Instructions for use Instructions for the teacher
Description: Instructions for use Instructions for the teacher This resource is not a teaching and learning program. . It should be used in conjunction with 12.4 The craft of writing English Advanced program available on the English Advanced page of
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slide1. Instructions for use Instructions for the teacher This resource is not a teaching and learning program. . It should be used in conjunction with 12.4 – ‘The craft of writing’ English Advanced program available on the English Advanced page of Planning programming and assessing English 11–12.
Classroom teachers are encouraged to add and adapt slides as required to meet the needs of their students.
Save a copy of the file to make changes to the slide deck. Go to File > Download a Copy (this downloads a copy to the computer to edit in the PowerPoint app).
To convert the PowerPoint to Google Slides:
Upload the file into Google Drive and open it.
Go to File > Save as Google Slides.
(Note – conversion may cause formatting changes in the slides.) 1<br>
slide2. Phase 4 – connecting with The Yield Stage 6 English Advanced 12.4 ‘The craft of writing’ Year 12, Program 12.4 Photo by Josh McCausland on Unsplash<br>
slide3. Text complexity details Core text 2 – The Yield by Tara June Winch This Australian print text by an Aboriginal author is a contemporary literary novel that experiments with structure, voice and mode. It interweaves a realist narrative with archival style documents and a glossary of Wiradjuri language entries, requiring readers to synthesise meaning across sections and perspective. The writing contains lyrical imagery, tonal shifts, extended multi-clause sentences and fragmentation that invites inference and layered meaning. These features align with the complex and highly complex levels of the Text Complexity scale which can be downloaded on the General capabilities downloads page of the Australian Curriculum webpage. 3<br>
slide4. Licence agreement details Core text 2 – The Yield by Tara June Winch Winch T J (2021) The Yield, Penguin Random House Australia, Sydney. ISBN: 978-1760896883.
Reproduced and made available for copying and communication by NSW Department of Education for its educational purposes with the permission of The Penguin Random House Australia Pty Ltd. This resource is licenced up until April 2031. 4<br>
slide5. 5 The Yield extracts Instructions for teacher References in activities to extracts 1, 2 and 3 from The Yield refer to the 3 extracts provided in the core text booklet. The opening words of each excerpt used from the extract are included in the title to support identification.<br>
slide6. Working with Aboriginal and Torres Strait Islander Histories and Cultures Aboriginal and Torres Strait Islander principles and protocols Some consistent principles associated with the teaching of Aboriginal and Torres Strait Islander Histories and Cultures include:
respect for, and protection of, the knowledge and cultural expressions of Aboriginal and Torres Strait Islander Peoples
ongoing consultation with Aboriginal and Torres Strait Islander knowledge holders and keepers, custodians and stakeholders
reciprocity between education providers and communities
recognition of Indigenous Cultural and Intellectual Property 6<br>
slide7. Connection with community and elders NSW Aboriginal Education Consultative Group Connection with community and Elders would help with the learning and understanding of this text. This could happen through connection with your local NSW Aboriginal Education Consultative Group (AEGC) NSW AECG Inc. and/or Aboriginal communities.
Note
‘The NSW AECG is a non for profit (sic) Aboriginal organisation that provides advice on all matters relevant to education and training with the mandate that this advice represents the Aboriginal community viewpoint.
The NSW AECG Inc. promotes respect, empowerment and self-determination and believes the process of collaborative consultation is integral to equal partnership and is fundamental to the achievement of equality.’ (AECG, n.d.) 7<br>
slide8. Promoting culturally inclusive classrooms How to use the English core texts Many texts by Aboriginal and/or Torres Strait Islander authors that are valuable teaching tools for the classroom, explore the ongoing impacts of colonisation. Due to the potentially sensitive nature of some of the content, it is essential that teachers create a safe space for students and help develop mutual respect and understanding between members of the classroom community.
Be aware of cultural load
Know your students' backgrounds
Prepare students for the topic
Safe and respectful discussions 8<br>
slide9. Text sensitivity warning Core text 2 – The Yield When teaching about the experiences of Aboriginal and Torres Strait Islander peoples, it is essential to approach the content with care, cultural respect and professional sensitivity. The Yield explores themes that require both teachers and students to be aware of the emotional and cultural weight of the issues represented. The novel includes references to sexual abuse, violence, cultural dispossession and the ongoing effects of intergenerational trauma, including its impact on wellbeing and community life. These themes should be acknowledged thoughtfully, with consideration given to how they may affect students in different ways.
