Curriculum links and activities: English (Level 10)

Suggested activities:

Before watching the documentary

Read the Synopsis and How the Film Came About chapters. Answer the questions related to each chapter and share with classmates.
Make a list with the class, (using a digital collaborative space such as a google doc, or a piece of paper), of documentary text structures that you expect to view. (ACELA1566)

Watch the documentary

Make notes on how the documentary text structures that you expected to view were used in innovative ways by the filmmakers. (ACELA1566) (ACELA1572)

After watching the documentary

Receptive modes (listening, reading and viewing)

Considering audiences and their taste and interest in music, analyse and reflect on the way audiences’ personal values and individual interests would impact their evaluations of the documentary. Share viewpoints through a class discussion in the format of a Socratic Seminar (ACELA1565) (ACELA1567) (ACELA1572) (ACELT1641) (ACELT1642)
During the Behind the scenes interview Sangiorgi Dalimore discusses how she considered audiences while constructing the narrative – especially with the “tone”. She explains 4 types of audiences she considered. Can you identify these? Pick a way you think the documentary was constructed to engage them.
The documentary is divided with satirical sequences – for example the weather forecast sequence. Re-watch the weather forecast sequence in the documentary (from 36minutes)
- Compare the scene with a current news weather forecast and identify similarities and differences in language, features, images and vocabulary. (ACELA1566) (ACELA1567) (ACELA1572) (ACELT1642) (ACELT1774)
- Explain why you think this manipulation of style could achieve particular effects, such as challenging audience values or highlighting gender inequality. (ACELA1565) (ACELA1567) (ACELA1572) (ACELT1641) (ACELY1749)
- Share and justify your ideas with a classmate and collate your findings.
- Read about the chapter on themes of gender equality and complete the activities. (ACELA1565)

Productive modes (speaking, writing and creating)

Using the research you completed above, plan another satirical sequence in the documentary that uses and manipulates language, features, images and vocabulary of a recognised media form to outline information. For example, you could plan a cooking show that lists ingredients for a music festival that highlights inequality. Keep your plan short and simple, maximum of 20 seconds, similar to the documentary.
This plan should include:
- Research about the topic, explaining different viewpoints, attitudes and perspectives (ACELA1572) (ACELT1812)
- A plan of the language features, stylistic devices, text structures and images you will manipulate (ACELA1571) (ACELT1815) (ACELT1644) (ACELY1751) (ACELY1756)
- A storyboard of your sequence. For storyboarding help, suggested sites are:

Share your plan with the class and answer questions about the idea and argument you are making. Complete a See Think Wonder routine. (ACELT1814) (ACELT1644) (ACELY1757)

Film or animate your sequence. For filmmaking tips, visit here:
- https://www.acmi.net.au/education/online-learning/film-it/
- https://lessonbucket.com/filmmaking/filmmaking-tips/

Share your final sequence with the class and participate in feedback on yourself and others. Complete a Circle of Viewpoints routine. (ACELT1814) (ACELT1815) (ACELT1644) (ACELY1751) (ACELY1756) (ACELY1776)

Year 10 Achievement Standard addressed

Receptive modes (listening, reading and viewing)

By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style.

They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They listen for ways features within texts can be manipulated to achieve particular effects.

Productive modes (speaking, writing and creating)

Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images.

Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Language

Language for Interaction

Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)

Text structure and organisation

Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566)

Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)

Expressing and developing ideas

Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)

Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)

Literature

Responding to literature

Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)

Evaluate the social, moral and ethical positions represented in texts (ACELT1812)

Examining literature

Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)

Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)

Creating literature

Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)

Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815)

Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)

Literacy

Texts in context

Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)

Interacting with others

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)

Creating texts

Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues(ACELY1756)

Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects(ACELY1757)

Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)

Australian Curriculum general capabilities addressed in these activities:

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