VELS links by activity

Domain

Dimension

Key Connections

Interpersonal Development

Building social relationships

• Exploring sensitive social issues explored in YA literature and their influence on personal relationships
• understanding the many social influences, such as values, culture, gender and power, that may affect relationships and how these are explored in YA literature

Personal Learning

The Individual learner

• familiarity with a range of issues related to the pursuit of learning; specifically online learning including privacy, intellectual property and communication
•  the capacity to experiment with one’s surroundings as a form of problem-solving.

Managing personal learning

• motivation to extend domain knowledge and understanding beyond a set task: eg, implementing social networking skills in a literary discussion forum, applying analytical skills learnt in the English domain to a broader discussion/engagement with different and diverse literary texts

English

Reading

• critical analysis of social, historical and/or cultural values presented in texts
• knowledge of the structures, features and conventions used by authors to construct meaning in Young Adult literature – particularly when linked in to author interviews and the online Writer in Residence
• comparisons of typical features of different kinds of texts.

Writing

• Critical analysis of ideas, themes, characters and settings in YA literature
•  exploration of how meaning is constructed through written language and visual images. As well as obvious connections with YA literature, this also includes the way users produce meaningful and creative responses to texts via the Inkys Creative Reading Prize, and competitions such as Zombie Idol and LOLYA Covers.

Information and Communications Technology

ICT for visualising thinking

• new site functionality to visualise book reviews and user generated content

ICT for creating

• Uploading of files and folders to a nominated location on Inside a Dog

ICT for communicating

• use of nominated communications methods to acquire information from, or share information with, peers and known experts: eg, an Inside a Dog online Book Club, the YourSay forum, the online Writer in Residence.

Thinking Processes

Reasoning, processing and inquiry

• Identifying discrimination between fact and opinion and their sources in both literature and online discussion
• identification and explanation of how self-generated ideas can be used to creatively respond to literature

Reflection, evaluation and metacognition

• identification and documentation of how and why ideas, understandings, beliefs, and individual interpretations to literature, change over time
• identification and explanation of how self-generated ideas can be used to creatively respond to literature
• identification and documentation of how and why ideas, understandings, beliefs, and individual interpretations to literature, change over time

Domain

Dimension

Key Connections

Interpersonal Development

Building social relationships

• Exploring sensitive social issues explored in YA literature and their influence on personal relationships
• understanding the many social influences, such as values, culture, gender and power, that may affect relationships and how these are explored in YA literature

Working in teams

• behaviour that encourages diverse groups in the community to contribute to an inclusive and harmonious online environment – including online interaction with peers outside the classroom.
• modelling pro-social online behaviour that students can apply in other online arenas
• understanding the social consequences of online behaviour: eg, engaging in forum/book club discussions

Personal Learning

The Individual learner

• On-balance judgement in challenging learning situations; eg, when presented with conflicting information, values and views – particularly in the Reviews/Forum section of Inside a Dog, but also creating opportunities for discussion around issues within literary texts
• familiarity with a range of issues related to the pursuit of learning; specifically online learning including privacy, intellectual property and communication
• the capacity to experiment with one’s surroundings as a form of problem-solving.

Managing personal learning

• motivation to extend domain knowledge and understanding beyond a set task: eg, implementing social networking skills in a literary discussion forum, applying analytical skills learnt in the English domain to a broader discussion/engagement with different and diverse literary texts
• application of personal strategies appropriate for the learning context: eg, when to respond to a comment/review

English

Reading

• critical analysis of social, historical and/or cultural values presented in texts
• multimodal texts – including online first chapters, audio book extracts, comic/graphic novel extracts, video etc
•  knowledge of the structures, features and conventions used by authors to construct meaning in Young Adult literature – particularly when linked in to author interviews and the online Writer in Residence
• comparisons of typical features of different kinds of texts.

Writing

• Critical analysis of ideas, themes, characters and settings in YA literature
• exploration of how meaning is constructed through written language and visual images. As well as obvious connections with YA literature, this also includes the way users produce meaningful and creative responses to texts via the Inkys Creative Reading Prize, and competitions such as Zombie Idol and LOLYA Covers.

Speaking and Listening

• online discussion and comparisons of possible interpretations of YA texts supported by evidence from the texts
• recognition and discussion of values, points of view and ideas presented in a variety of YA texts

Communication

Listening, viewing and responding

• Developing student interest in and exploration of interpretations of literature that differ from their own
• relevant questioning to improve students’ own understanding of literary texts and interpretations
• recognition of connections between ideas and information in literature: eg, making connections between a Writer in Residence’s personal blog and their literary publications
• the ability to follow the flow of stories and information across multiple modalities.

Presenting

• speculation about reasons for different interpretations of ideas and information presented in a variety of forms, including YA literature, audiovisual material, creative responses to literature and other multimodal texts
• appropriate comments and questions to give feedback – in particular commenting appropriately in an online environment, and preparing questions for the Writer in Residence

Information and Communications Technology

ICT for visualising thinking

• new site functionality to visualise book reviews and user generated content

ICT for creating

• Uploading of files and folders to a nominated location on Inside a Dog/FUSE
• the ability to meaningfully sample and remix literary/media content

ICT for communicating

• use of nominated communications methods to acquire information from, or share information with, peers and known experts: eg, an Inside a Dog online Book Club, the YourSay forum, the online Writer in Residence.

