Activity Overview/AusVELS Connections/ICT Connections Week Lesson 1 Introduction to unit form groups KWL Assign region for student

nt group research AusVELS/Skills Content/ICT Interpersonal Development (Working in teams) Students work collaboratively, negotiate roles and delegate tasks to complete complex tasks in teams. Working with the strengths of a team they achieve agreed goals within set timeframes. Thinking Processes (Reasoning, processing and inquiry) They generate questions that explore perspectives. 2 Begin research Decide on how information will be presented Writing (Language) Understanding how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects. English/Reading and Viewing (Language) Evaluate the impact on audiences of different choices in the representation of still and moving images 3 Research lesson Lesson Aims/Focus Questions Students develop understanding of what is required of the unit and how the unit will be run Prior knowledge of indigenous culture and music will be investigated Students will break into groups and decide on a region to research Students will be told about the excursion later in the unit Students will decide on how their research will be presented Students will begin to develop resources and investigational tools to prepare for next lesson Students will find information from various formats (internet, articles, books etc.) Resources KWL chart List of students to write their chosen region on Consent forms for Excursion

Computers (Student netbooks) Sufficient space for students to work List of possible resources (Online) Computers (Student netbooks) List of possible resources

Writing (Literacy) Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative or persuasive purposes that reflect upon challenging and complex issues. English (Literature) Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts English/Reading and Viewing (Language) Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence

This class will be entirely used for students to develop information about their region. Students will use internet resources for this lesson and will spend time in the library in future lessons to investigate further

Looking into indigenous music structure and how it is used

The Arts Music (Exploring and Responding) Students observe, research and critically discuss a range of contemporary, traditional, stylistic, historical and cultural examples of arts works in the disciplines and forms in which they are working They describe and discuss ways that their own and others arts works communicate and challenge ideas and meaning. The Arts Music (Learning Focus) Compose using conventional or unconventional notation, write down and present their musical response to an issue holding personal interest to them. Within and across specific arts disciplines and arts forms, students experiment with imaginative and innovative ways of using traditional and contemporary skills, techniques and processes and a variety of media, materials, equipment and technologies drawn from a range of contexts. The Arts Music (Exploring and Responding) Observe, research and critically discuss a range of contemporary, traditional, stylistic, historical and cultural examples of arts works in the disciplines and forms in which they are working. Humanities History Analyse patterns of change in relation to beliefs and values in the twentieth century, for example; changing attitudes to Aboriginal and Torres Strait Islander rights and womens rights. English Reading and Viewing Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts, through language, structural and or visual choices

Students will be introduced to traditional indigenous music using examples on CD, YouTube etc. Students will develop an understanding of form, music use in indigenous culture

CD player Computer with iTunes Projector Various percussion instruments and indigenous instruments Various instruments for students to use Paper to write form/structure Examples of indigenous tunes

Song creating and making

Using ideas identified from last lesson, students will create their own interpretation of an indigenous tune Student will use a variety of instruments, some they may not have heard of before

Excursion to Bunjilaka (Alternative setting)

Students will spend the day watching traditional dances to traditional music, giving ideas for presentation and further musical direction Students will take notes in a journal to present to the class to express what they learnt during the excursion and what they found they can use in the assessment

Consent forms with parents signatures Organised transport Time sheet Tickets for students

Research Lesson

Humanities (History). Design questions or hypotheses to frame an inquiry about a particular event, person or development. The Arts (creating and making). Experimentation with a range of presentation format types to select an appropriate context for delivery of the visual message. English (writing). Review, edit and refine students own and others texts for control of context, organization, sentence structure, vocabulary and/or visual features to achieve particular purposes and effects The Arts (creating and making). Experimentation with a range of presentation format types to select an appropriate context for delivery of the visual message.

Research lesson. Students look for information on their chosen area of study, collect and organize information into a presentable format.

School Library, books, computers, ipads, workbooks

Research/Group Formative Assessment

Recording Session/Research Lesson

ICT (Creating). Process data and information to create solutions to problems and information products that demonstrate their knowledge and understandings of the concepts, issues, relationships and processes related to all areas of the curriculum.
Manage their files to secure their contents and enable efficient retrieval

Research/group formative assessment. Teacher allows each group for a practice run through of their presentation in which students can receive feedback, reflect on what they have done so far and make any necessary changes to ensure they are prepared for the final presentation. Recording session/research lesson. (Alternative setting). Each group spends time in the studio to record their performance of an aboriginal song. The other groups have the time to continue with research.

School Library, books, computers, ipads, workbooks

Computer equipped with garage band/protools, microphones, instruments, recording booth, books ipads, and workbooks.

English (writing). Review, edit and refine students own and others texts for control of context, organization, sentence structure, vocabulary and/or visual features to achieve particular purposes and effects The Arts (creating and making). Experimentation with a range of presentation format types to select an appropriate context for delivery of the visual message. As above.

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Presentations of Summative

ICT (Communicating) Present ideas and understandings to audiences Communicate with known and unknown audiences Support knowledge-building among teams English (Writing). Review, edit and refine students own and others texts for control of context, organization, sentence structure, vocabulary and/or visual features to achieve particular purposes and effects Music (exploring and responding) Evaluation of audience feedback in response to presentation of a music work.

Presentations (summative assessment). Each group presents their findings to the class followed by their recording. At the end of each presentation, students can ask questions, make comments and are given the chance to reflect upon their presentation.

Any resources that the students need for their presentation. Screen projector, stereo.

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