Annotated+Resources


 * Annotated Resources **


 * RESOURCE 1: **//**West Botany Bay Harbour in NSW with a view of the Heads **//** by Absalom. **


 * **Explanation of the resource**

This etching was made in 1812 by Englishman Absalom West and dedicated to Governor Lachlan Macquarie of New South Wales. It is the artist’s impression of the First Fleet which made its initial landing at Botany Bay in 1788. The image will allow students to consider different perspectives of British colonization and help students develop a richer vocabulary and language skills. ||
 * **Relevance to the outcome**

The resource is relevant to the chosen outcome (CCS2.1) as it promotes student discussion on the initial conflict between the British arrivals and the original custodians of this land. It provides a platform for students to consider different perspectives on a significant historical event and the human and environmental consequences that were to follow. ||
 * ** Aspect of Literacy suitable to be explored **

This visual text would be suitable as an introduction to this unit of work on the events and actions related to the British colonisation of Australia. It is a useful stimulus to help the classroom teacher gauge students’ ability to use and understand complex grammar in the spoken mode through classroom discussions. A series of questioning, talking & listening and reflecting on others’ viewpoints would enhance class brainstorming and discussion. Students are able in this communicative classroom to talk and listen to the way language is modelled in its spoken form from both their peers and their teacher (Jones, 1996, p. 16). Students’ progress can be tracked using the Oral Language developmental Continuum (EDWA, 1994, n.p). In this instance, the teacher should be looking on the Phase 5-7 continuum, in particular: · Offers definition of words, usually by functions · Takes into account another’s point of view · Selects vocabulary for impact · Listens to the ideas and viewpoints of others, using oral language to respond, expressing and modifying own opinions. · Is able to consider and reflect on two sides of an argument, make a judgment and find own position. During the discussions, the teacher should seize opportunities to discuss the use of terms such as ‘invasion’, ‘occupation’, ‘settlement’, ‘exploration’ and ‘discovery’ to describe the British colonization of Australia. These terms have differing degrees of meaning and draw students’ attention to both the content of the topic and figurative- evaluative language used to express a particular viewpoint. The cline as a conclusive activity will  help students understand the important role that evaluative language plays in creating connotative meaning for the text user. The following is an example of a cline, which students would complete by filling in other words of varying degrees of meaning as a vocabulary task i.e. landed, colonised, infiltrated, invaded etc...

||

**RESOURCE 2: NSW Parliament Website ** [|**http://www.parliament.nsw.gov.au/prod/web/common.nsf/key/HistoryBeforeEuropeanSettlement**]


 * **//Below are excerpts from the NSW Parliament website

(Aboriginal perspective)// **<span style="font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-hansi-font-family: Calibri;">

From at least 60,000 B.C. the area that was to become NSW was inhabited entirely by indigenous Aboriginal and Torres Strait Islander peoples with traditional social, legal organisation and land rights. The population of NSW was at least 100,000 with many tribal, clan and language groups. There were several tribes living in the Sydney region including the Kuringai whose appearance prompted the first Governor, Captain Arthur Phillip, to describe them as "Manly", the description surviving in the name of one of Sydney's best-known beach suburbs.

However, once European settlement began, Aboriginal rights to traditional lands were disregarded and the Aboriginal people of the Sydney region were almost obliterated by introduced diseases and, to a lesser extent, armed force. First contacts were relatively peaceful but Aboriginal people and their cultures were as unfamiliar to Europeans, initially, as the landscape, flora and fauna of the new land. <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU;">


 * //<span style="font-family: Calibri; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-AU;">(British perspective) //**<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU;">

<span style="font-family: Calibri; font-size: 10pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-AU;">Although Dutch and English navigators had visited the western and northern coasts of the Australian continent from the seventeenth century onwards, and in 1642, Dutch navigator Abel Tasman had explored part of the coast of Tasmania, the eastern mainland of Australia remained unvisited by Europeans until 1770.

