by Gae Masters and Jeff Larkin
Richmond River High School
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Concept
Australian heroes
Everyone needs a hero…to
inspire children with the lives of
people who have taken risks,
followed their dream or reached
for the stars.
ABC Famous Peoples Profiles
Cross-curriculum Content
Outcomes
Literacy
Gender
Civics and Citizenship
Aboriginal and Indigenous
ICT
1 A student responds to and
composes texts for understanding,
interpretation, critical analysis and
pleasure.
Language modes






reading
writing
speaking
listening
viewing
representing
Texts
Wide range of nonfiction
6 A student draws on experience,
information and ideas to
imaginatively and interpretively
respond to and compose texts.
10 A student identifies, considers and
appreciates cultural expressions in
texts.
11 A student uses, reflects on and
assesses individual and
collaborative skills for learning.
Rationale
This Stage 4 unit has been designed for a Year 7 class. It explores the concept of learning about people, both past and
present, to understand more about people, society and ourselves. Students learn about the form and structure of a
narrative, and experiment with their own writing. Using a variety of nonfiction texts students research and discuss what
makes a hero and the common qualities they have. Throughout the unit students are asked to keep a reflective journal
where they record their own learning and understanding as the unit progresses.
There are a variety of excellent nonfiction texts that can be used for this unit but Allan Ballie’s Heroes is a highly
appropriate text. The text focuses on a variety of heroes from both the past and the present.
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Syllabus content
1.1
1.2
1.3
6.2
6.3
6.7
10.2
11.4
11.5
11.6
11.8
11.10
1.11
1.12
10.6
10.7
10.8
11.14
11.16
11.17
11.18
11.20
Learning content and activities
Students learn to:
 respond to imaginative, factual and critical texts, including the required range of texts, through wide
and close listening, reading and viewing
 respond to and compose texts intended to inform, persuade and entertain, including humorous texts
 compose imaginative, factual and critical texts for different purposes, audiences and contexts
 compose a range of imaginative texts including narrative, poetry, instructions, scripts,
advertisements and websites
 explore real and imagined (including virtual) worlds through close and wide engagement with texts
 use verbal, aural and visual techniques to create imaginative texts
 identify and explore the ways different cultures, cultural stories and icons, including Australian
images and significant Australians, including Aboriginal Australians, are depicted in texts
 use the language of the subject when engaging in learning
 use speaking and writing as learning processes for sorting and selecting information and clarifying
ideas
 find, select and evaluate information from a range of sources
 generate, document, clarify, organise and present ideas and information
 reflect on and assess their own and others’ learning against specific criteria
Students learn about:
 the ideas, information, perspectives and points of view presented in imaginative, factual and critical
texts
 links between the ideas, information, perspectives and points of view presented in texts and their
own background and experience
 representations of culture through choices of language and content
 cultural assumptions in texts including those about gender, ethnicity, religion, youth, age, sexuality,
disability, cultural diversity, social class and work
 signs, symbols, icons and stereotyping in texts and what they signify about different cultures
 research techniques using books, indexes and the internet
 ways of structuring and presenting ideas, editing techniques and referencing
 bibliographies, citation (including the internet), acknowledgement of sources and plagiarism
 appropriate technology for different purposes, audiences and contexts
 reflection strategies such as learning logs, journals, letters to teachers and peers, guided discussion
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Week 1
“I have a conviction that it’s only when you are put at full stretch that you can realise your full potential.” Weary Dunlop
Content
1.1
10.2
1.11
1.1
1.2
6.2
11.6
11.14
Suggested teaching and learning activities
Group brainstorm activity.
Students in small groups to think about heroes in society, both past and present. They are to
consider characteristics of these heroes, how we know about them and why they are or are not,
positive role models.
Select an autobiography from the text Heroes to read to or with the class. Students:
 Complete a Dictagloss and reconstruct the story from recorded information
 Review the text – fact verses opinion. Class discussion and re-reading of selected parts of
the text to determine what is fact and what is opinion. Students draw up a two column table
in their workbooks to record this information.
 Construct a timeline outlining major events in the life of the hero they have read about.
