Respect and Responsibility
Promoting values in education
Curriculum Mapping
| Syllabus links | Opportunities for learning |
|---|---|
| Syllabus links | Opportunities for learning |
Required content: Australian texts including those that give insights into Aboriginal experiences and multicultural experiences in Australia. |
A wide range of texts, including fiction, drama, film and poetry, give students a vivid picture of the experiences of others in the Australian community. Including Aboriginal and migrant experiences in the texts chosen for reading, viewing and responding to widens the horizons of students and enhances their respect for others of cultural origins differing 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:
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Texts chosen to illustrate a range of perspectives encourage students to empathise with and respect differing perspectives and experiences and to take responsibility for their own attitudes. Teaching and learning strategies that may enhance such outcomes include role play, debate and dramatisation of perspectives and issues in the 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: |
Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure. |
Students learn about: 1.11 the ideas, information, perspectives and points of view presented in imaginative, factual and critical texts 1.12 links between the ideas, information, perspectives and points of view presented in texts and their own background and experience 1.13 the ways their own background and experience affect their responses to texts Students benefit from explicit teaching about the perspectives they bring to texts as responders. In discussion students may need help to accept the merit of other viewpoints, while learning to access the values and factual information the texts offer. Factual background provided by the teacher or researched by students for such popular texts as To Kill A Mockingbird or Parvana can help students respect and understand the situations of the characters and to see parallels in their own responsibilities and situations. Dimensions of respect and responsibility: |
Outcome 3: A student responds to and composes texts in different technologies. |
Students learn about: 3.11 etiquette and ethical behaviour associated with email and internet use The ethical principles behind prohibition of inappropriate behaviour involved in some internet and email use may need explanation and reinforcing. Current concerns about the use of email and texting for bullying could be dealt with in the context of the English classroom as well as elsewhere. 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 uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts. |
Students learn about: 4.7 the effectiveness of specific language forms and features and structures of texts for different purposes, audiences and contexts The use of appropriate language as a mark of respect to others, whether a student’s peers or those in authority, can be reinforced while studying specific language forms in English classes. 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 6: A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts. |
Students learn about: 6.8 the ways ‘the real world’ is represented in the imaginary worlds of texts including literature, film, media and multimedia texts Opportunities for learning about respect and responsibility can arise through consideration of the portrayal and actions of characters, as well as themes, issues and settings in imaginative texts. Dimensions of respect and responsibility: |
Outcome 7: A student thinks critically and interpretively about information, ideas and arguments to respond to and compose texts. |
Students learn about: 7.13 the language of opinion including modality, bias, personal pronouns and other semantic cues 7.17 the language and structure of argument 7.18 the language and processes of persuasion including emotive language, imagery, selective use of detail, techniques for specific target groups and opinions presented as facts The study 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. Dimensions of respect and responsibility: |
Outcome 9: A student demonstrates understanding that texts express views of their broadening world and their relationships within it. |
Students learn about: 9.8 the ways in which their experiences and perspectives shape their responses to texts Discussion of texts, particularly in small groups, can show how responses to texts can be shaped by previous experiences. Dimensions of respect and responsibility: |
Outcome 10: A student identifies, considers and appreciates cultural expression in texts. |
Students learn about: 10.5 different cultures and their common and distinguishing elements 10.7 cultural assumptions in texts including those about gender, ethnicity, religion, youth, age, sexuality, disability, cultural diversity, social class and work Students may need help to identify the cultural assumptions in texts, through consideration of a text’s structural and language features, as well as ideas, issues and in the case of imaginative texts, portrayal of characters and their behaviour. Dimensions of respect and responsibility: |
Outcome 11: A student uses, reflects on and assesses individual and collaborative skills for learning. |
Students learn about: 11.15 roles and responsibilities of individuals in groups 11.20 reflection strategies such as learning logs, journals, letters to teachers and peers, guided discussion Developing collaborative skills and reflecting on learning can help students see themselves as members of a learning community, showing respect for their own ability to learn and the role of others in their learning. Dimensions of respect and responsibility: |
NSW Government