English explorer, Lieutenant James Cook, commander of HMS //Endeavour//, on the first of his three major voyages of discovery, explored the east coast of the Australian continent, naming it NSW and claiming the territory for Britain. To British eyes the Aborigines, though obviously present, did not seem to cultivate the land or build permanent habitations. In their view Australia was legally an empty land - "Terra Nullius" - allowing it to be annexed by the British without reference to any local inhabitants. The concept of "Terra Nullius" persisted as an Australian legal fiction for more than 200 years.

Cook landed first a little south of Sydney Harbour in April 1770, at Botany Bay - so named by the accompanying Botanist, Sir Joseph Banks, for the huge quantity of new specimens the visit yielded. Banks later helped convince the British Government that Botany Bay would be a suitable site for a convict settlement. His landing was briefly opposed by two Aboriginal warriors and so contact began with violence. Cook sympathised with the attitude of the local people, writing "all they seem'd to want was for us to be gone". In fact, when the first European settlement came, 18 years later, it took place a few kilometres north of Botany Bay, in Sydney Harbour which Cook had not entered. ||

<span style="color: black; font-family: Calibri; font-size: 10pt; line-height: 150%; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-AU; msohansifontfamily: Calibri;">These excerpts taken from the Parliament NSW website provide information about European settlement and exploration on Aboriginal land. Each resource provides a different perspective on colonisation/invasion. Together these excerpts give valuable insight into prevailing attitudes throughout Australian History. <span style="font-family: Calibri; font-size: 10pt; line-height: 150%; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-AU; msohansifontfamily: Calibri;"> || <span style="color: black; font-family: Calibri; font-size: 10pt; line-height: 150%; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-AU; msohansifontfamily: Calibri;">This resource from the parliament of NSW website is relevant to the focus outcome from the HSIE syllabus (CCS 2.1) as it provides information on colonisation and invasion from both a British and Aboriginal perspective. This resource enables students to explore and develop a more detailed knowledge base and extend their understanding of the significance of different perspectives when considering British colonisation. After analysing each resource students will be more adequately prepared to adopt a strong perspective and argument in writing an exposition about colonisation/invasion. <span style="font-family: Calibri; font-size: 10pt; line-height: 150%; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-AU; msohansifontfamily: Calibri;"> || <span style="color: black; font-family: Calibri; font-size: 10pt; line-height: 150%; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-AU; msohansifontfamily: Calibri;"> <span style="color: black; font-family: Calibri; font-size: 10pt; line-height: 150%; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-AU; msohansifontfamily: Calibri;">These texts can be used to explore the grammatical features surrounding expositions in a number of ways. <span style="color: black; font-size: 10pt; line-height: 150%; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-hansi-font-family: Calibri;">Students can construct a word bank to build topic knowledge and metalanguage while also focusing on key grammatical features of the written exposition text type. The Students should focus on //<span style="font-size: 10pt; line-height: 150%; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-hansi-font-family: Calibri;"> emotive, descriptive and attitudinal language, noun groups, and conjunctions that show cause and effect relationships //<span style="color: black; font-size: 10pt; line-height: 150%; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-hansi-font-family: Calibri;"> when examining the resource (Droga & Humphries, 2005, p. 144). Some grammatical features within the resource which assist students’ knowledge building around the topic area include noun groups and conjunctions. Noun groups such as ‘Indigenous Aboriginal’, ‘Terra Nullius’ and ‘European Settlements’ demonstrate the appropriate language for describing colonisation. Conjunctions such as ‘however’ and ‘but’ which are prevalent throughout the two texts, can be explored in relation to justifying cause and effect when constructing a clear argument within an exposition text type (Droga & Humphry, 2005, p. 144). As these texts are not written within the exposition text type, they can be discussed and analysed based on how their grammatical features differ from those of the exposition text type. After students have analysed these differences they can apply the grammatical features of an exposition to transform the text into an exposition. Through analysing the use of grammatical features in this resource, students will begin to develop their competence in constructing effective written expositions which utilise persuasive language alongside sentence structures to provide a clear and persuasive argument. <span style="font-size: 10pt; line-height: 150%; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-hansi-font-family: Calibri;"> ||
 * <span style="color: black; font-family: Calibri; font-size: 10pt; line-height: 150%; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-AU; msohansifontfamily: Calibri;"> **<span style="color: black; font-family: Calibri; font-size: 10pt; line-height: 150%; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-AU; msohansifontfamily: Calibri;">Explanation of the resource **
 * <span style="color: black; font-family: Calibri; font-size: 10pt; line-height: 150%; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-AU; msohansifontfamily: Calibri;"> **<span style="color: black; font-family: Calibri; font-size: 10pt; line-height: 150%; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-AU; msohansifontfamily: Calibri;">Relevance to the outcome **
 * <span style="font-family: Calibri; font-size: 10pt; line-height: 150%; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-AU; msohansifontfamily: Calibri;"> **<span style="font-family: Calibri; font-size: 10pt; line-height: 150%; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-AU; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-AU; msohansifontfamily: Calibri;">Aspect of Literacy suitable to be explored **

