As teachers it is our ethical responsibility

to provide an inclusive educational

environment that provides equal
opportunities and caters for diverse
needs. (Churchill, Ferguson, Godhino,
Johnson, Keddie, & Letts, W., et al.
2013) . This can be achieved by the
teacher making a number of
adjustments including:
Differing instructions, being flexible
and using various instructional
procedures.
Maintaining a positive attitude.
Create meaningful interactive
learning experiences.
Share responsibility for teaching
and learning.
Allowing for alternative
assessment to enable students to
demonstrate their knowledge.


Laura Bryant, Meegan Brushe,
Kate Alcock & Tayla Rosin.
Friday 10am-12.
26th September 2014
Website URL:
http://edlareconciliation.weebly.com
Supporting students with
diverse learning needs

Content Descriptor

Plan, draft and publish
imaginative, informative and
persuasive texts, selecting
aspects of subject matter
and particular language,
visual, and audio features to
convey information and
ideas (ACELY1725).
Reconciliation
References
Australian Curriculum Assessment and Reporting Authority
(2014). Australian curriculum, Retrieved from
www.australiancurriculum.edu.au
Australian Curriculum Assessment and Reporting Authority
(2014). Australian curriculum, Retrieved from
www.acara.edu.au/verve/resources/
EALD_Overview_and_Advice_revised_February_20
14.pdf
Churchill, R., Ferguson, P., Godhino, S., Johnson, N. F., Ked
die, A., & Letts, W., et al. (2013). Teaching: Making
a difference (2nd ed.). Milton, Australia: John Wiley
& Sons.
Fellowes, J., & Oakley, G. (2010). Language, literacy and
early childhood education. South Melbourne, VIC:
Oxford University Press.
Hattie, J. (2012). Visible learning for teachers: Maximising
impact on learning. Abingdon, UK Routledge.
Marsh, C. (2010). Becoming a teacher: Knowledge, skills
and issues(5thed).Frechs Forest, NSW: Pearson
Australia.
Queensland government. (2013). Deadly ears. Retrieved
from:
www.health.qld.gov.audeadly_ears/default.asp
Reconciliation Australia, (2010). Activities for National
Reconciliation week. Retrieved from
http://www.reconciliation.org.au/wp-con
tent/uploads/2014/03/NRW2014_Activites_
FactS.pdf
Tompkins, G., Campbell, D., & Green, D. (2012). Literacy for
the 21st Century: A balanced approach (5th ed).
Frenchs Forrest: Pearson.
Year 7 English
Activities
Plan Draft & Publish
Imaginative, Informative &
Persuasive texts

Visual Literacy
Ability to construct meaning from visual images.
The reader uses the critical skills of exploration,
critique and reflection to make meaning.
Examples of visual texts include cartoons, bill-
boards, photographs, film, TV, artworks, web pag-
es and illustrations..

Why teach visual literacy?
Todays society relies on visual images to instant-
ly communicate with the world.
Crucial for obtaining information and construct-
ing knowledge.

Responding to visual texts
What type of visual text is it?
How has the visual text been constructed?
Why was the visual text constructed in this partic-
ular way?
How effective is visual literacy?

Rhetorical Devices
Hyperbole, repetition, simile, metaphor, personi-
fication, symbolism, sound patterns, rhetorical
questions, idioms and clichs, irony, motif and
foreshadowing,
Whole Class Activity
Debate - Topic: Symbolic gestures of
reconciliation are not as important as actions.
Each student will be given either a red or green
paddle pop stick to determine if they are on the
affirmative or negative side of the debate.
Each student is to come up with a statement that
persuades the audience on why they are right.
Group Activities
1. ThingLink: Use the reconciliation timeline to take
information and add it to a ThingLink. Students
can use the picture to place images, web links
and YouTube clips onto the picture.
2. Kids News and Views: Students will select a sce-
nario from a collection of stimulus in groups of 3
or 4. students will use the stimulus to create an
imaginative text in the form of an interview. News
booth app will be used to record the segment.
3. Script for an advertisement: Watch the WaterAid
ice bucket challenge ad and identify aspects of
the visual features that help to convey
information and ideas. Students will then create
their own script for that advertisement.
4. Can images change the way we feel?: Students
will view a part of an image and blog how it
makes them feel. Students will then be shown the
whole image and blog how seeing the entire
photo has changed their feelings.