Escolar Documentos
Profissional Documentos
Cultura Documentos
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Area of Strengths of the area Concerns of the area of Suggested Changes to Research support for the
consideration of consideration consideration counteract concerns changes suggested.
Numeracy
Critical and
Creative
Thinking
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Personal and
Social
Capabilities
Understanding
by Design
Recommendations with persuasive, evidence-based reasoning and conclusion (parts 5 & 6 total 1500 words)
Concept Map:
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Assessment Task:
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Marking Criteria
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Unit Outline:
Summary Duration
This unit takes place over 9 weeks. There is one formal assessment task, Term 3 / 4
a reading/writing task. All students will complete this task.
9 weeks
Wide reading and report: 1 X 50 min period per fortnightly cycle
Detail: 9 X 50 minute periods per fortnightly cycle
Textbook exercises: 1 X 50 min period per fortnightly cycle
In this unit students will explore cultural expression in and through texts. Australian literature, including texts that give insights into Aboriginal
Through the study of Aboriginal Myths and Legends, Convict Era, Bush experiences in Australia - picture books
Ranger poetry and Multiculturalism, along with Picture Books, Film and
written about intercultural experiences
the Australian Museum Website, the students will gain a broader
understanding of their world, different cultures and times. By drawing factual texts that present information, issues and ideas
comparisons with their own experiences, students will gain a deeper
include aspects of environmental and social sustainability
understanding of their place in the world .This understanding and
interpretation will be demonstrated through their imaginative and digital - multimedia, film
interpretive compositions. Through reading and responding to a variety of
Aboriginal and Torres Strait Islander histories and cultures
textual forms students will develop an understanding of the ways
composers uses the features of language and different structures of texts Critical and creative thinking
to communicate ideas. Through studying a range of texts students will
also make connections between these texts, synthesise the information Ethical understanding
and ideas and draw conclusions. Students will compose extended texts Intercultural understanding
demonstrating their ability to use the writing process to draft, edit and
refine work. They will be encouraged to reflect on the processes of their Personal and social capability
learning, recognize their strengths and weaknesses and evaluate the
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progress they are making in their own writing. The diversity of other Civics and citizenship
cultures in Australia will be studied through texts such as fiction, non
Difference and diversity
fiction and the media. These teaching and learning activities have been
based on Bloom’s Taxonomy: Remembering; Understanding; Applying; Textual focus: Various Poetry’ ‘The Rabbitts’
Analysing; Evaluating; and Creating
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English K-10 All of the Teaching and Learning activities are suggestions only.
› EN4-2A effectively uses a widening range of processes, skills, strategies Teachers need to ensure pre-testing is completed so that
and knowledge for responding to and composing texts in different media differentiation of the curriculum may occur.
and technologies Activities and texts will need to be adjusted to cater for the different
needs and learning styles within the English class
› EN4-4B makes effective language choices to creatively shape meaning
with accuracy, clarity and coherence Informal Tasks
› EN4-6C identifies and explains connections between and among texts Reading/Writing (beginning) - Genre Creative (Draft/edit/proof)
Student short responses. Attempt to move beyond the literal to the
› EN4-8D identifies, considers and appreciates cultural expression in texts
interpretive and evaluative level
› EN4-9E uses, reflects on and assesses their individual and collaborative Students write, illustrate and publish a myth / legend
skills for learning
Discussion techniques
Short Play Script
Poetry items
Students write the script for a radio program titled: Faces of Australia.
As a group discuss the many different aspects of Australia’s diverse
culture.
Empathy tasks: Diary / Journal Entries, speech, interview
Poster : Diversity of Australia
Letter FORMAT ONLY as this is the Formal Assessment Task
Formal Assessment Task 2: Term 3 Week 8
Write a letter to a member of Parliament using poetry of Australia as a
focus.
Outcomes: 6 7 8 9
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Stage 4 - Outcome 9 Examine how aboriginal culture, way of life and The Man From Snowy River
beliefs are presented in these myths and
use and reflect on metacognitive Playing Beattie Bow (Excerpts only)
legends.
processes used for planning, including
The Bush Tucker Man
brainstorming, mind mapping,
storyboarding, role-play and improvisation We are Going
Review the plot structure, language features,
sense of voice, characterisation and style of I am/We Are Australian
identify, plan and prioritise stages of tasks, myths.
