Step 1: Explicit Teaching & Modelling
Define the outcome-specific metalanguage (context, representation, character) and model how to identify the feature, select evidence and explain or use it.
Learning goals
1. Outcome Overview & Core Concepts
Students learn to identify and explore ideas, points of view, characters, events and/or issues in literary texts, drawn from historical, social and/or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors. They identify precise evidence and explain or evaluate how a language, structural, literary or multimodal choice shapes meaning, representation, audience response or purpose. Key concepts include context, representation, character, literary.
Learning target: identify and explore ideas, points of view, characters, events and/or issues in literary texts, drawn from historical, social and/or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors
4-Step Instructional Sequence
4. 4-Step Instructional Sequence
Step 2: Guided Analysis
Work through a second example together: What is the choice or feature? Where is the evidence? What does it do here?
Step 3: Collaborative / Independent Practice
Students annotate, compare, read, edit, speak or compose with a fresh example, then apply the concept independently.
Step 4: Formative Assessment
Use an unseen micro-text, oral task or creation task. Require precise evidence plus a justified explanation or deliberate crafting choice.
Subject-Specific Content & Key Examples
2. Subject-Specific Content & Key Examples
Evidence about character
Instead of “the character is brave”, point to an action, line of dialogue or narrator description and explain how it supports the inference.
Setting shapes events
Compare the same event in a crowded city and an isolated forest. Discuss how setting changes what can happen and the mood a reader may experience.
Author choice creates effect
A repeated sound, image, metaphor or sentence pattern matters because of what it makes the reader notice, imagine or feel in that moment.
Use source-based cultural evidence
When a text, language name or cultural protocol is discussed, identify the source and describe what it supports without treating one example as representing all First Nations Peoples or Countries/Places.
Curriculum Coverage & Elaborations
Curriculum Coverage & Elaborations
The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.
- E1: exploring ideas about heroism in literary texts by wide-ranging world authors
- E2: discussing the similarities and differences in character representations in film adaptations of novels and plays
- E3: exploring representations of characters and events in literary texts by First Nations Australians (teaching context)
- E4: exploring depictions of the city or the bush in Australian poems and short stories from different eras
Common Student Misconceptions
3. Common Student Misconceptions
- Feature spotting: Explain how the exact feature shapes meaning, communication or response.
- Retelling: Select precise evidence and analyse it rather than repeating content.
- Automatic effect: Interpret choices through audience, purpose, context and surrounding text.
- Vague explanation: Replace “this makes it better” with the exact feature, evidence and likely effect.
Practice Thought & Formative Assessment
Practice Thought & Formative Assessment
Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.
🎥 Optional Video Lesson
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
- Pause after each worked example.
- Try the examples yourself.
- Return to the SkillrHub lesson before continuing.
Recommended: Kirli Saunders Story Talks: Bindi
State Library Victoria — Hear a Gunai author explain how experience and connection to Country shaped a literary work.
As you watch: How do Kirli Saunders’s experiences help you understand the concerns and perspective of Bindi?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Identify one connection between the author’s context and the book’s ideas, then compare it with another text you are studying while keeping the authors’ contexts distinct.
Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.
About these videos
Videos are curated from trusted independent educational creators and played through YouTube. Rights remain with their respective owners. Inclusion does not imply that a creator or YouTube endorses SkillrHub.
YouTube’s terms and privacy policy apply to its player. Advertising, recommendations and external links may appear, and videos may change or become unavailable. SkillrHub’s written lessons and practice resources remain available separately.
To report a content, suitability or rights concern, email skillrhublearning@gmail.com with the lesson code and video link. Please do not include personal student information.
Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for And explore ideas, points of view, characters, events and/or issues...
Mapped skill: identify and explore ideas, points of view, characters, events and/or issues in literary texts, drawn from historical, social and/or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors
These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9E7LE01 · Year 7 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — English | VC2E7LE01 · Level 7 |
| New South Wales | NSW English K–10 Syllabus (2022) | EN4-RVL-01 + EN4-URA-01 · Stage 4 |
| United States (USA) | Common Core State Standards for English Language Arts | Grade 7 |
| Canada (Ontario) | Ontario Curriculum — English | Grade 7 |
| United Kingdom (England) | National Curriculum in England — English | Year 8, Key Stage 3 |
| India | NCERT / CBSE — English | Class 7 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
Help improve SkillrHub
Questions or feedback?
Ask about this lesson, suggest an improvement or report an error. Facebook opens only when you choose an option below.
Topic reference: AC9E7LE01 — AC9E7LE01: Identify and explore ideas, points of view, characters, events and/or issues in literary texts, drawn from historical, social and/or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors
Privacy: Please don’t share personal student or school information. Younger students should ask a parent, guardian or teacher to post on their behalf.