Activity Introduction

paul mouldsQuick summary: Students carry out their planned social action and reflect on what they have learned and achieved throughout their social action project. They record their action in photographs or video, so that they can exhibit their project and the results that they were able to achieve. This is the third 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, imagery 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 create, 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 Outcomes: EN5-3B, EN5-1A, EN5-2A, EN5-5C. 

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

Topic: THE OASIS, Social Issues

Unit of work: THE OASIS – English

Time required: 120 minutes (plus time required to carry out each project)

Level of teacher scaffolding: High – facilitate discussion, oversee student projects and the coordination of student’s project exhibition.

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 and access to THE OASIS documentary on Vimeo. 

Digital technology opportunities: Digital sharing capabilities. Using ICT to communicate. Using ICT to display thinking.

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.

Worksheets

Teacher Worksheet

robin and paul mouldsTeacher 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 lesson. 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 not necessarily need to rem

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Student Worksheet

Thought starter: "When it is obvious that the goals cannot be reached, don't adjust the goals, adjust the action steps" - Confucius

Time to get going!

Now it's time to carry out your plan. Check in regularly with each other about where each individual is at with their assigned task, the challenges that they’re facing and how you can troubleshoot together to overcome those challenges.

Use your project plan from the previous lesson to ensure that you plot your project to completion and carry out each of the required actions.

Remember, too, to record each action taken throughout your project - you will use these records to display your learning, as well as the achievements you've made both individually and as a group throughout the span of your project.

Reflection

Reflect on your project and the steps that you took in order to see it through to completion.

You could present your reflection in a number of different ways, including a journal, a project completion report, a photo pres

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