 

2.4.2, 2.4.3 

9 

Planning coherent sequences (UbD) & cross curriculum links 
Backward design; integrating HASS/Science; resources & ICT; evaluating text sets. 
 

2.1.1,  

2.2.1,  

3.2.1,  

3.4.1 

2.4.2, 2.4.3 

10 

Inclusive pedagogies & partnerships 
Culturally responsive practice; Aboriginal and Torres Strait Islander perspectives; EAL/D scaffolds; collaboration with families/carers and support staff. 
 

1.3.1,  

4.1.1,  

4.2.1,  

7.2.1 

2.4.3 

11 

Feedback, exemplars & classroom routines 
Conferencing; exemplars & success criteria; routines for literacy blocks; academic language & oracy. 
 

3.2.1,  

4.1.1,  

5.1.1 

2.4.2, 2.4.3 

12 

Professional reflection & portfolio 
Ethical issues in text selection; worldview and wellbeing; assembling evidence of practice; preparing A3 submission. 
 

6.4.1,  

7.1.1 

2.4.2 

Assessment Overview 

Assessment Type 

Outcomes  

Weighting  

Week Due 

Critical Reflective Paper 

1 & 6 

30% (1500 words) 

4 

Annotated Teaching Resource 

1, 3, & 4 

30% (4 texts across Y3–6; ~2000 words) 

8 

Lesson Sequence (Writing) 

2, 4, 5 & 6 

40% (4 × 40‑min lessons + rationale, ~1500 words) 

12