Lesson plan 1

Lesson Outcomes:

1. A student demonstrates an understanding of the relationships between composer, responder, text and context.

1.1 identifying and describing the contexts of responding to and composing particular texts.
1.4 Recognizing the effects of their own language experiences and culture on their response to and
composition of texts

Introduction- 5 minutes

This is the introductory lesson on the Area of Study concept of endurance. As the teacher I will facilitate
a short class discussion (5minutes) to ascertain what students know about the idea of endurance and to
connect the learning to their world. This brief discussion also allows the teacher to assess what, if any,
prior knowledge the students bring to the topic and will assist in gaining an understanding of social or
cultural assumptions that may need to be unpacked. (QT significance: background knowledge, inclusivity)

Making connections- (15 minutes)

In the next segment of the lesson, I will ask students to complete a pair and share activity. They
will work in pairs to create a mind map (adapted from ETA materials on Discovery Appendix 1)
to draw out associations with the concept of endurance. (5 mins)
Students will be asked join another pair to become a group of four and share what their ideas. (5
mins)
Groups select a scribe to contribute one aspect of endurance to the class mind map projected on
the board. This sequence allows students to develop their ideas individually and in small groups
and provides social support to express these ideas and consolidate their knowledge and use of
language. (5 mins)
Students are provided with a template (Sophisticated word list appendix 2) for them to complete
as the class progresses through the concept to build their vocabulary associated with the topic of
endurance. These activities will also provide me with diagnostic information to help me gain an
insight into the students prior knowledge and inform my pedagogy for the unit.

Exploring how texts convey meaning

Text 1- Poem What must we Endure? 15 minutes

At this point in the lesson students will be introduced to the first text that will be used to illuminate the
representation of endurance as a concept; a short poem by Hao Nguyen to ease them into an exploration of
the concept.

Teacher issues a copy of the poem which will be read allowed by a volunteer or the teacher
Students are asked to identify some perspectives on endurance conveyed in this poem. Teacher
collects ideas on the board.
Students record these in their workbooks or augment their mind map with these ideas.
Students have ago at identifying any poetic techniques used by the composer to convey ideas.
They will be provided with a board of studies list of techniques for analyzing texts and asked to
highlight which ones are used in the poem. This text conveys several different types of endurance
which is important to build an understanding of the complexity of the concept.

Text 2- Extract from the biography of Anna Meares- 15 minutes

 Teacher issues a copy of the second text, an extract for the biography of Anna Meares. This text
shows a very clear example of physical endurance and overcoming adversity due to injury as well
as the enduring Australian spirit.
Students are given an opportunity in pairs to discuss the main ideas and values conveyed in the
text.
Students are then encouraged to share their ideas with the class. Teacher leads and guides the
discussion through questioning:
o What ideas about endurance are conveyed in this text?
o Who can build upon that response?
o Who has a different idea? Explain.
o Are there other ideas we havent explored?
Ask students to highlight words and phrases that convey Annas achievements and personality
traits and to consider the effect on the responder (favourite sporting hero, Olympic Champion,
first woman, remarkable, never quit, passion, dedication, hard work, most successful women's
sprint cyclist ever.)
This lesson is closed by asking students to add to the class mind map any additional ideas about
endurance they have developed as a result of their engagement with these two texts.

Lesson plan 2

Lesson Outcomes:

3. A student develops language relevant to the study of English.

3.1 its terminology
3.2 language for making connections, questioning, affirming, challenging, speculating about and
generalising about texts

Text 3- YouTube clip of a reading of the poem My Country by Dorothea Mackellar and accompanying
images https://www.youtube.com/watch?v=o5bNhQrKay0 - 30 minutes

The lesson will begin with the students viewing the poem My Country on YouTube. Students
are provided with a copy of the poem and some screen shots of the landscapes from the video.
Students are asked to comment on the diversity of landscapes that are presented.
Students match the landscapes with a quote from the poem
They work in pairs to identify the poetic devices employed in each quote
Students write a paragraph describing the connection between the clip (poem + images) with the
concept of endurance- Use the STEEL paragraph structure (Appendix 3) to organise ideas and
evidence for them. Students submit for teacher feedback.