It is important to establish a classroom environment where students feel safe, respected and supported when engaging in discussions connected to these ideas. Aboriginal and Torres Strait Islander students in particular, should be supported in ways that respect their agency and wellbeing, without placing expectations on them to share personal perspectives or experiences. 9<br>
slide10. Sharing learning intentions and success criteria<br>
slide11. Learning intentions and success criteria We are learning to
evaluate how different textual forms shape meaning, tone and cultural authority
analyse how imagery, motif and allusion contribute to layered meaning in texts
experiment with literary devices in our own writing.
We can
[classroom teacher to insert sample success criteria]
[classroom teacher to insert sample success criteria]
[classroom teacher to insert sample success criteria]. 11<br>
slide12. Gradual release of responsibility 12<br>
slide13. Analysing structure, tone and reader alignment Core text 2, extract 1 – Chapter SEVEN – ‘water’ water – galing, guugu, ngadyang The Reverend wrote it in his journals as culleen – he was listening that fella, listening as close as he could. All my life I’ve been near the water, and we come from the water too, us people. First we were born from quartz crystal – that’s hard water, we are kin of the platypus, that’s the animal of the water, and then, my wife Elsie and I made Missy and Jolene and Nicki, born on the banks of the water, the Big Water – Murrumby.
a large waterhole, a watercourse downhill – nguluman There’s one near the property, just there at the corner of the wheatfield, a little shoot off the Murrumby. The waterhole never fills all the way anymore. If the river ever gets going, it’s only running a little, and the whole thing is never deep enough to fill the wetland and then trickle into the waterhole. They call that one Poisoned Waterhole Creek. 13<br>
slide14. Analysing structure, tone and reader alignment (2) Core text 2, extract 2 – Chapter TWENTY-THREE – ‘Nana took the black cypress-pine branches’ Nana took the black cypress-pine branches, the gum and geebung from the cousins and uncles and placed the ends into the fire. The men and boys stood back and waited. When the branches were smoking but not yet alight, everyone moved forward and Nana handed them out until she was emptyhanded. August stood back from everything, just watching. 14<br>
slide15. Analysing structure, tone and reader alignment (3) Core text 2, extract 2 – Chapter TWENTY-THREE – ‘Nana took the black cypress-pine branches’ cont. Once Nana took the jewellery box of ashes everyone went quiet, but music came from their feet when Nana spread the ashes into the fire. The flames rose and sank. She walked into the wheatfield, letting the grey gravel dust trail from the box alongside her. Nana dropped the box on the ground, threw her arms wide and moved to those private songs of their marriage with her eyes closed shut. Elsie was thinking about Albert, thinking about his free spirit flying, whooshing into the air as he’d always said he could. Like an arrow through a heavy heart the long elegant body of the bird glided into a chorus of sobbing and landed out by the dam. Elsie opened her mouth and a deep noise came out, words she didn’t remember that she’d gathered like years. August stared further out towards the dam as the ceremony continued and smoke rose, sweeping across the plains. The whole world seemed to stop then: the cicadas went quiet, leaves stopped rustling, chairs didn’t creak. 15<br>
slide16. Analysing structure, tone and reader alignment (4) Core text 2, extract 3 – Chapter THIRTY-ONE – ‘at the police station’ At the Police Station, they had us register on a yellow form our name, date and place of birth, address, trade or occupation, marital status, property, length of residence in Australia, nationality, and naturalisation details.
We filled them out and the Constable laughed. ‘We don’t like you, Greenleaf,’ he said. ‘And now we can do something about that.’
