understanding, interpretation, critical Any discussion of asylum seekers and refugees should be done with Border Force section of the analysis, imaginative expression and mindful consideration of the students backgrounds and experiences Australian Government’s pleasure Department of Immigration Students: Students to research and clarify their understanding of the terms, and Border Protection ‘asylum analyse and assess the ways seekers’ and website at ‘refugees’. Teacher provides background information, eg the reasons people seek language features, text asylum, the number of refugees in the world today. Students identify on a structures and stylistic world map the countries from where large numbers of refugees come and choices shape points of view the countries that are hosting the largest numbers of refugees. and influence audiences (ACEEN024) Teacher asks students to consider the nature of the struggle with and articulate criteria adversity experienced by many asylum seekers and refugees: used to evaluate a text or its war, famine and persecution in their own countries ideas struggle to get to a place of asylum or refuge develop deeper textual difficulties of adjusting to life in a new country. understanding that enhances enjoyment in composing and responding to a range of As a class, study the our Borders’ page of the Australian ‘Protecting complex texts including those Border Force section of the Australian Government’s Department of by and about Aboriginal Immigration and Border Protection website. and/or Torres Strait Islander Students: people/s read the statement on the our Borders’ page. How is ‘Protecting explain how and why texts language used to reveal particular concerns and values in this influence and position statement? How does the statement deal with asylum seekers readers and viewers and refugees in particular? (ACEEN040) undertake a search on seekers’ and within the ‘asylum ‘refugees’ site. What kinds of information are presented for and about EN12-2 uses, evaluates and justifies asylum seekers and refugees? Check out in the menu. Is ‘stories’ Asylum Seeker Resource processes, skills and knowledge there any evidence of the struggle with adversity experienced by Centre website: required to effectively respond to many asylum seekers and refugees? How is the website and compose texts in different positioning us to respond to asylum seekers and refugees? modes, media and technologies Explore and explain how the site represents the struggle with Students: adversity experienced by asylum seekers and refugees? What
understanding, interpretation, critical analysis, imaginative expression and pleasure Students: analyse and assess the ways language features, text structures and stylistic choices shape points of view and influence audiences (ACEEN024) and articulate criteria used to evaluate a text or its ideas develop deeper textual understanding that enhances enjoyment in composing and responding to a range of complex texts including those by and about Aboriginal and/or Torres Strait Islander people/s explain how and why texts influence and position readers and viewers (ACEEN040) EN12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies Students: Any discussion of asylum seekers and refugees should be done with mindful consideration of the students backgrounds and experiences Students to research and clarify their understanding of the terms, ‘asylum seekers’ and ‘refugees’. Teacher provides background information, eg the reasons people seek asylum, the number of refugees in the world today. Students identify on a world map the countries from where large numbers of refugees come and the countries that are hosting the largest numbers of refugees. Teacher asks students to consider the nature of the struggle with adversity experienced by many asylum seekers and refugees: war, famine and persecution in their own countries struggle to get to a place of asylum or refuge difficulties of adjusting to life in a new country. As a class, study the ‘Protecting our Borders’ page of the Australian Border Force section of the Australian Government’s Department of Immigration and Border Protection website. Students: read the statement on the ‘Protecting our Borders’ page. How is language used to reveal particular concerns and values in this statement? How does the statement deal with asylum seekers and refugees in particular? undertake a search on ‘asylum seekers’ and ‘refugees’ within the site. What kinds of information are presented for and about asylum seekers and refugees? Check out ‘stories’ in the menu. Is there any evidence of the struggle with adversity experienced by many asylum seekers and refugees? How is the website positioning us to respond to asylum seekers and refugees? Explore and explain how the site represents the struggle with adversity experienced by asylum seekers and refugees? What Border Force section of the Australian Government’s Department of Immigration and Border Protection website at Asylum Seeker Resource Centre website:
stage-6-english-standard-sample-unit-texts-and-human-experiences.docx