[Text on screen: Writing with purpose in CHPS
Semester 1 2026]

Katrina Cameron – K–6 curriculum adviser

Welcome to the semester 1 professional learning, ‘Writing with Purpose in CHPS’. CHPS is the acronym for Creative Arts, HSIE, PDHPE and Science and Technology. The acronym CWT will also be referred to for ‘creating written texts’.

My name is Katrina Cameron and I'm a curriculum adviser K–6 from the primary curriculum team. I'm joined today by my colleague Sarah Young, who will be presenting alongside me. Today's workshop is designed to be interactive with lots of activities throughout the day. The participant workbook is available on the curriculum website along with all module 5 supporting resources. Please take the time now to pause the recording and open this document.

[Text on screen: Acknowledgement of Country
We recognise the Ongoing Custodians of the lands and waterways where we work and live. We [ay respect to Elders past and present as ongoing teachers of knowledge, songlines and stories. We strive to ensure every Aboriginal and Torres Strait Islander learner in NSW achieves their potential through education.]

I would like to pay respect and acknowledge the Ongoing Custodians of the lands on which we meet today. I'm meeting with you today from the lands of the Wonnarua people in the Hunter Valley. I pay respect to Elders past and present and extend that respect to Aboriginal and Torres Strait Islander people with us here today.

In every discipline, people communicate in deliberate and specific ways. A scientist doesn't communicate like an artist and an artist doesn't communicate like an historian, and that difference matters. The purpose of this professional learning is to support students from Early Stage 1 through to Stage 3 and beyond, to communicate their understanding through the creation of written texts.

Each Key Learning area reflects a distinct way of thinking and communicating about the world. Scientists explain, justify and report evidence. Artists interpret, critique and express meaning. Historians and Geographers explain change, cause and effect, and perspectives over time. And PDHPE learners explain decisions and actions that support health and wellbeing.

Creating written texts gives students the tools to do this with precision and purpose. CHPS Key Learning Areas mirror real world disciplines. Each has its own ways of thinking, subject-specific vocabulary and expectations for how understanding is communicated. While the same English skills are used, they're applied differently depending on the key learning area and purpose. This is why writing in CHPS is not a generic literacy task, but a discipline-specific way for students to communicate understanding. Students need to learn how writing works within each Key Learning Area, the features and vocabulary choices that matter.

The CHPS sample units support this by reducing the planning load for teachers. They provide sequence learning, embedded model texts and aligned writing tasks that reflect syllabus expectations. The effective use of these units relies on understanding the why and the how. The intention is to outsource effort, not understanding. When teachers understand why a text is written, how it communicates disciplinary knowledge and what students are expected to produce, the units become a powerful tool rather than a script. This professional learning builds that shared understanding so teachers can confidently adapt, implement and teach from the units with purpose.

[On screen: four images representing the disciplines of Science, Creative Arts, Human Society and Its Environment and Personal Development, Health and Physical Education.]

On the slide, you'll see the Australian Professional Standards for Teachers that today's professional learning will be addressing. Please take a moment to review.

[Text on screen: Australian Professional Standards for Teachers
Standard descriptors

6.2 – Engage in professional learning and improve practice
6.2.2 – Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities
6.3 – Engage with colleagues and improve practice
6.3.2 – Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice]

The professional learning for today is structured into 4 connected parts. Firstly, we will explore the evidence base and instructional approach for creating written texts in CHPS. This includes clarifying what creating written text looks like across the CHPS syllabuses.

Section 2, we'll move into practical examples of the instructional approach to creating written texts aligned to syllabus content, and scope and sequences. We'll unpack how this instructional approach can be applied across CHPS.

Section 3 will walk through an Illustration of practice using the scaffolded instructional approach for creating written texts in Science and Technology.

Finally in Section 4, you'll work collaboratively to plan for implementation. This session will support collaborative inquiry and help translate today's learning into evidence base practice that can be embedded in teaching and learning programmes.

This slide outlines the purpose and intended outcomes for today's professional learning. The purpose is to build collective capacity to apply evidence base scaffolded instructional strategies that support students to create written texts across CHPS. When we talk about creating written texts in CHPS, this is not writing as an add-on or something separate from learning. It is writing as a way for students to communicate understanding, explain thinking and demonstrate learning within each Key Learning Area.

By the end of the workshop, participants will develop a clear understanding of a scaffolded instructional approach to support students to create written texts in CHPS; explore and analyse the role of model texts in supporting students to write to communicate understanding including how they make expectations visible and reduce cognitive load and develop a learn, do, reflect cycle to support the exploration and application of this approach in ways that are responsive to your school context.

By the end of the day, the intention is that you leave with a shared understanding of how to support students to create written texts in CHPS and practical next steps for classroom implementation.

[Text on screen: Purpose
The purpose of today’s professional learning is to apply evidence-based strategies to support students when creating written texts in CHPS.

Outcomes
By the end of this workshop, participants will:

• develop a clear understanding of a scaffolded instructional approach to support creating written texts for different purposes in CHPS
• explore and analyse the role ‘model texts’ play to support students to ‘write to communicate understanding’ in CHPS
• develop a Learn–Do–Reflect cycle that supports exploration of a scaffolded instructional approach for creating written texts in CHPS specific to individual school contexts.]

[Text on screen: 1
Exploring an instructional approach for CWT in CHPS]

The focus of Section 1 is exploring an instructional approach for creating written texts in CHPS. This section provides the bigger picture, building a shared understanding that we will draw on as we delve deeper into the learning in later sections.

This session unpacks the evidence base and key instructional features that support students to create written texts to communicate understanding across CHPS Key Learning Areas. This provides the foundation for the practical examples and planning later in the day.

While the CHPS learning areas have their own distinct knowledge and skills, the key idea to hold is that the instructional approach being explored is consistent across the Key Learning Areas. What changes is the content and purpose of the writing, not the instructional principles that support students to write.

[Text on screen: Exploring the evidence
A shared instructional approach for CWT in CHPS
Shared instructional approach for creating written texts
Creative Arts; HSIE; PDHPE; Science and Technology]

Before we move further, it's important to anchor this work in the evidence. Both NESA and AERO are clear that creating written texts is not just an English activity. It supports learning across the curriculum. When students write across CHPS, they're organising their thinking, explaining their understanding and making connections. This supports transfer of learning and helps students develop more complex mental models over time.

What the evidence base helps us clarify is what students are actually doing when they write in CHPS. The key lens here is that students are writing to communicate their understanding of subject-specific content. This provides a clear through line. It clarifies what students are writing about and the types of text they need to create, including the purpose, genre, vocabulary, structures and features required to do this well. This evidence base underpins the instructional approach we're exploring today. The full references are provided in your workbook for further reading.

[Text on screen: Creating written texts supports learning

• Creating written texts (CWT) supports students to organise thinking, explain ideas, and make connections across learning areas (NESA, 2024)
• Learning area content provides meaningful purpose for writing beyond English.
• Making connections across K–6 supports transfer of learning and development of increasingly complex mental models (AERO, 2024).]

In your workbook, you'll find a summary of the evidence base. Read the summary, then complete the sentence expansion activity using the scaffold provided to synthesise and record your understanding. The sentence stem provided in your workbook is deliberate. Using 'because', 'but', and 'so' supports you to explain reasoning, acknowledge complexity and articulate implications, which is exactly what we want our students to do when they write to communicate understanding. You will have 7 minutes for this activity. Please pause the recording.

[Text on screen: Activity 1 : Writing to communicate understanding
Creating Written Texts in CHPS – Evidence Base

1. Go to Activity 1 in the workbook.
2. Read the summary of the evidence base.
3. Complete the sentence expansion activity using the scaffold.

Learn (evidence base) - Reflect (synthesis)]

Welcome back. Share your sentences as a group. You will have 3 minutes for sharing. Please pause the recording.

Here we can see the scaffolded instructional approach for creating written texts in CHPS.

This approach has been adapted from the English-scaffolded instructional approach to suit the focus on writing to communicate understanding in the CHPS syllabuses. The key difference is that in English, the approach uses a mentor text to explore and analyse author's craft, which is the focus of the unit and learning. In CHPS, the approach uses model text, which clearly demonstrate the writing demands of students within the learning area to communicate their understanding. We will explore this model in more detail later in the session.

[Screen shows: a graphic of the scaffolded instructional approach]

On the screen are 3 different texts. Rather than thinking about which one is best, focus on a different question. How is each text supporting students as writers? To begin this process, complete the activity.

Go to Activity 2 in the workbook, review the 3 texts. These have been linked in the workbook. Consider how these texts might be used to support students when creating written texts.

In this example, we're working in the context of Stage 2 PDHPE, focusing on decisions and actions that promote health and wellbeing. Record your notes in the workbook. There is 10 minutes for this activity. Please pause the recording now.

