Activity Introduction

CA-Cambodia-Tim-Deagle-photoframe2Quick summary: This lesson supports students to apply what they have learnt throughout the Stories of Chasing Asylum unit. They can select an assessment task from the options and plan and complete the task with teacher and peer support to demonstrate and apply their knowledge and understanding.

CA-Title-Treatment-ReversalChasing Asylum exposes the real impact of Australia’s offshore detention policies through the personal accounts of people seeking asylum and whistleblowers who tried to work within the system. To watch the documentary, stream it on Kanopy and Clickview or purchase the DVD at the ATOM Education Shop.

Learning Intentions: 

  • Students will demonstrate the knowledge and understanding they have gained throughout the Stories of Chasing Asylum unit.

21st Century Skills:

ca assessment skills v2

Australian Curriculum Mapping

The assessment items below, if completed as written, are aligned to the following elements of the Australian Curriculum Year 10 English content descriptors:

Year 10 English

  • Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
  • Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)
  • Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1569)
  • Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)
  • Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)
  • Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)
  • Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)
  • Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815)
  • Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)
  • Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
  • 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)
  • Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)
  • Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)

General capabilities: Literacy, Personal and Social Capability, Ethical Understanding, Intercultural Understanding.

Cross-curriculum priority:

Topic: Social Issues.

Unit of work: Stories of Chasing Asylum

Time required: Teacher discretion (this assessment could be completed in a few lessons or over a couple of weeks).

Resources required: Student Worksheet – one copy per student OR computers/tablets to access the online worksheet. Device capable of presenting a website to the class. Brace Map. Options for assessment: Assessment Task – Option 1 – Persuasive Speech, Assessment Task – Option 2 – Biographical Piece, Assessment Task – Option 3 – Narrative (short story)Editable Assessment Task Sheet.

Digital technology opportunities: Digital sharing capabilities.

Keywords: Chasing Asylum, assessment, text creation, literature, literacy, language.

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


Teacher Worksheet

CA-Asad-Khadim-Eka-Nickmatulhuda-photoframeTeacher preparation

Overarching learning goal: Students are assessed on what they have learnt from the Stories of Chasing Asylum unit. Students demonstrate and apply their knowledge and understanding about refugee and asylum-seeking experiences through a choice of three different assessment tasks.

Teacher content information: The issue of people seeking asylum and border protection is very political - many different perspectives exist across a range of contemporary and historical media texts. Australia has a long history of migration resulting in diverse ethnicities, cultures and religions. The movement of people has occurred for varied reasons, including work and employment opportunities, family connections, and leaving due to the effects of war or conflict and persecution.

As conflicts and security challenges impact various regions of the world, the global and national debate around refugees and asylum seekers has intensified. It is in this context that scrutiny and politicisation

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Student Worksheet

Thought Starter: "The best way to learn is to do."


Respond to these questions after completing your assessment task to reflect on the process that you went through to brainstorm, plan, draft and complete your piece.

  1. What process did you go through to produce this piece?
  2. What resources did you use while working on this piece? Which ones were especially helpful? Which ones would you use again?
  3. How do you feel about this piece of work? What parts of it do you particularly like? Dislike? Why? What did you enjoy about this piece?
  4. What did you learn about yourself as you worked on this piece?
  5. Have you changed any ideas you used to have on this subject?
  6. If you were assessing your work, what comments would you make about this piece?
  7. What the one thing you particularly want people to notice when they look at your work?
  8. One thing I would like to improve upon is ...
  9. What would you change if you had a chance to do this piece over again?
  10. What's the one thin
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