Activity Introduction

The Oasis - Haley and PaulQuick summary: This lesson emphasises student voice and choice and scaffolds the process of identifying a problem or issue, forming an inquiry question around the issue, and taking action to address the issue. Students apply the knowledge and understanding they have gained throughout the Finding out section of this unit to identify and address one of the social issues that lies within the broader issue of youth homelessness. They are given the opportunity to remember the sections of THE OASIS that affected them, then name the issues that are raised in the documentary. Students frame the issues as questions to be responded to, then help each other to think about an action that could be taken to address the issue. Students then form project groups based on common interests, with a view to planning and delivering a social action project. This is the first of three Social Action Project lessons, all of which provide a framework for developing, planning and carrying out social action.

Key ideas to explore:

  • Homelessness is an issue that can be faced by young people.
  • The reasons that young people experience homelessness are varied.
  • The issue of homelessness is multi-faceted and complicated.
  • Students have the ability to make positive change in their own world.

Australian Curriculum Mapping

Content descriptions:

Year 9 English

  • Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551)
  • Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561)
  • 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)
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
  • 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)
  • Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)

Year 10 English

  • Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)
  • Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, and rhetorical devices to engage audiences (ACELY1813)
  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action  (ACELY1751)
  • 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)
  • Use a range of software, including word processing programs, confidently, flexibly and imaginatively to, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)

Year 11 English
Unit 1

  • using appropriate form, content, style and tone for different purposes and audiences in real and imagined contexts (ACEEN011)
  • drawing on a range of technologies in, for example, research, communication and representation of ideas (ACEEN012)
  • combining visual, spoken and written elements where appropriate (ACEEN013)
  • using strategies for planning, drafting, editing and proofreading (ACEEN016)

Unit 2

  • using imaginative, interpretive and persuasive elements for different purposes, contexts and audiences (ACEEN032)
  • experimenting with text structures, language features and multimodal devices (ACEEN033)
  • developing and sustaining voice, tone and style (ACEEN034)
  • selecting and applying appropriate textual evidence to support arguments (ACEEN035)
  • using strategies for planning, drafting, editing and proofreading (ACEEN036) 

Year 12 English

Unit 3

  • transforming and adapting texts for different purposes, contexts and audiences (ACEEN050)
  • making innovative and imaginative use of language features (ACEEN051)
  • sustaining analysis and argument (ACEEN053)
  • using strategies for planning, drafting, editing and proofreading (ACEEN055)

Unit 4

  • using appropriate language and stylistic features to sustain a personal voice and point of view (ACEEN069)
  • using nuanced language (ACEEN070)
  • synthesising ideas and opinions to develop complex argument (ACEEN071)
  • substantiating and justifying their own responses using textual evidence (ACEEN072)
  • using appropriate referencing, for example, footnotes, in-line citations and reference lists (ACEEN073)
  • using strategies for planning, drafting, editing and proofreading (ACEEN074)

Syllabus OutcomesEN5-1A, EN5-2A, EN5-3B, EN5-5C.

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

Topic: THE OASIS, Social Issues

Unit of work: THE OASIS- English

Time required: 90 minutes.

Level of teacher scaffolding: Medium – facilitate discussion as well as peer-to-peer and self assessment.

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. Access to THE OASIS documentary on or mindmeister (if desired). Coloured A4 paper, Blu-Tack, butcher’s paper and sticky-notes. 

Digital technology opportunities: Digital sharing capabilities. Using ICT to communicate. Using ICT to display thinking (web 2.0 thinking tools).

Homework and extension opportunities: Includes opportunities for extension.

Keywords: House, home, homelessness, youth, THE OASIS, social awareness, social action, project.

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


Teacher Worksheet

owen-at-radio-photoframeTeacher preparation

Overarching learning goal: Students understand that they are capable of taking action to address the social issues that exist in their world.

Teacher content information: Student voice and choice is key in this series of Social Action lessons. Students will identify a social issue that they would like to address, brainstorm how they are going to address the issue, plan a social action project and carry out the social action. Enabling students to take social action will engage them more deeply in the learning process - they focus on the issues that the class has been exploring throughout the unit and take ownership of their learning. This social action project will also encourage students to connect with and create change in their local and broader community, and creates excellent opportunities for students to develop real-world skills. Most importantly, the social action section of this unit enables students to develop the understanding that the status quo does no

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Student Worksheet

Thought starter: "In order to carry a positive action we must develop here a positive vision" - Dalai Lama

1. Identify the specific issue related to youth homelessness that you would like to address.

What section of THE OASIS do you remember the most? Describe the details using the 5Ws (Who, What, Where, When, Why):

What factors contributed to the character you remember experiencing homelessness?

2. Now, come up with a Big Question that can be addressed by thinking about the issues you've raised.

Your question should identify WHO will take action, HOW they’ll take action, and WHAT will change. In order to do that, use the following template to draft your question:

"What would it take for (person/group) to (action to be taken) so that (describe the change that will occur)?"

For example:

  • What would it take for our class (group) to help a Homeless Youth Shelter (action) so that young people experiencing homelessness can access support services and get off the streets (change)?
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