[Images and text on screen:
Text on screen: Activity 2 : How texts support the creation of written text

How is each text supporting students as writers?

1. Go to Activity 2 in the workbook.
2. Review the three texts.
3. Consider how these texts might be used to support ‘creating written texts in Stage 2, Term 2, PDHPE when learning about decisions and actions that promote health and wellbeing.

Images on screen: three images displayed under the list: Benefits of Outdoor Play; Healthy Habits Make a Difference; Jack’s Funtastic Day]

Let's come back together.

What did you notice about the different work these texts were doing to support students as writers? Did you notice differences such as building knowledge, showing what good writing looks like, engaging students in the topic or giving students language to use? Please pause the recording now to discuss these questions.

What has been described aligns with 3 different ways text function when supporting writing in CHPS. The 3 functions are often described as source texts, mentor texts and model texts. Each of these types of texts serves a different instructional purpose when supporting students to create written text. Understanding these differences helps us make more intentional choices about how texts are used in CHPS lessons.

The New South Wales government text about the Benefits of Outdoor Play is a source text. Source texts are used to build students' understanding of subject-specific content aligned to the syllabus. In this example, the text builds knowledge about decisions and actions that promote health and wellbeing. It also introduces and develops a vocabulary students will need when writing in this context. Texts like this are typically used early in the sequence to build the field for writing before students are asked to create written texts.

[Image and text on screen:
Text on screen: Source Text

Stage 2 PDHPE

• Builds subject-specific knowledge
• Develops vocabulary
• Builds the field for writing

Image on screen: the text ‘Benefits of Outdoor Play’)]

This digital picture book is an example of a mentor text. Mentor texts can support engagement with a topic and help students explore ideas and concepts through text. In CHPS, however, creating written texts is not about analysing an author's craft in depth. That kind of learning sits within English. Instead, mentor texts in CHPS may be used to engage students or explore content and support in building the field.

[Image and text on screen:
Text on screen: Mentor text

Stage 2 PDHPE

• Supports engagement with the topic
• Explores ideas and concepts through text
• Not used to model writing expectation

Image on screen: the text ‘Jack’s FUNtastic day’)]

This text is a model text. Model texts that act as the anchor of explicit teaching when enabling students to write to communicate understanding. Model texts show students what successful writing looks like in a specific key learning area aligned to the creating written texts syllabus content. They model the expected purpose, genre, text features and language of the writing task to support students to communicate their understanding of subject-specific content.

Model text are likely to be created by the teacher or if you are using the DOE units, they have been included aligned to syllabus content. At this point, you might already be thinking about the kinds of questions to ask when selecting or creating a model text, questions about purpose, genre or writing demands. Those clarifying questions absolutely matter. In Section 2, we'll take a deeper dive into how clarifying questions support effective planning and the deliberate selection and creation of model texts.

For now, our focus is narrower and intentional. It is to build a shared understanding of what a model text is and why it is essential in supporting students to write.

[Image and text on screen:
Text on screen: Model text

Stage 2 PDHPE

• Models the expected text features and vocabulary of the writing task
• Demonstrates how to communicate understanding of Key Learning Area content
• Supports students to independently create written texts

Images on screen: the text ‘Healthy habits make a difference’)]

The purpose of this slide is to walk through an analysis of this model text. By deconstructing a model text, students are provided with a clear roadmap for what to write, how to write it and why the writing is required.

Without this step, expectations about writing often remain implicit, leaving students to guess what successful writing looks like. For context, this model text is from the Stage 2 PDHPE Unit 6. Across the unit, students have been building a field, exploring decisions and actions that promote health and wellbeing, engaging in discussion, viewing resources and learning key PDHPE vocabulary. This ensures that when students come to write, they're not relying on opinion alone, but can draw on shared knowledge and evidence developed through the unit.

[Image and text on screen:
Text on screen: Stage 2 PDHPE model text analysis

Create written texts to promote the benefits of healthy habits, using rhetorical devices and supporting facts

Images on screen: ‘Healthy habits make a difference’ text:

HEALTHY HABITS MAKE A DIFFERENCE
Do you want to feel energised and ready to learn?
Playing outdoors gives your brain a boost.
Just 20 minutes of fresh air can improve your focus!)]

The subheading on this slide identifies the PDHPE syllabus content point for creating written texts. This focus is important in PDHPE where writing can sometimes be overlooked. What appears to be a simple text is in fact layered. Understanding those layers supports teachers to identify what to emphasise in teaching, where students may require support and what success looks like at this stage. This example is explored through a small number of key features. Not every feature is examined at once.

The purpose of this text is to inform and persuade.

[Text on screen: ‘Purpose – to inform/persuade’ is added to the Stage 2 PDHPE model text analysis text already on screen.]

It promotes the benefits of a healthy habit, playing outdoors and support students to explain why this choice is beneficial for health and learning. Purpose boundaries are not fixed, text often draw on features from more than one genre to best achieve their purpose. Genre in relation to CHPS will be explored more closely in Section 2.

The genre here is an exposition.

[Text on screen: ‘Genre – exposition’ is added to the Stage 2 PDHPE model text analysis text already on screen.]

At this stage, an exposition typically presents a clear message or position and supports it with simple reasons and facts. In this example, while the text is positioned as an exposition, it also includes informative elements such as factual statements about the benefits of fresh air and outdoor play. This reflects authentic writing and reinforces that genre is a guide for structure and features rather than a rigid category.

The heading ‘Healthy Habits Make A Difference’ clearly states the main idea of the text and signals what the writing will be about. It also functions as a statement of position making the writer's message explicit from the outset.

[Text on screen: ‘Informative purposes heading’ and ‘Persuasive purposes statement position’ is added and underlined to the Stage 2 PDHPE model text analysis text already on screen. Also underlined is the title ‘Healthy habits make a difference’ in the image on screen.]

The text opens with a rhetorical question. 'Do you want to feel energised and ready to learn?' This invites the reader to draw on personal experience.

[Text on screen: ‘Persuasive purposes rhetorical devices’ is added and underlined to the Stage 2 PDHPE model text analysis text already on screen. Also underlined is ‘Do you want to feel energised and ready to learn?’ in the image on screen.]

At this stage, rhetorical questions are commonly used to engage the reader and establish interest.

The message is supported with simple facts. Sentences such as 'Playing outdoors gives your brain a boost' and 'Just 20 minutes of fresh air can improve your focus', provide clear accessible information.

[Text on screen: ‘Persuasive purposes supporting facts’ is added and underlined to the Stage 2 PDHPE model text analysis text already on screen. Also underlined is 'Playing outdoors gives your brain a boost' and 'Just 20 minutes of fresh air can improve your focus' in the image on screen.]

These facts explain why the healthy habit is beneficial, which aligns with expectations for informative and persuasive writing in PDHPE.

No tier 3 vocabulary has been identified in this example because the subject-specific knowledge required to understand healthy habits has been built across prior stages.

Tier 2 vocabulary strengthens meaning. Words such as 'energized', 'difference' and 'focus' are high utility terms that can be applied across learning areas. These choices support students to describe how healthy habits affect the body and learning with greater precision.

[Text on screen: ‘Tier 2 vocabulary’ is added and highlighted to the Stage 2 PDHPE model text analysis text already on screen. Also highlighted is 'difference', 'energized' and 'focus' in the image on screen.]

This model text demonstrates a clear message or position, engagement through a rhetorical question, explanation supported by simple facts and the use of subject-specific and descriptive vocabulary. By deconstructing these features, writing expectations are made visible. Through guided practice and the gradual release of responsibility, students are supported to apply these devices in their own writing.

Let's see how this learning has landed. Thinking about the information covered on source, mentor and model text and your work from Activity 1 on our 3 text examples for PDHPE, give a thumbs up if this confirmed your thinking about the text. Or touch your head if this has shifted or clarified your understanding in some way.

[Images and text on screen:
Text on screen: Check-in
Images on screen: thumbs up in a box on the left and a head with a cog in the centre on the right.]

We will now take a deeper look at the scaffolded instructional approach for creating written texts in CHPS.

We begin by building the field. This is where we build background knowledge with a strong focus on tier 2 and tier 3 vocabulary, including varied oral language opportunities specific to the focus content of the Key Learning Areas.

Building the field takes time. If you are using the DOE units, you'll see that this is developed across multiple lessons, not as a single activity.

A model text is sourced or constructed based on the identified syllabus content. Analysing a model text through deconstruction of the structures and features of language are aligned to purpose, audience and genre.

Model texts provide teachers and students with clarity on the structures, features, sentence-level grammar, punctuation and word-level language demands required to create a written text that communicates understanding about subject-specific knowledge. A model text may be at a sentence, paragraph or whole text level, and engage multiple modes.

From there, students may move through the 3 connected phases, planning, drafting and monitoring, revising and editing. In each phase, the level of support shifts between modelled, guided, shared and independent writing. In CHPS, this process looks different to English.

