Bullying and Harassment links to English

Bodymapping – bullying behaviours

I remember - pages 23-24

Sharing & comparing - page 24

Bullybodies: brainstorming bullying behaviours - pages 24-25

Identifying reasons for bullying - page 26

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Is it OK to tell? Effects of bullying

Is it OK to tell? Effects of bullying - page 27

Sample questions - page 28

Is it OK to tell? (worksheet) - page 29

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.
• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter.
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Reading and viewing

• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts. 

Discrimination game

Brainstorm discrimination - definitions & ‘labels’ - pages 30-31

Grouping - ranking labels - page 31

Pictorial version - page 32

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Reading and viewing

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.

Researching bullying

Bullying survey - pages 33-34

Dear Dorrie letters - page 34

Reporting on survey results - page 34

Whole school survey extension task - page 35

Surveys (template) - page 36

Recorders (record sheets) - pages 37-41

Speaking and listening

• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter.
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Reading and viewing

• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

Literary and non-literary texts

• Feature articles, current affairs and news reports, formal letters, editorials, radio programs, film documentaries, reviews, biographies, advertisements, letters to the editor, expositions, formal meetings and debates, and extended presentations are types of non-literary texts.
• Reasoning, points of view and judgements are supported by evidence that can refer to authoritative sources.
• Non-literary texts can conclude with recommendations, restating the main arguments or summarising a position.

Advice & problem solving

Advice & problem solving - pages 42-43

Sample questions - pages 43-44

Alternative for small group - page 43

Workbook activities: - page 44

• Create comic strips to solve problems

• Role-play a problem being solved

• Write letter, write a song or poem

Role cards (template) - page 45

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.
• Spoken texts have a range of structures and can be delivered in a number of mediums.
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.
• In presentations, speakers make meaning clear by organising subject matter, and by selecting resources that support the role they have taken as the speaker and the relationship they wish to establish with the audience.
• Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting. 

Reading and viewing

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.
• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

Writing and designing 

• The purpose of writing and designing includes parodying, analysing and arguing.
  
• Writers and designers establish and maintain roles and relationships by recognising the beliefs and cultural background of their audience, and by making specific language choices.
  
• Words and phrases, symbols, images and audio affect meaning and establish and maintain roles and relationships to influence an audience.
  
• Text users make choices about grammar and punctuation, to affect meaning.
  
• Writers and designers draw on their knowledge of word origins, sound and visual patterns, syntax and semantics to spell.
  
• Writers and designers use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting, and by referring to authoritative sources.

Language elements

• Paragraphs build and sustain cohesion and develop a central idea.
• Active voice and passive voice change the subject and the focus in a sentence.
• Relationships between ideas in texts are signalled by connectives to sequence and contrast ideas, show cause and effect, and clarify or add information.
• Adjectives and adverbs are used to express attitudes and make judgements and/or evoke emotions.
• Modal auxiliary verbs are selected to convey degrees of certainty, probability or obligation to suit the text type.
• Nominalisation (turning verbs into nouns) can be used to compress ideas and information, and to add formality to a text.
• Figurative language, including onomatopoeia and alliteration, and emotive, evocative, formal and informal language, creates tone, mood and atmosphere.
• Punctuation, including colons and semicolons, signals meaning.
• Vocabulary is chosen to establish roles and relationships with an audience, including the demonstration of personal authority and credibility.
• Auditory, spoken, visual and nonverbal elements, including the use of sound fades, dissolves, cuts, hyperlinks, camera angles and shot types, can be combined to position an audience.

Literary and non-literary texts

• Feature articles, current affairs and news reports, formal letters, editorials, radio programs, film documentaries, reviews, biographies, advertisements, letters to the editor, expositions, formal meetings and debates, and extended presentations are types of non-literary texts.

Speaking up

Exploring the options at this school - page 46

Standing up for yourself - pages 47-48

Ingredients of an apology - pages 48-49

What can the bystander do? - page 50

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.
• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter.
• Spoken texts have a range of structures and can be delivered in a number of mediums.
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.
• Words and phrasing, pronunciation, pause, pace, pitch and intonation express meaning, establish mood, signal relationships and are monitored by listeners.
• Nonverbal elements, including body language, facial expressions, gestures and silence, express meaning, establish mood, signal relationships and are monitored by listeners.
• Active listeners monitor responses, clarify and paraphrase meanings, and integrate ideas relevant to a line of reasoning in their own responses. 

