Intended learning: state your course's structure, modules and assessment weightings from
memory.
Task: Complete a one-page course map for YOUR course from the guide;
verify against NESA.
All modules listed with assessment types.
Official source cited.
Worksheet 1
Course map template + verification checklist.
Lesson 2 · All courses
Rubric Decoding
Intended learning: convert every rubric line into a marker behaviour you can practise.
Drill: Take your module rubric; write one 'marker action' per line;
swap with a peer to test clarity.
Model conversion
"analyses skilfully how ideas are represented" → "every body paragraph names a technique, quotes
it, explains its effect AND ties it to representation of an idea."
Conversions specific and actionable.
Worksheet 2
Rubric-to-action grid for your current module.
Lesson 3 · Standard/Adv/EALD
Common Module: Human Experiences
Intended learning: write about anomalies, paradoxes and inconsistencies precisely.
Teaching: Anomaly = deviation from norm; paradox = self-contradictory truth. These words
must appear in analysis attached to evidence, not as decoration.
Question (10 marks): Analyse how your text represents one anomaly of
human experience.
Term used accurately.
Individual + collective experience both addressed where relevant.
Worksheet 3
Anomaly hunt: three moments where characters act against expectation; note textual signals.
Lesson 4 · Standard focus
Standard Modules Strategy
Intended learning: build quote banks and paragraph skeletons for each Standard module.
Question (10 marks): Draft one full paragraph on identity/culture
using two integrated micro-quotes.
Skeleton reusable across questions.
Worksheet 4
Fifteen-quote bank tagged by theme + technique.
Lesson 5 · Advanced focus
Advanced Modules Strategy
Intended learning: evaluate texts (not just analyse) and handle paired-text conversations.
Evaluation sentence bank
"The resonance lies less in theme than in form: both composers choose fragmentation, but only
[later text] makes its reader assemble meaning — conversation completed by audience."
"Where [text A] naturalises its values, [text B] interrogates them — the dialogue exposes
ideology as historical, not inevitable."
Question (10 marks): Write one comparative-evaluative paragraph on
your paired texts.
Judgement explicit and justified.
Contextual change acknowledged.
Worksheet 5
Conversation matrix: themes × techniques grid comparing your two texts.
Lesson 6 · Standard/Advanced
The Craft of Writing
Intended learning: compose purposefully from stimulus and justify choices in reflection.
Stimulus: a quotation or image prompt.
Question: Compose a 250-word imaginative/discursive piece using
the stimulus + 150-word reflection naming three deliberate choices.
Reflection model line
"I chose second person to implicate the reader in the protagonist's indecision; first person
would have offered escape through distance that the piece needed to refuse."
Piece shows, not tells.
Reflection specific about alternatives considered.
Worksheet 6
Stimulus response log: five prompts, five micro-openings, one developed fully.
Lesson 7 · Extension 1
Literary Worlds Strategy
Intended learning: sustain a lens-driven argument and craft theory-embodied creative
writing.
Two-part task: (a) critical paragraph using your dominant lens; (b)
300-word creative opening where the lens shapes form itself.
Lens integrated, not name-dropped.
Creative embodies concept structurally.
Worksheet 7
Lens selection sheet: pros/cons of each candidate lens for your elective texts.
Lesson 8 · Extension 2
Major Work Milestones
Intended learning: plan proposal, literature review, viva prep and reflection statement
timeline.
Task: Draft a 200-word major work proposal: form, concept, intended
audience, two key influences.
Viva prep tip
Prepare answers to: why THIS form? what does the literature say? what will success look like?
Record decisions in the composer's journal immediately.
Proposal conceptually focused, not just topical.
Worksheet 8
Milestone calendar backwards-planned from due date.
Lesson 9 · EAL/D focus (+ transferable)
EAL/D Strategies
Intended learning: build effect-statement paraphrase fluency and listening-note systems.
Drills: (a) restate ten effects ten ways; (b) one timed listening
practice with structured notes.
No repeated sentence frames across ten statements.
Notes capture stance + evidence.
Worksheet 9
Paraphrase ladder + listening template.
Lesson 10 · All courses
Trial & HSC Countdown
Intended learning: operate a six-week past-paper cycle ending in thesis-skeleton mastery.
Assessment guidance: align all self-marking to NESA published marking
guidelines and feedback reports. Verify at NESA.
Weekly cycle: plan → write timed → mark vs criteria → drill weakest skill.
Final phase: skeleton memorisation only.
Final self-check
Countdown calendar + weekly /4 tracker from the Analysis pack.