In English, these phases are often extended across multiple lessons. In CHPS, writing is typically short, sharp and at the point of need, directly supporting students to communicate their understanding of the content. Students may not move through every phase in full and that is okay.

The level of support and the phases emphasised will vary depending on the purpose of the task and student need. This may also look different across a class with some students requiring more modelling or guidance while others move more quickly to independence. It always comes back to the purpose, writing to communicate understanding of subject-specific knowledge.

The model text is most visible in the modelled and guided stages. This is where the teacher demonstrates how to turn syllabus content into sentences, paragraphs and whole texts, thinking aloud about vocabulary, structure and language choices. In the shared phase, the class jointly constructs parts of a text using the model as a reference point. Then in the independent phase, students apply those same patterns and structures in their own writing. It supports the gradual release of responsibility from teacher to student.

The entire approach is supported through the mode continuum. The mode continuum highlights the importance of continually scaffolding students to move from oral to written forms of language as they synthesise and communicate their understanding of subject-specific knowledge in each Key Learning Area. The mode continuum needs to be a key consideration in lesson planning when preparing students to write.

As we move through each key learning area example, you'll see different parts of this cycle brought to the foreground, but the underlying scaffold stays the same. Explicit modelling, guided practice, shared construction and independent application.

[Graphic on screen of the ‘Scaffolded Instructional Approach’
Title: Writing to communicate understanding
(on the left side of the graphic is a vertical line with arrow heads at each end. This line is labelled ‘The mode continuum’
Label at the top of the mode continuum: Most spoken like
Label at the bottom of the mode continuum: Most written like

The remainder of the graphic includes two horizontal boxes, the top one labelled ‘Build the field’ and the second box labelled ‘ Analyse a model text’.
An arrow connects the top box to the second. Three circles sit underneath these two boxes, on the same horizontal plane. They are labelled ‘Plan’, ‘draft’ and ‘Monitor revise & edit’. An arrow connects the ‘Analyse a model text’ box to the first ‘Plan’ circle. Each circle has four small boxes at 90, 180, 260 and 360 degrees around each labelled ‘Modelled’, ‘Shared’, ‘Guided’ and ‘Independent’. An arrow points from ‘Plan’ to ‘Draft’ and another from ‘Draft’ to ‘Monitor, revise & edit’)]

In your workbook, you'll find the visual model of a scaffolded instructional approach for creating written texts in CHPS.

As you revisit the model, use the 1-1-1-1 rapid share scaffold to synthesise you're thinking. Record 1 insight about the approach, 1 challenge it raises, 1 question you are still holding and 1 possible next step for your context. You'll have 5 minutes for this activity. Please pause the recording now.

Please find a colleague to rapid share your responses. You'll have 5 minutes for this sharing. Please pause the recording now.

[Text on screen: Activity : Writing to Communicate Understanding
1-1-1-1 Rapid share

1. Go to Activity 3 in the workbook.
2. Reflect on the scaffolded instructional approach and record one:
   • Insight
   • Challenge
   • Question
   • Next step.
3. Rapid share with a colleague to connect and clarify understanding and inform action.]

To continue clarifying our thinking about creating written texts across CHPS, it's important to briefly explore the scope of these demands across the syllabuses. This NESA diagram shows how creating written text is included across all CHPS key learning areas with expectations that shift across stages.

[Graphic and text on Screen:
Text on screen: Scope of creating written texts across CHPS?
Graphic on screen: table of five columns and 4 rows. The title of the table is: ‘Creating written texts’ content in the syllabuses aligns with the corresponding stage expectations of the English K–10 Syllabus (2022)

First column has the following KLA names on each row: Creative Arts, PDHPE, HSIE, Science and Technology

The 2 – 5 column headers are titled: Early Stage 1, Stage 1, Stage 2, Stage 3

On the Creative Arts row under Early Stage 1 and Stage 1 columns text reads: ‘Using vocabulary and language to communicate in Creative Arts’
Under the Stage 2 column text reads: ‘ Embedded with content’
Under the Stage 3 column text reads: ‘Outcome’

On the PDHPE row under Early Stage 1 and Stage 1 columns text reads: ‘Using vocabulary and language to communicate in PDHPE’
Under the Stage 2 column text reads: ‘ Embedded with content’
Under the Stage 3 column text reads: ‘Outcome’

On the HSIE row under Early Stage 1, Stage 1 and Stage 2 columns text reads: ‘Content group’.
Under the Stage 3 column text reads: ‘Outcome’

On the Science and Technology row under Early Stage 1, Stage 1 and Stage 2 columns text reads: ‘Content group’.
Under the Stage 3 column text reads: ‘Outcome’)]

In Early Stage 1 and Stage 1, the focus in PDHPE in Creative Arts is on developing subject-specific vocabulary and oral language to support students to communicate their understanding.

In HSIE and Science and Technology, this is supported through identified content groups. In Stage 2, opportunities for creating written texts in PDHPE and Creative Arts are embedded within the content while HSIE and Science and Technology includes specific content groups that intentionally support writing.

By Stage 3, there is a dedicated creating written texts outcome across all CHPS key learning areas aligned to subject-specific content. As we move into implementation of the CHPS syllabuses, this progression helps us understand both the breadth and the increasing precision of creating written texts expectations across K–6. We'll now look more closely at what this means in practice.

The creating written texts mapping tool that you see on the slide is a new resource. This will support teachers in understanding the scope of creating written texts across CHPS. There is a clear pattern and progression across Early Stage 1 through to Stage 3. This reflects the use of the mode continuum where opportunities for students are scaffolded to support oral language and vocabulary.

[Graphic and text on screen:
Text on screen: Creating written texts – mapping tool walkthrough (1)

English focus areas supporting CWT in CHPS K–6 from NESA sample Whole School Curriculum Plan (2025) / Creative Arts, HSIE, PDHPE, Science & Technology Scope and Sequences (DoE, 2025)

• Oral language and communication (OLC)
• Reading comprehension (RECOM)
• Vocabulary (VOCAB)
• Creating written texts (CWT)

Graphic on screen: table with 9 columns labelled: ‘Stage’, ‘KLA’, ‘Term 1’, ‘Term 2’, ‘Term 3’, ‘Term 4’, ‘Term 5’, ‘Term 6’, ‘Term 7’ and ‘Term 8’

Under ‘Stage’ column are 4 sections labelled: ‘Early Stage 1’, ‘Stage 1’, ‘Stage 2’ and ‘Stage 3’

Under the ‘KLA’ column are the four rows: ‘Creative Arts’, ‘HSIE’, ‘PDHPE’ and ‘Science and Technology’, repeated 4 times, corresponding to each Stage section.

The following labels are plotted across the table under the Term column and corresponding Stage and KLA: ‘OLC’, VOCAB’, RECOM’ and ‘CWT’]

This mapping tool allows us to examine creating written texts across CHPS at a content-specific level. On the slide is an example from HSIE for Stage 1. The content mapping allows us to easily identify the writing demands across CHPS Key Learning Areas by identifying the purpose, genre, text features and vocabulary relevant to the content stage and term.

Viewing the content in this way allows us to select or construct model text that support deconstruction and a gradual release of responsibility through the stages of the writing process. This mapping tool also assists teachers to examine what creating written texts content is occurring concurrently in the other CHPS areas within the same term by looking vertically at the actual document. We can also determine prior and future learning by examining the mapping horizontally.

The creating written texts content mapping tool is available on the curriculum website along with all module 5 supporting resources. You will have 10 minutes to explore. Please take the time now to pause the recording and open this document.

[Graphic and text on screen:
Text on screen: Creating written texts – mapping tool walkthrough (2)

The following table details the CWT demands by each CHPS area, stage and term. It details the:

• English focus area
• Purpose for writing
• Syllabus verb(s) for ‘writing to communicate understanding’ – informs genre
• KLA content
• CWT content (including text level demands if applicable when writing)

Graphic on screen: table of HSIE Stage One example detailing the creating written texts demands across 8 terms from the Creating written texts mapping tool.]

We'll now take a few minutes to recap on the learning from Section 1 using a few checks for understanding. If the question requires an A, B, C or D response, you'll, A, put your hands on your head, B, cross your arms, C, hands on hips, or D, hands in the air. If the question requires a true or false response, you'll true, give a thumbs up, or false, give a thumbs down. Once we read each question, consider your response and share your answer.

[Icons and text on screen:
Text on screen: Check for your Understanding (1)
Icons with supporting text on screen:

A- Hands on head

B- Cross your arms

C- Hands on hips

D- Hands in the air

True – Thumbs up

False- Thumbs down]

Remember, if the answer is A, put your hands on your head, B, cross your arms, C, hands on your hips, or D, hands in the air.

