This unit will explore some major questions about Poetry; What do poems tell us, what emotions do poets write about, how do we experience poetry & what makes a piece of writing a poem?

This unit of work introduces students to elements of drama. It is designed to develop confidence and basic acting skills. They define, analyse and try different performances.

In this unit the students will look at traditional Japanese dress, fashion sub cultures, fabrics, traditional and modern dyeing techniques.  The students will identify the features of traditional Japanese costume and understand how it can be transformed into contemporary garment designs.  During the unit the students will learn traditional dyeing methods and will apply their understanding of traditional Japanese design through the construction of a Japanese inspired cushion. 

Students explore Chinese shadow puppets, woodworking techniques and the elements of design to create their own shadow puppets.

Students participate in two rotations of enrichment activities, immersing themselves in self-selected activities from Japan. They reflect and report back to the class, sharing their experiences and vocabulary. The class discusses the cross-cultural connections between Australia and Japan through investigating geography, home, school and celebrations. They consolidate this information by writing information reports, creating a poster promoting Japan as a holiday destination and presenting this at a travel expo.

This learning element looks at issues such as education, race, wealth, poverty and hunger through a simulation based on Our Miniature Earth, developed by World Vision.

This unit aims to develop students ability to recognise cultural diversity in their personal lives and within the local and global community.  Students will explore how identity is shaped by culture and how people from other cultures have difference perspectives to their own.

This unit has been developed to enhance leadership skills of students incorporating values for Australian schools. 

This learning element was created with information and assistance from Shelly ___________ from the Achievement Centre at Wanniassa. This program helps students to understand their emotions and ways of controlling them appropriately. This learning element is to be used for a boys group particularly for students in the year 7 and 8. This program should run 4 students to 1 facilitator, preferably a minimum of 8 and a maximum of 12. Each facilitator should attempt to case manage their particular group of students however all students should comfortable with all facilitators.