I was ordered to report each day to the Police Station and they would decide, depending on my continuing, full co-operation with the Protection Board, whether they would send me to gaol or not, or worse. But what could be worse? Nothing could be worse than seeing those children too young transported away. 16<br>
slide17. Crafting layered meaning 17 Teacher modelled C grade response for ‘the creative application planner’ The river lay quiet beneath the morning mist, a silver thread stitching the valley back into memory. Each time I return, I feel the old stories gathering at my heels, urging me to listen. Like the ancestors who once walked this bank, I move slowly, measuring each step, waiting for the land to speak. The curve of the water reminds me of the story of the serpent who carved the first paths across country, shaping not just the earth but the people who would follow. Here, the river is a keeper of truths – its steady pull a reminder that what we inherit is both burden and blessing.<br>
slide18. Crafting layered meaning (2) 18 Teacher modelled C grade response features annotations<br>
slide19. Persuasive writing analysis 19 Teacher modelled C grade response – focus on inclusive language Everyone in our school deserves a space where they can feel calm, focused and supported. Right now, we all experience the pressure of assessments, deadlines and constant activity, yet there is no designated quiet space for students who need a moment to reset. By creating a wellbeing room, we can ensure that every student has access to a place that supports both their learning and mental wellbeing.
We know that when we are overwhelmed, it becomes harder to concentrate and engage in our work. A simple, shared space would allow us to pause, reflect and return to class more focused and ready to learn. This is not just about comfort—it is about creating an environment where we can all succeed.
By working together to establish this space, we are recognising that wellbeing matters for everyone. If we want our school to be a place where all students thrive, then we must take this step forward together.<br>
slide20. 20 What we have learned Connecting with The Yield Different textual forms shape tone, authority and the ways readers are positioned. Close reading reveals how structural and language choices create meaning within particular contexts. Imagery, motif and allusion can layer persona, cultural and ethical significance. Inclusive language positions readers as part of a shared concern and collective response. Writers make deliberate choices of form and language to create meaning for an audience.<br>
slide21. References This presentation contains NSW Curriculum and syllabus content. The NSW Curriculum is developed by the NSW Education Standards Authority. This content is prepared by NESA for and on behalf of the Crown in the right of the State of New South Wales. The material is protected by Crown copyright.
Please refer to the NESA Copyright for more information.
NESA holds the only official and up-to-date versions of the NSW Curriculum and syllabus documents. Please visit the NSW Education Standards Authority (NESA) website https://educationstandards.nsw.edu.au/wps/portal/nesa/home and the NSW Curriculum website https://curriculum.nsw.edu.au. English Advanced 11–12 Syllabus (2024) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.Â
Australian Education Research Organisation (AERO) (2024a) Explain learning objectives, AERO, accessed 13 April 2026.
AERO (Australian Education Research Organisation) (2024b) Why explicit instruction works, AERO website, accessed 13 April 2026.
Australian Curriculum, Assessment and Reporting Authority (ACARA) (2026) General capabilities downloads, accessed 13 April 2026.
Black P and Wiliam D (2018) ‘Classroom assessment and pedagogy’, Assessment in Education Principles Policy and Practice, 25(1):1–25, accessed 13 April 2026.
CESE (Centre for Education Statistics and Evaluation) (2017) Cognitive load theory: Research that teachers really need to understand, NSW Department of Education, accessed 13 April 2026.
Clarke S (2014) Outstanding formative assessment: culture and practice, Hodder Education, Great Britain.
Clarke S Timperley H, Hattie J (2003) Unlocking formative assessment: Practical strategies for enhancing students’ learning in the primary and intermediate classroom, Hodder Moa Beckett, Auckland NZ, 2003. 21<br>
slide22. References (2) This presentation contains NSW Curriculum and syllabus content. The NSW Curriculum is developed by the NSW Education Standards Authority. This content is prepared by NESA for and on behalf of the Crown in the right of the State of New South Wales. The material is protected by Crown copyright.
Please refer to the NESA Copyright for more information.
NESA holds the only official and up-to-date versions of the NSW Curriculum and syllabus documents. Please visit the NSW Education Standards Authority (NESA) website https://educationstandards.nsw.edu.au/wps/portal/nesa/home and the NSW Curriculum website https://curriculum.nsw.edu.au. Griffin P (2018) Assessment for teaching, Cambridge University Press.
McCausland J (November 2021) desert [image] Unsplash website, accessed 13 April 2026.
NESA (NSW Education Standards Authority) (n.d.) Collaborative curriculum planning, NESA website, accessed 13 April 2026.