Creating written texts in CHPS is for students to:

A. Summarise their learning at the end of each lesson by recording some written notes to reflect content covered.

B. Write to communicate understanding about KLA subject matter at key points using the purpose, structures and features of language reflected in the syllabus content.

C. Produce text at the end of a unit or sequence of learning that reflect the KLA content covered as a summative assessment or

D. All of the above.

The correct answer is B. Write to communicate understanding about KLA subject-specific matter at key points using the purpose, structures and features of language reflected in the syllabus content.

Remember, if the answer is true, give a thumbs up or false, give a thumbs down.

Using a scaffolded instructional approach to support creating written texts in CHPS applies a gradual release of responsibility model so students can copy the model text to record their understanding. True or false?

The correct answer is false.

A scaffolded instructional approach builds a field for learning for a range of learning experiences and explicit teaching of tier 2 and tier 3 vocabulary. It provides a model text that deconstructs the key purpose, genre, structure and text features for students to communicate understanding using the gradual release of responsibility model through the stages of the writing process at a sentence, paragraph or text level.

Another quick reminder, if the answer is A, hands on your heads, B, cross your arms, C, hands on your hips or D, hands in the air.

Which statements reflect the role of a model text in a scaffolded instructional approach for creating written texts in CHPS?

A. Demonstrates for teachers and students the purpose, genre, structures and features required to communicate understanding specific to the CHPS syllabus content in focus.

B. Builds background or field knowledge relevant to the learning.

C. Enables explicit teaching through deconstruction of text, sentence and word level features relevant to the creating written texts syllabus content in CHPS or

D. All of the above.

The correct answer is D. All the statements reflect the role of a model text.

[Image on screen: NSW Government logo
Text on screen: © State of New South Wales (Department of Education) 2026]

[End of transcript]

[Text on screen: 2
Action – Using a scaffolded instructional approach]

Sarah Young – K–6 curriculum adviser

This section focuses on one way of planning for creating written text using a scaffolded instructional approach.

Clarifying our thinking within a scaffolded instructional approach, we will unpack a planning model that supports students to communicate their understanding through the creation of written text.

Planning starts with the syllabus. It provides us with the content students are required to understand and how they are expected to communicate their understanding. The overall instructional cycle remains consistent across the CHPS Key Learning Areas. What changes is how we use a model text, and that is dependent on the Key Learning Area and the writing demands of the syllabus.

[Text and graphic on screen: Effective planning
Using a scaffolded instructional approach

Graphic on screen of the ‘Scaffolded Instructional Approach’

Title: Writing to communicate understanding
(on the left side of the graphic is a vertical line with arrow heads at each end. This line is labelled ‘The mode continuum’
Label at the top of the mode continuum: Most spoken like
Label at the bottom of the mode continuum: Most written like

The remainder of the graphic includes two horizontal boxes, the top one labelled ‘Build the field’ and the second box labelled ‘ Analyse a model text’. An arrow connects the top box to the second. Three circles sit underneath these two boxes, on the same horizontal plane. They are labelled ‘Plan’, ‘draft’ and ‘Monitor revise & edit’. An arrow connects the ‘Analyse a model text’ box to the first ‘Plan’ circle.
Each circle has four small boxes at 90, 180, 260 and 360 degrees around each labelled ‘Modelled’, ‘Shared’, ‘Guided’ and ‘Independent’.
An arrow points from ‘Plan’ to ‘Draft’ and another from ‘Draft’ to ‘Monitor, revise & edit’)]

Before selecting or composing a model text, it's important that we understand what we are asking the model text to do.

The planning questions featured on this slide provide a deliberate structure across CHPS Key Learning Areas to clarify the writing demands that drive the selection or construction of a model text. The planning questions support movement from syllabus content to a shared understanding of the purpose of the writing, the most appropriate genre for that purpose, identifying that genre is not about labelling the text, but about helping teachers understand the demands of writing so they can best support students to meet those expectations, the vocabulary and text features students will need as well as the level of writing students are expected to produce.

These questions are included in your workbook and are intended to be used as an ongoing planning reference. Please pause the video to give yourself time to review these questions.

[Text on screen: Effective planning with ‘model texts’
Using planning questions to clarify writing demands

Using planning questions to clarify writing demands

1. Which KLA is the focus of the learning?
2. What stage? What subject specific content?
3. What is the purpose of the text if students are ‘writing to communicate understanding’ about …?
4. What is the genre most appropriate for this purpose in this KLA, stage and subject specific content? Why?
5. What are the important structures (stages and phases), vocabulary and text features of the model text?
6. What are the text level demands for student’s writing – sentence/paragraph/text?
7. How do I teach what the students need to know and do?]

Here is a worked example showing how the planning questions can be used before selecting or constructing a model text. The example is from Creative Arts Stage 3, Unit 2, Lesson 8 in the focus area of Music. Please pause the video to read the syllabus content related to this lesson.

[Text on screen: What this looks like in practice
Creative Arts Stage 3, Unit 2, Lesson 8 in the focus area of Music

Text box on left of screen: Creative Arts syllabus
Outcomes – CA3-MUS-01 and CA3-CWT-01
Focus Area – Music
Content Group – Creating written texts supports understanding in Music
Content – Use Tier 2 and Tier 3 vocabulary to create a written review of music, using the elements of music to reinforce an opinion.]

The table shows how the planning questions have been applied to the syllabus content.

Question 1, the Key Learning Area is Creative Arts.

Question 2, it is Stage 3 and the subject-specific content is Tier 3 vocabulary and the elements of music.

Question 3, the purpose of the writing is to inform and persuade, using Tier 2 and 3 vocabulary to write a review, using the elements of music to reinforce an opinion.

Question 4, the genre is a review and the why it's clearly called out in the content point.

Question 5, important structures include descriptive and evaluative language to express likes and dislikes, simple and compound sentences, capitalisation on songs and artist titles.

Question 6, the text level demands are at a paragraph level.

Question 7, this will be taught by building the field through source and mentor texts, exploring Tier 2 and Tier 3 vocabulary and deconstructing a model text.

[Text on screen: What this looks like in practice
Creative Arts Stage 3, Unit 2, Lesson 8, in the focus area of Music

Text box on left of screen: Creative Arts syllabus
Outcomes – CA3-MUS-01 and CA3-CWT-01
Focus Area – Music
Content Group – Creating written texts supports understanding in Music
Content – Use Tier 2 and Tier 3 vocabulary to create a written review of music, using the elements of music to reinforce an opinion

Table on right of screen: Planning questions

1. The Key Learning Area is Creative Arts.
2. It is Stage 3 and the subject specific content is Tier 3 vocabulary, and elements of music.
3. The purpose of the writing is to inform and persuade, using Tier 2 and 3 vocabulary to write a review, using the elements of music to reinforce an opinion.
4. The genre is a review and the why is it is clearly called out in the content point.
5. Important structures include: descriptive and evaluative language to express likes and dislikes, simple and compound sentences, capitalisation on song and artist titles.
6. The text level demands are at a paragraph level.
7. This will be taught be building the field through source and mentor texts, exploring Tier 2 and Tier 3 vocabulary, and deconstructing a model text.]

Resource 10 is an example of how the planning question responses from the previous slide were translated into action to provide a scaffold for students to write.

In this lesson, the teacher builds a field, including students exploring a song by Simon and Garfunkel, ‘The Sound of Silence’, through an element of music, timbre. A cover version of the song by Disturbed is then introduced and again explored in relation to timbre.

During the lesson sequence, students compare the 2 versions of the song through discussion, questioning, performing and the teacher construction of a model text.

At the top of the resource, you will see the writing prompt. "Write a review explaining how unity and contrast are used in ‘The Sound of Silence’, using musical evidence to support your ideas and justify which version you prefer.” The resource scaffolds students to write in several ways, including providing suggested vocabulary as well as sentence stems. The model text constructed by the teacher is an example you see here in Resource 10.

The planning questions supported the creation of this model text to show students how to write a review to express an opinion using Tier 2 and Tier 3 vocabulary specific to the Key Learning Area of Creative Arts. Please pause the video to give yourself time to review the model text.

[Text and image on screen:
Image shown of Resource 10 – Music review scaffold
Text: Stage 3 Unit 2 – model text

Writing prompt: Write a review explaining how unity and contrast are used in ‘The Sound of Silence’, using musical evidence to support your ideas and justify which version you prefer.

Disturbed’s cover of ‘The Sound of Silence’ is a masterful reinterpretation that brilliantly harnesses both unity and contrast to create a powerful listening experience. There is a sense of unity as the verses and refrain follow the same structure each time, and the steady rhythm gives the song a familiar and consistent feel as other elements change. The gradual increase in dynamics and the gritty, dark timbre of the singer’s voice, that becomes more powerful throughout the song, creates strong contrast that builds emotion and keeps the listener interested. Compared to the bright, gentle original version of ‘The Sound of Silence’ by Simon and Garfunkel, this version feels darker and more dramatic, showing how modifying some elements of music can change the mood of a song. This rendition doesn’t just cover a classic; it reinvents it, making it more relevant, intense, and unforgettable.]

