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Students research online about the ethical issues present in the literature.

For example, students read the Philip K. Dick novel ‘Do Androids Dream of Electric Sheep’ and view the movie adaption ‘Blade Runner’, to examine issues of discrimination, genetic cloning, environmental damage through human activities and the development of artificial intelligence.

Students evaluate how the characters view these issues and what impacts they have on their lives. This could be shared through Google Docs for peer feedback and exchange of ideas.

Students make judgements on how accurate the literature reflects modern and future society, and present arguments from an ethical view on how society should proceed. For example, genetic manipulation and cloning are topics in the literature. Is it ethical that we “play God’? Present an argument using Google Slides with an embedded narration for each slide.

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Students understand the importance of protecting personal information and data and to safeguard from online harm. They know and apply the rules of copyright and fair use to avoid legalities.

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Students present literacy works through a wide range of written, oral, visual, multimodal and digital texts to share with others their responses to texts and ideas for interest, information and engagement.

They use such tools as Google Docs, Google Slides, Blogger, Wiki, Prezi, Audacity and MovieMaker to create and present their literacy works.

They investigate copyright and fair use guidelines through websites, such as SmartCopying and apply knowledge when designing, creating and sharing digital literacy works.

They develop online safeguarding skills and how to protect private accounts and data through web safety websites and modules, such as eSafety.

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Intercultural Understanding - ICT Capability

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Intercultural Understanding - ICT Capability

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Students explore notions of cultural identity and issues in literature and collect information from online resources, such as websites, blogs and wikis.

They collaborate in collaborative workspaces, such as Padlet, Wakelet or Google Docs, on resources and respond with own perspectives.

Students create a digital presentation using Prezi or Photo Story to create a response to literatures of cultural identities and issues.

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Students develop personal and social skills as they engage with others in online collaborative workspaces, and develop effective communication skills as they work cooperatively to share ideas and resources; make team decisions; resolve conflicts and demonstrate leadership.

Additionally, students investigate online literature analyses (websites, blogs or wikis) from others to understand different perspectives of a novel’s plot, characters and meanings.

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Critical and Creative Thinking - ICT Capability

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Critical and Creative Thinking - ICT Capability

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Students pose questions about the literature and investigate online for relevant information and ideas. Information and resources can be curated with Padlet or Wakelet, to organise and process information that can be shared with others to collect their perspective of the curated information.

Literature research collected in Padlet or Waklet can visually connects ideas or generates new ones to be explored. Alternatives may be considered if research collected is insufficient.

Students predict what might happen in a novel and put ideas together using Google Docs to be shared with peers and commented on. They identify the plot structure of the novel and explain how the dilemma(s) in the narrative were solved.

Furthermore, they may explore different endings to a story and give reasons why they think it might be a better ending. This could be present with a digital presentation tool, such as Prezi.

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Students use ICT in displaying mathematics in a variety of ways for research, data collection and presenting information to help comprehension.

Spreadsheet tools, such as Google Sheets, can be used for comparing data sets (e.g. frequency of specific sci-fi vocabulary occurring in two novel chapters or survey results of sci-fi reading habits of students) with the data presented using graphing software.

Additionally, Venn diagrams could be used to organise and visually demonstrate frequency of sci-fi vocabulary appearing in two (or more) novels.

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Students build and use ICT knowledge, understanding, and skills in their writing, responding, and presenting, as well as in their creative and critical thinking.

They explore literacy skills through literacy learning modules, such as WordFlyers, and interact through collaborative spaces, such as Wakelet or Google Docs.

They also become competent users of presentation tools, such as Prezi or Canva to create and convey ideas and information to audiences.

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Students use digital publishing to access, analyse, change, and produce hybrid, digital, and multi-media texts.

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Students undertake online research and employ communication technologies to interact with others.

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Students read and create print, visual, and multimodal texts through ICT.

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Students develop a variety of texts that reflect and empathise with varied cultural viewpoints and cultural settings.

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Student interpret and analyse authors' ideas and positions represented in traditional and contemporary texts in a variety of media to question stated and unstated cultural beliefs and assumptions, as well as appreciate issues of intercultural meaning and sensitivity.

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Students acquire an understanding of intercultural communication through examining the English language and how it has been impacted by many cultural groups, languages, speakers, and writers.

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Students encounter and analyse a variety of personal and social behaviours and viewpoints while developing connections and empathy with characters in various social contexts via close reading and debate of imaginative and persuasive literature.

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Students develop communication skills and self-expression to become effective communicators who can articulate their own opinions and beliefs and interact and collaborate with others.

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Students explore the narrative point of view and how it generates varied readings and emotions in readers while discovering that language is fundamental to personal and societal identity.

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Students investigate the influence or impact of subjective language, feeling, and opinion on the understanding of texts as they create their own written, visual, and multimodal writings.

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Students develop critical thinking skills through sharing personal responses and explain their points of view with responses to the perspectives of others.

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Students critically examine the points of view and implicit assumptions in texts.

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Students apply their expanding learning to formulate and express their own reasoned points of view on topics of empowerment and disempowerment.

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Students evaluate and make judgments regarding acts and intentions, as well as hypothesise on how life events shape and influence people's decision-making.

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Students investigate how ethical concepts influence the actions and judgments of fictional characters and the real-life experiences of people dealing with comparable challenges and circumstances.

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Students make successful visual choices in their own texts by understanding the underlying mathematical principles behind visual organisers including Venn diagrams and flowcharts.

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Students recognise, analyse, and synthesise numerical information to examine the credibility of sources when responding to or writing texts that present issues or arguments based on facts.

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Students use numeracy concepts and skills to read, analyse, and create texts including quantitative and spatial information such as percentages and statistics, numbers, measurements, and directions.

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Students comprehend how analytical images such as figures, tables, diagrams, maps, and graphs alter and supplement verbal information in factual and persuasive writings.

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Students systematically and concurrently apply phonic, contextual, semantic and grammatical knowledge within their growing literacy capability.

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Students are taught how to use their knowledge of language to create clear and accurate spoken, print, visual, and multimodal texts.

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Students comprehend how the language used in reading and watching, speaking and listening, writing and producing is influenced by a variety of social settings and specific purposes.

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Alien Doorways (Source: Eddie Jones, 1990).

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General Capabilities: Personal and Social 

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General Capabilities: Personal and Social 

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General Capabilities: Critical and Creative Thinking

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General Capabilities: Critical and Creative Thinking