Writing and designing

• The purpose of writing and designing includes parodying, analysing and arguing.
• Writers and designers establish and maintain roles and relationships by recognising the beliefs and cultural background of their audience, and by making specific language choices.
• Words and phrases, symbols, images and audio affect meaning and establish and maintain roles and relationships to influence an audience.
• Text users make choices about grammar and punctuation, to affect meaning.
• Writers and designers draw on their knowledge of word origins, sound and visual patterns, syntax and semantics to spell.
• Writers and designers use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting, and by referring to authoritative sources.

Language elements

• Paragraphs build and sustain cohesion and develop a central idea.
• Active voice and passive voice change the subject and the focus in a sentence.
• Relationships between ideas in texts are signalled by connectives to sequence and contrast ideas, show cause and effect, and clarify or add information.
• Adjectives and adverbs are used to express attitudes and make judgements and/or evoke emotions.
• Modal auxiliary verbs are selected to convey degrees of certainty, probability or obligation to suit the text type.
• Nominalisation (turning verbs into nouns) can be used to compress ideas and information, and to add formality to a text.
• Figurative language, including onomatopoeia and alliteration, and emotive, evocative, formal and informal language, creates tone, mood and atmosphere.
• Punctuation, including colons and semicolons, signals meaning.
• Vocabulary is chosen to establish roles and relationships with an audience, including the demonstration of personal authority and credibility.
• Auditory, spoken, visual and nonverbal elements, including the use of sound fades, dissolves, cuts, hyperlinks, camera angles and shot types, can be combined to position an audience.

Designing a friendly environment campaign

Designing a friendly environment campaign - page 51

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.
• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter.
• Spoken texts have a range of structures and can be delivered in a number of mediums.
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view. 

Reading and viewing

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways. 

Writing and designing

• The purpose of writing and designing includes parodying, analysing and arguing.
• Writers and designers establish and maintain roles and relationships by recognising the beliefs and cultural background of their audience, and by making specific language choices.
• Words and phrases, symbols, images and audio affect meaning and establish and maintain roles and relationships to influence an audience.
• Text users make choices about grammar and punctuation, to affect meaning.
• Writers and designers draw on their knowledge of word origins, sound and visual patterns, syntax and semantics to spell.
• Writers and designers use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting, and by referring to authoritative sources.

Language elements

• Paragraphs build and sustain cohesion and develop a central idea.
• Active voice and passive voice change the subject and the focus in a sentence.
• Relationships between ideas in texts are signalled by connectives to sequence and contrast ideas, show cause and effect, and clarify or add information.
• Adjectives and adverbs are used to express attitudes and make judgements and/or evoke emotions.
• Modal auxiliary verbs are selected to convey degrees of certainty, probability or obligation to suit the text type.
• Nominalisation (turning verbs into nouns) can be used to compress ideas and information, and to add formality to a text.
• Figurative language, including onomatopoeia and alliteration, and emotive, evocative, formal and informal language, creates tone, mood and atmosphere.
• Punctuation, including colons and semicolons, signals meaning.
• Vocabulary is chosen to establish roles and relationships with an audience, including the demonstration of personal authority and credibility.
• Auditory, spoken, visual and nonverbal elements, including the use of sound fades, dissolves, cuts, hyperlinks, camera angles and shot types, can be combined to position an audience.

Literary and non-literary texts

• Feature articles, current affairs and news reports, formal letters, editorials, radio programs, film documentaries, reviews, biographies, advertisements, letters to the editor, expositions, formal meetings and debates, and extended presentations are types of non-literary texts.
• Reasoning, points of view and judgements are supported by evidence that can refer to authoritative sources.

Bullying, harassment, teasing: what does it mean?

Bullying, harassment, teasing: what does it mean? - page 57

‘Being nobody’ poem - page 58

Giving voice (worksheet) - page 59

Giving voice using poem (worksheet) - page 60

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view. 

