CTL

Executive summary (300 words):

Objective and Context
The purpose of this assessment is to evaluate an existing unit of work, making amendments based on
Goals
List of recommendations
- Creating a support system/programs that allow student to improve their proficiency of incorporating literacy, numeracy,
personal and social abilities, critical and creative thinking,.
- Improving students’ knowledge by developing concepts that deliberate the application of literacy,
- Integrating activities that stimulate inquiry-based learning: including discussions and pair share
Background information (200 words).
Broughton Anglican College is an independent co-educational school teaching from Kindergarten through to Year 12. It’s
located in the rural area in Menagle Park in the Macarthur region of South Western Sydney. As it is an Anglican school, this
non-government college contains students from medium to high social economic status. With the average Index of Community
socio-Educational Advantage (ICESA) Value sitting at 1000, Broughton’s ICSEA ranks at a 1096 Value. With a total of 207
staff members, Broughton has a total of 984 students with 2% of these students come from an Indigenous background and
10% of students that have a Language background other than English. Broughton is college which provides quality academic
programs with opportunities that assist their students to transition seamlessly between various stages of their education
through their many teaching and learning programs accompanied with their access to many provided facilities. This can be
seen through their students’ results both in NAPLAN and the HSC; Broughton’s NAPLAN results are Above and Substantially
Above average in comparison to all Australian Students. Broughton provides many programs that allow for students to be
assisted and grow both educationally and socially. These programs range from Gifted Education Programs for gifted and
talented students to Learning Support Programs for lower ability students. There is also the STEM program which integrates
Science, Technology, Engineering and Mathematics into authentic real-world contexts. Another program run by the college is
the Guided Enquiry which is taught and assisted by the Teacher Librarian in which they help students develop research and
inquiry skills; the College currently collaborates with researchers from Charles Sturt University to promotes the integration of
information literacy into a unit of work.

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Comparative table (see example in vUWS - Assignment 1 submission and support).

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.

Not inclusive of students with low

learning abilities. Does not
incorporate activities that relate to
their strengths and weaknesses
Literacy

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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Scope and Sequence:

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Assessment Task:

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Marking Criteria

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Unit Outline:

Unit 7: Diversity in Oz Year 7| Stage 4 | English

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

Unit Overview Stage Requirements

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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Outcomes Assessment Overview

English K-10 All of the Teaching and Learning activities are suggestions only.

› EN4-2A effectively uses a widening range of processes, skills, strategies
and knowledge for responding to and composing texts in different media
and technologies
› EN4-4B makes effective language choices to creatively shape meaning
with accuracy, clarity and coherence
Teachers need to ensure pre-testing is completed so that
differentiation of the curriculum may occur.
Activities and texts will need to be adjusted to cater for the different
needs and learning styles within the English class
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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Content Teaching, Learning and Assessment Resources

Stage 4 - Outcome 2 Australia’s Indigenous people Australian Museum Website

Students:
Develop and apply contextual knowledge
 analyse and explain how language has
evolved over time and how technology and
the media have influenced language use
and forms of communication (ACELA1528,
ACELY1729)
Students are given written, visual and aural Aboriginal Dreamtime books:
stimuli about Aboriginal Australia. They are
The First Sunrise
asked to define what makes up Planet Earth.
The Dawn of Time
Staff Picture Book Box
Predictive Activity:
Staff Resources and Poetry Texts.
- How would this have impacted people's
perceptions of Aboriginals?
- How did we previously know about Poetry of :
Aboriginals?
Jack Davis
Mary Gilmore
Library Activity : Examine and evaluate the
Oodgeroo Noonuccal
Australian Museum website
www.dreamtime.net.au
Discuss and record their reflections in writing Staff Resource Folder.
based on:
SUGGESTIONS:
The Burnt Stick
What images of Australia are presented?
My Girragundji
How are they presented?
The Girl with No Name
What is the purpose of the website?
The Rabbits
What does it communicate about the nature of
Australia, its people and its heritage, and Staff Resource Kit
changing attitudes? The Man from Snowy River
Anzacs
Aboriginal Myths and Legends The Bush Tucker Man
Read and discuss a variety of Aboriginal Rabbit Proof Fence
Dreamtime myths and Legends.

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Stage 4 - Outcome 9
 use and reflect on metacognitive
processes used for planning, including
brainstorming, mind mapping,
storyboarding, role-play and improvisation
 identify, plan and prioritise stages of tasks,
making use of organisational strategies,
eg drawing up a schedule, monitoring
progress and meeting deadlines
Examine how aboriginal culture, way of life and The Man From Snowy River
beliefs are presented in these myths and
Playing Beattie Bow (Excerpts only)
legends.
The Bush Tucker Man
We are Going
Review the plot structure, language features,
sense of voice, characterisation and style of I am/We Are Australian
myths.
Migrant Hostel Peter Skrzynecki
Students write own ‘dreamtime’ myth using the
The Australian National Anthem
features identified in traditional stories.