Text 4- Photograph: Europes Crisis: Refugees, terror and Importance by Michael Brenner- 30 minutes

This text is a colour image of group of refugees. Students will be given a short amount of time in
silence to view the image which is projected for the class.
Students are issued with a glossary of techniques for analysing visual texts (Appendix 4).
They will work independently to write a statement describing how the text relates to endurance.
They must then identify 3-5 visual techniques used to convey this idea. Using this sheet will give
students some early practice exploring how images convey meaning and build knowledge of the
metalanguage of analysing visual texts.
This sequence could be closed with a comparison writing activity similar to the comparison
question in the HSC Area of Study Reading task:
In what ways are the attitudes towards endurance in these two texts similar and/or different? Respond in a
STEEL paragraph.

Lesson Plan 3

Lesson Outcomes

3. Students learn the language relevant to their study of English including:

3.1 its terminology
3.2 language for making connections, questioning, affirming, challenging, speculating about and
generalising about texts

4. Students learn about the ways that language forms and features, and structures of particular
texts, shape meaning and influence responses by:
4.1 identifying and describing a variety of language forms and features, and structures of particular
texts
4.2 identifying the effects of the language forms and features, and structures of particular texts
4.3 using various language forms and features and structures of texts.

Topic area: Endurance Stage of Learner: 6 Syllabus Pages:

Date: 10th March 2017 Location Booked: Classroom Lesson Number: 2 /3

Time: 60 minutes Total Number of students 25 Printing/preparation

Transcripts of Paul Keatings speech
STEEL paragraph scaffold sheet

Outcomes Assessment Students learn about Students learn to

 Lesson How composers use Identify and describe
assessment: language forms and language forms and
Syllabus outcomes:
features to create features
3.1, 3.2 Teacher perceptions of people
observations of and the world Use metalanguage- visual
4.1, 4.2, 4.3
engagement, language, rhetorical
participation, How composers use devices and poetic
group work language forms and techniques
products features to influence
Respond in STEEL
responders
Life Skills outcomes Teacher feedback paragraph structure
on STEEL
paragraphs

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Literacy

ICT

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1.1 Deep knowledge 1.4 Higher-order thinking

Intellectual Quality
This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding
knowledge as something that requires active construction and requires 1.6 Substantive
students to engage in higher-order thinking and to communicate 1.3 Problematic communication
substantively about what they are learning. knowledge

2.1 Explicit quality 2.4 Social Support

Quality Learning Environment
criteria
This refers to pedagogy that creates classrooms where students and 2.5 Students self
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and develops
positive relationships between teacher and students and among 2.3 High 2.6 Student direction
students. Expectations

3.1 Background 3.4 Inclusivity

Significance knowledge
This refers to pedagogy that helps make learning more meaningful and 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural
students prior knowledge and identities, with contexts outside of the knowledge 3.6 Narrative
classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge
integration

How the quality teaching elements you have identified are achieved within the lesson.
 Teaching Indicators of presence in the lesson
element

3.1, 3.2, 3.4 Students are encouraged to incorporate their background and prior knowledge as well as
cultural knowledge into the unit and develop their own understanding of the concept.

2.2, 2.4, 2.5 The use of ICT in conjunction with a transcript of the speech promotes engagement of the
students. Throughout the lesson there are many opportunities for students to self-regulate
their learning.