<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-AU; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-bidi-language: AR-SA; mso-fareast-font-family: PMingLiU; mso-fareast-language: ZH-TW; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14pt; line-height: 150%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">RESOURCE 3: Title ‘The Rabbits’ (1998) John Marsden and Shaun Tan **<span style="font-size: 14pt; line-height: 150%; mso-bidi-font-family: Arial; mso-fareast-font-family: 'Times New Roman';">



John Marsden and Shaun Tan’s book ‘The Rabbits’ is rich text which deals with colonisation/invasion. Throughout the book the creators explore the relationship between the invaders and the original inhabitants of the country and the changes and consequences of the tribulations. The meaning within the book is enhanced by the interaction between the textual and visual elements and serves as a haunting interpretation of the events. || The resource is relevant to the chosen outcome (CCS2.1) as it deals specifically with anticipated content (changes and consequences related to the British colonisation of Australia) and allows students to explore the concept in a more accessible context. ‘The Rabbits’ also allows for discussion based on specified indicators of the outcome which look at perspectives and interpretations. || The book ‘the Rabbits’ would be suitable for the exploration of various aspects of literacy for example its use of tenses (from past to present and through to future (WS2.14 - talks about the use of tense (past, present, future) in literary texts). Given the nature of the texts content and structure however, the most applicable aspect of literacy is its multimodality.
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 150%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Explanation of the resource **
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 150%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Relevance to the outcome **
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 150%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Aspect of Literacy suitable to be explored **

As a resource for working on the concept of multimodality with children ‘The Rabbits’ provides many rich learning opportunities. The nature of the message relates directly to the outcomes specified but also relies on the relationship between the visual elements and the textual element for its meaning to be understood. It is this relationship which Kress discusses when he talks about the “meaning of a message being realised, spread across, several modes” (Kress 2003, p35). In the case of ‘The Rabbits’ the meaning of the message whilst still discernable when examined through one of the modes, is only truly realised when the illustrations and the text are viewed simultaneously.

By giving students the opportunity to explore the text separately from the illustrations, they are able to begin to appreciate the way some texts are more multimodal than others. The point of the text is to tell a simple story (almost a timeline) as the author examines the changes and consequences of the British Colonisation of Australia. It is the illustrations which serve to convey the deeper message and the author/illustrators view point of the events. A poignant example of the way the visual and textual elements work together to make meaning is pages 25 and 26 where the text reads “The land is bare and brown and the wind blows empty across the plains.” It is within the image which accompanies the text that the message meaning is understood and is thus a clear example of how the text uses multimodality to enhance its message.

