Coward Punch - Communicating Data

Australian Curriculum content descriptions: 

Year 9 English:

• Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)
• Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
• Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
• Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Year 10 English:

• Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)
• Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)
• Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
• Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)

Syllabus outcomes: EN5-1A, EN5-2A, EN5-3B 

General capabilities: Literacy, Numeracy 

Relevant parts of Year 9 achievement standards: 
Students evaluate and integrate ideas and information from texts to form their own interpretations. Students create texts that respond to issues, interpreting and integrating ideas from other texts.

Relevant parts of Year 10 achievement standards: 
Students develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. Students create a wide range of texts to articulate complex ideas.

This lesson is part of the wider unit of work STOP the Coward Punch: English – Years 7 to 10

Time required: 120+ mins

Level of teacher scaffolding: Medium – facilitate class discussion, support students in the production of their text, set up the text walk

• VIFM Research Update 2019
• Student Worksheets – one copy per student

This lesson is designed to build students’ competencies in the following skills:

• Communication
• Community engagement
• Creativity
• Digital literacy

These resources have been designed in partnership with Danny Green's STOP the Coward's Punch campaign.

Danny Green’s STOP the Coward Punch campaign was started in 2012 with the aim of raising awareness of the devastating effects of the coward punch on the community, including the physical and mental scars survivors, families and friends are left with for life.

STOP the Coward Punch believes in the right of all people to enjoy themselves, safely and free from violence. With support from entertainers, athletes, community leaders, politicians and everyday Australians, the campaign aims to raise awareness of the simple precautions we – as a community and as individuals – can take to ensure safe and enjoyable outings and, ultimately, reduce the number of coward punch occurrences in our communities.