Coming back to the planning questions, we are now going to provide time for you to work through questions 1 to 3, using a different example from Creative Arts.

You can see the syllabus content relating to creating written text for Creative Arts, Stage 2, Unit 1, Lesson 4, Music. Your focus is to identify the Key Learning Area, the stage and specific-content focus and what students are writing to communicate their understanding about. Record your responses in your workbook. Please pause the video to complete this task.

[Text on screen: Activity 4
Creative Arts
Outcomes – CA2-MUS-01
Focus Area – Music
Content Group – Listening – Musical ideas are conveyed in various ways using the elements of music
Content point– Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to give an opinion about, describe or explain music.

What are students communicating?
Use syllabus content to identify the focus of student writing

(shown in call out boxes)

1. Which KLA is the focus of the learning?
2. What stage? What subject specific content?
3. What is the purpose of the text if students are ‘writing to communicate understanding’ about …?

(shown under call out boxes)

1. Go to Activity 4 in the workbook.
2. Review the syllabus content provided and identify
   • KLA
   • stage and content focus
   • what students are writing to communicate.
3. Record.]

What should surface through conversation in this task is that students are being asked to communicate their understanding of musical ideas using subject-specific vocabulary and full sentences to describe or explain music.

We've used the syllabus to clarify what students are writing to communicate, answering planning questions 1 to 3.

Moving to question 4 of the planning. ‘What is the genre most appropriate for the purpose in this Key Learning Area, stage and subject-specific? Why?’ In CHPS, genre is selected based on what the writing is doing, not the Key Learning Area alone. Rather than asking, ‘What genre do I teach in this subject,’ we ask, ‘What is the writing trying to do? ‘

While genre is not explicitly named in the syllabus, understanding genre supports the teacher to identify the types of text, their features and vocabulary students need to successfully communicate their understanding.

Across CHPS, purposes typically sit within imagining, informing or persuading with a range of types of texts that can serve these purposes in different Key Learning Areas. Being clear about genre helps teachers and students by making the structures and text features of successful writing visible. Genre is flexible and responsive to purpose, audience and context, which allows similar genres to appear across the Key Learning Areas, but for different content. Genre is chosen based on the purpose for writing, not the Key Learning Area alone. Different Key Learning Areas may use similar genres, but for different content.

[Text and graphic on screen:
Text on screen: Choosing the right kind of text
Match the purpose of the writing to a suitable genre

(shown in a call out box)

4. What is the genre most appropriate for this purpose in this KLA, stage and subject specific content? Why?

Once we know what students are communicating, we decide what kind of text will best allow them to do that.

• What is the purpose of the writing?
• Which kind of text best serves that purpose?

(shown in call out boxes)

Genre is chosen based on the purpose for writing, not the KLA alone.

Different KLAs may use similar genres, but for different content.

Graphic: Genre poster.]

What you can see here is a suggested list of genres drawn from the syllabus content and sample units across the CHPS Key Learning Areas. This is not an exhaustive or prescriptive list. Think about this table as a planning support. The key shift is that we're no longer asking, ‘What genre should I teach?’ We're asking, ‘Given this content and purpose, what kinds of writing could students create to communicate their understanding?’ Please pause the video to allow you time to examine the table. You will also find this table in your workbook.

[Text and table on screen: Sharing and consolidating our thinking (1)
Using suggested genres to plan writing from syllabus content

Table shows: Each of the CHPS syllabuses categorising the types of text into Purpose; Imagining; Informing and Persuading.
Table highlights the organisational patterns that contribute to genre and purpose (Sedita 2020) including description, sequence, explanation, cause & effect, compare & contrast and problem/solution.]

We are now going to apply the thinking from the previous slide using a Stage 3 Creative Arts example.

You've seen a suggested list of genres identified from the syllabus and sample units. Examine the Creative Arts content to identify the purpose of the writing. Select 1 or 2 suggested genres that would suit the purpose. Articulate what students could write about, using the selected genre to communicate their understanding of the content. Record in the notes box provided in your workbook. Please pause this video to complete this task.

[Text on screen: Activity 5
Matching genre to purpose across CHPS
Use the purpose of writing to identify suitable types of texts

1. Go to Activity 5 in the workbook.
2. Examine the Creative Arts content to:
   • identify the purpose of the writing
   • select one or two suggested genres that would suit that purpose
   • articulate what students could write about, using the selected genre to communicate their understanding of the content.
3. Record in the notes box.

Creative Arts – Stage 3 – Unit 2 – Lesson 1 – Dance – exploring unison
Share.]

In Activity 5, using Stage 3 Creative Arts dance content, you identified a purpose for writing and mapped 1 or 2 possible genres that could be used to communicate understanding.

[Text on screen: Sharing and consolidating our thinking (2)
Using suggested genres to plan writing from syllabus content

Text on left of screen: Creative Arts syllabus
Outcomes – CA3-DAN-01 and CA3-CWT-01
Focus Area – Dance
Content Group

• Composing – Dance is composed using the elements of dance to generate movements that communicate ideas and intent
• Creating written text supports understanding in Dance

Content

• Compose a dance sequence using components of space, time and dynamics to communicate an idea or intent
• Use notes and annotated images to create a multimodal text documenting ideas for a dance.]

Here is an outline of how one DoE unit plans for writing using the syllabus content. In this unit, students use notes, drawings and annotated images to document dance ideas.

This creates a multimodal, informative text that supports explanation of how the elements of dance were used to communicate intent. This genre choice works because the purpose is informing. Compositional decisions are explained.

The content is movement-based, so diagrams and images support precision. Annotations support the use of subject specific vocabulary alongside images. Writing is closely connected to doing and reflecting rather than describing after the fact.

This genre was selected because the option best supports what the unit intends students to communicate at this point in the learning. There may be alternative options. This is not the only one.

[Graphic on screen is added to the ‘Sharing and consolidating our thinking (2)’ text already on screen
Graphic shows: illustrative figures 1 to 8 depicting different dance moves, addressing the content on the left of the screen.]

The next step in a scaffolded instructional approach is building the field. Building the field is the phase where instruction deliberately develops the shared knowledge and subject-specific language required before writing. This includes building understanding of key concepts, exposing students to disciplinary ways of thinking and developing the language expected in written responses.

[Text and graphic on screen:
Text on screen: Building the field
Using a scaffolded instructional approach
Graphic shows the ‘Scaffolded Instructional Approach’ model]

This HSIE syllabus example builds the field for students to learn about the past and that written text support that understanding by sequencing events and explaining change over time. This syllabus content identifies the knowledge and text features students need to build before writing, including understanding how communication has changed over time, text features related to past and present.

These focus points reinforce the purpose of writing in this HSIE example and the informative genre that best supports the purpose. The next section examines how instruction deliberately builds that knowledge and language prior to students being asked to write.

[Text on screen: Building the field – HSIE – Stage 1
Unit 5 – Lesson 13 – Australia’s connection to the world through radio and television

Text left of screen: HSIE syllabus
Outcome – HS1-HIS-01
Focus Area – People learn about the past by engaging with stories, images, objects and sites
Content Group – Sequencing ideas in written texts supports understanding of the past
Content – Use time connectives to sequence information and events

Text to right of screen: Purpose of the writing:

• Communicate understanding of the past
• Sequencing events over time
• Explain change from past to present
• Genre – informative (factual / explanatory texts)]

Activity 6 will primarily focus on questions 5 and 6 of the planning questions, identifying building the field in practice.

In your workbook, you've been provided with steps 1 to 20 from HSIE Stage 1, Unit 5, Lesson 13, Australia's connection to the world through radio and television. Analyse these steps. Identify the steps that show where and how the teacher is building conceptual knowledge, vocabulary and understanding text features, shared understanding through scaffolded talk and examples.

Record these steps under the relevant headings in the table provided. As you work, remain grounded in the lesson steps provided. Note that a single step may contribute to more than one column. Focus on intentionally sequencing of knowledge and language, not surface features. Please pause this video to complete this task.

[Text on screen: Activity 6
Identifying ‘building the field’ in practice
HSIE – using a lesson sequence to identify ‘building the field’

(shown in 2 call out boxes)

5. What are the important structures (stages and phases), vocabulary and text features of the model text?

6. What are the text level demands for student’s writing – sentence/paragraph/text?

1. Open Activity 6 in the workbook.
2. Analyse steps 1–20 from HSIE Stage 1 Unit 5 – Lesson 13 – Australia’s connection to the world through radio and television.
3. Identify the steps/activities that show where and how the teacher is building:
   • conceptual knowledge
   • vocabulary and understanding text features
   • shared understanding through scaffolded talk and examples.
4. Record the steps/activities under the relevant headings in the table provided.]

