H.+Resource+For+Lesson+7

__**Key Resource Stimulus for Lesson 7: News Video Clip **__ **[Annotated by Jayne **__**] **__



Explanation of Resource The short news video [|'Indigenous Language'] was found on the Behind the News website. The mini video documentary takes a friendly, but critical look at the contentious issue over which languages are used for instruction in Northern Territory schools. The news story is presented in a way that is easy for children to follow, and attempts to provide both sides of the issue. The introduction of the video provides some interesting ideas for students to engage in authentic discussion or debates over whether or not it's reasonable to mandate only 1 hour of instruction in the native language for this Indigenous language community. 'The language we speak shows a lot about who we are and where we come from...Imagine rocking up to school one day and most of your classes are in another language that you know very little about' (ABC News, 17/11/2009).

Relevance to Outcome This connects directly to the focus HSIE outcome and encourages students to see that there may be different viewpoints on one issue (Board of Studies, 2006, p, 29); that it's acceptable to share one particular view, but at the same time needing to respect all perspectives. The issue in this video will encourage critical, higher order thinking, which is a key intellectual element in the NSW Quality Teaching Framework (2003).

This video is an effective resource to teach students about the importance of respecting the different languages people speak or use, as language represents a major part of a person's cultural identity. By focusing on the example of the Warlpiri community, students are also able to see that many language groups exist within Aboriginal communities. This is important because students need to be aware that 'it is impossible to speak of Aboriginal people as one group' (AIATSIS, 2005, cited in Reynolds, 2009, p. 146). This is the case for many other cultural groups, and provides a great opportunity to discuss the diversities that exist within major cultural groups.

Link to Literacy Aspect In terms of integrating literacy, this resource not only provides opportunities for explicit teaching of comprehension skills, but also provides an alternative to written information texts or articles. The video can be an example of a multi-media or multi-modal text as it combines audio, visual, gestural, spatial and linguistic design elements to communicate a meaning or message. It is important for teachers to explicitly provide opportunities to interact with multi-modal texts as it prepares students as 'interactive citizens and competent communicators across modes and media Healy, 2004, p. 21). Therefore, lesson 7 of this unit will focus on giving students the chance to familiarise themselves with an online movie-editing program that will eventually enable them to create a multi-modal rich text.

References
 * ABC News (2009, November 11). Behind the news: 'Indigenous language' (video and transcript). Retrieved September 30, 2010, from http://www.abc.net.au/btn/story/s2744198.htm
 * Board of Studies NSW. (2006). Human Society and its Environment K-6. Sydney: Author.
 * Department of Education and Training (2003). NSW Quality Teaching model.
 * <span style="display: block; font-family: Georgia,serif;">Healy, A. (2004). The critical heart of multiliteracies: four resources, multimodal texts and classroom practice. In Text next: new resources for literacy learning. Newtown, NSW: PETA.
 * <span style="display: block; font-family: Georgia,serif;">Reynolds, R. (2009). Teaching studies of society and environment in the primary school. Melbourne: Oxford University Press.
 * <span style="display: block; font-family: Georgia,serif;">Reynolds, R. (2009). Teaching studies of society and environment in the primary school. Melbourne: Oxford University Press.



**<span style="font-family: Georgia,serif;">'JayCut' **