Migrant Hostel Peter Skrzynecki
making use of organisational strategies,
Students write own ‘dreamtime’ myth using the
eg drawing up a schedule, monitoring The Australian National Anthem
features identified in traditional stories.
progress and meeting deadlines
explore and analyse the ways Students complete written response on the stand over there,” or, “Sit down at my feet,” have
purpose, audience and context affect a poetry in the form of short answer or more you not then made distinctions among
composer's choices of content, language extended, interpretive responses. yourselves and become judges with evil
forms and features and structures of texts thoughts? Listen, my beloved brothers, has not
to creatively shape meaning God chosen those who are poor in the world to
Students examine and discuss the connections be rich in faith and heirs of the kingdom, which
understand the influence and impact that
between the Aboriginal myths and legends and he has promised to those who love him? ...
the English language has had on other
the poetry studied.
languages or dialects and how English has Don’t look down onto others.
been influenced in return (ACELA1540) How is culture represented in the different
Romans 14:1-4: Accept other believers who are
texts?
weak in faith, and don’t argue with them about
Understand and apply knowledge of language What do the texts reveal about attitudes, what they think is right or wrong. For instance,
forms and features beliefs and values one person believes it’s all right to eat anything.
But another believer with a sensitive conscience
analyse how point of view is generated in IN what ways are they different?
will eat only vegetables. Those who feel free to
visual texts by means of choices, for
Students write their own poem expressing their eat anything must not look down on those who
example gaze, angle and social distance
perception of the Aboriginal Experience. don’t. And those who don’t eat certain foods
(ACELA1764)
must not condemn those who do, for God has
Read excerpts from Sally Morgan’s My Place, accepted them. Who are you to condemn
Respond to and compose texts
Interview Extract on being Aboriginal, The Letter someone else’s servants? They are responsible
creatively adapt and transform their own or by Sally Morgan, excerpts from Boori Pryor’s to the Lord, so let him judge whether they are
familiar texts into different forms, book, maybe Tomorrow. ( See staff resource right or wrong. And with the Lord’s help, they will
structures, modes and media for a range folder ) do what is right and will receive his approval.
of different purposes and audiences
Students compare the non fiction interviews and Websites:
excerpts above with the Aboriginal poetry
studied and the myths and legends. http://christianteens.about.com/od/christianliving/
a/Bible_Verses_Cultural_Diversity.htm
Then, identify the similarities and differences
in meaning, language and purpose evident
Stage 4 - Outcome 6 Visual Literacy - Picture Book Study: YouTube (4:55) -The Rabbits Part 1:
https://www.youtube.com/watch?v=kTvXe84UqI
Students: Students read and discuss a Picture book that
Q
presents the aboriginal experience.e.g. The
Engage personally with texts
Burnt Stick, My Girragundji, The Rabbits YouTube (6:23) – The Rabbits Part 2:
recognise, explain and analyse the https://www.youtube.com/watch?v=eZaROIWniN
ways literary texts draw on readers' 8
knowledge of other texts and enable new
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Stage 4 - Outcome 8 3. Australia in the Past– Film Study – Convict The Man From Snowy River / Playing Beattie
Era and Bush Ranger Beau / The Bush Tucker Man.
Students:
Viewing either: The Man From Snowy River / ‘Film techniques Glossary’ found in various Film
Engage personally with texts
Playing Beattie Beau / The Bush Tucker Man. Text titles in the Resource Room.
consider the ways culture and personal
Or read a few poems that illustrate any of these Film techniques: http://www.skwirk.com/p-c_s-
experience position readers and viewers
eras. 54_u-251_t-647_c-2411/camera-shots-angles-
and influence responses to and
and-movement-lighting-cinematography-and-
composition of texts Botany Bay, Black Velvet Band – can also be
mise-en-scene/nsw/camera-shots-angles-and-
illustrated through song
explore the ways that ideas and viewpoints movement-lighting-cinematography-and-mise-
in literary texts drawn from different Writing activities in response to what the film en-scene/skills-by-text-type-film/film-overview
historical, social and cultural contexts may revealed about;
reflect or challenge the values of
Aspects of Australian daily life
individuals and groups (ACELT1619,
ACELT1626) Setting
Develop and apply contextual knowledge Social /Cultural context
investigate texts about cultural Attitudes
experiences from different sources, eg
Similarities / Differences to Today
texts from Asia and texts by Asian
Australians, and explore different Ensure that students understand how to analyse
viewpoints a text
Understand and apply knowledge of language
forms and features
Introduction to Film Techniques.
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Christian Perspectives
Integrate a Christian perspective with cultural diversity to make students
aware that God perceives all people as equal human beings, irrespective
of culture.
James 2: 1-26: Romans 14:1-4: 1 Corinthians 12:12-30
Could be a class discussion
Think, Pair, Share activity
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