Teacher information

The activities outlined in this module address the following Level 3 English outcomes.

CU 3.1 Students know that the roles and relationships of speakers and listeners affect the language used in the prepared and spontaneous spoken interaction, and can consider these relationships when using a range of spoken and multimodal text types to present, exchange and interpret ideas and information.

CU 3.2 Students know that text can be read and viewed for more than one purpose and can identify main ideas or point of view and make connections between ideas and information in a range of texts they select to meet identified reading purposes.

CU 3.3 Students know that subject matter can be drawn from their experiences and research and can consider their purposes and some of the needs of their intended audience when using a range of text types and mediums.

OP 3.2 Students know the easily identifiable patterns of textual resources commonly associated with a range of text types and use these to locate and interpret ideas and information in written and visual texts.

OP 3.3 Students use knowledge of generic structures and easily identifiable patterns of textual resources commonly associated with a range of text types, to write and shape texts which include some precise and technical vocabulary and visual resources where appropriate.

CR 3.1 Students know that textual resources, including attitudes, processes, gestures, tone and volume, can be used by speakers or producers of spoken text to express a point of view or engage listeners’ interest and can suggest how the choice of different textural resources could indicate alternative points of view.

This unit can stand alone or be used as part of units focusing on Australian history, communication, change or communities. The suggested genre to be produced include a brochure, report writing, video documentary, persuasive speaking, role plays and dramatic re-creation. It integrates outcomes in SOSE and technology.

Out and About in Mt Morgan aims to provide students with a range of opportunities to express their feelings, understandings and opinions through a variety of language learning experiences. They will develop the knowledge, values and attitudes to carry out the suggested tasks through research, hands on, and sensory experiences in a real life historical settings in and around Mt Morgan.

Pre visit activities familiarize the students with the structure of genre they will be using during their visit to Mt Morgan and in post visit activities. The students will practise and improve their research skills by identifying information sources, and using written and visual text to locate and interpret ideas and information by gathering information for a brochure, report writing, video documentary, role plays and dramatic re-creation.

It may be necessary to provide the students with opportunities to improve their speaking skills and to develop an understanding of the roles and relationships of speakers and listeners therefore suggests for these have been included in the pre-visit activities.

The pre-visit activities also help students to understand and develop points of view, opinions, attitudes, values and feelings so that they can successfully express these in dramatic and text presentations.

Mt Morgan offers an unique opportunity for students to tap into sensory experiences that will bring their classroom activities to life. During their visit to Mt Morgan they will be able to sit in church pews, breath the air, handle objects, and walk in the foot steps of people they have read about. By visiting places and objects such as the cemetery, museum, high school, mine, dam, churches, pubs, the Mafeking Bell, the Linda Memorial and the Coronation Light, they can capture the feel of places and events.

When the students visit these sites they will read plagues, make observations, gather information and listen to volunteers tell their stories. These activities add to knowledge already gathered using web sites and text in the classroom.

Post visit activities draw upon the students’ experiences in Mt Morgan and make connections between the activities they undertook before the visit and the experiences of the visit.

On return to their classroom students could produce an information brochure for tourist information centres in local community or in Mt Morgan, thus having the general public as their audience.

If technology is a focus of the unit students could produce a documentary of Mt Morgan. Drama skills could be enhanced through role plays involving events such as the running of the cutter, the mine fire or making the Mafeking Bell. Simulated community meetings, problematic scenarios or debates involving topics such as re-opening the mine or a preferred future for Mt Morgan offer further speaking opportunities.

The new English Syllabus places a strong emphasis on spoken and written text being produced for and reaching a real life audience therefore, through negotiation, students and teacher can identify a variety of audiences to whom they can present the items they have produced. Possible audiences could include students at schools in Mt Morgan, the general public or a presentation event to share with other classes, parents and the community.