Teacher to distribute an interview from e.g. <www.localheroes.8m.com> and discuss with the
class the type, style and effectiveness of the questions as well as the tone of the interviewer
and techniques the interviewer uses to encourage the hero to elaborate his / her answers.
 In pairs students to write an interview between the hero from the text and an interviewer.
The aim of the interview is to gain an understanding of why this person is considered a
hero.
Assessment task 1: due the end of Week 4
Individually students are to choose an autobiography from Heroes to read. Initially, library time,
including access to the internet, will be given so the students may undertake further research
on the person they have chosen to read about. A bibliography of sources must be kept.
The following activities are to be completed for homework:
1. Construct a timeline outlining the major events in the life of the hero
2. Create a collage that visually represents the essential characteristics and the life of the hero
3. Compose the transcript of a radio interview with your hero for a new program for ABC radio
called Hear Australia’s heroes? The questions must be thoughtful and meaningful so the
listener can gain a full understanding of the qualities this person has that makes them a
hero. Students will need to ask a friend or relative to help them perform the interview onto
an audiocassette. They should find title music for the introduction of radio program that
reflects the significance of its title and content.
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Quality teaching
Substantive
communication
Inclusivity: all
students are valued
and included in
discussion
Deep understanding:
High expectations:
for researching and
composing
Student direction:
students can
experiment with
creativity and original
ideas
11.10
11.20
Reflective Journal: students write a personal reflection on their research, what they have learnt
and how it has influenced the way they feel about people, their achievements and their own
personal aspirations for the future.
Deep understanding:
Week 2:
“His (Albert Namatjira) life showed white Australians the injustice of racial laws, and contributed to long overdue changes for his
people.” ABC: Famous Australians Profiles
Content
Teaching and learning strategies
Quality teaching
Metalanguage: use and
discuss newspaper
terminology
11.6
11.17
Newspaper article
Teacher to distribute The Sydney Morning Herald article: A shortlist of heroes with a
long list of achievements (18/01/03) Available on the web at
<www.theaustralian.news.com.au/schools/specials>
Deconstruct the article identifying the elements of a newspaper article. Students to
answer questions about the article. See Handout 1 - Evaluating the evidence.
Revisit the structure and features of a narrative: orientation, complication, climax,
resolution and coda and the twelve steps in The hero’s Journey narrative structure
favoured by Hollywood (see Appendix 6 at
<http://www.qtp.nsw.edu.au/qtp/files/elise/project1/hero.pdf>. Discussion of how these
structures are used in nonfiction texts to maintain reader interest and create a story out
of a person’s life, often by re-ordering events and emphasising or embellishing
interesting moments and experiences.
Internet exercise
Students to log onto <www.abc.net.au/btn/australians.htm>
Complete the worksheet: Famous Australians (attached).
Students select one person from the above website and use the Internet, Encarta and
print resources to complete further research. They keep a bibliography of sources.
6.2
1.11
Students compose an oral narrative based on the person they have been researching.
Write in the first person and focus on an interesting aspect of that person’s life.
Narrative: enrich student
understanding
6.4
Students choose a narrative structure that best emphasises the interesting aspects of
the hero’s life, and use carefully selected language to create tension and interest for
the audience.
6.3
11.4
11.8
11.6
Background knowledge:
revisiting prior knowledge
Students’ self regulation:
students to work
independently
Social support: encourage
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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11.10
11.10
11.20
Students have a peer to proof read their narrative and offer suggestions for changes to
content, structure and expression. Students carefully revise and edit their work to
ensure their nonfiction story is both close to the ‘truth’ of their hero’s life story and
interesting for others to hear. They will present this orally in class next week.
Presentation time is three to five minutes.
Reflective journal: Students discuss, in small groups, what they have learnt this week.
 Have their perceptions or understanding of what makes a ‘hero’ been challenged or
have they been reinforced?
 Why have they chosen the particular person they did for further research?
 What positive influence do they believe this hero may have on them in the future?
 What have they learnt about the way nonfiction texts construct hero’s lives to make
them more interesting for audiences?
 How effective was their narrative about a hero in engaging and informing their
audience?
