This document provides an overview and breakdown of the common module rubric. It examines how the rubric is structured and defines its key terms and components. The rubric focuses on students developing an understanding of how texts represent human experiences on both individual and collective levels. It also addresses how students can analyze the representation of ideas, emotions, and themes in texts and how they are shaped by various textual elements. The document provides definitions for terms in the rubric and asks students to demonstrate their understanding through activities like defining the terms in their own words and identifying synonyms.

1. Deconstructing the
Common Module
Rubric

2. Texts and Human
Experiences

3. In this common
module students
deepen their
understanding of
how texts represent
individual and
collective human
experiences.

4. They examine how texts
represent human qualities and
emotions associated with, or
arising from, these experiences.

5. Students appreciate, explore,
interpret, analyse and
evaluate the ways language is
used to shape these
representations in a range of
texts in a variety of forms,
modes and media.

6. Students explore how texts may
give insight into the anomalies,
paradoxes and inconsistencies
in human behaviour and
motivations, inviting the
responder to see the world
differently, to challenge
assumptions, ignite new ideas
or reflect personally.

7. They may also
consider the role
of storytelling
throughout time to
express and reflect
particular lives and
cultures.

8. By responding to a range of
texts they further develop skills
and confidence using various
literary devices, language
concepts, modes and media to
formulate a considered response
to texts.

9. Students study one
prescribed text and a range
of short texts that provide
rich opportunities to further
explore representations of
human experiences
illuminated in texts.

10. They make increasingly
informed judgements about
how aspects of these texts,
for example context,
purpose, structure, stylistic
and grammatical features,
and form, shape meaning.

11. In addition, students select one
related text and draw from personal
experience to make connections
between themselves, the world of
the text and their wider world.

12. By responding and
composing throughout the
module students further
develop a repertoire of skills
in comprehending,
interpreting and analysing
complex texts.

13. They examine how different modes and media use
visual, verbal and/or digital language elements.

14. They communicate ideas
using figurative language to
express universal themes
and evaluative language to
make informed judgements
about texts.

15. Students further develop skills in using metalanguage,
correct grammar and syntax to analyse language and
express a personal perspective about a text.

16. Components in the Rubric
Text Requirements
Human Experiences Ideas
Representation
Reader Response
Composition

17. Text Requirements
• One prescribed text and a range of short texts (that provide rich
opportunities to explore representations of the human experiences
illuminated in texts)
• One related text (draw from personal experience to make connections
between themselves, the world of the text and their wider world)

18. The Human Experience (Concept)
• Individual human experience
• Collective human experience
• Human qualities and emotions associated with or arising from
experiences
• Anomalies, paradoxes and inconsistencies in human behaviour and
motivations
• Particular lives and cultures
• Universal themes

19. Representations (how texts)
• The ways language is used to shape representations in a range of
texts in a variety of forms, modes and media
• May give insight into …
• The role of storytelling throughout time to express and reflect
• how aspects of these texts (context, purpose, structure, stylistic and
grammatical features, and form) shape meaning
• Different modes and media use visual, verbal and/or digital language
elements

20. Reader Response (appreciate, explore, interpret, analyse and evaluate)
• Deepen their understanding of how texts represent… / examine how
texts represent…
• Invite the responder to see the world differently to challenge
assumptions, ignite new ideas or reflect personally
• Increasingly informed judgements about how aspects of texts (…)
shape meaning
• Draw from personal experience to make connections between
themselves, the world of the text and their wider world
• Develop a repertoire of skills in comprehending, interpreting and
analysing complex texts

21. Composition
• Develop skills and confidence using various literary devices, language
concepts, modes and media to formulate a considered response to
texts
• Communicate ideas using figurative language to express universal
themes
• Evaluative language to make informed judgements about texts
• Using metalanguage, correct grammar and syntax to analyse
language and express personal perspective about a text

22. Definitions of Key Words in the Rubric
On pages 3 – 4 of the Common Module Introductory Resources
Booklet, vocabulary from the rubric has been defined. To ensure
you understand these words, aim to write each definition in your
own words.

23. Synonyms of Key words in the Rubric
The words defined will most likely be used in the assessment and
examination questions… So, you’ll need to know synonyms…
Have a go yourself at filling in the table on page 5. Compare what
you come up with to the suggestions on the following 5 slides.

24. Human Experiences
Person Incident
Individual Encounter
Human-being Event
Civilian Episode
Being Ordeal

25. Individual Collective
Single Individuality Mutual Cumulative
Lone Individualism Shared Group
Isolated Individually Common Joint
Sole Non-conformist Combined Mutual
Independent Outsider? Communal Pooled
Separate Isolated? Joint Undivided
Alienated? United Whole
Introvert? Conformist ?

26. Qualities Emotions
Features Feelings
Traits Reactions
Attributes Senses
Idiosyncrasies Sentiments
Quirk Sensory state

27. Associated Arising
Related Appear
Linked Emerge
Affiliated Ensue
Connected Emanate
Impacted Produced by
Analogous Exude

28. Motivation Emotions
Inspiration Feelings
Reason Reactions
Purpose Sensation
Drive Inclination
Ambition Senses
Initiative Sensory state

29. Paradox Anomaly Inconsistency
Absurdity Abnormality Variability
Contradiction Oddity Instability
Conflict Peculiarity Unreliability
Puzzle Incongruity contradictory
Puzzle Quirk Unpredictability
Conundrum Variation Discordance
Irregularity

30. Self Assessment
Do you Understand the
common module rubric?
 I can explain what I’m
learning about in the
common module
 I can articulate the
definitions in my own
words
 I can represent the rubric
in another form – for
example, a visual
organizer or a mind- map.