The arrival

The content in this unit of work links to the Australian Curriculum: English (Year 10).

General Capabilities evident across the unit include Literacy, Numeracy, Information and communication technology capability, Critical and creative thinking, Personal and social capability, Ethical understanding, and Intercultural understanding.

Cross-curriculum priorities: Across this unit, there is a strong emphasis on the migrant experience and so Asia and Australia’s engagement with Asia is evident and highlighted in a range of activities. In addition there are opportunities to engage with Aboriginal and Torres Strait Islander histories and cultures.

Year 10 has been chosen as the most appropriate level because it is at Year 10 that the themes explored in the novel are developed historically within the following two aspects of the Year 10 Australian Curriculum: History.

Depth study: The Globalising World

Students investigate one major global influence that has shaped Australian society in depth, including the development of the global influence during the twentieth century. Students study ONE of these electives: Popular culture or The environment movement or Migration experiences.

Elective: Migration experiences (1945–present)

  1. The waves of post-World War II migration to Australia, including the influence of significant world events (ACDSEH144)
  2. The impact of changing government policies on Australia’s migration patterns, including abolition of the White Australia Policy, ‘Populate or Perish’ (ACDSEH145)
  3. The impact of at least ONE world event or development and its significance for Australia, such as the Vietnam War and Indochinese refugees (ACDSEH146)
  4. The contribution of migration to Australia’s changing identity as a nation and to its international relationships (ACDSEH147)
Language for interaction

Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564) (EN5-5C)

Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565) (EN5-7D)

Text structure and organisation

Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566) (EN5-6C)

Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567) (EN5-3B)

 Expressing and developing ideas Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572) (EN5-1A)
Literature and context
Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639) (EN5-8D)
Responding to literature

Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640) (EN5-5C)

Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641) (EN5-3B)

Evaluate the social, moral and ethical positions represented in texts (ACELT1812) (EN5-7D)

Examining literature

Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642) (EN5-2A)

Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774) (EN5-6C)

 Creating literature

Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814) (EN5-5C)

Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structure and features for a specific purpose and intended audience (ACELT1815) (EN5-3B)

Create imaginative texts that make relevant thematic and intertextual connections with other texts  (ACELT1644) (EN5-6C)

Texts in context
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) (EN5-8D)
Interpreting, analysing, evaluating

Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752) (EN5-8D)

Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753) (EN5-6C)

Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754) (EN5-2A)

Creating texts

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) (EN5-1A)

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) (EN5-2A)

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) (EN5-2A)

Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA)

The Year 10 Achievement Standard is the basis for the rubric designed for Assessment Task 1 (see rubric (PDF, 205KB)) and Assessment Task 2 (see rubric (PDF, 33KB)).