Reading and viewing

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.
• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

Bundling & cluster mapping

How to - pages 61-62

Bundling and cluster mapping (worksheet) - page 63

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

What do poets say?

Small groups - page 64

Whole class - read poems, compare and discuss - page 64

Jumbled poems (template) - page 66

Original poems (handout) - page 67 

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.
• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter.
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Reading and viewing

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.
• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

Writing and designing

• The purpose of writing and designing includes parodying, analysing and arguing.
• Writers and designers establish and maintain roles and relationships by recognising the beliefs and cultural background of their audience, and by making specific language choices.
• Words and phrases, symbols, images and audio affect meaning and establish and maintain roles and relationships to influence an audience.
• Text users make choices about grammar and punctuation, to affect meaning.
• Writers and designers draw on their knowledge of word origins, sound and visual patterns, syntax and semantics to spell.
• Writers and designers use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting, and by referring to authoritative sources.

Language elements

• Paragraphs build and sustain cohesion and develop a central idea.
• Active voice and passive voice change the subject and the focus in a sentence.
• Relationships between ideas in texts are signalled by connectives to sequence and contrast ideas, show cause and effect, and clarify or add information.
• Adjectives and adverbs are used to express attitudes and make judgements and/or evoke emotions.
• Modal auxiliary verbs are selected to convey degrees of certainty, probability or obligation to suit the text type.
• Nominalisation (turning verbs into nouns) can be used to compress ideas and information, and to add formality to a text.
• Figurative language, including onomatopoeia and alliteration, and emotive, evocative, formal and informal language, creates tone, mood and atmosphere.
• Punctuation, including colons and semicolons, signals meaning.
• Vocabulary is chosen to establish roles and relationships with an audience, including the demonstration of personal authority and credibility.
• Auditory, spoken, visual and nonverbal elements, including the use of sound fades, dissolves, cuts, hyperlinks, camera angles and shot types, can be combined to position an audience.

Reading activity – let’s tell a story

What is the message? - pages 68-69

How is it said? - page 69

Brainstorm - how to pass messages on to younger kids - page 70

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view. 

Reading and viewing

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.

Writing and designing

• The purpose of writing and designing includes parodying, analysing and arguing.
• Writers and designers establish and maintain roles and relationships by recognising the beliefs and cultural background of their audience, and by making specific language choices.
• Words and phrases, symbols, images and audio affect meaning and establish and maintain roles and relationships to influence an audience.
• Text users make choices about grammar and punctuation, to affect meaning.
• Writers and designers draw on their knowledge of word origins, sound and visual patterns, syntax and semantics to spell.
• Writers and designers use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting, and by referring to authoritative sources.

Language elements

• Paragraphs build and sustain cohesion and develop a central idea.
• Active voice and passive voice change the subject and the focus in a sentence.
• Relationships between ideas in texts are signalled by connectives to sequence and contrast ideas, show cause and effect, and clarify or add information.
• Adjectives and adverbs are used to express attitudes and make judgements and/or evoke emotions.
• Modal auxiliary verbs are selected to convey degrees of certainty, probability or obligation to suit the text type.
• Nominalisation (turning verbs into nouns) can be used to compress ideas and information, and to add formality to a text.
• Figurative language, including onomatopoeia and alliteration, and emotive, evocative, formal and informal language, creates tone, mood and atmosphere.
• Punctuation, including colons and semicolons, signals meaning.
• Vocabulary is chosen to establish roles and relationships with an audience, including the demonstration of personal authority and credibility.
• Auditory, spoken, visual and nonverbal elements, including the use of sound fades, dissolves, cuts, hyperlinks, camera angles and shot types, can be combined to position an audience.

Writing for purpose & audience – let’s make a story

Discussing bullying - pages 71-72

Getting started - page 72

Let’s make a story (handout) - page 73

Brainstorm! (record sheet) - page 74

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Reading and viewing

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.
• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

Writing and designing

• The purpose of writing and designing includes parodying, analysing and arguing.
• Writers and designers establish and maintain roles and relationships by recognising the beliefs and cultural background of their audience, and by making specific language choices.
• Words and phrases, symbols, images and audio affect meaning and establish and maintain roles and relationships to influence an audience.
• Text users make choices about grammar and punctuation, to affect meaning.
• Writers and designers draw on their knowledge of word origins, sound and visual patterns, syntax and semantics to spell.
• Writers and designers use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting, and by referring to authoritative sources.