As already stated from the first page to the last ‘The Rabbits’ provide opportunities to explore various aspects of literacy and is not specifically limited to multimodality. As a resource for teaching multimodality however, ‘The Rabbits’ is a strong resource as it clearly shows the point when meaning is matched with a form/signifier which can mean it (Kress, 2006). It is with this in mind that the significant benefits of the resource as a tool for teaching multimodality (or indeed various grammatical features) becomes more apparent.<span style="font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">  ||

<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 115%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;"> <span style="font-family: Calibri; font-size: 10pt; line-height: 115%; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">[]
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14pt; line-height: 150%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">RESOURCE 4: Dust Echoes animated Dreamtime stories, **//**<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt; line-height: 150%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">Whirlpool **//<span style="color: #333333; font-size: 14pt; line-height: 150%; mso-bidi-font-family: Arial; mso-fareast-font-family: 'Times New Roman';">

//<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 150%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;">Dust Echoes // is a series of modernized short animated Dreamtime stories. //<span style="font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;">Whirlpool // is the first in the series and shows the pursuit of Aboriginal people by their enemy neighbours (Lewis, 2007, para. 2). This cautionary Dreamtime story focuses on the use of music and visual technique, in the absence of words, to present a message about caution in dangerous places. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;"> || The focus of the lesson was the analysis of visual grammar. This resource is greatly suited to achieving this outcome as there is an absence of words except for the very end of the animation. While the music does play a role, the emphasis is one the techniques used by the animator to develop the story and convey the intended message through interactive and compositional meanings. The theme of pursuit and danger links well with the topic of invasion, and students may then become familiar with ideas for how they may integrate these techniques in their own storyboards. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 150%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;"> || The students’ analysis of the visual elements will be based on frames taken from various points of the animation. In doing so, it is anticipated that students will connect the idea that images and techniques are used to portray a particular point of view or message. This resource will be used to focus on interactive and compositional meanings.
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 150%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;">Explanation of the resource **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 150%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;">Relevance to the outcome **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 150%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;">Aspect of Literacy suitable to be explored **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 150%;">

The interactive meanings created refer to the way an image seeks to produce an imaginary relationship between the image and the viewer (de Silva Joyce & Gaudin, 2007, p. 75). This becomes particularly important for this topic as perspectives and messages play a crucial role. The use of both offers and demands are present, depending on which characters the frames are focused on. An offer is presented by the fresh-water person (in the middle) in frame 3, compared to frame 8, with the strong direct look from the salt-water people, demanding a relationship with the viewer. Furthermore, the daunting nature of the salt-water people is created by the extreme close-ups to accentuate the confrontation the fresh-water people are experiencing. This creation of social distance consolidates the idea of building a relationship between the viewer and the participant in siding with the fresh-water people. This is reflected in the subjective attitude through the use of low angles. Another aspect that will be studied by students is the modality of the text and how this illustrates how the creator of an image can use different modality markers to give the viewer an impression of the truth or credibility of the image (de Silva Joyce & Gaudin, 2007, p. 83).

Students will also look at the compositional meanings created in the frames. Salience involves the way elements of an image are treated as to draw attention to a specific participant or process (de Silva Joyce & Gaudin, 2007, p. 120). Once again, the perspectives of the animator are clear in that most of the highly salient images, frames 1, 6, 7, and 8, all involve the antagonists of the story. In drawing attention to these elements of the story, the audience is able to see the significant impact they have on the fresh-water people. Students will also study the elements of an image as being ideal or real, given or new. In frame 4, the island where the fresh-water people are safe is placed at the top of the page, indicating that it is the ideal. However, the sea at the bottom means that it is real and where the danger lies. The paddling oar visible in the water is also placed slightly to the right, indicating it is a newer concept where the fresh-water people are less familiar and so a contributing factor to their danger. This danger is also presented with the use of strong framing. The use of strong framing in the images, particularly frame 5, shows that the components are heavily segregated portraying the mood of mistrust, caution and danger. The instability of the environment and characters is further emphasized with the imbalance of compositional elements.