Saunders M (2022) ‘Overture’, in Saunders M  (ed), This All Come Back Now, University of Queensland Press, St Lucia. Reproduced and made available for copying and communication by NSW Department of Education for its educational purposes with the permission of Mykaela Saunders. This resource is licensed until 31 July 2030.
State of New South Wales (Department of Education) (n.d.) Explicit teaching strategies, NSW Department of Education website, accessed 13 April 2026.
——(2024) Explicit teaching – Driving learning and engagement, Centre for Education Statistics and Evaluation website, accessed 13 April 2026.
——(n.d.) Digital Learning Selector, NSW Department of Education website, accessed 13 April 2026.
Wiliam D (2014) ‘The right questions, the right way ’, Educational Leadership, 71(6), accessed 13 April 2026.
Winch T J (2021) Winch T J (2021) The Yield, Penguin Random House Australia, Sydney. Reproduced and made available for copying and communication by NSW Department of Education for its educational purposes with the permission of The Penguin Random House Australia Pty Ltd. This resource is licenced up until April 2031. 22<br>
slide23. Copyright © State of New South Wales (Department of Education), 2026 The copyright material published in this resource is subject to the Copyright Act 1968 (Cth) and is owned by the NSW Department of Education or, where indicated, by a party other than the NSW Department of Education (third-party material).
Copyright material available in this resource and owned by the NSW Department of Education is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.
This license allows you to share and adapt the material for any purpose, even commercially.
Attribution should be given to © State of New South Wales (Department of Education), 2026.
Material in this resource not available under a Creative Commons license:
the NSW Department of Education logo, other logos and trademark-protected material
Material owned by a third party that has been reproduced with permission. You will need to obtain permission from the third party to reuse its material.
Links to third-party material and websites
Please note that the provided (reading/viewing material/list/links/texts) are a suggestion only and implies no endorsement, by the New South Wales Department of Education, of any author, publisher, or book title. School principals and teachers are best placed to assess the suitability of resources that would complement the curriculum and reflect the needs and interests of their students.
If you use the links provided in this document to access a third-party’s website, you acknowledge that the terms of use, including licence terms set out on the third-party’s website apply to the use which may be made of the materials on that third-party website or where permitted by the Copyright Act 1968 (Cth). The department accepts no responsibility for content on third-party websites.<br>
Classroom teachers are encouraged to add and adapt slides as required to meet the needs of their students.
Save a copy of the file to make changes to the slide deck. Go to File > Download a Copy (this downloads a copy to the computer to edit in the PowerPoint app).
To convert the PowerPoint to Google Slides:
Upload the file into Google Drive and open it.
Go to File > Save as Google Slides.
(Note – conversion may cause formatting changes in the slides.) 1<br>
slide2. Phase 4 – connecting with The Yield Stage 6 English Advanced 12.4 ‘The craft of writing’ Year 12, Program 12.4 Photo by Josh McCausland on Unsplash<br>
slide3. Text complexity details Core text 2 – The Yield by Tara June Winch This Australian print text by an Aboriginal author is a contemporary literary novel that experiments with structure, voice and mode. It interweaves a realist narrative with archival style documents and a glossary of Wiradjuri language entries, requiring readers to synthesise meaning across sections and perspective. The writing contains lyrical imagery, tonal shifts, extended multi-clause sentences and fragmentation that invites inference and layered meaning. These features align with the complex and highly complex levels of the Text Complexity scale which can be downloaded on the General capabilities downloads page of the Australian Curriculum webpage. 3<br>
slide4. Licence agreement details Core text 2 – The Yield by Tara June Winch Winch T J (2021) The Yield, Penguin Random House Australia, Sydney. ISBN: 978-1760896883.
