Curriculum Areas: ENGLISH Unit: Sustainability We want students to (outcomes):

Stage/ Year: STAGE ONE Unit duration: 8 weeks What do we want our students to learn? (Deep knowledge element) Must be guided by syllabus content pages (not indicators) and foundation/ stage statements.

ENe-10C Think imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts. Engage personally with texts Engage in wide reading of self-selected and teacher-selected texts, including digital texts Respond to a wide range of texts through discussing, writing and representing Develop and apply contextual knowledge Recognise and begin to understand how composers use creative features to engage their audience Understand and apply knowledge of language forms and features Identify creative language features in imaginative texts that enhance enjoyment, eg illustrations, repetition Respond to and compose texts Recreate texts imaginatively using drawing, writing, performance and digital forms of communication Respond to and composes a range of texts about familiar aspects of the world and their own experiences Respond to and compose texts Respond to a range of texts, eg short films, documentaries and digital texts, that include issues about their world, including home life and the wider community

Links to Stage Statements

By the end of Stage 1 students communicate with a wide range of audiences on familiar and introduced topics to achieve a variety of purposes. They interact effectively, adopting new communication skills and select vocabulary to enhance meaning in order to give confident presentations. Students attend to instructions, share ideas and engage effectively in group and class discussions. Students read and view imaginative, informative and persuasive texts. They use an increasing variety of skills and strategies, including knowledge of text structure, context and word usage. Students read, interpret and discuss texts from a variety of cultures, including visual and multimodal texts, using a range of skills and strategies. Students explore and identify ways in which texts differ according to purpose, audience and subject.

This learning matters because:

The study of English provides students with the skill required to investigate and understand issues of environmental and social sustainability, to communicate information about sustainability, and to advocate action to improve sustainability. If people now and into the future are to be treated fairly, action to improve sustainability needs to be informed by a worldview of people, places and communities. Both literature and literacy are key elements in the development of each students worldview. More sustainable patterns of living are largely shaped by peoples behaviours. English provides an important means of influencing behaviours, facilitating interaction and expressing viewpoints through the creation of texts for a range of purposes, audiences and contexts, including multimodal texts and the use of visual language.

Why does this learning matter? (Significance dimension) Are there clear links to prior and future learning and real world application?

Assessment task outline Students work collaboratively, with teacher guidance, to create a digital text to encourage the other students in the school (audience) to reduce, reuse, recycle (purpose). This unit of learning is working towards objectives C, D and E thinking imaginatively and creatively, expressing ideas and opinions and reflecting on learning. Much of the assessment will be observations of students responses throughout the unit as well as analysis of their photography and poster work, in which creativity and imagination will be assessed.

How will students demonstrate their deep understanding? Design task(s) with authentic purpose, audience and communication tools. Is student direction (content, process or product) suitable to the task? Is there opportunity for students to demonstrate learning at an A level?

Key outcomes for assessment Assessment criteria (Indicators/ Content Descriptors)

How well do we expect students to do it? How will this information be communicated to all students and parents?

Lesson Sequence
Week Content 5 Engage personally with texts Engage in wide reading of selfselected and teacherselected texts, including digital texts, for enjoyment, and shared responses Outcomes/ Learning Experience Objective C Outcome EN1-10C A student: thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts. Engaging personally with digital texts Talk to students about the many ways people communicate their ideas, e.g. talking, writing, representing - in the form of a book, picture, photo, poster, advertisements, speech, etc. Explain to students that a very common way for people to communicate is to represent their ideas through photos and pictures, creating a digital text. Provide an example for students. View The Three Rs Reduce, Reuse, Recycle. Ask students to think about the message in the video. Discuss. Comment to students that there was no writing and no talking in the digital text. What did the composer do to get his/her message across? Introduce the assessment task. We are going to recreate a digital text similar to this one to communicate with an audience. Recreate texts imaginatively using drawing, and digital forms of communication. Choose an audience and purpose for the class video. For example, we will make a digital text for the other students in our school to encourage them to look after the environment. Objective D Outcome EN1-11D A student: responds to and composes a range of texts about familiar aspects of the world and their own experiences. Responding to digital texts that include issues about their world Explain to students that throughout this unit of learning, they will learn to: - Listen and respond to others - Express an idea or opinion - Ask questions and clarify - Justify their opinion Talk about each briefly and tell students that you will notice when they are Resources YouTube clip The Three Rs Reduce, Reuse, Recycle #1. Assessment

Respond to and compose text Respond to a range of texts, eg digital texts that include issues about their world, including homelife and wider

YouTube clip 3Rs Reduce, Reuse, Recycle Pollution Video Lesson

community

demonstrating one of these behaviours. View 3Rs Reduce, Reuse, Recycle - Pollution Video Lesson Ask students to turn to their talking buddy and comment on the video. Share responses with the class. Find a student who expresses an idea, asks a question, clarifies a statement, etc, and commend them for their response. Brainstorm everyday actions students can take to reduce, reuse, recycle, e.g. turn off light when not in room, turn off tap when brushing teeth, shut the door when the air conditioner is on. Ask students to talk about the three Rs at home and see if they can come up with some other ideas for our class digital text.