1.4, 1.5, 1.6 The final task requires students to engage in higher order thinking and also the use of
metalanguage.
Time Teaching and learning actions Organisation Centred T/S

15 Students use their laptops/ given laptops and Teacher: Have laptops ready for
mins instructed to access Text 2, Anna Meares students when they enter the
biography website (URL written on the board). room. Clear instructions on
acceptable usage.
Students are to navigate the website
independently and identify 2-4 visual techniques Student: Students require S
used to convey information about Annas workbooks and equipment for
achievements and ideas related to endurance. writing

Students are to list these techniques in their Resources: Laptops & website
workbooks
http://www.annameares.com.au/biography

10 Students compare and contrast this list of visual
mins techniques with the phrases they identified in the
last lesson. Teacher leads a short discussion:
How do the two similar? How do they differ?
Which techniques, language or visual do you find
most effective to convey ideas about endurance?
Why do you think that is?
Teacher: manages discussion to
ensure all students are engaged
and/or have the opportunity to
contribute S&T
Student: Students refer back to
notes and lists made in the
previous lesson

This could lead to a discussion about visual learners Resources: Glossary of Visual
and/or the abundance of visual communication in language techniques (issued last
the modern world lesson)

10 Using the laptops, or their own device, students Teacher: supplies copies of Text
mins access Text 5, the audio recording of Prime 5, transcript for every student.
Minister Paul Keatings speech, at the funeral
service for the Unknown Australian Soldier 1993, s
https://www.youtube.com/watch?v=tGh0HdG9ViA
Student: devices
URL is written on the board. Duration 6.23 mins.

Issue a copy of the transcript of the speech for

Resources: Laptops/ ICT,
students to follow as they listen.
Transcript of Paul Keatings
speech.

10 Students work with a partner to identify at least
mins one Australian value that is emphasised by Keating
in the speech. Can you relate this value to
endurance? Students pair with another pair to
discuss their values and choose one that will be
shared with the class.
Teacher: may direct pairings and
groupings. Teacher has a list of
values to draw on to supplement
student responses if needed. S&T
 A scribe from each group of 4 is chosen, given a Student: participate in groupings
whiteboard marker and asked to list their value on
Resources: Transcript of speech.
the board
Whiteboard markers

15 Students explore the speech again, this time Teacher: n/a

looking for literary techniques that aim to
communicate the traits of endurance that the S&T
responder is persuaded to value. Student: n/a
Students are encouraged to consider their own
idea of endurance and if this differs to the values
and beliefs spoken about by Paul Keating.

Extension/ follow-up lessons Teacher: Offers feedback on

students writing in the process
Students are to write a response to the question: and on completion S
How is the responder persuaded to share the
Australian values conveyed in this speech? They Resources: STEEL paragraph
will use the STEEL paragraph structure- see scaffold scaffold
attached

Reflection

What have I learned about the teaching and learning process when preparing this lesson?

I have learnt that all tasks must teach and assess relevant outcomes from the syllabus. I have also
learnt that lessons must be engaging and cater for a wide range of students. Activities must be
linked to each other and lessons flow in a sequential order to maximise students learning outcomes.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

3.1, 3.2 Students use of terminology and language can be

measured in their verbal and written responses. Ongoing
informal observation notes are kept by the teacher.

4.1, 4.2, 4.3 Students written responses (STEEL paragraphs) are

informally assessed to inform future planning and quality
individual feedback is provided to students for
improvement.
Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards

1.3 Students are encouraged to draw on their own diverse cultural

backgrounds in order to shape their own understanding of endurance.

2.2 Content is linked to previous and post lessons and flows in a sequential
order.

2.3 Students work is collected and feedback is provided. This is a form of

informal assessment.

2.6, 3.4, 4.5 Students have the opportunity to use ICT throughout the lesson.

4.2 Classroom activities adhered to strict time framing to control the pace of
the lesson and maximise engagement.

5.1, 5.2, 5.4 Students work is collected and informally assessed and feedback is
provided

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?

Students will be using Laptops so the risk of tripping on charger cords can be reduced by
ensuring all work ways are clear and students are taking care while working with technology.
 Rationale

The concept students will be learning about in this area of study is Endurance. Endurance is defined
as the ability to endure an unpleasant or difficult process or situation without giving way. The main
focus will be on the endurance of beliefs and values. This topic has been selected because it is
relevant to the lives of young people. The specific focus on the endurance is deliberate because of the
potentially diverse nature of students I will likely encounter in my time as a teacher. Endurance is an
important topic for Stage 6 students to learn in the Preliminary course because these students face
many obstacles and situations in their everyday lives that they need to endure. Building resilience is
imperative for success at school and in the workplace (St Clair-Thompson, H., Bugler, M., Robinson,
J., Clough, P., McGeown, S. P., & Perry, J. 2015). Students ability to learn to endure adverse
situations is very important and greatly affects their learning potential. Students who are unable to
endure these circumstances may not only struggle through their school life but not develop this skill
and will negatively affect their future life post school (St Clair-Thompson et al, 2015).

