individual and collaborative processes as an independent learner Students: support the learning of others by objectively assessing strengths and needs as learners and offering constructive feedback as appropriate use critical and constructive feedback from others to improve learning, including their composing and responding assess the strengths and weaknesses of their own compositional style and improve compositions as a result of the process of reflection EN12-1 independently responds to Pre-viewing activities and composes complex texts for understanding, interpretation, critical (filmic) space Reading: Students read (filmic) space between black and white’ by Jane Mills, on ‘A ‘A analysis, imaginative expression and between black and the artistic and social landscape in which One Night the Moon was created. Students pleasure white’, consider the importance of the ideas raised in the article, and how representations of Students: Aboriginal identity in Australia may have changed since 2001. analyse and assess the ways language features, text structures Discussion: The teacher leads a brainstorm on the concept Identity’. In ‘Australian and stylistic choices points of discussing their ideas, students consider: view and influence audiences iconic images of what it means to be Australian personal vs group perceptions of Australian identity factors that influence the creation of the Australian identity. EN12-5 thinks imaginatively, creatively, interpretively, analytically Reflecting: Students consider the nature of the identity’, and how it includes and discerningly to respond to and ‘Australian or excludes personal identity. Students compose a written reflection drawing on compose texts that include considered the discussion above as well as the ideas expressed through the reading and viewing and detailed information, ideas and tasks in the unit so far. arguments Students: use the information and ideas gathered from a range of texts to
individual and collaborative processes as an independent learner Students: support the learning of others by objectively assessing strengths and needs as learners and offering constructive feedback as appropriate use critical and constructive feedback from others to improve learning, including their composing and responding assess the strengths and weaknesses of their own compositional style and improve compositions as a result of the process of reflection EN12-1 independently responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure Students: analyse and assess the ways language features, text structures and stylistic choices points of view and influence audiences EN12-5 thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to and compose texts that include considered and detailed information, ideas and arguments Students: use the information and ideas gathered from a range of texts to Pre-viewing activities Reading: Students read ‘A (filmic) space between black and white’ by Jane Mills, on the artistic and social landscape in which One Night the Moon was created. Students consider the importance of the ideas raised in the article, and how representations of Aboriginal identity in Australia may have changed since 2001. Discussion: The teacher leads a brainstorm on the concept ‘Australian Identity’. In discussing their ideas, students consider: iconic images of what it means to be Australian personal vs group perceptions of Australian identity factors that influence the creation of the Australian identity. Reflecting: Students consider the nature of the ‘Australian identity’, and how it includes or excludes personal identity. Students compose a written reflection drawing on the discussion above as well as the ideas expressed through the reading and viewing tasks in the unit so far. ‘A (filmic) space between black and white’,
module-a-standard-language-identity-and-culture.docx