Week Content 6 Develop and apply contextual knowledge Recognise and begin to understand how composers use creative features to engage their audience Respond to and compose texts Express preferences for specific texts and listen to the opinions of others Respond to and compose text Respond to a range of texts, eg digital texts that include issues about their world, including homelife and wider community

Outcomes/ Learning Experience Objective C Outcome EN1-10C A student: thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts. Objective D Outcome EN1-11D A student: responds to and composes a range of texts about familiar aspects of the world and their own experiences. Expressing preferences for specific digital texts Explain to students that if we are going to compose a digital text for kids, we should discuss what makes a digital text effective. Tell students that we are going to view two YouTube clips on the 3Rs and then discuss their likes and dislikes. View The 3Rs Reduce, Reuse, Recycle #2 and 3Rs. After each is viewed, have students discuss their likes and dislikes with their talking buddy. Share responses as a class. Ask students to form an opinion. Which digital text did you enjoy more? Ask students to justify their opinion. Why did you prefer that digital text? Explain to students that we will need to think about these creative features when we compose our digital text.

Resources YouTube clip The 3Rs Reduce, Reuse, Recycle #2 3Rs

Assessment

Objective D Outcome EN1-11D A student: responds to and composes a range of texts about familiar aspects of the world and their own experiences. Special Guest Speaker Skye Blackley Class talk and activity from special guest speaker, Skye Blackley Environmental Manager. Skye discussed the need to recycle. She provided all students with pictures of a different food packages and had students classify whether the packages were recyclable or rubbish. On completion of the lesson, students were asked their thoughts on recycling.

Week 7

Content

Outcomes/ Learning Experience Objective D Outcome EN1-11D A student: responds to and composes a range of texts about familiar aspects of the world and their own experiences. K-2 Recycling Relay Skye Blackley Recycling relay for all students K-2, Skye Blackley - Environmental Manager. Skye provided everyday products that students had to relay into rubbish/recycling bins. Photographs were taken by students to capture the event and be used in our digital text.

Resources

Assessment

Respond to and compose texts Predict and discuss ideas drawn from pictures and digital images

Objective C Outcome EN1-10C A student: thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts. Predict and discuss ideas drawn from pictures and digital images Group students into three. Provide them with photographs of students recycling, reducing and reusing. Have students discuss the images and their ideas about what message the photograph is sending. Encourage students to observe the setting in each photo and the position of the subject. Ask students which photograph is their favourite and have them justify their opinion. Explain to students that in the next lesson, they will take photographs (which will be used in our class digital text to teach children about reducing, reusing and recycling.) Have students discuss and record some ideas about where they will take their photos, what props they will need and what message are they trying to get across to their audience.

Week 8

Content Respond to and compose Recreate texts imaginatively using digital forms of communication

Outcomes/ Learning Experience Objective C Outcome EN1-10C A student: thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts. Using photographs to communicate Students work in groups of three and take a series of photographs to represent their ideas about reducing, reusing and recycling.

Resources

Assessment

Respond to and compose texts Predict and discuss ideas drawn from pictures and digital images

Predict and discuss ideas drawn from pictures and digital images As a whole class, view the photographs taken during the previous lesson. Have students comment, question and/or clarify the meaning of the photographs. Explain to students that much like their photographs, people have designed posters to communicate their messages about reducing, reusing and recycling. Display the variety of posters and discuss colours, titles, characters. Students discuss with their talking buddy their likes and dislikes. Have students select their favourite poster and justify what they like about it. Students are provided a sheet of A4 paper and asked to creatively produce a poster to communicate their ideas about reducing, reusing and recycling, (also to be used in our digital text for the other students in the school)

Week 9

Content Respond to and compose Recreate texts imaginatively using digital forms of communication

Outcomes/ Learning Experience Objective C Outcome EN1-10C A student: thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts. Recreating texts imaginatively Provide students with print outs of the photographs they had taken and posters they had created. Explain that it is time to compose our digital text to communicate the message of reducing, reusing and recycling. View one of the 3R clips to remind students of the end product. Discuss which photographs and posters should be used in the video and why. Take additional photographs if creative ideas are suggested. Objective C Outcome EN1-10C A student: thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts. Recreating texts imaginatively using digital forms of communication Introduce special guest, Hayley Legg. Have Hayley play guitar and sing The 3Rs song for students to sing along to. Have students work with Hayley throughout the day in small groups to create our digital text. View the class 3Rs digital text to be shared at the next school assembly.

Resources

Assessment

Respond to and compose Recreate texts imaginatively using digital forms of communication

Week 10

Content Develop and apply contextual knowledge Develop an awareness of criteria for the successful completion of tasks

Outcomes/ Learning Experience Objective E Outcome EN1-12E A student: identifies and discusses aspects of their own and others learning Reflecting on Learning Students select their favourite photograph from the unit of learning and write an entry in their learning diary about the experience.

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Assessment