This table synthesises one way of analysing steps 1 to 20 from the HSIE lesson using an instructional lens.

Viewed in this way, the lesson sequence shows how the field is deliberately built before students write. Building conceptual knowledge. The unit introduced radio and television, compared past and present ways people communicated and discussed how information and entertainment were shared over time.

Building vocabulary and understanding of text features. The steps introduce subject-specific terms: radio, broadcast, television, news, programs. The unit discussed time connectives: before, after, then, now. And use of past and present tense to describe change.

Building shared understanding through scaffolded talk and examples. The unit guided questioning and discussion, interpreting images and sources, oral sequencing of events and justifying ideas using evidence. The analysis names the activities. The analysis identifies what knowledge and language are being deliberately built. The same instructional moves apply across all CHPS Key Learning Areas. The content changes. The process remains consistent. This example is transferable to building the field to other Key Learning Areas.

[Text and table on screen:
Text on screen: Building the field in action – HSIE
Instructional steps before independent writing

Table shown with 3 columns
1st column text:
Building conceptual knowledge

• Introduce radio and television
• Compare past and present ways people communicated
• Discuss how information and entertainment were shared over time

2nd column text:
Building vocabulary and understanding of text features

• Introduce subject-specific terms (radio, broadcast, television, news, programs)
• Discuss time connectives
  • (before, after, then, now)
• Use past and present tense to describe change

3rd column text:
Building shared understanding through scaffolded talk and examples

• Guided questioning and discussion
• Interpreting images and sources
• Oral sequencing of events
• Justifying ideas using evidence]

Earlier in this session, we planned for the selection or creation of a model text using the planning questions. Now that we have built the field, the next step in a scaffolded instructional approach is to analyse a model text.

[Text and graphic on screen:
Text on screen: Model text
Making the writing demands visible

Graphic shows the ‘Scaffolded Instructional Approach’ model]

Let's now analyse the Creative Arts model text, as a modelled example.

As we do this, we are not evaluating the quality of text. We are using it to make the writing demands of the syllabus visible. As we go, I will model how to guide students through analysing by thinking aloud.

Naming not just what we notice, but how we know and why that matters. What is this text trying to do? What clues in this text tell us this?

The purpose of this text is to inform. By identifying and describing rock 'n' roll music, where it came from and what it's known for.

What type of text is this? What do texts like this usually include? The type of text or genre is a description. This means the text is organised to define, describe and classify information.

What is the main idea of the text? Here we are modelling how to connect the main idea or topic to the purpose.

The opening sentence functions as a topic sentence for an informative text. It clearly identifies the main idea, telling the reader exactly what is being described. This supports the informative purpose by signalling what the reader will learn about from the outset, what new information is added and how does this build on the first sentence. Here we are making visible how ideas are developed across sentences.

The next sentence adds background information extending the reader’s understanding. It explains the influences on the music, describes experiences and observations clearly and builds conceptual understanding for the audience.

Which words tell us about the tense of the writing? Here we are making it clear for students that grammar choices contribute to making meaning.

We deliberately see the use of past and present tense. The past tense ‘began’, ‘was influenced’ is used to explain history. While the present tense ‘is still popular’, ‘is known for’ describes current characteristics. Together, these choices of tense support the informative purpose by helping the reader understand both where the music came from and what defines it today.

What are the text features of this model text? This helps a learner identify how structures such as headings, diagrams and language features enhance meaning.

For example, the text uses descriptive noun groups, such as ‘strong backbeat’ and ‘electric guitar sounds’. These noun groups pack detail into short phrases describing musical ideas clearly.

Which Tier 3 words can we identify that are specific to music? They name the musical ideas students are expected to understand and communicate. Tier 3 words include ‘rock 'n' roll’, ‘backbeat’, ‘electric guitar’, ‘vocals’ and ‘rhythms’.

Which Tier 2 words are in this text? Tier 2 words help us explain ideas clearly and are transferable between subjects. This text uses Tier 2 vocabulary, such as ‘influenced’, ‘popular’, ‘energetic’ and ‘advancing’. These words are not music-specific, but they explain, describe and connect ideas across learning areas.

Together, the combination of Tier 3 and Tier 2 vocabulary show students how to communicate their understanding of music precisely and effectively for informative purpose.

[Text on screen: Creative Arts model text analysis
Use Tier 2 and Tier 3 vocabulary and a combination of written sentences to give an opinion about, describe or explain music

Text left of screen: Purpose – to inform identifying / describing
Genre – description
Informative purposes topic sentence
Informative purposes background information
Text features past and present tense
Text features noun groups
Tier 3 vocabulary
Tier 2 vocabulary

Text right of screen: Rock’n’roll Music

Rock’n’roll is a style of music that began in the 1950s in the United States of America, which is still popular all around the world today.

It was influenced by African-American communities, blues and gospel music and advancing technologies. This music is known for its strong backbeat, electric guitar sounds, energetic vocals and fast rhythms.]

Let's now look at a Stage 1 HSIE model text. This text deliberately focuses on one carefully constructed sentence. That's an important instructional decision in Stage 1 because it allows students to focus on how meaning is built at the sentence level.

As we work through the deconstruction of this text, please pause the video to reflect or have discussion if you're working in a group.

I'll ask you now to consider the purpose of this text.

The purpose of this writing is to inform, by describing and comparing how communication has changed over time.

What is the genre or type of text in this model text?

The genre here is an explanation. Students are explaining a change from past to present, focusing on how technology connected Australia with the world before television. This aligns directly with the HSIE content focus on understanding the past and sequencing ideas over time.

Could you now consider what type of sentence this is?

This sentence is a compound sentence. It joins two independent clauses using the coordinated conjunction ‘but’, which represents contrast.

What sentence-level grammar do you notice?

We can see the use of sentence-level grammar through a contextually precise prepositional phrase. This sentence begins with ‘before television’. This prepositional phrase functions as a time marker. It tells the reader when the events occurred and clearly places the information in the past.

Let's now look at the text to identify any other text features.

This sentence demonstrates a text feature of past tense. Verbs, such as ‘listened’ and ‘could only hear’ show that the events happened in the past. Together, the past tense verbs and the prepositional phrase work to clearly communicate historical understanding.

This model text shows students what they are writing about, why they're writing and how to structure a sentence to do that effectively.

[Text on screen: HSIE Stage 1 model text analysis
Create compound sentences using coordinating conjunctions to compare, describe or give an opinion on the past

Text on left of screen: Purpose – to inform describing/comparing
Genre – explanation change over time
Sentence-level grammar compound sentence
Sentence-level grammar – coordinating conjunction
Sentence-level grammar prepositional phrase
Text feature past tense

Text on right of screen: How communication has changed over time
Before television, Australians listened to the radio, but they could only hear events, not see them.]

We will now provide time for you to analyse a model text based on the process outlined over the two slides for Creative Arts and HSIE. Here, our primary focus is on questions 5 and 6 of the planning, but you'll also need to complete questions 3 and 4.

At this stage of the planning process, teachers may construct their own model text based on syllabus content. To recap, the purpose of analysing a model text is to demonstrate expectations, explicitly teach the vocabulary and text features students need and show how understanding is communicated through written text.

For this professional learning, we selected 4 model texts from the DoE units. We have already analysed a Creative Arts and a HSIE model text.

We'll now provide time for you to analyse a PDHPE model text and then we'll ask you to individually analyse a Science and Technology model text. These are provided in your workbook along with the relevant syllabus content.

The task is to analyse the model text to identify purpose, genre, text features and text level demands aligned to a creating written text content point. We will continue to scaffold this process using the gradual release of responsibility model.

[Text on screen: Activity 7
Analysing sample model texts across CHPS
Analysing model texts to inform instructional choices

(shown in call out boxes)

5. What are the important structures (stages and phases), vocabulary and text features of the model text?

6. What are the text level demands for student’s writing – sentence/paragraph/text?

1. Go to Activity 7 in the workbook.
2. In groups analyse a model text from the PDHPE learning area using the CWT content to identify the:
   • purpose
   • genre
   • text features and text level demands aligned to a CWT content point.
3. Record responses in the tables provided.]

Take the time to analyse a stage 3 PDHPE model text. Work as a group if you can.

Identify purpose, genre, grammar, text features and Tier 2 and Tier 3 vocabulary, drawing on what we explored in Creative Arts and the HSIE text. Please pause the video to complete this task.

