F.+Resource+For+Lesson+5

__**Key Resource Stimulus for Lesson 5: Poster **__ **[Annotated by Jayne] **

Explanation of the resource This resource is a poster by a winning junior competitor, Layla Davies, in the 2010 Harmony Day Poster Competition. The criteria for the poster was to include the slogan 'we can make it happen' to reflect principles of working together to promote fairness and cultural harmony. This visual stimulus was chosen because it symbolically portrays a message of cultural harmony. The stimulus above, designed and created by a Primary school student, is a great example of a young person communicating important messages of systemic fairness and harmony through the use of effective elements of visual literacy.

Relevance to Outcome In this unit, students will develop an increasing awareness of the diversity of cultures, languages and religious beliefs of the people in their communities. Consequently, students will develop an appreciation of this diversity and recognise that discrimination of any kind is not acceptable. As an indication of working towards the CUS2.4 outcome (Describes different viewpoints, ways of living, languages and belief systems in a variety of communities) in HSIE, students will be asked to design and create their own poster/banner to address systemic unfairness and to promote harmony. To complete this task, students will need to gather information and experience the cultural, linguistic and religious diversity in their local community, which will be explored and discussed in the previous lessons. Through these previous discussions, students will also recognise that discrimination makes it hard for people to live happily and harmoniously in these communities. Hence, this resource stimulus will provide an inspirational guide to what students can do to address discrimination and promote harmony.

Link to Literacy Aspect Furthermore, as society moves towards a more 'visual culture' (Mirzoeff, 1999, cited in Callow, 2006, p.7), there is a push for visual literacy to be addressed. This resource provides a great opportunity for students to respond to a visual text (English Syllabus - Board of Studies, 2006, p.33) by identifying simple symbolic meanings (e.g. the peace sign, colours), and eventually creating their own symbolic text.

References: Board of Studies NSW. (2007). K-6 English Syllabus Document. Sydney: Author. Callow, J. (2006). Images, politics and multiliteracies: Using a visual metalanguage. //Australian Journal of Language & Literacy 29//(1).