Language elements

• Paragraphs build and sustain cohesion and develop a central idea.
• Active voice and passive voice change the subject and the focus in a sentence.
• Relationships between ideas in texts are signalled by connectives to sequence and contrast ideas, show cause and effect, and clarify or add information.
• Adjectives and adverbs are used to express attitudes and make judgements and/or evoke emotions.
• Modal auxiliary verbs are selected to convey degrees of certainty, probability or obligation to suit the text type.
• Nominalisation (turning verbs into nouns) can be used to compress ideas and information, and to add formality to a text.
• Figurative language, including onomatopoeia and alliteration, and emotive, evocative, formal and informal language, creates tone, mood and atmosphere.
• Punctuation, including colons and semicolons, signals meaning.
• Vocabulary is chosen to establish roles and relationships with an audience, including the demonstration of personal authority and credibility.
• Auditory, spoken, visual and nonverbal elements, including the use of sound fades, dissolves, cuts, hyperlinks, camera angles and shot types, can be combined to position an audience.

Let’s make a story

Developing their story - page 75 - Writing a story for younger children, illustrating and sharing

Completing the story - page 75

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.
• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter.
• Spoken texts have a range of structures and can be delivered in a number of mediums.
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.
• In presentations, speakers make meaning clear by organising subject matter, and by selecting resources that support the role they have taken as the speaker and the relationship they wish to establish with the audience.
• Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting.

Reading and viewing

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.
• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

Writing and designing

• The purpose of writing and designing includes parodying, analysing and arguing.

• Writers and designers establish and maintain roles and relationships by recognising the beliefs and cultural background of their audience, and by making specific language choices.

• Words and phrases, symbols, images and audio affect meaning and establish and maintain roles and relationships to influence an audience.

• Text users make choices about grammar and punctuation, to affect meaning.

• Writers and designers draw on their knowledge of word origins, sound and visual patterns, syntax and semantics to spell.

• Writers and designers use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting, and by referring to authoritative sources.

Language elements

• Paragraphs build and sustain cohesion and develop a central idea.
• Active voice and passive voice change the subject and the focus in a sentence.
• Relationships between ideas in texts are signalled by connectives to sequence and contrast ideas, show cause and effect, and clarify or add information.
• Adjectives and adverbs are used to express attitudes and make judgements and/or evoke emotions.
• Modal auxiliary verbs are selected to convey degrees of certainty, probability or obligation to suit the text type.
• Nominalisation (turning verbs into nouns) can be used to compress ideas and information, and to add formality to a text.
• Figurative language, including onomatopoeia and alliteration, and emotive, evocative, formal and informal language, creates tone, mood and atmosphere.
• Punctuation, including colons and semicolons, signals meaning.
• Vocabulary is chosen to establish roles and relationships with an audience, including the demonstration of personal authority and credibility.
• Auditory, spoken, visual and nonverbal elements, including the use of sound fades, dissolves, cuts, hyperlinks, camera angles and shot types, can be combined to position an audience.

What do the newspapers say?

Read it, talk about it - page 76

Comprehension questions - page 77

Improvise a play about it! - page 78

Newspaper articles (handout) - page 79

Improvise a play (scenarios handout) - page 80

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Reading and viewing

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.
• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts.

Literary and non-literary events

• Feature articles, current affairs and news reports, formal letters, editorials, radio programs, film documentaries, reviews, biographies, advertisements, letters to the editor, expositions, formal meetings and debates, and extended presentations are types of non-literary texts.

Inform, explain, instruct – tell it as it is

Preparing a short talk - page 81

Inform, explain, instruct (handout) - page 82

Prompt cards (handout) - page 83

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.
• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter.
• Spoken texts have a range of structures and can be delivered in a number of mediums.
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view. 

Literary and non-literary events

• Feature articles, current affairs and news reports, formal letters, editorials, radio programs, film documentaries, reviews, biographies, advertisements, letters to the editor, expositions, formal meetings and debates, and extended presentations are types of non-literary texts.