Individually, students write their reflection on the week’s work.
peer support
Deep understanding:
reflection on personal
understanding
Extension activity (optional)
Students can carry out a simple survey of parents, grandparents and friends to find out about unsung heroes. These questions
might be used:
 Who would you regard as heroes in your life and why?
 Are there any other people that you admire or that have had an influence on you but are not necessarily known by the
public?
 What have they done to make you admire them?
Table the results and complete a reflection statement on the meaning (implication) of these results.
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Week 3
“But I’ll tell instead of brave and fine
when lives of black and white entwine.
And men in brotherhood combine,
This would I tell you, son of mine.” Oodgeroo Noonuccal
Content
Teaching and learning activities
1.2
1.3
11.5
11.16
1.12
Assessment task 2:
Students present their narrative worked on in the previous week, in character, to
the class. Encourage students to use props, costumes and other people if
necessary. Criteria for assessment includes research, content, narrative structure
of their hero’s story as well as the oral presentation. A self and peer evaluation will
be used to determine the assessment mark.
Engagement:
presentation of narrative
High expectations:
students encouraged to
challenge their own
capabilities
Revisit the language and structural features of a feature article via a whole class
brainstorm activity. Further information and guidance on how to write a feature
article can be found at <www.write-it-down.com/>.
Students write a feature article about the famous Australian they have been
researching. The article is to present the reasons why this person should be
honoured (posthumously if the person is deceased) with a special award in the
Australia Day awards. The award recognises the immeasurable contribution a
person has made in influencing the lives of Australians today. It has been called
‘An Australian Hero’. Explain why this person has the right qualities for the award.
Students complete the nomination sheet for the Australia Day awards. See
attached handout.
Reflective journal:
Students write in their journals about:
What can we learn from reading about the lives of others? Non-fiction material is
something many students overlook but can be a valuable source of learning. How
did you feel about this unit when it started? What are your feelings now? If there
has been a change explain how and why there is a difference.
Background knowledge
6.2
6.7
11.10
11.20
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Quality teaching
Higher order thinking
Substantive
communication:
communication of
personal feelings
Week 4
“He (Charles Kingsford Smith) was one of the really genuine achievers, an honest achiever, a pioneering achiever. A man who
faced the odds and overcome them. If people think of him as a hero, than they have a good role model.”
ABC Famous Australians Profiles
Content
1.11
10.2
10.8
1.1.3
10.7
11.8
11.18
11.10
11.20
Teaching and learning activities
Quality teaching
The ABC has a program that features Australian personalities, both historical and
Engagement
contemporary, female and male, who hold a special place in Australia. Each segment
is five minutes and is titled Famous Australians.
The class to view at least six segments. After each segment, stop the video and have
the students complete the handout already used in a previous activity entitled Famous
Australians.
Alternatively, show the class a relevant documentary on an Australian who is
considered a hero, or an episode of Australian Story on ABC TV. Modify the handout
page to suit.
Imaginary exercise:
Students imagine they are one of the people they have read about, viewed or listened
to during this unit of work. As this person students write about how they feel about
being considered a hero here in Australia. Do they think what they have done
warrants this status? If they could change any part of their life what is it and why?
Internet activity: pair work:
The Australian mint has decided on a new $200 note. They have a short list of
suitable candidates for students to read about on the web to decide on the two that
they think should be on the front and the back of the new note.
<www.cap.nsw.edu.au/bb_site_intro/stage3_Modules/Heroes/australian_heroes.htm>
Complete two summary sheets recording details of six candidates.
Reflective journal: What do students think is the most important characteristic of a
‘hero’? Does someone have to display this characteristic to be considered a hero in
Australian society? Why/why not? Do students see themselves either today or in the
future having this characteristic? Why/why not?
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Deep understanding
Student direction: students
select candidates
Higher order thinking:
students analysis, synthesis
and evaluate information
Week 5
“He (Banjo Paterson) was there in a new country, at a new time, at a time when we were really getting our national identity. And
I think that he will be remembered as somebody that’s help to frame it.”
