If you've been teaching NSW English for a while, you've probably heard the term Component B — but what does it actually mean, and why does it matter for your planning?
Here's a clear, practical explanation of Component B, what it looks like in the classroom, and how to find resources that make teaching it easier.
The Two Components of NSW English
The NSW English K–10 Syllabus (2022) organises English learning into two interconnected components:
- Component A: English language and literacy — This covers the building blocks of language: phonics, vocabulary, grammar, spelling, and reading fluency. It's the "how" of language.
- Component B: Textual concepts and English literary studies — This is where students develop a deep understanding of how texts work and why authors make the choices they do. It's the "why" of language.
Both components are essential, but Component B is where students develop the higher-order thinking skills that underpin sophisticated English understanding — from Kindergarten all the way through to Year 10.
What Are Textual Concepts?
Textual concepts are the big ideas that help students understand, analyse, and create texts. The NSW English K–10 Syllabus identifies a set of core textual concepts that students engage with across all stages, including:
- Narrative — How stories are structured and how they create meaning
- Genre — The conventions and features of different text types
- Character — How authors construct characters and what they reveal about the human experience
- Perspective — How point of view shapes the way a text is read and understood
- Argument — How texts position readers and construct persuasive meaning
- Connotation, imagery, and symbol — How language choices create layers of meaning
- Theme — The central ideas and messages that texts explore
- Intertextuality — How texts reference and respond to other texts
Students don't just learn about these concepts — they use them as lenses to read, analyse, and create their own texts.
What Does Component B Look Like in the Classroom?
A strong Component B unit typically follows an inquiry-based structure:
- Immersion: Students read and explore mentor texts, noticing how the textual concept appears in real examples.
- Deconstruction: Students analyse how and why authors use the concept — what choices they make and what effect those choices have on the reader.
- Joint construction: Teacher and students create a text together, applying their understanding of the concept.
- Independent application: Students create their own texts, demonstrating their understanding of the textual concept.
This structure works across all stages — from Kindergarten students exploring narrative through a picture book, to Stage 3 students analysing representation in a novel or film.
Why Is Component B Important?
Component B is the foundation of sophisticated English thinking. When students understand textual concepts, they can:
- Read more deeply and critically, going beyond surface-level comprehension
- Write with greater intention and craft, making deliberate choices as authors
- Engage with a wider range of texts, including literary, informational, and multimodal texts
- Build the analytical skills they'll need for senior English and beyond
The new NSW English K–10 Syllabus (2022) places even greater emphasis on Component B, with clearer outcomes and more explicit guidance on how textual concepts should be taught progressively across each stage.
Finding Component B Resources for Your Stage
All Oceanview Resources units are built around Component B. Each unit is centred on one or more textual concepts and structured to build student understanding progressively across a term — with all teaching sequences, mentor text suggestions, and assessment tasks included.
Browse by stage to find the right unit for your class:
- Early Stage 1 (Kindergarten) English Units
- Stage 1 (Years 1–2) English Units
- Stage 2 (Years 3–4) English Units
- Stage 3 (Years 5–6) English Units
You can also visit our NSW English Curriculum FAQ for answers to more common questions about planning, purchasing, and teaching with the new syllabus.