Go to page Content

Warning: This resource may contain references to Aboriginal and Torres Strait Islander people who may have passed away.

Protest: The world as it is, the world as it could be

An unclothed baby in a soldier’s helmet playing with a wind-up dove

Above: Peace. Source: © Pawel Kuczynski (detail)

Updated unit:

Please note that in 2019 the updated version of this unit was republished by AATE and is now hosted by AATE digital. Follow the link and bookmark this page for further reference. Go to the new unit at AATE Digital

Duration and sequence pathways:

While each learning sequence can be used independently, sequences also combine to form a comprehensive area of study that can take place over 12 weeks. Different approaches to assessment are suggested within sequences, including peer and self-assessment and teacher assessment. More information

Resources used:

See a list of resources used in each sequence, plus additional teaching resources.

Unit writer:

Ann Small

Australian Curriculum: English Year 10

Sequence 1: Protest: What is and what could be

Sequence 2: Poets: The unacknowledged legislators of the world

Sequence 3: Warnings

Sequence 4: Protest, respect and identity

Sequence 5: (Re)membering men and women: Representations of gender

Sequence 6: Ironic voices and visions

Sequence 7: Imaginative recreation: From picture to poem

Sequence 8: Giving voice to the voiceless

Sequence 9: Documenting protest

Sequence 10: Speaking otherwise: Literature, protest and politics

Sequence 11: Digital storytelling: Taking the reader on a journey

Sequence 12: Gone viral: Social media and acts of protest

Australian Curriculum: English Year 10

How cross-curriculum priorities relate to this unit

This unit links to the cross-curriculum conceptual framework based on Aboriginal and Torres Strait Islander peoples’ unique sense of identity that has been developed as a structural tool for the embedding of Aboriginal and Torres Strait Islander histories and cultures within the Australian Curriculum.

In Sequence 4, students explore the relationship between place, culture and identity in a range of texts such as Paul Keating’s Redfern speech and in Sequence 9 students engage with Kevin Rudd’s Sorry speech. 

Australian Curriculum: English Year 10

How General Capabilities relate to this unit

This unit has a major emphasis on the incorporation of the Information and Communication Technology (ICT) capability in a wide range of learning activities, including the production of texts. This can be seen in Sequences 3891011 and 12.  

Literacy and Critical and Creative Thinking strategies are embedded throughout the learning sequences. 

Personal and Social Capability attributes are fostered through collaborative learning activities in Sequences 7 and 12, and issues associated with Ethical Understanding are evident in Sequences 2, 4 and 8.

Curriculum summary for this unit:

This summary table provides links to Year 9 Curriculum content descriptions across the three strands of Literature, Literacy and Language and sub-strands with links to relevant elaborations in sequences and activities.

Rich assessment tasks:

There are two assessment tasks within the unit. Assessment task 1: Extended response, is a formative task where students compose an essay and Assessment task 2: Digital research text project, is a summative multi-genre research task.