ABC: Famous Australians Profiles
Content
6.3
11.5
10.7
10.2
11.5
1.12
10.8
11.10
Teaching and learning activities
Exploring Australia’s identity:
Create a mind map of the important elements of Australia’s identity today. Consider
aspects such as social issues e.g:
1. our past history e.g. war, terra nullius
2. sporting life e.g. media coverage
3. important events e.g. Sydney Olympics
4. globalisation e.g. foreign ownership; the republic debate
5. migrants e.g. the immigration restriction act, the Tampa incident
6. gay rights, AIDS.
7.
In small groups students research one aspect from the mind map constructed with the
whole class (teacher to ensure all aspects are covered)
Groups present the main points of their research visually to be displayed in the
classroom under the heading Australia’s Identity.
Some people believe that the Olympic ceremony in Sydney drew too heavily on
cliches. View a selection of footage of the opening ceremony. In small groups
students consider the following:
 What are the important aspects of Australian life you would like to have been
considered for the opening/closing ceremony? You may still consider ideas that
were already included.
 What hero’s were presented to the audience? How were they presented?
Consider costume, music, choreography etc.
 What image of Australia do you believe should have been projected to the rest
of the world? How could this image be presented in a ceremony like the
Sydney Olympics Opening Ceremony?
Each group member is given a number. When the activity is completed form new
groups with people with the same number. Students share their original group’s ideas
with their new group.
Reflective journal: Students reflect on these questions: Were you happy with the
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Quality teaching
Inclusivity: all students are
valued and involved
Cultural knowledge:
students draw upon cultural
knowledge
Substantive communication:
groups communicate
information in a substantive
manner
Problematic knowledge:
students analyse
information and present
alternate
perspectives/solutions
Higher order thinking:
students analyse,
synthesise and evaluate
knowledge
Students’ self-regulation:
follow group work rules
Substantive communication:
11.20
group work? Why/why not? What have you learnt about characteristics your peers
have? Are they similar/dissimilar to those of a ‘hero’?
concepts and ideas
encountered
Handout 1
Evaluating the evidence
“A shortlist of heroes with a long list of achievements” The Sydney Morning Herald, January 18 2003
Record three names you recognise in the article and how you know about them
Name of person
How you know
about them
Name two people you have not heard of before. Give reasons why you think you do not know of them.
1. ……………………………………………………………………………………………………………………………………
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2. ……………………………………………………………………………………………………………………………………..
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Name one thing that the five people you have recorded above have in common. Why do you think this is the case?
…………………………………………………………………………………………………………………………………………
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From the shortlist who would you personally name Australian of the Year? Give reasons for your choice.
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NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Famous Australians
Name of hero
Area of fame
e.g. artist, explorer,
humanitarian,
politics
Important dates
in the persons life
Important
achievements or
successes
Influence in
today’s society
Your opinion of
the person
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Handout 3
Nomination form
Full name of nominee …………………………………………………….............
Date of birth ……………
Place of birth ………………………………………
Please tick the category
 Young Australian of the Year
 Australian of the Year
 Senior Australian of the Year
 An Australian Hero
In the space provided, explain why you are nominating the person for an
Australia Day award. Please give evidence supporting the nomination.
(Possibilities include contribution to Australian culture, society, welfare, youth, research,
education, international profile, the arts, politics. Identify the contribution, provide some
examples of what the person has done and explain why this is important and how
Australia has benefited. Use factual information and persuasive language. Remember,
you have to convince the committee to choose your nominee for the award).
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NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Name of nominator ……………………………….............................................
(Please print)
Signature ……………………………………………. Date ………………………
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Resources
Texts
Baillie, Allan, Heroes
Blacklock, Dylan, Crash! The search for the Stinson
Hill, Anthony, Soldier Boy
Print media
SMH: A shortlist of heroes with along list of achievements (18/01/03)
Documentaries
ABC: Famous Australians
Websites
<www.theaustralian.news.com.au>
 Articles that can relate to the topic of Australian heroes
<www.abc.net.au/btn/austs.htm>
 Biographies of many famous and not so famous Australians
<www.write-it-down.com>
 Helpful hints for writing a feature article
<www.cap.nsw.edu.au>
 Great site with activities for students
<www.localheroes.8m.com>
 Interesting interviews recorded orally, with WW11 veterans from Melbourne
<www.library.trinity.wa.edu.au/austbiog.htm>
 Australian biographies
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au