Stage: 3 Duration: 4 weeks (2-3 hours /week)

Global Connections
An Integrated unit of work for Stage 3 students
Aligned with NSW syllabuses

Digital Literacy
English
Project- Based
Learning
21st Century Skills
Creative
By Tara Hashambhoy, Kayla Arts - Geography
Cherrington and Lauren Clarke
Drama

Exploring Australias Global connections through

Humanitarian Aid and Tourism

EDMT6533 1
 Stage: 3 Duration: 4 weeks (2-3 hours /week)
Curriculum Integration Mind Map

Connection focus: Exploring and investigating social justice in regards to Australias global connection with other countries through the provision of
humanitarian aid.

English: Drama:
Through drama students
Communicating ideas (speaking, participate in activities such
listening, writing). as:
Drafting, editing and publishing Role play (including Role
Students will be engaged in: Walk). Exploring multiple
Exploring multiple perspectives
Interpreting maps perspectives
Drafting and publishing
Exploring connections between Australia and countries we Role play for iMovie: e.g.
Picture book
provide humanitarian aid to journalist, travel writer,
Responding to texts and visual prompts aid receiver, citizenetc.
Engaging in drama activities to deepen understanding
Using technology to present their findings

Planned Assessment
Geography:
Analysis of Participation in a group blog
Students will be engaged in:
Observation and analysis of participation in drama activities such
Interpreting Geographical information - Aus
as role walks, conscience alley and still images
Aid map. Identifying relationships and
Analysis of students evaluation of different advertising materials
drawing conclusions
Analysis of students letters to the Government
Describing Australias global connections
Analysis of students visual literacy skills
through humanitarian aid
Exploring the impact of Australias global Observation and analysis of students participation and synthesis
connections through humanitarian aid of knowledge to create a news report in iMovie

EDMT6533 2
Stage: 3 Duration: 4 weeks (2-3 hours /week)
Conceptual Framework for Integration
Focus and Context: Global Connections

Concept + Question: Social Justice - International aid

Key Idea + Question: Where does the Australian Key Idea + Question: What is the role of humanitarian Key Idea + Question: Explore one NGOs
government give foreign humanitarian aid? NGOs? Why do they need to advertise? campaign. What impact does it have?

PFAs, Outcomes and Assessment

Formative: Discussions, student work samples, Brain storming, initial proposal of PBL topic (week 3) and drama activities
Summative: collaborative PBL task

Pre-testing: Brain storming and mind mapping

Teaching Strategies: Teaching Strategies Teaching Strategies

Viewing and responding to the BTN Conventions of letter writing Blog Post, Voice Threads and iMovie
video Visual Literacy

Teaching Strategies Teaching Strategies
Exploring themes of wealth and power Venn Diagram for exploring
through drama activities in a picture book similarities and differences

Resources
Picture book, Videos, Websites, iPads, Voice Threads, iMovie, Smart Board,

EDMT6533 3
Stage: 3 Duration: 4 weeks (2-3 hours /week)

Unit Outline
Topic/Name of unit of work:
Stage 3 English - Global Connections
Unit overview:
Students investigate the ways in which Australia is interconnected with other nations through the issues of international aid. Students learn to critically
analyse and respond to a variety of factual and persuasive texts forms (including multimodal texts) to explore the following questions:
1 - Where does the Australian government give foreign humanitarian aid?
2 - What is the role of humanitarian NGOs? Why do they need to advertise?
3 - What is the impact of one NGO project?

Students engage in Project-Based Learning to explore one NGO in depth. They create a three-minute news-style investigation of a country using iMovie to
communicate their understandings, and present multiple perspectives.
Students consider the individual and national responsibilities of global citizens of the 21st century, and are encouraged to think about how they can act to
facilitate equity and justice for others through their choices and actions. They explore publications of various groups working to support people living in
extreme poverty, e.g. UNICEF and World Vision, and read One Hen: How One Small Loan Made a Big Difference by Katie Smith Milway. Students explore
perspective through drama by developing a range of dramatic roles. They use the elements of drama to build still images, which they photograph and
annotate using Voice Threads in order to demonstrate their understanding of power and perspectives.
Cross curricular content- links to other KLA Outcomes:

English
Writing: EN3-2A Composes, edits and presents well-
structured and coherent texts
Assessment Task/s EN3-3A Uses an integrated range of skills, strategies
and knowledge to read, view and comprehend a
Reading
wide range of texts in different media and
technologies
EN3-5B discusses how language is used to achieve a
Responding and composing widening range of purposes for a widening range of
audiences and contexts
Grammar, Punctuation and Vocabulary EN3-6B uses knowledge of sentence structure,
grammar, punctuation and vocabulary to respond to
EDMT6533 4
Stage: 3 Duration: 4 weeks (2-3 hours /week)
and compose clear and cohesive texts in different
media and technologies
EN3-7C thinks imaginatively, creatively,
Thinking Imaginatively, Creatively, interpretively and critically about information and
Interpretively and Critically ideas and identifies connections between texts when
responding to and composing texts
EN3-8D identifies and considers how different
Expressing themselves viewpoints of their world, including aspects of
culture, are represented in texts

