Teacher planning · reviewed 12 October 2026
Using NSW Education resources
These public resources inform the hub’s original activities. Use the current EAL/D syllabus and your school’s program to decide what belongs in the course.
Start with the current course
English 11–12 resource collection · 2024-syllabus EAL/D Reading to write samples
The latter contains Year 11 resources, assessments and annotated samples. Use it for transition and teacher planning; it is not a Year 12 examination prescription. Only the public page and its resource descriptions were reviewed for this update, not every linked file.
The older EAL/D units and resources page contains earlier module-based materials. Its tasks can inspire current teaching, but its listening-paper and concurrent-module arrangements should not be treated as the 2027 examination structure.
Check the current NESA examination specifications. Standard, Advanced and Studies resources are separate courses; a transferable teaching technique does not make their assessment requirements applicable to EAL/D.
What was read and how it informed the hub
| NSW source | Original hub adaptation | Open lesson |
|---|---|---|
| Past the Shallows: plot dualities (DOCX) | Test assumptions with contrasting evidence; compare reading order with event chronology. | Contrasts · Memory |
| Past the Shallows: focus on writing (DOCX) | Create a memory for an invented character; distinguish composition from claims about the novel. | Memory writing |
| Language, identity and culture approaches (DOCX) | Connect a conceptual map to checked Hughes evidence; recast original voice for different audiences; practise clarification alongside Arrival. | Identity · Voice · Clarification |
| Focus on writing: key ideas and concepts (DOCX) | Maintain plans, drafts and explained revisions; examine language and purpose. | Revision |
| How to use sample programs | Add distinct teacher, literacy and differentiation prompts. | Writing pathway |
| How to use sample assessments | Record peer feedback, the writer’s response and a next goal; retain evidence-based review. | Review a draft |
Find the four reviewed DOCX files under their named headings on the older EAL/D resource page. We link to the source collection rather than rehost its worksheets, third-party text extracts or images. All new hub tasks and models are original.
A practical teaching cycle
- Choose a concept and a precise passage or viewed scene.
- Make a model’s decisions visible, then construct a second example together.
- Ask students to apply the skill with different evidence.
- Collect an observable response; identify whether the barrier is understanding, organisation or language.
- Give a specific next action, allow revision and check what improved.
For B2 learners, keep the concept demanding. Allow bilingual planning, explicitly teach a useful relationship or language feature, and fade support as students gain control. CEFR B2 does not predict an HSC performance band.