General Description

This course provides teachers with an expert unpacking of the rubrics within each module, key teaching strategies to improve student performance and a variety of key resources including sample teaching units and additional texts.



Teachers of NSW Stage 6 English


Teaching Standards

1.2.2 Proficient Level - Know students and how they learn - Understand how students learn:  Structure teaching programs using research and collegial advice about how students learn,

1.6.2 Proficient Level - Know students and how they learn - Strategies to support full participation of students with disability:   Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements,

2.3.2 Proficient Level - Know the content and how to teach it - Curriculum, assessment and reporting:  Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements,

3.1.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Establish challenging learning goals:   Set explicit, challenging and achievable learning goals for all students,

3.2.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Plan, structure and sequence learning programs:   Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning,

3.6.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Evaluate and improve teaching programs:   Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning


Are you in NSW? If so, this is relevant for you

Completing “Maximising HSC English Marks for Your Students” before 4th February 2022 under NESA’s interim arrangements will contribute 5 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and assessment of NSW curriculum addressing standard descriptors  1.2.2, 1.6.2, 2.3.2, 3.1.2, 3.2.2, 3.6.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.


Course curriculum

  • 1

    Module 1 - Introduction

    • Introduction

    • Aims and Objectives

  • 2

    Module 2 - Texts and the Human Experience

    • The Human Experience

    • Represent Human Qualities and Emotions

    • Human Behaviour and Motivation

    • Challenge Assumptions, Ignite New Ideas and Reflect

    • Role of Storytelling throughout Time

    • Judgements - Context, Purpose, Stylistic and Grammatical Features and Form Shape Meaning

    • The Human Experience - It's Universal

    • Task: Reflection on Texts and the Human Experience

  • 3

    Module 3 - Standard Module A: Language, Identity and Culture

    • Language has the Power to Reflect and Shape Individual and Collective Identity

    • Responses can Shape Self-Perception

    • Consider the Impact of Texts

    • Deepen Understanding of how Language can be Used

    • Analyse and Assess the Ways Meanings are Shaped

    • Used to Communicate Information, Ideas, Values and Attitudes

    • Reading, Viewing and Listening = Analyse, Assess and Critique

    • Develop Complex Arguments and Express Ideas

    • Experiment with Language and Compose Imaginative Texts

    • Task: Reflection on Language, Identity and Culture

  • 4

    Module 4 - The Craft of Writing

    • Introduction to the Craft of Writing

    • Audiences and Purpose to Convey Ideas

    • Appreciate, Examine and Analyse

    • Complex Texts use Language Creatively and Imaginatively - Standard

    • Complex Texts use Language Creatively and Imaginatively - Advanced

    • Appraisal and Imaginative Engagement with Texts

    • Apply Knowledge of Textual Forms and Features

    • Writers of Complex Texts use Language Creatively and Imaginatively

    • Task: Reflection on the Craft of Writing

  • 5

    Module 5 - Advanced Module A: Textual Conversations

    • Explore Comparative Study of Texts

    • Reimagining or Reframing of an Aspect of Text

    • Explore Issues, Values, Assumptions or Perspectives

    • Texts, Contexts and Values

    • Study of Texts - Resonances and Dissonances

    • Task: Reflect on Textual Conversations

  • 6

    Module 6 - Advanced Module B: Critical Study of Literature

    • Detailed Analytical and Critical Knowledge

    • Analysis of Text Construction, Content and Language

    • Evaluate Text

    • Explore Ideas in the Text

    • Specific Language Features and Forms

    • Task: Reflection on Critical Study of Literature

  • 7

    Module 7 - Types of Textual Responses

    • Discursive Text - Definition, Features and Example

    • Reflective Text - Definition, Features and Example

    • Persuasive Text - Definition, Features and Example

    • Informative Text - Definition, Features and Example

    • Imaginative Texts - Definition, Features and Example

    • Imaginative Texts - Short Stories

    • Task: Reflection on Types of Textual Responses

  • 8

    Module 8 - Fiction/Non-Fiction Writing I

    • Audience, Purpose, Themes and Authenticity

    • Structures

    • Cohesion, Originality and Sophistication

    • Word Usage, Show Don't Tell and Create a Setting

    • Time, Literary Techniques and Consistency of Tense

    • The Imploring to Just Start

    • Task: Refection on Fiction/Non-Fiction Writing

  • 9

    Module 9 - Fiction/Non-Fiction II

    • Be Specific and Choose Simple Words

    • Active Voice and Passive Voice

    • Passive can have its Moment

    • Make it sound like Speaking, not Writing

    • Write Less, Not More

    • Task: Reflection on Active and Passive Voice

    • Conclusion and Course Highlights

  • 10

    Course Feedback

    • Course Feedback

Features of TTA Online PD

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