Using the writing process, student’s draft,

proofread, edit and revise their myth. Complete
final publication as a picture book using
traditional colours, format style and images to
communicate their story effectively to a
particular audience.
Transpose best stories into scripts for students
to dramatise. Use of music, sound effects
encouraged.
Use planning and rehearsal time to practice
dramas. Perform in front of class.
Evaluate the performances in terms of storyline,
cultural significance and personal enjoyment

Stage 4 - Outcome 4 Being Aboriginal Treat everyone the same.

Students:
Engage personally with texts
 recognise and appreciate the ways a wide
range of texts communicate by using
effective language choices
Develop and apply contextual knowledge
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Read a selection of poems by aboriginal poets
that express aspects of the Aboriginal
Experience.e.g.
Son of Mine : Oodgeroo Noonuccal
The Waradgery Tribe : Mary Gilmore
Whirlpool – Dust Echoes website
Land : Jack Davis
The Bible tells us to treat everyone the same.
James 2: 1-26: My brothers, show no partiality
as you hold the faith in our Lord Jesus Christ,
the Lord of glory. For if a man wearing a gold
ring and fine clothing comes into your assembly,
and a poor man in shabby clothing also comes
in, and if you pay attention to the one who wears
the fine clothing and say, “You sit here in a good
place,” while you say to the poor man, “You
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 explore and analyse the ways
purpose, audience and context affect a
composer's choices of content, language
forms and features and structures of texts
to creatively shape meaning
 understand the influence and impact that
the English language has had on other
languages or dialects and how English has
been influenced in return (ACELA1540)
Understand and apply knowledge of language
forms and features
 analyse how point of view is generated in
visual texts by means of choices, for
example gaze, angle and social distance
(ACELA1764)
Respond to and compose texts
 creatively adapt and transform their own or
familiar texts into different forms,
structures, modes and media for a range
of different purposes and audiences
Stage 4 - Outcome 6
Students:
Engage personally with texts
 recognise, explain and analyse the
ways literary texts draw on readers'
knowledge of other texts and enable new
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Students complete written response on the
poetry in the form of short answer or more
extended, interpretive responses.
Students examine and discuss the connections
between the Aboriginal myths and legends and
the poetry studied.
 How is culture represented in the different
texts?
 What do the texts reveal about attitudes,
beliefs and values
 IN what ways are they different?
Students write their own poem expressing their
perception of the Aboriginal Experience.
Read excerpts from Sally Morgan’s My Place,
Interview Extract on being Aboriginal, The Letter
by Sally Morgan, excerpts from Boori Pryor’s
book, maybe Tomorrow. ( See staff resource
folder )
Students compare the non fiction interviews and
excerpts above with the Aboriginal poetry
studied and the myths and legends.
Then, identify the similarities and differences
in meaning, language and purpose evident
Visual Literacy - Picture Book Study:
Students read and discuss a Picture book that
presents the aboriginal experience.e.g. The
Burnt Stick, My Girragundji, The Rabbits
stand over there,” or, “Sit down at my feet,” have
you not then made distinctions among
yourselves and become judges with evil
thoughts? Listen, my beloved brothers, has not
God chosen those who are poor in the world to
be rich in faith and heirs of the kingdom, which
he has promised to those who love him? ...
Don’t look down onto others.
Romans 14:1-4: Accept other believers who are
weak in faith, and don’t argue with them about
what they think is right or wrong. For instance,
one person believes it’s all right to eat anything.
But another believer with a sensitive conscience
will eat only vegetables. Those who feel free to
eat anything must not look down on those who
don’t. And those who don’t eat certain foods
must not condemn those who do, for God has
accepted them. Who are you to condemn
someone else’s servants? They are responsible
to the Lord, so let him judge whether they are
right or wrong. And with the Lord’s help, they will
do what is right and will receive his approval.
Websites:
http://christianteens.about.com/od/christianliving/
a/Bible_Verses_Cultural_Diversity.htm
YouTube (4:55) -The Rabbits Part 1:
https://www.youtube.com/watch?v=kTvXe84UqI
Q
YouTube (6:23) – The Rabbits Part 2:
https://www.youtube.com/watch?v=eZaROIWniN
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understanding and appreciation
of aesthetic qualities (ACELT1629)
Develop and apply contextual knowledge
 investigate and explain appropriations into
English from a range of other cultures and
times
Understand and apply knowledge of language
forms and features
 categorise texts by content, composer
and genre considering language forms,
features and structures of texts
 understand and explain the ways in which
use of detail, perspective and choice of
vocabulary connect texts
 investigate how visual and multimodal
texts allude to or draw on other texts or
images to enhance and layer meaning
(ACELA1548)
Respond to and compose texts
 identify and explain the links between the
ideas, information, perspectives and points
of view presented in a range of different
texts
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Identify and explore the features of Visual
Text – *Framing, colour, images, layout and
Analysing visual text:
structure.
https://www.det.nsw.edu.au/eppcontent/glossary
*Introduce students to the language of Visual /app/resource/factsheet/4115.pdf
literacy
Reading visual text:
http://www.studyit.org.nz/subjects/english/englis
h1/11/subjectcontent/Reading%20visual%20text
Responding Activities could include:
/
Language focus : Aboriginal English ( make up