Geography
Global Connections GE3-2 explains interactions and connections
between people, places and environments
GE3-4 acquires, processes and communicates
Geographical Tools geographical information using geographical tools
for inquiry
Drama
DRAS3.1 develops a range of in-depth and sustained roles
DRAS3.2 Interprets and conveys dramatic meaning by
Making using the elements of drama and a range of movement
and voice skills in a variety of drama forms
DRAS3.3 Devises, acts and rehearses drama for
Performing
performance to an audience
Resources:
Aus Aid Website: http://dfat.gov.au/aid/where-we-give-aid/Pages/where-we-give-aid.aspx
Smart Board/ White Board
Picture Book: One Hen: How One Small Loan Made a Big Difference by Katie Smith Milway
iPads
Voice Threads

iMovie
computers
BTN video http://www.abc.net.au/btn/story/s3759807.htm
Accompanying Global Connections website http://globaconnectionsstage3.weebly.com
https://www.oxfam.org.au/what-we-do/emergencies/learn-about-current-emergencies/global-
hunger-famine-food-security/

EDMT6533 5
Stage: 3 Duration: 4 weeks (2-3 hours /week)
Rationale
The unit connects English, Geography and Drama outcomes. It examines Australias global connections through one example - humanitarian aid. Students
record their dramatic work samples through ICT - Voice Threads and iMovie.
Students create and analyse a variety of text forms including video, media, websites and written text.
Through Project Based Learning students collaboratively present their learning in creative ways.

EDMT6533 6
Stage: 3 Duration: 4 weeks (2-3 hours /week)
Weekly Outline
Week Specific Weekly Specific Outcomes focus
Focus
1 Where Australia EN3-2A Composes, edits and presents well-structured and coherent texts
gives Aid EN3-3A Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of
texts in different media and technologies
GE3-2 Explains interactions and connections between people, places and environments
GE3-4 Acquires, processes and communicates geographical information using geographical tools for inquiry
2 The role that EN3-2A Composes, edits and presents well-structured and coherent texts
NGOs play in EN3-6B Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose
helping other clear and cohesive texts in different media and technologies
countries EN3-7C Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies
connections between texts when responding to and composing texts
EN3-8D Identifies and considers how different viewpoints of their world, including aspects of culture, are represented
in texts
GE3-2 Explains interactions and connections between people, places and environments
DRAS3.1 Develops a range of in-depth and sustained roles
DRAS3.2 Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and
voice skills in a variety of drama forms
3 The role EN3-3A Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of
advertising plays texts in different media and technologies
in portraying EN3-6B Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose
other countries clear and cohesive texts in different media and technologies
EN3-7C Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies
connections between texts when responding to and composing texts
EN3-8D Identifies and considers how different viewpoints of their world, including aspects of culture, are represented
in text
GE3-2 Explains interactions and connections between people, places and environments
DRAS3.1 Develops a range of in-depth and sustained roles
DRAS3.2 Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and
voice skills in a variety of drama forms

EDMT6533 7
Stage: 3 Duration: 4 weeks (2-3 hours /week)
4 Creating a EN3-2A Composes, edits and presents well-structured and coherent texts
presentation on EN3-5B Discusses how language is used to achieve a widening range of purposes for a widening range of audiences
the role that the and contexts
government and GE3-2 Explains interactions and connections between people, places and environments
NGOs play in a DRAS3.1 Develops a range of in-depth and sustained roles
specific country DRAS3.2 Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and
voice skills in a variety of drama forms
DRAS3.3 Devises, acts and rehearses drama for performance to an audience

EDMT6533 8
Stage: 3 Duration: 4 weeks (2-3 hours /week)