Thinking Processes

Reasoning, processing and inquiry

• Identifying discrimination between fact and opinion and their sources in both literature and online discussion

Creativity

• use of creative thinking strategies such as questioning, brainstorming and mind mapping to respond to issues in YA literature

Reflection, evaluation and metacognition

• identification and documentation of how and why ideas, understandings, beliefs, and individual interpretations to literature, change over time

Domain

Dimension

Key Connections

Interpersonal Development

Building social relationships

• Exploring sensitive social issues explored in YA literature and their influence on personal relationships
• understanding the many social influences, such as values, culture, gender and power, that may affect relationships and how these are explored in YA literature

Working in teams

• behaviour that encourages diverse groups in the community to contribute to an inclusive and harmonious online environment – including online interaction with peers outside the classroom.
• modelling pro-social online behaviour that students can apply in other online arenas
• understanding the social consequences of online behaviour: eg, engaging in forum/book club discussions

Personal Learning

The Individual learner

• On-balance judgement in challenging learning situations; eg, when presented with conflicting information, values and views – particularly in the Reviews/Forum section of Inside a Dog, but also creating opportunities for discussion around issues within literary texts
• familiarity with a range of issues related to the pursuit of learning; specifically online learning including privacy, intellectual property and communication
• the capacity to experiment with one’s surroundings as a form of problem-solving.

Managing personal learning

• motivation to extend domain knowledge and understanding beyond a set task: eg, implementing social networking skills in a literary discussion forum, applying analytical skills learnt in the English domain to a broader discussion/engagement with different and diverse literary texts
• application of personal strategies appropriate for the learning context: eg, when to respond to a comment/review

The Arts

Creating and making

• Exploration of ideas generated from presented sources; eg, developing ideas for a creative response to a novel through competitions and the Inkys Creative Reading Prize
• representation in a media product of ideas about self and others: eg, personal and creative responses to literature through fiction, illustration and new media (including mashups)
• selection of appropriate production techniques to communicate effectively a chosen style and/or genre: eg, producing a creative response to a book that feels old/Malaysian/magical/alien/futuristic/realistic, depending on the genre of the book and the nature of the response
• development of technical skills for using selected media, materials and/or technologies. This includes audio production, digital image manipulation, video, and the technical skills required to publish this content to an online forum.

Exploring and responding

• investigation of a range of source materials to explore ideas for media products: eg, exploring music and art from the specific place/time in which a book is set.

English

Reading

• critical analysis of social, historical and/or cultural values presented in texts
• multimodal texts – including online first chapters, audio book extracts, comic/graphic novel extracts, video etc
• knowledge of the structures, features and conventions used by authors to construct meaning in Young Adult literature – particularly when linked in to author interviews and the online Writer in Residence
• comparisons of typical features of different kinds of texts.

Writing

• Critical analysis of ideas, themes, characters and settings in YA literature
• exploration of how meaning is constructed through written language and visual images. As well as obvious connections with YA literature, this also includes the way users produce meaningful and creative responses to texts via the Inkys Creative Reading Prize, and competitions such as Zombie Idol and LOLYA Covers.

Speaking and Listening

• online discussion and comparisons of possible interpretations of YA texts supported by evidence from the texts
• recognition and discussion of values, points of view and ideas presented in a variety of YA texts

Communication

Listening, viewing and responding

• Developing student interest in and exploration of interpretations of literature that differ from their own
• relevant questioning to improve students’ own understanding of literary texts and interpretations
• recognition of connections between ideas and information in literature: eg, making connections between a Writer in Residence’s personal blog and their literary publications
• the ability to follow the flow of stories and information across multiple modalities.

Presenting

• speculation about reasons for different interpretations of ideas and information presented in a variety of forms, including YA literature, audiovisual material, creative responses to literature and other multimodal texts
• appropriate comments and questions to give feedback – in particular commenting appropriately in an online environment, and preparing questions for the Writer in Residence

Design, Creativity and Technology

Investigating and designing

• Generation of design ideas for a creative literary response – labelled sketches and drawings, explanations or models –  response to a specific work of literature

Producing

• following teacher demonstration, use of a range of production and finishing/presentation techniques: eg, creating a literary podcast
• the ability to adopt alternative identities (eg, a literary character) for the purpose of improvisation and discovery.

Analysing and evaluating

• oral and/or written reflection on their creative literary response as it is developed, using class-developed criteria
• modifications, as necessary, during production in response to feedback and/or research

Information and Communications Technology

ICT for visualising thinking

• new site functionality to visualise book reviews and user generated content

ICT for creating

• Uploading of files and folders to a nominated location on Inside a Dog/FUSE
• the ability to meaningfully sample and remix literary/media content

ICT for communicating

• use of nominated communications methods to acquire information from, or share information with, peers and known experts: eg, an Inside a Dog online Book Club, the YourSay forum, the online Writer in Residence.

Thinking Processes

Reasoning, processing and inquiry

• Identifying discrimination between fact and opinion and their sources in both literature and online discussion
• identification and explanation of how self-generated ideas can be used to creatively respond to literature

Creativity

• use of creative thinking strategies such as questioning, brainstorming and mind mapping to respond to issues in YA literature
• use of creative thinking strategies to address ambiguity and contentiousness in students’ own and others’ (both other students’ and published authors’) ideas

Reflection, evaluation and metacognition

• identification and documentation of how and why ideas, understandings, beliefs, and individual interpretations to literature, change over time