Each text was selected as it would help to illuminate the concept of endurance for students. The first
text, What must we endure by Hao Nguyen represents endurance as a changing concept and is shaped
by the individuals perspective and circumstance. The poem is in the form of questions about
endurance asked by these various groups from children to adults and parents to innovators. This style
is effective in shaping the students perception of this concept by portraying how various groups view
endurance. The parent asks How must we endure? and the child asks what must we endure? This
text represents the concept of endurance to students in different ways and as a result is valuable
because it allows students to form their own opinion based on these different perspectives but also to
understand that others have varying views due to their own unique circumstances. This idea is crucial
for students as it highlights the value of diversity and difference of opinions. Text two, an extract from
the biography of Anna Meares conveys endurance in the face of physical injury and the enduring
Australian spirit. This text is important as it conveys endurance in a setting that most students will be
familiar with, physical endurance. This makes it a useful text for engaging the majority of Stage 6
students who would have some experience of having to draw on their own physical endurance in a
sports setting at some point throughout their lives. This text; however, represents endurance as much
more than just a physical act. Through her biography Meares shows great mental strength and
determination to overcome adversity and the emphasis placed on her Australian spirit makes this text
useful for the exploration of the concept. Pauls Keatings speech links very well with Meares
biography and this is why it was chosen to help further illuminate the concept of endurance. Keatings
speech directly addresses and outlines many of the enduring Australian values that our society prides
itself on. It is a speech that calls for the unity and strengthening of the Australian community which is
an important to instil in the future generation of Australians. Throughout the speech the use of
Rhetorical devices makes this text an important one for Stage 6 English students to help consolidate
their knowledge of such persuasive techniques and prepare them for their HSC. Finally, texts three
and four; the You Tube clip of the poem My Country by Dorothea Mackellar and the image of a
group of refugees show different perceptions of endurance. The poem and accompanying images
convey the Australian landscape and the enduring spirit of those who live there. The picture conveys a
group of people who have endured great hardship to arrive in a place of safety. To cater for student
diversity and ensure variety I have chosen to present a YouTube presentation of the poem with
Dorothea Mackellars voice reading it and accompanying images of the enduring Australian
landscape. It is possible that some students in my class are immigrants or themselves refugees who
may not have these culturally constructed images in their own minds to draw upon when interpreting
the poem. However, some may have personal experience with the type of endurance being displayed
in the photograph. This allows for any student regardless of background to be able to share their
perspective and engage with the texts and as a result the concept of endurance. (QT significance:
cultural knowledge)

References
Agran, M., King-Sears, M. E., Wehmeyer, M. L., & Copeland, S. R. (2003). Student-Directed Learning.
Teachers' Guides to Inclusive Practices.

NSW Department of Education and Training Quality teaching in NSW public schools: Discussion paper
(2008), p.4.

St Clair-Thompson, H., Bugler, M., Robinson, J., Clough, P., McGeown, S. P., & Perry, J. (2015). Mental
toughness in education: Exploring relationships with attainment, attendance, behaviour and peer
relationships. Educational Psychology, 35(7), 886-907.

Anthology of texts

Text 1
Poem - What must we Endure
Hao Nguyen, Apr 7, 2016

"What must we endure?"

Cried the naive child.

"When must we endure?"

Lamented the cynical adult.

"How must we endure?"

Worried the desperate parent.

"Why must we endure?"

Questioned the lazy innovator.

"Whom must we endure?"

Rallied by those who dodge the questions.

