The red shoe
The content in this unit of work links to the Australian Curriculum: English (Year 10).
General Capabilities are evident across the unit and include Literacy, Information and communication technology capability and Critical and creative thinking.
The three cross-curriculum priorities, articulated in the Australian Curriculum are not evident in this unit. However, there are strong links made to aspects of two content overviews for Year 10 History in the Australian Curriculum:
- the nature of the Cold War and Australia’s involvement in Cold War
- developments in technology, public health, longevity and standard of living during the twentieth century.
Consequently, the study of this novel and of the Cold War might be enhanced by collaboration between English and History teachers, and provides opportunities for possible integration of classroom activities and/or assessment.
The Level Description provided for Year 10 English includes the following reference to the kinds of literary texts that should be considered:Literary texts that support and extend students in Years 9 and 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-worldand fictional settings and represent a variety of perspectives.
Note, in reference to this description, that The Red Shoe includes the reproduction of actual newspaper items of the Petrov Affair from 1954 as an introduction to each chapter, and that the story of the family is told from a range of perspectives.
Language variation and understanding
|Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563) (EN5-3B)|
|Language for interaction|
|Text structure and organisation|
|Expressing and developing ideas|
Literature and context
|Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639) (EN5-8D)|
|Interpreting, analysing, evaluating|
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)
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) (EN5-3B)
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)|
|Interacting with others||
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) (EN5-3B)
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) (EN5-3B)
|Interpreting, analysing, evaluating|
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) (EN5-1A)
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).