Teaching NSW English means knowing which textual concepts are appropriate for your stage — and finding resources that are genuinely aligned to the NSW English K–10 Syllabus (2022). Here's a stage-by-stage guide to help you find exactly what you need.
Early Stage 1 — Kindergarten
Kindergarten students are at the very beginning of their English journey. At ES1, the focus is on building foundational understanding of how texts work through rich, engaging picture books and shared reading experiences.
Key textual concepts at ES1:
- Narrative — Understanding how stories are structured (beginning, middle, end) and how they create meaning
- Character — Exploring how authors create characters and what we can learn from them
- Genre — Beginning to notice the differences between different types of texts
What to look for in ES1 resources: Units should use high-quality picture books as mentor texts, with activities that are accessible for early readers and writers. Look for lots of shared reading, oral language activities, and supported writing tasks.
Stage 1 — Years 1 and 2
Stage 1 students are building on their ES1 foundations, developing greater independence as readers and writers. At this stage, students begin to engage more explicitly with how authors make choices and why those choices matter.
Key textual concepts at Stage 1:
- Narrative — Exploring more complex story structures and how tension and resolution work
- Genre — Identifying and creating different text types, including informational and imaginative texts
- Character — Analysing how characters are developed through dialogue, action, and description
- Perspective — Beginning to consider how different characters or narrators see the same events differently
What to look for in Stage 1 resources: Units should use engaging mentor texts at an appropriate reading level, with a clear focus on one or two textual concepts. Look for a balance of reading analysis and writing application activities.
Browse Stage 1 English Units →
Stage 2 — Years 3 and 4
Stage 2 is where students really start to develop as analytical readers and intentional writers. They're ready to engage with more complex texts and more nuanced textual concepts.
Key textual concepts at Stage 2:
- Argument — Understanding how texts position readers and construct persuasive meaning
- Perspective — Analysing how point of view shapes the way a text is constructed and read
- Connotation, imagery, and symbol — Exploring how language choices create layers of meaning beyond the literal
- Theme — Identifying the central ideas and messages that texts explore
- Genre — Analysing and creating a wider range of text types with increasing sophistication
What to look for in Stage 2 resources: Units should challenge students to think beyond surface-level comprehension, with activities that require analysis and evaluation. Look for units that integrate reading and writing, with clear connections between the mentor text analysis and the writing tasks.
Browse Stage 2 English Units →
Stage 3 — Years 5 and 6
Stage 3 is the final stage of primary school English, and it's where students should be developing the sophisticated analytical and creative skills they'll need for high school. Stage 3 units should challenge students to think critically and creatively about complex texts.
Key textual concepts at Stage 3:
- Theme — Analysing how themes are developed across a whole text and what they reveal about the human experience
- Representation — Examining how texts represent people, places, events, and ideas, and whose perspectives are included or excluded
- Intertextuality — Exploring how texts reference, respond to, and build on other texts
- Argument — Constructing and evaluating complex arguments across a range of text types
- Connotation, imagery, and symbol — Analysing sophisticated language choices and their cumulative effect on meaning
What to look for in Stage 3 resources: Units should use rich, complex mentor texts — novels, films, or substantial picture books — and require students to engage in extended analysis and writing. Look for units that prepare students for the demands of Stage 4 English.
Browse Stage 3 English Units →
Not Sure Which Stage to Choose?
If you teach a composite class or are unsure which stage is right for your students, here are a few tips:
- For composite classes (e.g. Year 3/4), choose the unit for the higher stage and differentiate down — most of our units include suggestions for adjusting the level of support for different learners.
- For extension students, consider choosing a unit from the stage above to provide additional challenge.
- For students who need more support, a unit from the stage below can provide a more accessible entry point to the textual concept.
Have more questions? Visit our NSW English Curriculum FAQ or get in touch — we're always happy to help you find the right resources for your class.