Lesson Outline
Content outcomes Teaching and learning activities Resources
GE3-2 - Global Connections Week 1: LESSON 1 BTN video
investigate connections between Australia and other countries of the Brainstorm ways in which Australia is connected to http://www.abc.net.au/btn
world, for example: (ACHGK034, ACHGK035) other nations. /story/s3759807.htm
o description of connections Australia has with other countries eg View BTN video on international aid (link in
aid resources) Aus Aid website
Using Aus Aid website whole class explores the http://dfat.gov.au/aid/whe
GE3-4 re-we-give-
mapping tool. Answer questions on worksheet
Communicating Geographical information interpret geographical data and based on interpreting the mapping tool. aid/Pages/where-we-give-
information, using digital and spatial technologies as appropriate, and aid.aspx
Have whole class create a mind map using the
identify spatial distributions, patterns and trends, and infer relationships
Smart Board to show links between aspects of
to draw conclusions (ACHGS039, ACHGS046) Smart Board
Australias global connections, regarding
EN3-2A
international aid. Mind map ideas - What is Aid?
use a range of software, including word processing programs, learning What is humanitarian aid? Student computers
new functions as required to create texts (ACELY1707, ACELY1717)
Contribute to a blog post: Do you think Australia
EN3-3A Global Connections
should give aid to other counties?
use comprehension strategies to interpret and analyse information website:
and ideas, comparing content from a variety of textual sources http://globaconnectionssta
including media and digital texts (ACELY1703, ACELY1713) ge3.weebly.com/your-say

EDMT6533 9
Stage: 3 Duration: 4 weeks (2-3 hours /week)
Content outcomes Teaching and learning activities Resources
EN3-2A Week 1: LESSON 2
understand and appreciate the way texts are shaped through Read One Hen: How One Small Loan Made a Big One Hen: How One Small
exploring a range of language forms and features and ideas Difference by Katie Smith Milway. Loan Made a Big Difference
EN3-3A Discuss the purpose, intended audience and by Katie Smith Milway.
structure of the book. While reading, investigate
understand how texts vary in purpose, structure and topic as well as the contribution of text and images to the meaning
degree of formality (ACELA1504) of the book discuss how illustrations support or
complement the text and/or communicate
additional meanings.
Groups analyse one double page each and report
back to the class.
o Identify images and symbols on the page and
explain what they communicate to the reader
o Consider the use of colour, line and balance and
how these contribute to the text.
o Consider whether writing or illustrations could
be modified to be more effective.
o Identify the authors purpose and target
audience for this book

EDMT6533 10
Stage: 3 Duration: 4 weeks (2-3 hours /week)
Content outcomes Teaching and learning activities Resources
EN3-7C Week 1: LESSON 3 One Hen: How One Small
Interpret a range of texts, e.g. through role-play or drama, for Drama lesson - exploring power/ wealth Loan Made a Big Difference
pleasure and enjoyment, and express an analytical conclusion about by Katie Smith Milway.
those texts. Students role walk - exploring wealth and power

DRAS3.1 Look at page 16 and 17 of One Hen: How One Small

Takes on a range of roles challenging character stereotypes, depicting Loan Made a Big Difference by Katie Smith Milway
empathy, different and contrasting attitudes and status In pairs role play the banker and Kojo discussing why
DRAS3.2 Kojo should be given a loan
Conscious alley - banker deciding whether to give
Interprets a dramatic context context through the use of a

combination of various drama forms Kojo a loan
Combines and manages the elements of drama to communicate the
depth of meaning of their drama work.

EN3-2A Week 2: LESSON 1

Plan, draft and publish imaginative, informative and persuasive texts, Students view an NGO campaign NGO campaign
choosing and experimenting with text structures, language features, Discussion points: https://www.oxfam.org.au
images and digital resources appropriate to purpose and audience o The impact that NGO campaigns and aid can /what-we-
EN3-6B have on communities do/emergencies/learn-
Understand that language is structured to create meaning according o Why do NGOs exist? about-current-
to audience, purpose and context Written task: emergencies/global-
Understand that choices in grammar, punctuation and vocabulary o Draft a letter to an NGO from the hunger-famine-food-
contribute to the effectiveness of texts perspective of someone who has received security/
EN3-8D aid and explain how the aid has made a
Compose a variety of texts, eg poetry, that reflect their understanding difference in their community
of the world around them
GE3-2
investigate connections between Australia and other countries of the
world, for example: (ACHGK034, ACHGK035)
description of connections Australia has with other countries eg aid

EDMT6533 11
Stage: 3 Duration: 4 weeks (2-3 hours /week)
Content outcomes Teaching and learning activities Resources

Content outcomes as above Week 2: LESSON 2 Travel website (teacher

Revise and edit your letter and publish it. choice)


EN3-3A Week 3: LESSON 1 Website selections from
use comprehension strategies to interpret and analyse information Analyse advertising materials from an Aid Aid organisation
and ideas, comparing content from a variety of textual sources organisation of a particular country and discuss
including media and digital texts (ACELY1703, ACELY1713) the impact of features of the text. Look at Text selections from a
EN3-6B purpose, audience, structure and features etc. current aid organisation
identify and explain how choices in language, eg modality, emphasis, o How do they portray the country or campaign (teacher choice)
repetition and metaphor, influence personal response to different countries for which the advertisement is
texts (ACELT1615) made?
EN3-8D Students work in small groups to analyse a text
identify and describe the representation of people, places and events (given by teacher).
in film and the media Use an I see, I feel, I hear chart to record
GE3-2 responses
Investigate how connections influence peoples perceptions and
understandings of places for example (ACHGK036)
o Identification of factors that influence peoples perceptions of
places eg media, culture, education, travel

