Then As Now: Lost in the Bush
(SACSA)

Notes for the teacher:

BAND: Middle Years

LEARNING AREA(S): English

TOPIC / CONCEPT: Then As Now - Lost In The Bush

TIMELINE: 1 week

STRAND(S):

KEY IDEAS:
Texts and context - Students respond to increasingly complex ideas and information and examine diversity of opinion when listening to a range of texts. They critically and creatively produce a range of spoken texts about topics and issues for a wide range of audiences. (T) (C) (KC2) (KC6)

Students choose and compose a range of written texts which explore different perspectives about local and some global issues. They apply an understanding of context, purpose and audience to their own writing. (In) (T) (C) (KC2) (KC3)

Language - Students independently read, view and interpret a range of written, visual and multimodal texts dealing with more complex themes and issues. They identify and critically appraise combinations of language choices in these text, and discuss how these work to influence readers' and viewers' responses and understanding. (In) (T) (C) (KC1) (KC2)

Students plan and compose, independently, an extensive range of texts on different themes and issues. They demonstrate knowledge about and competent control of language choices in text in different modes and media. (T) (C) (KC2) (KC3)

Strategies - Students apply a variety of strategies for listening in order to summarise critically, make inferences and respond to what they have heard. They apply these strategies when adjusting their speaking for wider contexts and audiences in order to communicate challenging ideas and opinions about issues. (Id) (T) (C) (KC1) (KC2)

ESSENTIAL LEARNINGS:
Futures

• Recognising patterns and connections within systems
• Identifying, researching and analysing challenges for the future
• building scenarios of preferred futures

Identity

• Understanding and engaging with diversity

Interdependence

• A sense of being connected with their worlds

Thinking

• Using a wide range of thinking modes
• Drawing on thinking from a range of times and cultures
• Demonstrating enterprising attributes

Communication

• Understanding the complexity and power of language and its pivotal role in communication
• Making effective use of language, mathematical and information and communication technology tools

EQUITY/CROSS CURRIC/EVE:

CONTEXT:
This topic can be integrated into other units of work or individually and emphasize the skills associated with english and language. This activity can also form the basis for an integrated unit of work that provides students with the opportunity to achieve learning outcomes in all strands within society and environment as well as health and physical education and design and technology.

ENGAGING STUDENTS IN LEARNING:
Students discuss the concept of The Overland Telegraph Line, the 1870's, lifestyle, range of texts and issues of the time. They explore what they already may know and then investigate questions with creative thinking.

WHAT DIFFERENCE COULD THIS LEARNING MAKE TO THE STUDENT'S LIFE?
Students could utilise this learning in continuing to develop a sense of language, understanding of the 1870s and the differences to today as well as getting on with others to survive.