Reproduced and made available for copying and communication by NSW Department of Education for its educational purposes with the permission of The Penguin Random House Australia Pty Ltd. This resource is licenced up until April 2031. 4<br>
slide5. 5 The Yield extracts Instructions for teacher References in activities to extracts 1, 2 and 3 from The Yield refer to the 3 extracts provided in the core text booklet. The opening words of each excerpt used from the extract are included in the title to support identification.<br>
slide6. Working with Aboriginal and Torres Strait Islander Histories and Cultures Aboriginal and Torres Strait Islander principles and protocols Some consistent principles associated with the teaching of Aboriginal and Torres Strait Islander Histories and Cultures include:
respect for, and protection of, the knowledge and cultural expressions of Aboriginal and Torres Strait Islander Peoples
ongoing consultation with Aboriginal and Torres Strait Islander knowledge holders and keepers, custodians and stakeholders
reciprocity between education providers and communities
recognition of Indigenous Cultural and Intellectual Property 6<br>
slide7. Connection with community and elders NSW Aboriginal Education Consultative Group Connection with community and Elders would help with the learning and understanding of this text. This could happen through connection with your local NSW Aboriginal Education Consultative Group (AEGC) NSW AECG Inc. and/or Aboriginal communities.
Note
‘The NSW AECG is a non for profit (sic) Aboriginal organisation that provides advice on all matters relevant to education and training with the mandate that this advice represents the Aboriginal community viewpoint.
The NSW AECG Inc. promotes respect, empowerment and self-determination and believes the process of collaborative consultation is integral to equal partnership and is fundamental to the achievement of equality.’ (AECG, n.d.) 7<br>
slide8. Promoting culturally inclusive classrooms How to use the English core texts Many texts by Aboriginal and/or Torres Strait Islander authors that are valuable teaching tools for the classroom, explore the ongoing impacts of colonisation. Due to the potentially sensitive nature of some of the content, it is essential that teachers create a safe space for students and help develop mutual respect and understanding between members of the classroom community.
Be aware of cultural load
Know your students' backgrounds
Prepare students for the topic
Safe and respectful discussions 8<br>
slide9. Text sensitivity warning Core text 2 – The Yield When teaching about the experiences of Aboriginal and Torres Strait Islander peoples, it is essential to approach the content with care, cultural respect and professional sensitivity. The Yield explores themes that require both teachers and students to be aware of the emotional and cultural weight of the issues represented. The novel includes references to sexual abuse, violence, cultural dispossession and the ongoing effects of intergenerational trauma, including its impact on wellbeing and community life. These themes should be acknowledged thoughtfully, with consideration given to how they may affect students in different ways.
It is important to establish a classroom environment where students feel safe, respected and supported when engaging in discussions connected to these ideas. Aboriginal and Torres Strait Islander students in particular, should be supported in ways that respect their agency and wellbeing, without placing expectations on them to share personal perspectives or experiences. 9<br>
slide10. Sharing learning intentions and success criteria<br>
slide11. Learning intentions and success criteria We are learning to
evaluate how different textual forms shape meaning, tone and cultural authority
analyse how imagery, motif and allusion contribute to layered meaning in texts
experiment with literary devices in our own writing.
We can
[classroom teacher to insert sample success criteria]
[classroom teacher to insert sample success criteria]
[classroom teacher to insert sample success criteria]. 11<br>
slide12. Gradual release of responsibility 12<br>
slide13. Analysing structure, tone and reader alignment Core text 2, extract 1 – Chapter SEVEN – ‘water’ water – galing, guugu, ngadyang The Reverend wrote it in his journals as culleen – he was listening that fella, listening as close as he could. All my life I’ve been near the water, and we come from the water too, us people. First we were born from quartz crystal – that’s hard water, we are kin of the platypus, that’s the animal of the water, and then, my wife Elsie and I made Missy and Jolene and Nicki, born on the banks of the water, the Big Water – Murrumby.
