Heroes
KLA(s):	English, Religious Education, SOSE	KLA Head:	Ms Smith	
Subject(s):	English, Social Science, Religion	Subject Head:	D. Jones	
Year Level(s):	9	Topic:	Heroes	
Duration:	1 Term(s)	Term(s):	2	
Author:	A.	Black	Team:	J. Smith, A. Black, T. White, C. Moore	
	
UNIT OVERVIEW	
	
IDENTIFYING CURRICULUM	
This unit is about the 'heroes' in our communities. It focuses on the way in which positive interactions between people, and between people and their environment, can result in meaningful responses to social, cultural and environmental issues. The students will complete a case study on PNG in Social Science, and justify the impacts of tourism vulnerable communities. They will identify core Gospel values in Religious Education, and create an image of Jesus which will encourage modern teenagers to effective and productive community participation. In English, students will compose and perform a monologue which reveals an understanding of both the positive responses to Indigenous people in Australia. 	
SCOPE	
	
Sequence of Learning Experiences	
No.	Length	Description	
LE1	3 weeks	LE1	
LE2	3 weeks	LE2	
LE3	3 weeks	LE3	
ASSESSMENT ACTIVITIES	
Type	Activity	Description	
Written	Advertisement	1. Your task is to design an advertisement in which you incorporate Jesus as a hero or role model for modern living.
2. Annotate your advertisement with points that demonstrate your choices of advertising techniques and that reflect your knowledge of the Images of Jesus Unit.	
Oral	Monologue	Choose a character from the reading you have encouraged in class. Create and perform a monologue which reveals your chosen character' thoughts and feelings about a particular event or situation. 	
Written	Ad analysis	You have created an advertisement for ED magazine in which you have incorporated Jesus as a hero, or role model for modern living. The board executives have requested that you write an analysis of your advertisement.	
Written	Essay	Part B. In a 300 word argumentative exposition, justify the impacts of tourism in PNG. You should consider both cultural and environmental impacts. Consult the task guidelines for help on how to structure your writing. 	
Written	Brochure	Part A. Your travel company has been asked a travel brochure for Papua New Guinea for young, environmentally conscious Australian tourists on a budget. It should promote natural and cultural conservation and encourage activities that have a minimal impact on the environment. 	
OTHER NOTES	
This unit is about the 'heroes' in our communities. It focuses on the way in which positive interactions between people, and between people and their environment, can result in meaningful responses to social, cultural and environmental issues. The students will complete a case study on PNG in Social Science, and justify the impacts of tourism vulnerable communities. They will identify core Gospel values in Religious Education, and create an image of Jesus which will encourage modern teenagers to effective and productive community participation. In English, students will compose and perform a monologue which reveals an understanding of both the positive responses to Indigenous people in Australia. 	

