A b e rf o y l e P a r k Hi g h S c h oo l

Unit Title: Visual Study and Analysis

6 Week Unit
18 Lessons
Subject Year Level Unit Author/s Date of Review
English Year 9 IGNITE Clay Mackenzie (Pre-Service Teacher)
Nicholas Jackaman (Mentor Teacher)
Unit Outline
Studenst will be completteing a visual study unit, where their end understanding and application of relevant skills will be presented via a
analytical response to a visual text. Studnets will spend the first two week’s of this unit developing understanding of key concepts, content, and
ideas of the factors that shape a successful visual study and analysis. Next, studnets will spend two weeks developing the skills required to write
an effective analytical response and break apart a visual text. The final two weeks of the unit will be dedicated to student centerted
summative assessment task completion, with teacher support offered in each lesson.
Key Content (in alignment with ACARA content descriptors)

Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771)
Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context (ACELT1634)
Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in
texts (ACELT1635)
Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films,
graphic novels, and plays on similar themes (ACELT1637)
(ACARA, 2021)
Achievement Standard Relation

Students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language
features distinguish the work of individual authors.
They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from texts to analyse and explain how
language choices and conventions are used to influence an audience. They listen for ways texts position an audience.
(ACARA, 2021)
 A b e rf o y l e P a r k Hi g h S c h oo l

Literacy Outcomes
Vocabulary Genre Focus Literacy language
What are the key terms that students will learn and What genres will be produced during this unit in alignment What terms will be used to develop
use in relation to this unit? with the genre mapping document for this subject? student understanding and performance
in literacy during this unit?
Study Context Explanation
Annotate Comparison Explanation
Descirbe Discuss Evaulation
Justify Structure Evaluation Structure
Respond Viusal Evidence
Interpret Meaning Analysis Decipher
Evaluate Signicance
Re-Present
Distinguish Intention
Influnece Argue
Timeline Content Summary Capabilities Assessment Evidence