Text 2-

This biography appears on the Anna Meares website that students can access themselves and
navigate through the images of Annas successes.

http://www.annameares.com.au/biography

Anna Meares is one of Australia's favourite sporting heroes and one of the most talented
athletes in the world. She is a 3-time Olympian, a 2-time Olympic Champion (Gold and
Silver - London 2012, Silver - Beijing 2008, and Gold and Bronze - Athens 2004), ten time
world champion across four different events and five time Commonwealth Games champion
and she was the flag bearer for the Glasgow 2014 Australian Commonwealth Games team.
She is also a 31-time Australian track champion and is the holder of Olympic, World,
Commonwealth and National Records. In the 2012 Olympic Games Anna won Bronze in the
team sprint with Kaarle McCulloch and later Gold after an exciting photo finish and with a
great tactical display over her long-time arch rival Victoria Pendleton of Britain in what now
is one of the most iconic battles of those games.

In the 2010 Delhi Commonwealth Games, Anna won a record 3 gold medals and set 3 new
Commonwealth Records along the way. Apart from this, she has many other
accomplishments to her credit including being awarded the Order of Australia medal at the
age of 20, and being the first woman to win Gold for Australia in track cycling at the
Olympics. She is also the winner of Australian Cyclist of the Year - 2008,2012, People's
Choice Cyclist of the Year -2008 and 2011 nudging out Cadel Evans in the year he won
Australia a maiden Tour De France Victory, AIS Athlete of the Year - 2007 and 2011, and
Australian Elite Female Track Cyclist of the Year - 2004, 2006, 2007, 2008,2009, 2010, 2011
and 2012.

Anna launched into the track cycling world scene in 2004 when she claimed her maiden
world title in the 500m time trial at the world championships held in Melbourne, aged 20.
Just a few months later, she went on to claim her first Olympic gold in Athens in the 500m
time trial - also becoming the first woman in the world to break the 34-second barrier
claiming the World and Olympic record in the process - and won bronze in the sprint. One of
her most remarkable achievements was her silver medal in the sprint at the Beijing Olympics
in 2008 - Australia's only cycling medal of the Games - just seven months after she broke her
neck in a horrific crash at a World Cup meet in Los Angeles. Her spirit of sportsmanship, her
never say quit attitude, her passion and focus on the goal and her dedication and hard work -
are the hallmarks that define her as a champion and a winner.

In the 2012 World Championships in Melbourne Anna won the World Title in the keiren and
the 500m Time Trial breaking the World Record in the 500 she'd lost in 2009 setting the new
bench mark at 33.010. This win took Anna's career tally of world titles to 10 putting her equal
with Frances' Felicia Ballanger as the most successful women's sprint cyclist ever.

Her success on the track is not the only thing that drives Anna. She has chosen to be a strong
contributor to her community serving as an ambassador for the Little Heroes foundation for
kids with serious illness, helping to raise funds for a worthy cause and put a smile on the
faces of the children fighting seemingly undefeatable disease and providing inspiration to
their families. She is also an ambassador for the National Breast Cancer Foundation and
participates in the Port Adelaide Community Youth Program. Anna is an author having
written her own biography 'The Anna Meares Story - The fighting spirit of a champion' and
she is an accomplished speaker having given numerous talks about sportsmanship, success
and the power of the mind over body. "Success is not about staying un-defeated" she says
soberly "It's about how you handle the defeats - that's what makes a true champion - on the
track and off it".
And Anna has proved again and again that that is what she is a - true champion.

Text 3 You Tube clip of poem My Country by Dorothea Mackellar with accompanying
images of Australia

The love of field and coppice

Of green and shaded lanes,
Of ordered woods and gardens
Is running in your veins.
Strong love of grey-blue distance,
Brown streams and soft, dim skies
I know, but cannot share it,
My love is otherwise.

I love a sunburnt country,

A land of sweeping plains,
Of ragged mountain ranges,
Of droughts and flooding rains.
I love her far horizons,
I love her jewel-sea,
Her beauty and her terror
The wide brown land for me!

The stark white ring-barked forests,

All tragic to the moon,
The sapphire-misted mountains,
The hot gold hush of noon,
Green tangle of the brushes
Where lithe lianas coil,
And orchids deck the tree-tops,
And ferns the warm dark soil.