a large waterhole, a watercourse downhill – nguluman There’s one near the property, just there at the corner of the wheatfield, a little shoot off the Murrumby. The waterhole never fills all the way anymore. If the river ever gets going, it’s only running a little, and the whole thing is never deep enough to fill the wetland and then trickle into the waterhole. They call that one Poisoned Waterhole Creek. 13<br>
slide14. Analysing structure, tone and reader alignment (2) Core text 2, extract 2 – Chapter TWENTY-THREE – ‘Nana took the black cypress-pine branches’ Nana took the black cypress-pine branches, the gum and geebung from the cousins and uncles and placed the ends into the fire. The men and boys stood back and waited. When the branches were smoking but not yet alight, everyone moved forward and Nana handed them out until she was emptyhanded. August stood back from everything, just watching. 14<br>
slide15. Analysing structure, tone and reader alignment (3) Core text 2, extract 2 – Chapter TWENTY-THREE – ‘Nana took the black cypress-pine branches’ cont. Once Nana took the jewellery box of ashes everyone went quiet, but music came from their feet when Nana spread the ashes into the fire. The flames rose and sank. She walked into the wheatfield, letting the grey gravel dust trail from the box alongside her. Nana dropped the box on the ground, threw her arms wide and moved to those private songs of their marriage with her eyes closed shut. Elsie was thinking about Albert, thinking about his free spirit flying, whooshing into the air as he’d always said he could. Like an arrow through a heavy heart the long elegant body of the bird glided into a chorus of sobbing and landed out by the dam. Elsie opened her mouth and a deep noise came out, words she didn’t remember that she’d gathered like years. August stared further out towards the dam as the ceremony continued and smoke rose, sweeping across the plains. The whole world seemed to stop then: the cicadas went quiet, leaves stopped rustling, chairs didn’t creak. 15<br>
slide16. Analysing structure, tone and reader alignment (4) Core text 2, extract 3 – Chapter THIRTY-ONE – ‘at the police station’ At the Police Station, they had us register on a yellow form our name, date and place of birth, address, trade or occupation, marital status, property, length of residence in Australia, nationality, and naturalisation details.
We filled them out and the Constable laughed. ‘We don’t like you, Greenleaf,’ he said. ‘And now we can do something about that.’
I was ordered to report each day to the Police Station and they would decide, depending on my continuing, full co-operation with the Protection Board, whether they would send me to gaol or not, or worse. But what could be worse? Nothing could be worse than seeing those children too young transported away. 16<br>
slide17. Crafting layered meaning 17 Teacher modelled C grade response for ‘the creative application planner’ The river lay quiet beneath the morning mist, a silver thread stitching the valley back into memory. Each time I return, I feel the old stories gathering at my heels, urging me to listen. Like the ancestors who once walked this bank, I move slowly, measuring each step, waiting for the land to speak. The curve of the water reminds me of the story of the serpent who carved the first paths across country, shaping not just the earth but the people who would follow. Here, the river is a keeper of truths – its steady pull a reminder that what we inherit is both burden and blessing.<br>
slide18. Crafting layered meaning (2) 18 Teacher modelled C grade response features annotations<br>
slide19. Persuasive writing analysis 19 Teacher modelled C grade response – focus on inclusive language Everyone in our school deserves a space where they can feel calm, focused and supported. Right now, we all experience the pressure of assessments, deadlines and constant activity, yet there is no designated quiet space for students who need a moment to reset. By creating a wellbeing room, we can ensure that every student has access to a place that supports both their learning and mental wellbeing.
We know that when we are overwhelmed, it becomes harder to concentrate and engage in our work. A simple, shared space would allow us to pause, reflect and return to class more focused and ready to learn. This is not just about comfort—it is about creating an environment where we can all succeed.
By working together to establish this space, we are recognising that wellbeing matters for everyone. If we want our school to be a place where all students thrive, then we must take this step forward together.<br>
slide20. 20 What we have learned Connecting with The Yield Different textual forms shape tone, authority and the ways readers are positioned. Close reading reveals how structural and language choices create meaning within particular contexts. Imagery, motif and allusion can layer persona, cultural and ethical significance. Inclusive language positions readers as part of a shared concern and collective response. Writers make deliberate choices of form and language to create meaning for an audience.<br>
slide21. References This presentation contains NSW Curriculum and syllabus content. The NSW Curriculum is developed by the NSW Education Standards Authority. This content is prepared by NESA for and on behalf of the Crown in the right of the State of New South Wales. The material is protected by Crown copyright.
Please refer to the NESA Copyright for more information.
NESA holds the only official and up-to-date versions of the NSW Curriculum and syllabus documents. Please visit the NSW Education Standards Authority (NESA) website https://educationstandards.nsw.edu.au/wps/portal/nesa/home and the NSW Curriculum website https://curriculum.nsw.edu.au. English Advanced 11–12 Syllabus (2024) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.Â
Australian Education Research Organisation (AERO) (2024a) Explain learning objectives, AERO, accessed 13 April 2026.