UNIT RATIONALE	
	
ENVIRONMENT	
Classroom climate:	Help students understand that attitudes and perceptions related to classroom climate influence learning 
Establish a relationship with each student in the class 
Engage in equitable and positive classroom behaviour 
Recognise and provide for students' individual differences 
Be aware of malicious teasing or threats inside or outside the classroom, and take steps to stop such behaviour 	
Classroom tasks:	Establish a sense of academic trust 
Use a variety of tasks to engage students in classroom tasks 	
HABITS OF MIND	
Characteristics:	Persisting - Stick to it! Persevering in task through to completion; remaining focused. Looking for ways to reach your goal when stuck. Not giving up.
Managing impulsivity - Take your Time! Thinking before acting; remaining calm, thoughtful and deliberative.
Thinking about your thinking (Metacognition) - Know your knowing! Being aware of your own thoughts, strategies, feelings and actions and their effects on others.	
Development:	Notice and label student behaviour that demonstrates a particular habit
Share personal anecdotes that relate to a habit	
LITERACY	
Organiser	Sub-organiser	Year	Indicator	
Writing and Designing	Editing & proofreading	9	Edit own and others_ writing using guidelines and increased familiarisation with text types, structures, styles and editing techniques	
Speaking and Listening	Strategies for speaking & listening	9	Compose and contribute in different settings by selecting and manipulating speaking techniques and non-verbal expressions to enhance meaning and purpose, including: intonation, stress patterns, e.g. pitch, volume and pace; vocabulary selection and figurative language to reinforce a viewpoint or a particular stance and register; e.g. formal, neutral, informal, casual; tone; volume; pause and pace for varying purposes and contexts and body language and gestures	
Writing and Designing	Purpose, audience & texts	9	Identify purpose, audience and writing task and consider topic, subject matter, text structure and writer-reader relationships for a variety of complex writing/designing tasks, including multimodal and hybrid texts	
Writing and Designing	Editing & proofreading	9	Proofread own and others writing using accepted protocols	
NUMERACY	
ICTs	
Area	Skill	
Internet	Chooses appropriate sites from a search	
Word processing	Varies font, size, colour and style	
Word processing	Uses undo command, redo command	
Word processing	Uses spell checker, uses thesaurus	
Word processing	Uses line spacing, spacing before and after paragraphs	
Word processing	Uses columns  	
Word processing	Uses bullets, numbering and formats bullets	
Word processing	Uses borders, formats text box borders, page borders, paragraph borders	
Word processing	Uses appropriate terminology - font, upper/lower case, bold, italics, underline, icons	
Word processing	Understands use of Tab to indent, Tab to align text	
Word processing	Understands cut, copy, paste	
Word processing	Realises limitations of spell checker	
Word processing	Knows how to use the drawing features and reviewing tabs	
Word processing	Inserts text, deletes text	
Word processing	Creates text box, formats text box and uses fill colour	
Word processing	Changes text alignment, right, left, centre, justified	
Word processing	Changes margins and line spacing	
Internet	Uses and understands the features of a browser (back, forward, stop, search, refresh, history, home buttons, address bar, loading status)	
Internet	Understands key features of a web page (links, site map, feedback, email)	
Internet	Understands Internet structure: delays in sending/receiving; can't find page etc.	
Internet	Understands and uses key words in a simple search	
Internet	Interprets information from a website	
Internet	Determines whether information is current, accurate and reliable	
Internet	Contributes to the creation of a basic web-page - text, graphics, hyperlinks	
Internet	Cites any electronic references to information used	

CURRICULUM FOCUS	
SEQUENCING LEARNING	
English: Year (8-9)

Students use their imagination, creativity and world views to interpret and construct English texts that share their ideas, persuade audiences and address issues and events in their own lives and communities. They recognise how English relates to shared cultural understandings, and to local, national and global settings. They analyse and evaluate how texts position audiences to view people, characters, places, events, things, issues and ideas in particular ways and with particular implications and impacts. They evaluate how a variety of texts represent Aboriginal knowledges, peoples, cultures and events, and Torres Strait Islander knowledges, peoples, cultures and events.

Religious Education: Year (8-9)

Students understand the development of sacraments and the ways prayers and rituals reflect social and cultural influences. They understand ways spiritual movements are a response to the human quest for meaning and transformation. Students understand connections between Church teachings and human wisdom in moral issues. They have an awareness of how moral integrity is maintained in response to personal, social and cultural expectations. They understand the contribution of Church social teaching  to action for justice. Students understand how to use a range of textual features and different perspectives to interpret scriptural texts. They know how contextual understandings of scriptural texts are applied in contemporary religious and social scenarios. Students understand the development of sacraments and the ways prayers and rituals reflect social and cultural influences.  They understand ways spiritual movements are a response to the human quest for meaning and transformation.

SOSE: Year (8-9)

Students use their knowledge about the complex interactions between people, and between people and their environments, to investigate social, political, economic, environmental and cultural ideas and issues. They clarify their personal values and acknowledge others' values and world views in a range of contexts and settings. They develop their capacity for effective community participation and meaningful responses to social and environmental issues.

LEARNING EXPERIENCE	
LE1 (3 weeks) 	
LE1	

LEARNING EXPERIENCE	
LE2 (3 weeks) 	
LE2	

LEARNING EXPERIENCE	
LE3 (3 weeks) 	
LE3	

ASSESSMENT OVERVIEW	
No assessment tasks for this unit	

RESOURCES	
No resources for this unit