Core of my heart, my country!

Her pitiless blue sky,
When, sick at heart, around us
We see the cattle die
But then the grey clouds gather,
And we can bless again
The drumming of an army,
The steady soaking rain.

Core of my heart, my country!

Land of the rainbow gold,
For flood and fire and famine
She pays us back threefold.
Over the thirsty paddocks,
Watch, after many days,
The filmy veil of greenness
That thickens as we gaze ...

An opal-hearted country,
A wilful, lavish land
All you who have not loved her,
You will not understand
though Earth holds many splendours,
Wherever I may die,
I know to what brown country
My homing thoughts will fly.

Text 4- Europes Crisis: Refugees, terror and Importance by Michael Brenner

http://www.huffingtonpost.com/michael-brenner/europes-crisis-refugees-t_b_8738994.html

Text 5

Remembrance Day 1993

Prime Minister, The Hon. P.J. Keating MP

Below is a transcript of the eulogy delivered by the Prime Minister, The Hon. P.J. Keating
MP, at the funeral service for the Unknown Australian Soldier, 11 November 1993.
Transcript
We do not know this Australian's name and we never will. We do not know his rank or his
battalion. We do not know where he was born, nor precisely how and when he died. We do
not know where in Australia he had made his home or when he left it for the battlefields of
Europe. We do not know his age or his circumstances whether he was from the city or the
bush; what occupation he left to become a soldier; what religion, if he had a religion; if he
was married or single. We do not know who loved him or whom he loved. If he had children
we do not know who they are. His family is lost to us as he was lost to them. We will never
know who this Australian was.

Yet he has always been among those whom we have honoured. We know that he was one of
the 45,000 Australians who died on the Western Front. One of the 416,000 Australians who
volunteered for service in the First World War. One of the 324,000 Australians who served
overseas in that war and one of the 60,000 Australians who died on foreign soil. One of the
100,000 Australians who have died in wars this century.

He is all of them. And he is one of us.

This Australia and the Australia he knew are like foreign countries. The tide of events since
he died has been so dramatic, so vast and all-consuming, a world has been created beyond the
reach of his imagination.

He may have been one of those who believed that the Great War would be an adventure too
grand to miss. He may have felt that he would never live down the shame of not going. But
the chances are he went for no other reason than that he believed it was his duty - the duty he
owed his country and his King.

Because the Great War was a mad, brutal, awful struggle, distinguished more often than not
by military and political incompetence; because the waste of human life was so terrible that
some said victory was scarcely discernible from defeat; and because the war which was
supposed to end all wars in fact sowed the seeds of a second, even more terrible, war - we
might think this Unknown Soldier died in vain.

But, in honouring our war dead, as we always have and as we do today, we declare that this is
not true.

For out of the war came a lesson which transcended the horror and tragedy and the
inexcusable folly.

It was a lesson about ordinary people and the lesson was that they were not ordinary.

On all sides they were the heroes of that war; not the generals and the politicians but the
soldiers and sailors and nurses those who taught us to endure hardship, to show courage, to
be bold as well as resilient, to believe in ourselves, to stick together.

The Unknown Australian Soldier we inter today was one of those who by his deeds proved
that real nobility and grandeur belong not to empires and nations but to the people on whom
they, in the last resort, always depend.
That is surely at the heart of the ANZAC story, the Australian legend which emerged from
the war. It is a legend not of sweeping military victories so much as triumphs against the
odds, of courage and ingenuity in adversity. It is a legend of free and independent spirits
whose discipline derived less from military formalities and customs than from the bonds of
mateship and the demands of necessity.

It is a democratic tradition, the tradition in which Australians have gone to war ever since.

This Unknown Australian is not interred here to glorify war over peace; or to assert a
soldier's character above a civilian's; or one race or one nation or one religion above another;
or men above women; or the war in which he fought and died above any other war; or of one
generation above any that has or will come later.

The Unknown Soldier honours the memory of all those men and women who laid down their
lives for Australia.