AERO (Australian Education Research Organisation) (2024b) Why explicit instruction works, AERO website, accessed 13 April 2026.
Australian Curriculum, Assessment and Reporting Authority (ACARA) (2026) General capabilities downloads, accessed 13 April 2026.
Black P and Wiliam D (2018) ‘Classroom assessment and pedagogy’, Assessment in Education Principles Policy and Practice, 25(1):1–25, accessed 13 April 2026.
CESE (Centre for Education Statistics and Evaluation) (2017) Cognitive load theory: Research that teachers really need to understand, NSW Department of Education, accessed 13 April 2026.
Clarke S (2014) Outstanding formative assessment: culture and practice, Hodder Education, Great Britain.
Clarke S Timperley H, Hattie J (2003) Unlocking formative assessment: Practical strategies for enhancing students’ learning in the primary and intermediate classroom, Hodder Moa Beckett, Auckland NZ, 2003. 21<br>
slide22. References (2) This presentation contains NSW Curriculum and syllabus content. The NSW Curriculum is developed by the NSW Education Standards Authority. This content is prepared by NESA for and on behalf of the Crown in the right of the State of New South Wales. The material is protected by Crown copyright.
Please refer to the NESA Copyright for more information.
NESA holds the only official and up-to-date versions of the NSW Curriculum and syllabus documents. Please visit the NSW Education Standards Authority (NESA) website https://educationstandards.nsw.edu.au/wps/portal/nesa/home and the NSW Curriculum website https://curriculum.nsw.edu.au. Griffin P (2018) Assessment for teaching, Cambridge University Press.
McCausland J (November 2021) desert [image] Unsplash website, accessed 13 April 2026.
NESA (NSW Education Standards Authority) (n.d.) Collaborative curriculum planning, NESA website, accessed 13 April 2026.
Saunders M (2022) ‘Overture’, in Saunders M  (ed), This All Come Back Now, University of Queensland Press, St Lucia. Reproduced and made available for copying and communication by NSW Department of Education for its educational purposes with the permission of Mykaela Saunders. This resource is licensed until 31 July 2030.
State of New South Wales (Department of Education) (n.d.) Explicit teaching strategies, NSW Department of Education website, accessed 13 April 2026.
——(2024) Explicit teaching – Driving learning and engagement, Centre for Education Statistics and Evaluation website, accessed 13 April 2026.
——(n.d.) Digital Learning Selector, NSW Department of Education website, accessed 13 April 2026.
Wiliam D (2014) ‘The right questions, the right way ’, Educational Leadership, 71(6), accessed 13 April 2026.
Winch T J (2021) Winch T J (2021) The Yield, Penguin Random House Australia, Sydney. Reproduced and made available for copying and communication by NSW Department of Education for its educational purposes with the permission of The Penguin Random House Australia Pty Ltd. This resource is licenced up until April 2031. 22<br>
slide23. Copyright © State of New South Wales (Department of Education), 2026 The copyright material published in this resource is subject to the Copyright Act 1968 (Cth) and is owned by the NSW Department of Education or, where indicated, by a party other than the NSW Department of Education (third-party material).
Copyright material available in this resource and owned by the NSW Department of Education is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.
This license allows you to share and adapt the material for any purpose, even commercially.
Attribution should be given to © State of New South Wales (Department of Education), 2026.
Material in this resource not available under a Creative Commons license:
the NSW Department of Education logo, other logos and trademark-protected material
Material owned by a third party that has been reproduced with permission. You will need to obtain permission from the third party to reuse its material.
Links to third-party material and websites
Please note that the provided (reading/viewing material/list/links/texts) are a suggestion only and implies no endorsement, by the New South Wales Department of Education, of any author, publisher, or book title. School principals and teachers are best placed to assess the suitability of resources that would complement the curriculum and reflect the needs and interests of their students.
If you use the links provided in this document to access a third-party’s website, you acknowledge that the terms of use, including licence terms set out on the third-party’s website apply to the use which may be made of the materials on that third-party website or where permitted by the Copyright Act 1968 (Cth). The department accepts no responsibility for content on third-party websites.<br>