Activity Introduction

This lesson is designed to be completed independently by students. 

Students will read an article explaining the factors that must be considered when removing some of the responses to coronavirus and exiting lockdowns. Students will build their understanding of technical vocabulary related to the virus and the response. After considering the content of the article, students will learn about how the author uses academic techniques to build credibility. They will think critically about the benefits and drawbacks of citing different kinds of evidence. They will then choose a piece of evidence that interests them to research and share with others.

Australian Curriculum Mapping

Year 9 English

  • Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
  • 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)

General capabilities: Literacy, Ethical Understanding, Critical and Creative Thinking.

Background information

We are living through unprecedented times and our lives have been forced to change almost overnight as a result of COVID-19. For many of us, the pandemic and its repercussions were unimaginable before they happened. As we come to terms with them, we need to be aware of our thought processes and apply effective reasoning.

Tips for Parents and Carers

Students can feel a range of emotional responses when researching and discussing COVID-19. If you need further support for students please refer to: https://coronavirus.beyondblue.org.au/

Resources Required

Learning@Home from Cool Australia

Learning@Home resources are designed for parents and teachers to use with children in the home environment. They can be used as stand alone activities or built into existing curriculum-aligned learning programs. Our Learning@Home series includes two types of resources. The first are fun and challenging real world activities for all ages, the second are self-directed lessons for upper primary and secondary students. These lessons support independent learning in a remote or school settings.

This lesson has been developed in partnership with The Conversation. The Conversation’s mission is to be known as a prominent and trusted publisher of new thinking and evidence-based research, editorially independent and free of commercial or political bias. The Conversation hopes teachers will use their content as a source of truthful information, and that teachers can show their students the importance of trusted, evidence-based information in understanding the world around them and making informed decisions about their actions. Please follow the republishing guidelines when using The Conversation’s articles.


Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Student Worksheet

COVID-19 Exit Strategy - Activity Instructions

Learning intentions:

  • You will learn the meanings of key vocabulary related to the pandemic
  • You will learn strategies that authors use to establish credibility 
  • You will evaluate the use of varying types of evidence
  • You will cite evidence in your own explanation.

Success criteria:

  • You can use strategies to correctly define key vocabulary
  • You can identify and analyse the effect of different persuasive strategies
  • You can use your knowledge of the world to evaluate how effective differing types of evidence are
  • You can use a mentor text to write your own clear explanation.

READ THE CONVERSATION ARTICLE BELOW

It's time to admit our COVID-19 'exit strategy' might just look like a more flexible version of lockdown

Toby Phillips, University of Oxford

As the COVID-19 curve starts to flatten in Australia and New Zealand, people are rightly wondering how we will roll back current lockdown policies. Australia’s federal hea

...
 
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