In students analyzing and applying these techniques within their works, they realize the power of the creator in presenting a particular perspective or message. This becomes central to their rich multimodal task as well as their writing in developing a clear stance. <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 150%; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi; mso-hansi-theme-font: minor-latin;"> ||

= =  (adapted from the feature //<span style="font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin;">'Rabbit Proof Fence' // 2002, retrieved September 27, 2009 from []
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14pt; line-height: 150%; mso-bidi-font-family: Arial; mso-font-kerning: 18.0pt;">Resource 5: Storyboard, 'The Stealing of Children' **

<span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

A storyboard is a planning device used to visually "sketch out" the actions of a story that will be told in a visual medium like animation, multimedia, a web page or video (<span style="color: black; font-size: 9pt; line-height: 150%; mso-bidi-font-family: Arial; mso-fareast-font-family: 'Times New Roman';">Education Development Centre, 2009 ). This storyboard depicts a short video about the Australian Government’s forceful removal of Indigenous children from their homes after colonisation. It is broken into 8 visual scenes which are sequenced to tell the story and accompanied by instructions for sound effects, angles, movement and speech. || The resource is relevant to the outcome CCS2.1 through content and assessment potential. The storyline provides an account of one consequence of colonisation, the Government’s policy of protectionism for Indigenous Australians, and the effects it had on Indigenous communities. The resource also provides a rich example of how to plan for the effective integration of multiple modes when telling a story. Understanding and using storyboarding is paramount to the students’ completion of their final multimodal task which will assess their ability to integrate the learning of CCS2.1 with literacy skills. || This storyboard is rich in visual grammar and also provides written descriptions of multimodal elements (music, sound effects and dialogue). Analysing these areas is necessary in developing students understanding of how various visual, audio and linguistic designs interact to create meaning (Kress, 2007, p. 35) thus contributing to their achievement of the reading outcome RES1.7 and preparing them for the completion of their multimodal assessment task. Elements of visual grammar significant for student analysis include vectors and framing, angles, and shot length. When studying these elements it is most beneficial to examine how they interact with one another to tell a story and portray the story from the perspective of the Aboriginal girls. Vectors are used throughout the frames to convey action and draw the viewer’s attention to elements of the story. The outstretched arm points to the danger that is to come in frame 3, which is later used in frames 6 and 7 to symbolise a connection to the land and show the action of being dragged away. Framing is used in frame 1, as the trees provide a backdrop for the story and frame 5 as the fence draws the viewer’s attention to the girl’s entrapment. The resource also uses varied shot lengths to tell the story on a number of levels. Close up shots draw the viewer into witnessing the intimate feelings of the characters (Kress, 2006, p. 125) showing the distress of the girl, and the anger of their pursuer and are also used to focus the viewers attention to certain details like the grass breaking in frame 7. Long shots are used initially to orient the viewer into the outback setting and later to add a sense of entrapment as we see the girls cornered with nowhere to escape. Frames 4 and 6 use mid to long shots to show the girls struggle to evade captivity. Only peripheral details allude to the presence of other characters (a corner of the car and the arm of the pursuer). Angles are used to great effect within the storyboard. Fontal eye-level angles involve us in the story as we empathise with the girls in frame 3 and 6 (Kress, 2006, p. 125). While the low angle in frame 2 shows the power of the pursuer as the audience adopts the girls’ perspective (Kress, 2006, p. 125). High angles in frames 5 and 8 in contrast give the viewer a sense of power and detachment as we see the broader picture of what is occurring 6 (Kress, 2006, p. 125). As the storyboard is intended to depict what would occur during an animation, this visual grammar should not be studied without considering elements of multimodality. Multimodality involves integrating elements of visual, audio, linguistic and gestural design to contribute to an overall multimedia text. When studying this storyboard within the classroom, students should be asked to consider the way the music, sound effects and dialogue would interact with visuals to convey meaning. The choice of Aboriginal music which matches the pace of each scene for example helps convey an Indigenous perspective and highlight points of tension and despair. Dialogue conveys the Aboriginal children’s thoughts and feelings in contrast to the silence of the pursuer which helps the viewer see the story from their perspective. ||
 * **Explanation of the resource**
 * ** Relevance to the outcome **
 * **Aspect of literacy suitable to be explored**