Style – visual elements: www.skwirk.com
glossary of common Aboriginal words )
Aboriginal words translated in English:
Choose three specific frames from the story and
http://users.tpg.com.au/sshists/aboriginalwords.h
analyse how meaning is communicated.
tm
Tell a story activities, either recount or telling
from a different perspective shown within the
text.
Convert the Picture Book into script form. Integrate the ‘What If’ principle through Poetry.
Discuss and write about the attitudes and Poetry and Hatred – ‘Son of Mine’ by Oodgeroo
values communicated in the text.e.g. Aspects of Noonuccal.
racism or displacement that may be seen in the
Think, Pair and Share – discussion of the
text, the importance of the land
question, ‘What If the poet decided to focus on
* Examine HOW the composer represents the bad things the colonists did to Aboriginal
characters and emotions. Is there evidence of people?’ Students brainstorm and discuss.
stereotyping?
Refer to Bible passages – Matthew 21:12, Mark
*Examine the presentation of culture in visual 10:14,
text.
Ephesians 4:26 and then Micah 7:18
Is the reader being positioned by the ‘voice’ of (Forgiveness)
the composer? How is this done?
Create a collage of the central themes and ideas
OR a timeline of the stages of the text OR a
representation of the setting.
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Stage 4 - Outcome 8
Students:
Engage personally with texts
 consider the ways culture and personal
experience position readers and viewers
and influence responses to and
composition of texts
 explore the ways that ideas and viewpoints
in literary texts drawn from different
historical, social and cultural contexts may
reflect or challenge the values of
individuals and groups (ACELT1619,
ACELT1626)
Develop and apply contextual knowledge
 investigate texts about cultural
experiences from different sources, eg
texts from Asia and texts by Asian
Australians, and explore different
viewpoints
Understand and apply knowledge of language
forms and features
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Write an interview with the author discussing
what he / she aimed to achieve through this text.
What issues did he / she aim to raise?
Write a letter to the author outlining what you
thought of the text. What did it teach you? How
did it raise your awareness about the Aboriginal
Experience?
3. Australia in the Past– Film Study – Convict The Man From Snowy River / Playing Beattie
Era and Bush Ranger Beau / The Bush Tucker Man.
Viewing either: The Man From Snowy River / ‘Film techniques Glossary’ found in various Film
Playing Beattie Beau / The Bush Tucker Man. Text titles in the Resource Room.
Or read a few poems that illustrate any of these Film techniques: http://www.skwirk.com/p-c_s-
eras. 54_u-251_t-647_c-2411/camera-shots-angles-
and-movement-lighting-cinematography-and-
Botany Bay, Black Velvet Band – can also be
mise-en-scene/nsw/camera-shots-angles-and-
illustrated through song
movement-lighting-cinematography-and-mise-
Writing activities in response to what the film en-scene/skills-by-text-type-film/film-overview
revealed about;
 Aspects of Australian daily life
 Setting
 Social /Cultural context
 Attitudes
 Similarities / Differences to Today
Ensure that students understand how to analyse
a text
Introduction to Film Techniques.
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 understand and explain how combinations
of words and images in texts are used to
represent particular groups in society, and
how texts position readers in relation to
those groups (ACELT1628)
Respond to and compose texts
 respond to and compose texts in a range
of different modes and media, recognising
and appreciating cultural factors, including
cultural background and perspectives
 recognise and explain differing viewpoints
about the world, cultures, individual people
and concerns represented in texts
(ACELT1807)
 explore the interconnectedness of Country
and Place, People, Identity and Culture in
texts including those by Aboriginal and
Torres Strait Islander authors
(ACELT1806)
 explore and appreciate the ways different
cultural stories, icons, Aboriginal images
and significant Australians are depicted in
texts
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* The vocabulary of film Study
* Close study of a number of specific scenes.
Discussion and analysis of misc en scene,
colour, setting, sound track, camera angles
Class research activities on : The social /
cultural context reflected in the film … Anzac
Experience, The Bushrangers, Gold fever,
Australia in the Past Country
Use the following Bible verse when studying the
text ‘We are/ Iam Australian’ to link cultural
diversity to what the Bible says:
Research, read, learn about and discuss the
influences the stages in our history have on the 1 Corinthians 12:12-30: For just as the body is
Australian Identity. one and has many members, and all the
members of the body, though many, are one
body, so it is with Christ. For in one Spirit we
Multi Cultural Australia : We are One, But We were all baptized into one body—Jews or
are Many Greeks, slaves or free—and all were made to
drink of one Spirit. For the body does not consist
Students study a few poems on multiculturalism
of one member but of many. If the foot should
Discussion of images of Australia. What is say, “Because I am not a hand, I do not belong
Australia Really? What are the reasons for the to the body,” that would not make it any less a
changing face of Australia ? part of the body. And if the ear should say,
“Because I am not an eye, I do not belong to the
Research and gather information about the multi
body,” that would not make it any less a part of
cultural nature of Australia.
the body. ...
Text Types:
Students respond to the topic: Australia’s
Identity through various text types
 Letters
 Poems – I am Australian and My Country
 Articles
 Interviews
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Christian Perspective Evaluation

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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