Every Chance to Learn

Essential Learning Achievements relating to Zine Room experience.

1.The student uses a range of strategies to think and learn

Essential content

In the early adolescence band of development, students have opportunities to:

  • 1.EA.2 choose from a range of thinking tools or processes and use them to think in different ways in depth and generate different points of view on issues and problems
  • 1.EA.3 use logical, creative and lateral thinking to explore relevant knowledge in depth, distinguish central concepts from contributing ideas, stimulate imagination and generate and test creative ideas and solutions
  • 1.EA.6 recognise how feelings influence their thinking

In the later adolescence band of development, students have opportunities to learn to

  • 1.LA.3see how knowledge from one discipline can transfer to and transform knowledge in another
  • 1.LA.7 reflect on and evaluate their own thinking and the thinking of others in relation to an issue or problem, and their own learning processes and achievements.

7. The student creates, presents and appreciates artistic works

Essential content

In the early adolescence band of development, students have opportunities to understand and learn about:

  • 7.EA.2technical terms (e.g. elements, concepts, forms) and structural principles (e.g. composition, perspective) appropriate to the art form
  • 7.EA.3techniques for safe practice appropriate to the art form (e.g. warming up, safe use
  • of equipment)
  • 7.EA.5the traditions associated with different artistic works appropriate to the art form

In the early adolescence band of development, students have opportunities to learn to:

  • 7.EA.6experiment with skills, techniques and materials to produce artistic works in particular styles and mediums
  • 7.EA.7create artistic works designed to elicit a response from an audience through exploration of subject matter of personal and social interest
  • 7.EA.9 plan, prepare and present artistic works for particular occasions and audiences, and
  • evaluate them

In the later adolescence band of development, students have opportunities to understand and learn about:

  • 7.LA.1 how artistic works may reinforce or challenge social and cultural beliefs (e.g. the
  • depiction of stereotypes, relationships, social issues and political debate through artistic works)
  • 7.LA.2how artistic works contribute to the social and cultural life of Australia
  • 7.LA.3 how aesthetic values areconstructed in a range of socialand cultural contexts
  • 7.LA.5technical terms (e.g. elements,concepts, forms) and structuralprinciples (e.g. composition,perspective) appropriate tothe art form.

In the later adolescence bandof development, students haveopportunities to learn to:

  • 7.LA.6develop ideas for their ownartistic works, drawing on theworld around them and on theartistic works of others
  • 7.LA.7improvise and experimentwith different materials, tools,symbols, conventions and
  • media involved in the traditionor style of the art form
  • 7.LA.8create their own artisticworks in a chosen art formby applying specific skills,techniques, concepts andelements of the art form
  • 7.LA.9interpret current issues, ideasand events through makingtheir own artistic works

10. The student writes effectively

Essential content

In the early adolescence band of development, students have opportunities to understand and learn about:

  • 10.EA.1how writers draw on their own knowledge, experiences, thoughts and feelings, and on the subject matter and forms of texts they have heard, read, viewed or researched
  • 10.EA.2how writers select ideas and information to support their position or purpose and to
  • appeal to or suit different audiences

In the early adolescence band of development, students have opportunities to learn to:

  • 10.EA.11portray people, places, events and things in ways that appeal to certain groups, and present an issue in a way to persuade a particular audience
  • 10.EA.17revise and edit their writing as the purpose demands.

In the later adolescence band of development, students have opportunities to understand and learn about:

  • 10.LA.1how writers want readers toempathise with the ideas andemotions expressed or impliedin their writing and selectsubject matter and languageto try to position readers toaccept particular views ofpeople, characters, events,ideas and information

In the later adolescence band of development, students have opportunities to learn to:

  • 10.LA.7write information or argumenttexts (e.g. biographies,advertisements, news articles,
  • features, letters to the editor,reviews) which deal withideas and issues where theywould like to effect changeand to persuade a general orparticular audience to changetheir point of view and/or totake action
  • 10.LA.9write for personal andreflective purposes(e.g. journal) and forfunctional purposes relatingto personal transactions (e.g.business letter, application,personal resume)
  • 10.LA.11use concrete, technical,abstract and emotive wordsto argue, persuade or convey
  • information, and emotive,evocative, formal andimpersonal language to createtone, mood and atmosphere

21. The student understands about Australia and Australians

Essential content

In the early adolescence band of development, students have opportunities to understand and learn about:

Contemporary society

  • 21.EA.6the factors that can influence,change, standardise andperpetuate identity (e.g. media,stereotypes, symbols andglobal trends)
  • 21.EA.7the values reflected innational celebrations andcommemorations, what
  • these represent to diversepeople and groups and howthese have changed over time(e.g. Australia Day, ANZAC Day)
  • 21.EA.8current issues and challengesfacing the local community andAustralian society.

In the later adolescence band of development, students have opportunities to understand and learn about:

Contemporary society

  • 21.LA.5contemporary and futureissues and challenges facingAustralian society
  • 21.LA.6ways in which Australia ispresented, nationally andinternationally (e.g. stereotypes
  • of Australian people andplaces).

22. The student understands and values what it means to be a citizenwithin a democracy

Essential content

In the early adolescence band of development, students have opportunities to understand and learn about:

  • 22.EA.3how laws and courts protectdemocratic rights andfreedoms, impact on people’s
  • lives and change to reflectcommunity values
  • 22.EA.5the values that underpin adiverse society and how theseare demonstrated in the
  • local community (e.g. care,compassion, integrity, respect,fair go, tolerance, inclusion)

Democratic principles

  • 22.EA.8the ways in which people’sattitudes and actions influencethe social cohesion of a
  • community and contributeto the achievement of ademocratic civil society

Active citizenship

  • 22.EA.9the civic values, rightsand responsibilities ofAustralian citizens
  • 22.EA.10ways in which governmentsmake decisions and how thesedecisions impact on people
  • 22.EA.11the responsibilities ofglobal citizenship forindividuals, organisations and

governments (e.g. internationalaid, refugees, environmentalcooperation, peacekeeping)

  • 22.EA.12ways in which individuals andnon-government organisationscan contribute to and influencerepresentative bodies,including government
  • 22.EA.13ways to become involved in,or influence, representativegroups in the school orcommunity (e.g. a campaignto raise awareness about asignificant issue, elections).

In the early adolescence band of development, students have opportunities to learn to:

  • 22.EA.16express their own viewpoints on issues and contribute to class and group decision-making.

In the later adolescence band of development, students have opportunities to understand and learn about:

  • 22.LA.2 the power, responsibilities and influence exercised by political leaders and elected representatives
  • 22.LA.11 people, movements and events that have enhanced the achievement of civil and political rights for specific groups of Australians (e.g. women’s rights to vote and equal pay, human rights and equal opportunity policies)
  • 22.LA.12 ways in which citizens can influence government.

In the later adolescence band of development, students have opportunities to learn to:

  • 22.LA.14reflect on their rights and responsibilities as young adults and consider ways in which people, individually and collectively, make decisions and contribute to the common
  • good (e.g. contact a local member of parliament, take informed civic action on issues)