Status

Warm-up games - pages 90-91

Power pairs - bullying tableaux - pages 91-92

‘Human Guinea Pig’ scenarios - page 92

Sample questions - page 93

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Scenes from stories

Warm-up games - pages 94-95

Storytelling - remember and visualise - pages 95-96

Collecting material - sharing stories - page 96

Making a scene from a story - page 96

Coaching for liberation - page 97

Workbook - letters of advice/journal writing - page 98

Speaking and listening

• Spoken texts have a range of structures and can be delivered in a number of mediums.
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view. 

Reading and viewing

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.

Literary and non-literary events

• Feature articles, current affairs and news reports, formal letters, editorials, radio programs, film documentaries, reviews, biographies, advertisements, letters to the editor, expositions, formal meetings and debates, and extended presentations are types of non-literary texts.

Belonging

Warm-up games - page 99

Greetings game - mingle and greet - page 100

Conflict of wants - acting exercise - pages 100-101

Enter new kid - small group improvisation - pages 101-102

Mask it, move it - page 102

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

The Inside story

Warm-up games - page 103

Inside the bully - sub-text exercise - page 104

Inside/outside - creating tableaux and a text collage - page 105

Creating a text collage - page 105

Sample questions - page 106

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.
• Words and phrasing, pronunciation, pause, pace, pitch and intonation express meaning, establish mood, signal relationships and are monitored by listeners.
• Nonverbal elements, including body language, facial expressions, gestures and silence, express meaning, establish mood, signal relationships and are monitored by listeners.
• Active listeners monitor responses, clarify and paraphrase meanings, and integrate ideas relevant to a line of reasoning in their own responses. 

Standing up for yourself

Warm-up games - pages 107-108

Paired protests - role-play assertiveness - pages 108-109

Hidden thoughts - a technique for exploring sub-text - page 109

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.
• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter. 
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.
• Words and phrasing, pronunciation, pause, pace, pitch and intonation express meaning, establish mood, signal relationships and are monitored by listeners.
• Nonverbal elements, including body language, facial expressions, gestures and silence, express meaning, establish mood, signal relationships and are monitored by listeners.
• Active listeners monitor responses, clarify and paraphrase meanings, and integrate ideas relevant to a line of reasoning in their own responses.

Nightmare - fantasy - reality -

Warm-up games - pages 110-111

Nightmare-fantasy-reality - page 111

Speaking and listening

• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.

Group project - design a drama

Group project - design a drama - pages 112–113

Use naturalistic and anti-naturalistic techniques to devise a short drama on the theme of bullying (several lessons)

Ideas for student feedback - page 113

Speaking and listening

• The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.
• Speakers make assumptions about listeners to position and promote a point of view, and to plan and present subject matter.
• Spoken texts have a range of structures and can be delivered in a number of mediums.
• Statements, questions (including rhetorical questions) and commands can be used to identify the main issues of a topic and sustain a point of view.
• In presentations, speakers make meaning clear by organising subject matter, and by selecting resources that support the role they have taken as the speaker and the relationship they wish to establish with the audience.
• Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting. 

Reading and viewing

• Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.
• Reading fluency is supported through monitoring vocabulary and its meaning across different contexts. 

Writing and designing

• The purpose of writing and designing includes parodying, analysing and arguing.
• Writers and designers establish and maintain roles and relationships by recognising the beliefs and cultural background of their audience, and by making specific language choices.
• Words and phrases, symbols, images and audio affect meaning and establish and maintain roles and relationships to influence an audience. 
• Text users make choices about grammar and punctuation, to affect meaning.
• Writers and designers draw on their knowledge of word origins, sound and visual patterns, syntax and semantics to spell.
• Writers and designers use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting, and by referring to authoritative sources.

Literary and non-literary texts

• Themes are explored through the interplay of setting, plot and character, and the actions, speech, thoughts and feelings of characters.
• Feature articles, current affairs and news reports, formal letters, editorials, radio programs, film documentaries, reviews, biographies, advertisements, letters to the editor, expositions, formal meetings and debates, and extended presentations are types of non-literary texts.