His tomb is a reminder of what we have lost in war and what we have gained.

We have lost more than 100,000 lives, and with them all their love of this country and all
their hope and energy.

We have gained a legend: a story of bravery and sacrifice and, with it, a deeper faith in
ourselves and our democracy, and a deeper understanding of what it means to be Australian.

It is not too much to hope, therefore, that this Unknown Australian Soldier might continue to
serve his country - he might enshrine a nation's love of peace and remind us that in the
sacrifice of the men and women whose names are recorded here there is faith enough for all
of us.

The Hon. P.J. Keating MP

Prime Minister of Australia

Thursday 11 November 1993

Students could listen to a youtube clip of the speech at

https://www.youtube.com/watch?v=tGh0HdG9ViA It runs for 6.23
 Appendix

Appendix 1

Representing endurance
Appendix 2

Sophisticated Word List

Word Definition
Appendix 3

STEEL Paragraphs
To create a paragraph in an English essay that is of high
quality, you must include specific features. It is easy to
remember these features in the following format.

STEEL
STATEMENT- Always begin each paragraph
S with the point/thesis that your paragraph will
prove. This point MUST be related to the
question
TECHNIQUE Ensure that you include an
T important technique that supports your point.

EXAMPLE/ EVIDENCE Always put an

E example from the text. This might be a quote
from your text or you might paraphrase an
important part of the text.
EFFECT Always explain the effect of the
E technique. Discuss how this technique makes
an impact on the meaning of the text.
LINK Finally, close your paragraph with a
L sentence that links directly with your thesis
point OR that links with the question.
Appendix 4

Techniques for Analysing a Visual Text

A list of techniques when analysing a visual text.

Angle See Framing also.

Frontal and oblique angles- (frontal - body facing the
camera, oblique - body turned away from the camera)
Body language and gaze Facial expressions, gestures, stance or position can convey
the attitude, feelings or personality of the individual shown.
Take note of the direction of the subjects eyes, pointing,
implied direction, signs.
Composition What is included is deliberately placed (also applies to what
is omitted). Consider all inclusions and omissions e.g.
surroundings, objects, clothing etc.
Colour, Hue and Tone In black & white images examine the use of contrast, light
and darkness. In a colour image, colours are used to signify
feelings and evoke a response. E.g. Red = passion, anger,
hell, vitality, etc. blue = peace, harmony or coldness.
Contrast The arrangement of opposite elements (light and dark, large
and small, rough and smooth) to create interest, excitement
or drama.
Layout Location of things on the page (visual, written, language,
font size etc)
Framing The same camera shots and angles relevant to film. Close
ups, extreme close ups, medium shots, long shots, tilted up
or down shots etc.
Omissions What has been deliberately left out.
Orientation, Point of view Relates to framing and angle: is the responder positioned
above the image (looking down), below or at eye level?
Positioning Consider which objects have been placed in the foreground,
middle ground or background.
Rule of thirds Divide an image into thirds from the top and sides and look
at the placement of people and/or objects. An object in the
top third is usually empowered whereas anything in the
bottom third is disempowered.
Salience The part that your eyes are first drawn to in the visual.
Colour, image and layout determine what the salient image
is.
Symbolism The use of an image to represent one or more (often
complex) ideas.
Vectors/reading path The line that our eyes take when looking at a visual.
Composers deliberately direct our reading path through the
vectors. E.g. If all of the subjects are tall, long and upright
 our eyes follow straight vectors that lead to the top of the
frame. This could make the subject seem powerful or
inflexible.

Literary Techniques
Literary techniques are used in text to express artistic meaning through the use of language
(e.g. hyperbole, metaphor).