EDMT6533 12
Stage: 3 Duration: 4 weeks (2-3 hours /week)
Content outcomes Teaching and learning activities Resources
EN3-3A Week 3: LESSON 2 Travel Website: For
use comprehension strategies to interpret and analyse information Look at a travel website, video advertisement or example: Lonely Planet,
and ideas, comparing content from a variety of textual sources brochure of the same country to explore how various countries
including media and digital texts (ACELY1703, ACELY1713) that country is portrayed to tourists.
EN3-6B Analyse an example of persuasive text from a Butchers paper for Venn
identify and explain how choices in language, eg modality, emphasis, travel website (provided by teacher) and discuss Diagram
repetition and metaphor, influence personal response to different how the text impacts your opinion of the
texts (ACELT1615) country.
EN3-7C Venn diagrams - compare and contrast the aid
analyse and evaluate similarities and differences in texts on similar image and the tourist brochure image.
topics, themes or plots (ACELT1614)
EN3-8D
identify and describe the representation of people, places and events
in film and the media
GE3-2
Investigate how connections influence peoples perceptions and
understandings of places for example (ACHGK036)
o Identification of factors that influence peoples perceptions of
places eg media, culture, education, travel

DRAS3.1 LESSON 3 iPad

Takes on a range of roles challenging character stereotypes, depicting Create a still image to portray the two texts
empathy, different and contrasting attitudes and status explored in the previous two lessons. Teacher
Collaborates to convey dramatic meaning by responding abstractly to photographs the image for students using their Voice Threads app
represent ideas, feelings, objects and situations. iPad.
DRAS3.2 Students then add spoken annotations to their
Responds confidently with gesture, movement and voice skills to a image using Voice Threads. They speak from the
range of scripts and other texts to structure the narrative or episodes perspective of the character they are portraying.
and build on the action of the drama
Combines and manages the elements of drama to communicate the
depth of meaning of their drama work

EDMT6533 13
Stage: 3 Duration: 4 weeks (2-3 hours /week)
Content outcomes Teaching and learning activities Resources
EN3-2A Week 4:
plan, draft and publish imaginative, informative and persuasive texts, LESSONS 1 - 3: Problem-Based Learning Task iMovie app
choosing and experimenting with text structures, language features, In group students design a 3 minute country
images and digital resources appropriate to purpose and audience profile video using iMovie to examine the
(ACELY1704, ACELY1714) country they have focused on. iPads
compose increasingly complex print, visual, multimodal and digital Videos need to include multiple perspectives -
texts, experimenting with language, design, layout and graphics portraying the countrys highlights and
use increasingly complex research data from print and digital sources humanitarian needs. Props for video
to compose short and sustained text For example: students could use an interview
use a range of software, including word processing programs, learning format with a journalist interviewing a travel
new functions as required to create texts (ACELY1707, ACELY1717) writer and a humanitarian aid worker
EN3-5B o Students create a plan for their video,
identify and discuss how own texts have been structured to achieve including a list of facts that will be
their purpose and discuss ways of using conventions of language to presented.
shape readers and viewers understanding of text o Rehearse - discuss simple props and
discuss how the intended audience, structure and context of an visual aids for their video
extended range of texts influence responses to text o Film
discuss the conventions of a range of complex texts, eg act and stage o Edit
directions in plays, literary devices in poems and stories, layout o Share videos and evaluate
conventions in print and digital texts
GE3-2
investigate connections between Australia and other countries of the
world, for example: (ACHGK034, ACHGK035)
o description of connections Australia has with other countries
eg aid

DRAS3.1
Takes on a range of roles challenging character stereotypes, depicting
empathy, different and contrasting attitudes and status
DRAS3.2
Interprets a dramatic context context through the use of a combination of
various drama forms
Combines and manages the elements of drama to communicate the depth
of meaning of their drama work.
DRAS3.3

EDMT6533 14
Stage: 3 Duration: 4 weeks (2-3 hours /week)
Content outcomes Teaching and learning activities Resources
Devises drama in collaboration with others using scripted and
unscripted material as resources for drama performances
Organises space, props, costumes, artefacts, sound effects and
movement sequences to help define role, place and situation to
interpret and convey the meaning of the drama

EDMT6533 15