1. Home
  2. Policy and research
  3. Respect and Responsibility
  4. Curriculum Mapping
  5. Curriculum Mapping - English Stage 5
Print this page Reduce font size Increase font size

Respect and Responsibility

Promoting values in education

Curriculum Mapping

English Stage 5
Syllabus links Opportunities for learning

Required content:

… Australian texts including those that give insight into Aboriginal experiences and multicultural experiences in Australia

Access to a variety of challenging texts, including poetry, drama, fiction and nonfiction, can raise student awareness of both Aboriginal and multicultural experiences. Reading, viewing and responding to such texts can both widen students’ horizons and build respect for those whose cultural origins may differ from their own.

Teachers have the opportunity, through appropriate choices of texts to engage with a wide variety of important issues relating to Aboriginal and multicultural experiences in Australia.

Dimensions of respect and responsibility:

Required content:

  • literature from other countries and times
  • a range of social, gender and cultural perspectives

An appropriate range of texts can deepen appreciation and stimulate thought and discussion on the need to respect different perspectives. Writing from different perspectives, small group discussion, and role play could all be used to assist students to identify and take responsibility for their own attitude as well as develop an understanding of a range of perspectives, as presented in texts.

Teachers have the opportunity, through appropriate choices of texts, to engage with a wide variety of important issues relating to social, gender and cultural issues.

Dimensions of respect and responsibility:

Outcomes 1:

A student responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure.

Students learn about:

1.7 the ideas, information, perspectives and ideologies presented in increasingly demanding imaginative, factual and critical texts and the ways they are presented

1.8 the features of increasingly complex imaginative, factual and critical texts, including the cognitive, emotional and moral dimensions of the text and its linguistic and structural features

Students may require assistance in identifying the ideas and ideologies in texts. Consideration of the different dimensions of complex texts such as moral and emotional, provides students with the opportunity to deepen understanding of the perspectives in texts, as well as their own perspective. Students also respond to how the moral dimensions underpinning texts are conveyed to the reader/viewer.

Dimensions of respect and responsibility:

Outcome 2:

A student uses and critically assesses a range of processes for responding and composing.

Students learn about:

2.12 the ways different modes, subject areas, media and cultural representation affect their personal and critical responses to texts

Students may need explicit use of appropriate teaching and learning strategies to recognise how their personal and critical responses to texts are affected by different ways and modes of presenting ideas, information and perspectives.

Dimensions of respect and responsibility:

Outcome 3:

A student selects, uses, describes and explains how different technologies affect and shape meaning.

Students learn about:

3.9 the nature, scope and ethical use of information and communication technologies in contemporary society

The ethical principles behind appropriate use of email and the internet need to be recognised by students as part of their responsibility as citizens, and an expression of their respect for the human rights and dignity of others. Inappropriate behaviours, such as plagiarism or bullying, undermine the rights of others and the student’s status as an ethical user of this technology.

Students have the opportunity to reflect on issues such as inclusion and exclusion as well as the need for appropriate censorship and monitoring of electronic communication.

Dimensions of respect and responsibility:

Outcome 4:

A student selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning.

Students learn about:

4.8 the way in which spoken, written and visual texts are shaped according to personal, historical, cultural, social, technological and workplace contexts

Both in their own work and in responding to that of others, students recognise the historical and cultural contexts and the effect of these contexts on the making of meaning.

Dimensions of respect and responsibility:

Outcome 6:

A student experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts.

Students learn about:

6.9 the ways in which imaginative texts can explore universal themes and social reality

The universal themes students identify in texts can reinforce their understanding, acceptance and respect shown to themselves and others. Universal themes in texts can be related to contemporary events and issues in relevant and meaningful ways.

Dimensions of respect and responsibility:

Outcome 7:

A student thinks critically and interpretively using information, ideas and increasingly complex arguments to respond to and compose texts in a range of contexts.

Students learn about:

7.9 the ways bias, stereotypes, perspectives and ideologies are constructed in texts, including the codes and phrasings that signal them

7.11 generalisations, clichés, appeals to authority, and appeals to popularity and public opinion

7.12 the ways the language of argument and persuasion can be adapted for different contexts

The analysis of language use and the techniques of argument and persuasion can enable students to express their personal opinions in an effective and persuasive way. It can also develop their analytical and critical capacity to identify and counter statements that categorise an individual or group.

Teachers may also be able to highlight the use of language in social settings used to support or attack particular people or points of view. This could include the way language is used in the media and political sphere.

Dimensions of respect and responsibility:

Outcome 9:

A student demonstrates understanding of the ways texts reflect personal and public worlds.

Students learn about:

9.7 the ways personal perspective is shaped by social, cultural and historical influences

9.8 the way personal perspective shapes meaning

9.9 aspects of their own context that influence their responses and compositions

Through the consideration of how texts reflect personal and public worlds, students identify various influences which help shape personal perspective. This process assists students in developing a balanced and respectful response to their own personal perspective and the perspectives of others.

Dimensions of respect and responsibility:

Outcome 10:

A student questions, challenges and evaluates cultural assumptions in texts and their effects on meaning.

Students learn about:

10.9 the ways in which particular texts relate to their cultural experiences and the culture of others

10.10 the ways situational and cultural elements of context shape texts

10.11 the beliefs and value systems underpinning texts from different cultures

10.12 how texts sustain or challenge established cultural attitudes

Students learn to recognise the cultural elements and values of texts and relate them to their own experiences, or those of others of which they are aware. Through doing this they recognise differences in society and respect them. Other texts may challenge the students’ own cultural attitudes or established cultural attitudes, and may require them to justify or modify their own position.

The opportunity to study texts from other cultural settings may assist students in overcoming prejudicial attitudes arising from ignorance of other cultures.

Dimensions of respect and responsibility:

Outcome 11:

A student uses, reflects on, assesses and adapts their individual and collaborative skills for learning with increasing independence and effectiveness.

Students learn about:

11.13 management strategies including drawing up schedules, timing, delegation and sharing in group work

11.16 ways in which reflection and self-evaluation can assist learning

These syllabus requirements assist students in collaborating with others to achieve set goals and provide strategies for collaborating with and respecting the contribution of others. Self-evaluation and reflection enhance the taking of responsibility for one’s own learning.

Dimensions of respect and responsibility:

Print this page Reduce font size Increase font size