Allegory Story with a double meaning: one primary (on the surface) and one
secondary.
Alliteration Repetition of consonants at the start of words or in a sentence or
phrase.
Clich An over-used, common expression.
Consonance Repetition of consonants throughout a sentence or phrase.
Contrast Paradox, antithesis, oxymoron, juxtaposition, contrast in description
etc.
Didactic Any text that instructs the reader or is obviously delivering a moral
message.
Disjunction A conjunction (e.g. but or yet) that dramatically interrupts
rhythm of sentence.
Ellipsis A dramatic pause () creates tension or suggests words cant be
spoken.
Emotive language Words that stir the readers emotions.
Enjambment A poetic technique, when a sentence or phrase runs over more than
one line (or stanza). This assists the flow of a poem.
Euphemism Mild expression used to replace a harsh one.
Exclamation Exclamatory sentence ending in ! to convey high emotion.
Form Purpose and features of a text influence its construction and will
suggest its structure.
Figurative language & metaphor, metonymy, hyperbole, simile, personification,
sound devices assonance, alliteration, consonance, onomatopoeia, etc. These
devices have a powerful impact as they work on our senses to
strengthen the subject matter of the text.
Fractured/truncated Incomplete sentences used to increase tension or urgency, or reflect
sentences the way people speak to each other.
Gaps & silences What is not said; whose voice isnt heard and whose voice
dominates?
Humour Incongruity, parody, satire, exaggeration, irony, puns etc. used to
lighten the overall tone.
Icons A single person, object or image that represents complex ideas and
feelings.
Imagery Vivid pictures created by words. Reader visualises character/setting
clearly.
Imperative Voice Forceful use of the verb at the start of sentence or phrase.
Intertextuality A text makes a reference to other texts, may be explicit, implied or
inferred.
Irony Gap between what is said and what is meant.
Juxtaposition Layering images/scenes to have a dramatic impact.
Level of usage of Slang, colloquial, informal or formal.
language
Linear Sequential in chronological order.
Metaphor Comparison of 2 objects where one becomes another adds further
layers of meaning about object being compared.
Modality The force the words are delivered at. High modality = forceful.
Low modality = gentle.
Non-linear Non-sequential narrative, events do not occur in chronological
order
Onomatopoeia A word that echoes the sound it represents. Reader hears what is
happening.
Parody Conscious imitation for a satiric purpose.
Person First, second or third person.First person refers to the speaker
himself or a group that includes the speaker (i.e., I, me, we and
us).Second person refers to the speakers audience (i.e., you).Third
person refers to everybody else (e.g., he, him, she, her, it, they,
them), including all other nouns (e.g. James, Swedish, fish, mice).
Personification Human characteristic given to a non-human object. Inanimate
objects take on a life.
perspective A particular way of looking at individuals, issues, events, texts,
facts etc.
Plosive consonants Harsh sounds in a sentence or phrase.
Repetition Of words or syntax (order of words) for emphasis or persuasion.
Representation How a composer conveys meaning through textual features.
Satire Composition which ridicules in a scornful & humorous way.
Setting Location of a story internal and external.
Sibilance Repetition of s can sounds melodious and sweet or cold and icy.
Simile Comparison of 2 objects using like or as.
Symbolism When an object represents one or more (often complex) ideas.
Syntax sentence Short, simple sentences or truncated sentences create tension, haste
structure or urgency; compound or complex sentences are slower, often
feature in formal texts.
Tense Present, past, future (events are predicted).
Theme Message or moral of a story makes us ponder bigger issues in life.
Tone The way composer or character feels conveyed by word choice.
Word choice or Emotive, forceful, factual, descriptive, blunt, graphic, disturbing,
Diction informative etc. E.g. use of forceful verbs insist & demand can
be very persuasive.

Visual literacy techniques:

These techniques are as important as written language techniques. Become familiar with
terminology such as:

layout (visual, written, language, font size etc)

images
body language (facial expression, stance, direction of gaze: demand - looking at the
camera, offer - looking away from the camera)
frontal and oblique angles (frontal - body facing the camera, oblique - body turned
away from the camera)
framing
types of shots (long, medium, close-up, extreme close-up)
composition (collage, layered)
symbolism (particularly consider this in 'how' a particular sign or symbol represents
belonging)
reading paths (direction, positioning)
gestures (pointing, implied direction, signs).
light and shade
contrast (in colours, clothing, facial expressions)