film people like to do and visit in their local area? Respond to and compose texts ask questions to access information in a After the class discussion, students plan and/or participate in a trip to locations variety of contexts, for example in the within the local community which may hold cultural significance. Examples may community, classroom, workplace include a memorial park, foundation stones and plaques, council chambers, places significant to Aboriginal peoples, a visitor information centre. Students identify and respond to universal symbols, such as information, toilets, police, first Activities may aid, bus stop, pedestrian crossing, walk/don’t walk. include: identifying the information symbol and visiting the location to obtain information identifying community symbols and using the facility. Students gather travel brochures of the Kimberley and Southeast Asian destinations, such as Cambodia, Indonesia, Thailand, Vietnam, in preparation for future activities. ENLS6-4 Places of cultural significance Engage personally with texts Print or online maps of express a point of view about a text After exploring places of significance in our local community, discuss with Australia Understand the connections between students what other places or landmarks in Australia might hold cultural language, context and meaning significance for us. Guide students to identify places of significance to use reading behaviours to comprehend Aboriginal and Torres Strait Islander peoples. Students identify these places on written texts, for example reading a map and create a legend to illustrate why these places are significant to headings and subheadings, using Aboriginal and Torres Strait Islander peoples. images and graphics to understand text, predicting, re-reading and self-correcting Students go on a virtual road trip to the Kimberley and surrounds. use digital literacy skills to locate and comprehend information in digital texts Class discussion/brainstorming: What do we know about Australia and the use language features to gain meaning Kimberley region? Why might tourists visit the area? How is the area significant from texts, for example bullet points or to local and other Aboriginal and Torres Strait Islander peoples? Locate the lists in a written text, icons or symbols Kimberley area on a map and view images. How does the region compare to
film Respond to and compose texts ask questions to access information in a variety of contexts, for example in the community, classroom, workplace people like to do and visit in their local area? After the class discussion, students plan and/or participate in a trip to locations within the local community which may hold cultural significance. Examples may include a memorial park, foundation stones and plaques, council chambers, places significant to Aboriginal peoples, a visitor information centre. Students identify and respond to universal symbols, such as information, toilets, police, first aid, bus stop, pedestrian crossing, walk/don’t walk. Activities may include: identifying the information symbol and visiting the location to obtain information identifying community symbols and using the facility. Students gather travel brochures of the Kimberley and Southeast Asian destinations, such as Cambodia, Indonesia, Thailand, Vietnam, in preparation for future activities. ENLS6-4 Engage personally with texts express a point of view about a text Understand the connections between language, context and meaning use reading behaviours to comprehend written texts, for example reading headings and subheadings, using images and graphics to understand text, predicting, re-reading and self-correcting use digital literacy skills to locate and comprehend information in digital texts use language features to gain meaning from texts, for example bullet points or lists in a written text, icons or symbols Places of cultural significance After exploring places of significance in our local community, discuss with students what other places or landmarks in Australia might hold cultural significance for us. Guide students to identify places of significance to Aboriginal and Torres Strait Islander peoples. Students identify these places on a map and create a legend to illustrate why these places are significant to Aboriginal and Torres Strait Islander peoples. Students go on a virtual road trip to the Kimberley and surrounds. Class discussion/brainstorming: What do we know about Australia and the Kimberley region? Why might tourists visit the area? How is the area significant to local and other Aboriginal and Torres Strait Islander peoples? Locate the Kimberley area on a map and view images. How does the region compare to Print or online maps of Australia
english-life-skills-stage-6-year-12-sample-unit-exploring-places-and-people.docx