Approximately What is the sequence of delivery that will be covered in this unit to What general What Assessment of Learning tasks will
how much build student understanding? capabilities does this substantiate student learning in this unit?
time does this unit promote for
unit require? Week One students? Explanation/Evaluation:
1.1 – Studnets will work through a teacher led interactive presentation,
6 weeks with activities that aim to certify studnets have anentry level lnoledge Literacy: To be shown Summative Assessment Task : To aim of
of terms such as Gaze, Action Qualities, Sailence, and Colour along as stundents notetake, the summative task is to ‘To analyse and
(18 lessons) with larger term such as Representation, Interaction, and Composition. plan, draft, re- explain how images and visual
interpret, explain, and techniques distinguish the work of an
1.2 – Studnets will have a pre-assessment to determine retained justify their analytical individual author (and) To demonstrate
knowledge from the previous lesson. In addition, studnets will have an exploration of a visual an understanding of the way that authors
activity that discusses the following term: Interaction - Gaze image. STudnets will and illustrators use visual resources
be expected to to make meaning.
1.3 - Studnets will have a pre-assessment to determine retained convey their ideas,
knowledge from the previous lesson. In addition, studnets will have an rerseach, and Task: Students will be asked to annotate
activity that discusses the following term: Interaction – Colour and sequence their a resource(s) from Tha Rabbits by Shaun
Angle learning via critical Tan and James Marsden. Studnets will
 A b e rf o y l e P a r k Hi g h S c h oo l
and creative have the following prompts to support
Week Two: language usage that and guide their work:
2.1 - Studnets will have a pre-assessment to determine retained conveys a clear and - In what ways does Shaun Tan use
knowledge from the previous lesson. In addition, studnets will have an meaingful student- visual techniques to create meaning,
activity that discusses the following term: Interaction – Distance created analysis of a establish a mood and influence the
visual text. reader?
2.2 - Studnets will have a pre-assessment to determine retained Numeracy: In - How does the visual design capture
knowledge from the previous lesson. In addition, studnets will have an accessing how factors a ‘contextual’ understanding?
activity that discusses the following term: Representation – Action of shapes, lines,
Qualities vectors, and shades Next, students will select ONE of the
impact the visual following options for the Creative Aspect
2.3 - Studnets will have a pre-assessment to determine retained audience respone to of this task:
knowledge from the previous lesson. In addition, studnets will have an images, as well as the
activity that discusses the following term:Representation – Conceptual structure, contruction, 1) Re-write and illustrate the last
Qualities and signifnace behind page of The Rabbits. Your
any given image. alternate ending must reflect
Week Three Tan’s style of illustration and
3.1 - Studnets will have a pre-assessment to determine retained ICT: Students will use create a new insight.
knowledge from the previous lesson. In addition, studnets will have an ICT to develop their 2) Imagine Shaun Tan has been
activity that discusses the following term: Composition – Salience analytical section of commissioned to write a short,
the summative task, illustrated story that explores an
3.2 - Studnets will have a pre-assessment to determine retained engage in classroom aspect of the Aberfoyle Park High
knowledge from the previous lesson. In addition, studnets will have an activities, and provide School community. Read ‘The
activity that discusses the following term:Composition – Reading Paths pre-assessment and Water Buffalo’ in Tales from Outer
formative data to Suburbia as an exemplar. Your
3.3 - Studnets will have a pre-assessment to determine retained determine their written story must be no more
knowledge from the previous lesson. In addition, studnets will have an porgession of learning. than 400 words and your
activity that discusses the following term: Composition – Placement accompanying illustration must
Intercultural reflect Shaun Tan’s style.
Week Four understanding: 3) Create a brochure for a Shaun
4.1 - Studnets will have a pre-assessment to determine retained Students will work with Tan exhibition to be held at the
knowledge from the previous lesson. In addition, studnets will have an images that are Art Gallery of South Australia.
activity that discusses the following term: Composition – Layout created and Include an overview of the
endorsed by a range exhibition, biographical
4.2 - Studnets will have a pre-assessment to determine retained of cultural and information, captioned images of
knowledge from the previous lesson. In addition, studnets will have an national identities and his work, a section explaining
activity that discusses the following term: Composition – framing experiences. Shaun Tan’s artistic style,
testimonials from notable authors,
4.3 – Quiz (Formattive Assessment) and exhibition details. Also,
 A b e rf o y l e P a r k Hi g h S c h oo l
ensure you apply visual
Week Five techniques to creating the
5.1 – Summative Assessment Completion Time brochure, such as reading paths,
vectors, colour, contrast etc.
5.2 – Summative Assessment Completion Time 4) Create a website exclusively for
The Rabbits that captures both
5.3 – Summative Assessment Completion Time the essence of the text, the
historical context and Shaun Tan’s
Week Six style. The website can also
6.1 – Summative Assessment Completion Time feature some of his other texts.

6.2 – Summative Assessment Completion Time

6.3 – Summative Assessment Completion Time

What are the big picture concepts that students will discover during this
unit?

- The value of visual images in showing deeper meanings and

inteprettaions of the original text’s value and significance
- The role of analytical processes in justifying the viewer’s reaction
and breakdown of a visual image

Differentiation Learning Challenges and Needs To Be Addressed

ASD, EAL/D and Anxiety – Six studnets in the class have been diagnosed with either ASD, EAL/D, Anxiety of a mix of all three as a factor that
will shape their learning. Based on a combination of observations and professional convernsations with staff member at APHS, the adjacent
strategies have been planned for to maximise the learning, engagement, and enjoyment of these students

- Clear classroom routine and structure

- Use of pre-assessment to settle into learning
- Set lesson outline and expectations
- Use of collaborative grouping
- Establihsmnet of positive learning environment
- Empthasis of developing clear and healthy student – teacher relatiuonships
- Use of Scaffold when starting assignments
- Option to verbally explain their learning
 A b e rf o y l e P a r k Hi g h S c h oo l
- Use of SSO when available
- Option to either digitally submt all formative, summative, and pre-assessment task
- Emailed in ‘check-ins’ to get teacher attention and assistance
- Use of One Plan Data
- Clear group roles (scribe, speaker, etc) for whole class dicsuions
- Use of text to speech function via ICT if requested
- Use of audio-embeded in traditional dialect for content heavy classroom resources
- Use of visual and verbal task sheets and resources