colour, font in conflict zones explore the ways meaning can be in refugee camps shaped through language, for when seeking asylum in areas (and not specifically a refugee example role-play the same camp). conversation with different emotions, Transcript: select adjectives to change tone Much of the story about the Abdulnoor family is left unsaid. The parents refer to some of the experiences of the children, but the children do not speak for explores texts that express a themselves. Students identify one film technique used to communicate the range of ideas, values, points of view children’s experiences. and attitudes Students: Students imagine they are one of these three children and write an imaginative identify and explore issues presented piece that captures a day in their life in Indonesia. Students may choose one of in that are relevant and important the following forms for their composition: in their own lives letter make value judgements and form journal entry opinions as a result of reading, poem. viewing and listening to different material View: Escaping [Nicole’s journey] identify how their point of view can Nicole is confronted with the harsh reality of escaping conflict when she visits be changed in response to a text the refugee camp in Jordan. Imagine having to walk 100 kilometres to seek compose texts to express their point refuge. This is what hundreds of thousands of Syrian refugees, like Abdul, Transcript: of view using appropriate language have been forced to do in order to escape the conflict. forms and features, for example using evidence to support a point, To help students better appreciate the reality of this experience, students work participating in a debate with a partner to complete the activities below: explore cultural assumptions made in Use Google maps to find out how far 100 km is from your home. texts, including texts by and about How long does Google say it will take you to walk this distance? Aboriginal and Torres Strait Islander If you were forced to flee your home and walk 100kms to the nearest People and people with Asian refuge, taking only what you could carry, what would you take? heritage Using the drop-pin feature, plot where you would stop along the trip. Imagining you had very little money, how would you get food, water and
colour, font explore the ways meaning can be shaped through language, for example role-play the same conversation with different emotions, select adjectives to change tone explores texts that express a range of ideas, values, points of view and attitudes Students: identify and explore issues presented in that are relevant and important in their own lives make value judgements and form opinions as a result of reading, viewing and listening to different material identify how their point of view can be changed in response to a text compose texts to express their point of view using appropriate language forms and features, for example using evidence to support a point, participating in a debate explore cultural assumptions made in texts, including texts by and about Aboriginal and Torres Strait Islander People and people with Asian heritage in conflict zones in refugee camps when seeking asylum in areas (and not specifically a refugee camp). Much of the story about the Abdulnoor family is left unsaid. The parents refer to some of the experiences of the children, but the children do not speak for themselves. Students identify one film technique used to communicate the children’s experiences. Students imagine they are one of these three children and write an imaginative piece that captures a day in their life in Indonesia. Students may choose one of the following forms for their composition: letter journal entry poem. View: Escaping [Nicole’s journey] Nicole is confronted with the harsh reality of escaping conflict when she visits the refugee camp in Jordan. Imagine having to walk 100 kilometres to seek refuge. This is what hundreds of thousands of Syrian refugees, like Abdul, have been forced to do in order to escape the conflict. To help students better appreciate the reality of this experience, students work with a partner to complete the activities below: Use Google maps to find out how far 100 km is from your home. How long does Google say it will take you to walk this distance? If you were forced to flee your home and walk 100kms to the nearest refuge, taking only what you could carry, what would you take? Using the drop-pin feature, plot where you would stop along the trip. Imagining you had very little money, how would you get food, water and Transcript: Transcript:
stage-6-english-studies-stage-6-year-12-sample-unit-texts-and-human-experiences.docx