[Text on screen: PDHPE Stage 3 model text analysis

Use nominalisations and noun groups to convey health, safety, and wellbeing concepts succinctly and authoritatively

Text on left of screen: Purpose – to inform safety instructions
Genre – procedural explanation
Sentence-level grammar nominalization
Text features noun groups
Text features present tense/imperative verbs

Text on right of screen: How to report a fire by calling Triple Zero (OOO)
There a few simple steps in making a Triple Zero (000) call to report a fire:
Stay calm and call Triple Zero (000) from a safe location.
An operator will ask you if you need Police, Fire or Ambulance. Say ‘Fire’. If you are calling using a mobile or satellite phone the operator will ask you for other location information.

You will then be connected to an emergency service operator, who will take details of the situation Stay on the line, speak clearly and answer the operator's questions.

Give them the details of where you are, including street number, name, nearest cross street, and locality. In rural areas it is important to give the full address and distances from landmarks and roads, not just the name of the property.

Don't hang up until the operator has all the information they need.

If possible, wait outside at a prearranged meeting point or in a prominent location. This will assist the Fire Services when arriving to quickly locate the fire.

If you make a Triple Zero (000) call whilst travelling on a Motorway or on a rural road, know the direction you are travelling and the last exit or town you passed through to assist services to correctly locate the incident. NOTE: do not make phone calls while driving.]

Here is one way you could analyse this text.

The purpose of the writing is to inform, to communicate safety procedures when reporting a fire.

The genre here is a procedural explanation. This means that the text explains what to do and how to do it using clear ordered steps. This directly aligns with the PDHPE context where clarity and accuracy are essential.

A key feature of PDHPE writing is the use of nominalisation. Nominalisation is the process of transforming actions or events into things, concepts or ideas that function as nouns. In this model text, actions are turned into concepts, such as ‘location’, ‘information’, ‘situation’ and ‘direction’. This allows the text to focus on procedures and key safety information rather than on people or actions, which helps the writing sound objective, concise and authoritative.

We see the use of noun groups, for example, ‘emergency service operator’, ‘nearest cross street’, ‘rural areas’ and ‘a prearranged meeting point’. These noun groups pack precise detail into short phrases, ensuring instructions are clear and actionable.

The text also uses present tense in imperative verbs, such as ‘stay calm’, ‘give them the details’ and ‘don't hang up’. These choices tell the reader exactly what to do right now, which is essential in an emergency context.

Together, the normalisation, noun groups and imperative verb choices show students how language is used deliberately in PDHPE to communicate safety procedures clearly and effectively.

[Text is highlighted on the screen as speaker is talking]

For our final model text analysis, we're going to look at a Stage 1 Science and Technology example.

This time, we would like you to work independently to analyse this piece of writing for a Stage 1 class. Again, using the elements that we identified in the previous model text, including purpose, genre, grammar, text features and Tier 2 and Tier 3 vocabulary. Please pause the video to complete this task.

[Screen shows: Science and Technology Stage 1 model text analysis
Use nouns, noun groups and verbs to create notes, annotations and labels to document observations

Text on left of screen: Purpose – to inform
Genre – informative explanation
Sentence-level grammar nouns
Sentence-level grammar noun groups
Sentence-level grammar verbs

Text on right of screen: Life cycle of the Eastern Grey Kangaroo
Newborn
Tiny, pink and hairless, the joey crawls into the pouch. For the first few months it lives only inside the pouch.

In the pouch
The joey drinks milk and grows fur while still in the pouch. It has fine hair and a smooth, pink face. It has large eyes.

Leaves pouch (in and out phase)
After a few months, the joey starts to hop in and out of the pouch. Its legs and tail grow longer, and its head gets bigger.

Adolescent
The joey leaves the pouch for good but stays close to mum.

Adult
The kangaroo is grown up and ready to reproduce. The cycle begins again!]

Here is one way you could analyse this text.

The purpose of this text is to inform. It communicates scientific understanding about the lifecycle of an Eastern Grey Kangaroo, describing how a living thing changes over time.

The genre here is an informative explanation. This text explains what happens at each stage of the lifecycle in a clear and factual way.

We can see the syllabus content point in action through the use of nouns to name what is being observed. You can see the nouns highlighted on the slide. These nouns identify key living things and features that the student is observing.

These nouns are then expanded into noun groups to add precise detail. For example, ‘fine hair’, ‘smooth, pink face’ and ‘large eyes’. These noun groups help students record observations clearly and accurately, which is essential in Science and Technology.

The text also uses verbs to describe what is happening at each stage of the lifecycle. Verbs such as ‘drinks’, ‘grows’, ‘lives’, ‘leaves’, ‘stays’ and ‘begins’ shows change over time and capture what the Joey is doing or becoming at each stage.

[Text is highlighted on the screen as speaker is talking]

[Image on screen: NSW Government logo
Text on screen: © State of New South Wales (Department of Education) 2026]

[End of transcript]

[Text on screen: NSW Department of Education
3
An illustration of practice]

Sarah Young – K–6 curriculum adviser

In this session, we will provide an Illustration of practice of the scaffolded instructional approach for creating written text in CHPS.

The students in Mr. Saxon's stage 1 class have been investigating how living things change over time in Science and Technology. It is the end of the unit and the teacher is supporting the students using a scaffolded instructional approach to communicate their understanding.

Students are writing to inform by describing the changes in an animal as it goes through its lifecycle using data and scientific models. Mr Saxon is scaffolding students to use nouns, noun groups and verbs to annotate and label the stages of the lifecycle of different animals to communicate their understanding.

[Text on screen: Illustration of practice (1)
Creating written texts – Science and Technology – Stage 1 – Unit 1

Two text boxes shown, the first: Write to inform by describing how an animal changes across its life cycle using data and scientific models.
The second: The teacher scaffolds students to use nouns, noun groups and verbs to annotate and label the stages of different animal life cycles.]

Following a scaffolded instructional approach, Mr. Saxon builds the field over multiple lessons. He explores the lifecycle of a frog and a bird. During this time, he uses source and mentor texts to develop content-specific knowledge, engagement with the topic and to explore ideas and concepts.

Using a model text, Mr. Saxon introduces how to communicate understanding through creating written text, by explicitly unpacking the structure of a lifecycle and the use of arrows to sequence the stages.

[Graphics and text on screen:
Text on screen: Illustration of practice (2)
Building the field

Graphics on screen: First shows 6 stages of a frog’s lifecycle.
Second shows nine photographs of the lifecycle of a bird.
Graphic three and four show the lifecycle of a bird and a frog with annotations of each phase. Graphics five and six use a scientific text flowchart to document the lifecycles of a frog and a bird.]

In the final lesson in the sequence, Mr. Saxon uses the work he has done to prepare students to write to communicate their understanding of the lifecycle of living things to now focus on kangaroos.

Students have a strong understanding of the structure and the features of a flow chart as a scientific text that explains a sequence, having used the scaffolded instructional approach in the last 2 lessons.

Mr Saxon begins the lesson with a heads or tails game to review Tier 2 and Tier 3 vocabulary. He then introduces the final task to co-create a flow chart explaining the Eastern Grey Kangaroo's lifecycle.

Mr. Saxon builds the field by using a source text to highlight how its classification as a marsupial makes its stages different from other animals. He reads a model text that uses Tier 2 and Tier 3 vocabulary to describe each stage of the kangaroo's lifecycle, highlighting how nouns, noun groups and verbs explain the sequence, then provides a structured template for students to create their own.

Students draw each stage with scaffolded support. They cut and sequence their work into a flow chart, compare with a peer for feedback and complete a final reflection before adding arrows and pasting their work in sequence.

Mr. Saxon now focuses in on the text features that will support students to use Tier 2 and Tier 3 vocabulary in their choice of nouns, noun groups and verbs to communicate their understanding by deconstructing model sentences about the lifecycle of a kangaroo and guiding students to add them to their flow charts.

The class then jointly constructs the remaining sentences with some students working independently before sharing their work for peer feedback with a focus on the selection of nouns, noun groups and verbs.

[Graphics and text on screen:
Text on screen: Illustration of practice (4)
Lesson 14 – Kangaroo Life Cycle

Graphics on screen: The first has two images of a scientific text flowchart documenting the lifecycles of a frog and a bird.
The second is a model text of the lifecycle of an Eastern Grey Kangaroo.
The third is a template to support students to create a flow chart.
The fourth is an image of model sentences that deconstruct the text features.]

This learning sequence illustrated how students were developing their ability to write informative text that explain changes an animal undergoes throughout its lifecycle, drawing on data and scientific models to support their ideas.

Throughout the sequence, the teacher scaffolded students to use precise nouns, expanded noun groups and purposeful verbs to annotate and label the stages of different animals’ life cycles, strengthening both their scientific understanding and their knowledge of text features.

To check for understanding of the learning, specifically for creating written text, what would you want to hear your students say? Please discuss this and pause the video to complete this task.

[Text on screen: Checking for understanding
What would you want your students to say?

