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Resource 1: Chippendale House Video media type="youtube" key="NQ0BC4m48wY?rel=0" height="360" width="480" align="center"

Faircompanies. (2011). //Sydney’s sustainable house: How to live like a tree.// Retrieved September 24, 2011, from [] .
 * RESOURCE REFERENCE **

The Chippendale House Video is an online video created to show how easy it is for people to cut their costs of living by implementing sustainable systems into their homes. It is a house that produces power, water and reuses its own sewerage in the middle of an urban area. In the video, house owner Michael Mobbs explains how his home system of solar panels, chickens and alternative gardening techniques work together to form a sustainable environment that people can live in. This video introduces the concept of sustainability with a particular focus on how humans interact with both the built and natural environment surrounding them (i.e. recycling goods, reducing waste and reusing items).
 * EXPLANATION OF THE RESOURCE **

In the HSIE **focus outcome** ENS2.6 //Describes people’s interactions with environments and identifies responsible ways of interacting with environments// (NSW Board of Studies, 2006, p. 33), students are expected to //plan and implement strategies for caring for a particular feature or site//. This video clip acts not only as a teaching tool to engage students but it also assists in developing their ability to identify how their actions can have consequences on the environment they live in. This video acts as a stimulus to provoke deep learning and understanding of concepts surrounding responsibility and sustainability in order to get students to become more critical learners (McInerney & McInerney, 2010, p. 178). Furthermore, this resource links in with the indicator ‘//presents alternatives to, and consequences of, using features, sites and places in particular ways’// which highlights the practicality of this teaching resource (NSW Board of Studies, 2006, p. 33). Teachers can use this resource to effectively plan and teach students about alternative methods that can be used to promote a clean and safe living environment. In addition to the activity suggested above, they can also get students to watch this video to compare the differences between their current ways of living and Michael Mobb’s lifestyle in order to come up with suggestions on how they can responsibly interact with the environment to live more sustainable lives.
 * RELEVANCE TO THE FOCUS (HSIE) OUTCOME **

Using a video allows the teacher to not only engage students, but to also integrate the teaching of English skills through a cross-curricular approach. An aspect of literacy that could be explored from this particular video of a sustainable house is the aural features which are distinctly present in this multimodal text (Unsworth, 2001). Teachers can focus on ‘//Talking and Listening//’ skills to achieve meaningful discussions on some of the content that lies within the video (NSW Board of Studies, 2007). After talking about the purpose of the video, teachers can discuss with students the content (linked with the focus outcome) and introduce the key vocabulary related to this unit of work on ‘sustainability’ (Winch, Johnston, March, Ljundahl, & Holliday, 2007, p. 108). Furthermore, this video is linked in with TS2.1 //Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum// (NSW Board of Studies, 2007, p. 21) as students will take part in an interview group activity that will promote the literacy skills of listening, reading, talking and writing. These four spheres of literacy are vital in the development of a learning context for an integrated unit as it plays a significant role in promoting rich student learning and connecting key learning areas across the curriculum (Winch, et al., 2007).
 * ASPECT OF LITERACY TO BE EXPLORED **


 * REFERENCE LIST **
 * Board of Studies NSW. (2006). //HSIE K-6 Syllabus.// Sydney: Author.
 * Board of Studies NSW. (2007). //English K-6 Syllabus.// Sydney: Author.
 * Callow, J. (2006). Images, politics and multiliteracies: Using a visual metalanguage. //Australian Journal of Language and Literacy//, //29//(1), 7-23.
 * Faircompanies. (2011). //Sydney’s sustainable house: How to live like a tree.// Retrieved September 24, 2011, from <span style="color: blue; font-family: 'times new roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">.
 * <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">McInerney, D., & McInerney, V. (2010). //Educational psychology: Constructing learning//. Sydney: Pearson Education.
 * <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Unsworth, L. (2001). Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Buckingham: Open University.
 * <span style="color: black; font-family: 'times new roman','serif'; font-size: 16px;">Winch, G., Ross Johnston, R., March, P., Ljundahl, L. & Holliday, M. (2007). //Literacy: Reading, writing and children’s literature// (3rd Edition). South Melbourne: Oxford University Press.