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Students can explore how authors and artists represent relationships using graphic novels and comics as well as other images. Aboriginal images and symbols for meeting places and journeys are great starting points for this type of discussion

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When exploring representation in the older years, students begin to understand how representation begins to merge with other concepts such as the context in which the text was written, the imagery that authors use to represent ideas, and that what is being represented is more increasingly abstract in nature. Many representations have cultural bias and some representations may include or exclude cultural groups.

Advertising is a great way to begin to unpack representation, looking at purpose and audience and the influences those have on the style of graphic or wording used.

There are numerous examples of beautiful text that uses imagery to support the representation of an idea, but one of my favourites is 'Wind in the Willows' by Kenneth Graham. Explore the lovely description of the river in chapter one and discuss how Graham has used the imagery of the river to represent the journey that Mole is about to undertake.

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Michael Rosen performs We're Going on a Bear Hunt

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If the students are exploring how emotions are represented in texts, you may like to look at these examples. They use colour, descriptive language, facial gestures and body language to represent fear, sadness and joy.

Michael Rosen performing 'We're Going on a Bear Hunt'

Herman and Rosie by Gus Gordon

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At this level, students explore the idea that objects, people, places and emotions can be represented in texts through images, writing and the spoken word.

Magic Beach by Alison Lester

Where the Wild Things Are by Maurice Sendak

These texts explore the idea that some characters and settings in texts are constructed and my represent ideas that are real or imaginary.

Discuss with students their ideas about how the author/illustrators have represented things from the real world in different ways.

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At this age, students will be continuing to explore how authors represent objects, emotions and settings within their texts. Discuss with the students why an author might have described or shown those things in the way they did, and whether they think it helps us understand the story more deeply.

In stage 1 students understand that different groups and cultures are represented in texts, and that authors make choices as to how to represent the same objects in different ways.

How the Moon was Made (an Aboriginal Dreaming story on YouTube)

Kissed by the Moon by Alison Lester

Discuss with the students how these books use the moon in different ways. Students think about what the moon means to them and how this effects each of the stories.

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Fox by Margaret Wild

This picture book is a great way to unpack representation at this level. Discuss with the students why Margaret Wild chose to represent her characters as the animals fox, dog and magpie. Talk about the connections that are made when you think about a fox (cunning, wiley, intelligent), or a dog (loyal, trustworthy, caring). Margaret Wild selected these animals for a reason.

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Links to other padlets, newsletters & resources

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What does the Quality Teaching Framework say about conceptual programming?

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What does the Quality Teaching Framework say about conceptual programming?

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'...the first thing teachers will need to do is select and organise the essential knowledge, understandings, skills and values from the syllabus around central concepts or ideas.

Once lessons are focused on these concepts or ideas, the main task of teachers in those lessons is one of developing the students’ deep understanding of the selected knowledge, understandings, skills and values and of the connections among them.'

QTF discussion paper p.10, 2003