• Understanding of Science content
• Flowcharts as a Scientific text
• Use of Tier 2 and Tier 3 vocabularly
• Use of nouns, noun groups and verbs
• Connections between content and communication]

Here are some examples of what we would like students to say when we're checking for understanding of this lesson sequence. Now, there are many more than we're going to show you. These are just some examples.

When we're checking for understanding of science content, students may say, ‘A kangaroo starts as a tiny joey and grows into an adult. The joey stays in its mother's pouch to stay safe and drink milk. Each stage shows how the kangaroo changes as it grows’.

If we're checking for students' understanding of flow charts as a scientific text, students may say, ‘The flow chart shows the stages in order. The arrows help us see what happens next. The flowchart helps explain the lifecycle step by step’.

And when we're checking for understanding of use of Tier 2 and Tier 3 vocabulary, things we would like our students to say, "I used words like 'grows' and 'changes' to explain what happens". So, that is addressing Tier 2 vocabulary. "I use the word 'joey' because it's a name for a baby kangaroo", addressing Tier 3 vocabulary. "I used 'life cycle' and 'stage' to explain the scientific idea", once again addressing Tier 3 vocabulary.

If we're checking for understanding of the use of nouns, noun groups and verbs, we may like our students to say, "I used the noun 'joey' to name the baby kangaroo. I added words like 'tiny, pink joey' to give more detail”, so addressing the noun group. “And I chose verbs like 'grows' and 'hops' to show how it changes over time".

And then if we're checking for understanding around the connections between content and communication, things we would like our students to say, "My words help explain the lifecycle clearly. I chose words that show what the kangaroo does at each stage. I chose verbs like 'grows' and 'hops' to show how it changes over time".

We'd now like you to take some time to reflect on the Illustration of practice. Do this as an individual and if you're working as a group, then share back.

In Activity 8, we would like you to use the notice, wonder, connect prompts.

Notice. What did I notice about how students were supported to create written text?

Wonder. What questions do I have about the choices made?

Connect. What am I doing that is similar or where could this fit into my practice?

Record reflections in your notebooks. Pause the video to complete this task.

[Text on screen: Activity 8
Notice – Wonder – Connect

Reflect on Illustration of practice

1. Go to Activity 8 in the workbook.
2. Individually respond to the following reflection prompts
   • Notice
     • What did I notice about how students were supported to create written text?
   • Wonder
     • What questions do I have about the choices made?
   • Connect
     • What am I already doing that is similar or where could this fit into my practice?
3. Record reflections in your notes box.
4. Share in small groups.]

[Image on screen: NSW Government logo
Text on screen: © State of New South Wales (Department of Education) 2026]

[End of transcript]

[Text on screen: NSW Department of Education
4
Collaborative inquiry – CWT in CHPS]

Katrina Cameron – K–6 curriculum adviser

This session aims to support the application of this professional learning into practice as we move from the engage to the enact phase of CHPS curriculum implementation.

In the final part of the workshop, we will engage in guided school planning for collaborative inquiry and develop a learn-do-reflect cycle using lesson study to support implementation.

[Graphic and text on screen:
Text on screen: Part 3 – Collaborative Inquiry – CWT in CHPS
Guided planning session for collaborative inquiry – Learn – Do – Reflect

Three graphic illustrations shown: the first image is of teachers learning. The corresponding text reads: Learn – Understanding evidence
The second image is of a teacher teaching in class. The corresponding text reads: Do – Applying expert knowledge
The third image is of two teachers discussing their teaching. The corresponding text reads: Reflect – Reflecting on practice.]

This professional learning roadmap can guide the learn phase of the cycle, supporting your context and current level of knowledge and practice in the scaffolded instructional approach. You may also choose to align your learn phase with learning walks, focused on elements of the instructional approach to identify and assess current practice in your setting.

Links to the professional learning on the roadmap are in the workbook. Consider this question, what might the learn phase roadmap look like for your individual practice or school?

[Graphic and text on screen:
Text on screen: Professional Learning Road Map
Developing a scaffolded instructional approach for CWT in CHPS

Graphic on screen: curving road in the centre of the screen, running horizontally. 3 text boxes sit above the road, and 6 below the road.

Text in first box: ‘AERO – A knowledge-rich approach to curriculum design’
second box: ‘AERO – School Writing Instruction Framework (SWIF)’
third box: ‘Literacy and numeracy – Creating Written Texts Advice Guides’
fourth box: ‘English 3–6 Microlearning – Module 6, Creating Written Texts’
fifth box: ‘The Mode Continuum – Moving from spoken to written language to communicate understanding’
sixth box: ‘Model texts – PETAA’]

In the ‘Learn’ phase, we need to determine the existing teacher professional knowledge of the scaffolded instructional approach to create written texts. This clarity will then allow us to plan the professional learning required for teachers to understand the evidence and apply it to their practice.

In this activity, you'll open the participant workbook to Activity 9, reflect on the following questions in relation to the scaffolded instructional approach for creating written texts for your setting. What is the current level of professional knowledge and practice? and What learning needs to occur to ensure teachers understand the evidence?

Use the roadmap of professional learning to assist you in planning, record your planning for the ‘Learn’ phase in the template, including the key concepts and teaching strategies you have identified teachers need to learn to support the scaffolded instructional approach for creating written texts and any planned professional learning.

The learn-do-reflect template has been linked in the participant workbook, if you wish to download and work this way. Please pause the recording and spend 10 minutes on the learn phase.

[Text on screen: Activity 9
Learn – Do – Reflect (1)
‘Learn phase’ – Understanding evidence

1. Go to Activity 9 in the workbook.
2. Reflect on the following questions in relation to the scaffolded instructional approach for CWT
   • What is the current level of professional knowledge and practice?
   • What learning needs to occur to ensure teachers understand the evidence?
3. Use the ‘Professional Learning Roadmap’ to access professional learning options.
4. Record in the ‘Learn’ section
   • Key concepts and teaching strategies
   • Planned professional learning for teachers.]

In the ‘Do’ phase of the cycle, we encourage you to strategically plan for a lesson study focused on collaborative planning and exploration of a scaffolded instructional approach for creating written texts within a CHPS lesson. Lesson study supports collaborative discussion and application of the professional knowledge gained from the learn phase. In your lesson study, focus on using model texts within a scaffolded instructional sequence to support students to write to communicate understanding in CHPS.

Use the lesson study evidence bank suggestions as a guide to prompt your thinking around evidence collection. To plan the do phase, go to Activity 10 in the workbook. Record your planning into the learn-do-reflect template by following the suggested steps in the workbook.

This is a working document and some components of the planning may require ongoing refinements. Please pause the recording as you'll spend 10 minutes on this task.

[Graphic and text on screen:
Text on screen: Activity 10
Learn – Do – Reflect (2)

‘Do phase’ – Applying expert knowledge

1. Go to Activity 10 in the workbook.
2. Record your planning into the Learn-Do-Reflect template by following the suggested steps in the workbook.
3. Use the ‘Lesson study – evidence bank suggestions’ as a guide.

Graphic on screen: image of five steps in a learning walk to support the ‘Do’ phase of the cycle.
Text under each step graphic:

1. Select a focus CHPS KLA
2. Select a focus stage/grad
3. Identify participants
4. Determine content focus for lesson study
5. Implement lesson study.]

In the ‘Reflect’ phase, teachers involved in the lesson study need to examine and discuss evidence. The evidence collected from the lesson study should be clearly aligned to the agreed teaching focus determined in the ‘Do’ phase.

Use this last window of our planning time to select and record the types of evidence that your focus group may collect. This planning will also support engagement in a lesson study debrief in the ‘Reflect’ phase, use the evidence bank suggestions in the workbook to assist you with this step.

Then use the lesson study reflection question bank in the workbook as a reference to determine your team's lesson study debrief questions. These questions will help frame the exit conversations from the collaborative inquiry, which will inform the next steps. Please pause the recording for 10 minutes to complete this activity.

[Text on screen: Activity 1
Learn – Do – Reflect (3)

‘Reflect’ phase – Reflecting on practice

1. Go to Activity 11 in the workbook.
2. Record the types of evidence the group will collect using the ‘evidence bank suggestions’ as a reference.
3. Record ‘Next steps’ to support the lesson study debrief, using the ‘Next steps question bank’ as a reference.]

We have now arrived at the conclusion of the professional learning.

[Text on screen: Conclusion]

If you would like to reach out to the Primary Curriculum team, please contact us via this email or through the Statewide Staffroom. This QR code takes you to the enrolment page to join the Primary Curriculum Statewide Staffroom.

Sarah and I would like to thank you for joining us to complete the Writing with Purpose in CHPS Workshop. Thank you and have a wonderful day.

[Text on screen: Contact us
Primary Curriculum Statewide Staffroom
primarycurriculum@det.nsw.edu.au]

[Image on screen: NSW Government logo
Text on screen: © State of New South Wales (Department of Education) 2026]

[End of transcript]