e5 Phase: Elaborate

*Facilitates substantive conversation *Cultivates higher order thinking *Monitors progress

Week

Learning Intentions
What will students know or be able to do after
the lesson?

Blooms Taxonomy: Analyzing and Synthesizing

Activities/Tasks

Success Criteria
How will you know? Evidence?
Week 4
Session
Ten:
Students are
learning the
important
signs,
symbols and
emblems of
National
Reconciliatio
n Week.

Lesson Ten:
Learning Intention:
To find out the important signs and symbols,
and find possible ways to build better
relationships that represents National
Reconciliation week
Success Criteria:
Students will be presenting their understanding
of National Reconciliation Week through their
art creations. Students would have the
knowledge of being involved in building
positive, and respectful relationships between
Aboriginal and Torres Strait Islander people.
Students would use this knowledge to
elaborate and express how and what students
can do to build a relationship with Aboriginal
and Torres Strait Islander people.

Lesson Ten:
Whole class discussion: summary lesson of what
was learnt about Reconciliation Week.
Materials: Colored A4 paper, scissors and drawing
materials.
Explain: Creative activity making a personal
walking footprint bookmarks (Reconciliation 2016).
https://www.reconciliation.org.au/wpcontent/uploads/2014/04/NRW-Teaching-andLearning-Ideas.pdf
Instructions: Educator and students are able to
make personalized bookmarks by using their
footprint. They can either trace their feet or make a
footprint using colored paper.
Reflections: Students then would then be given out
a small piece of paper that says What have I learnt
about Reconciliation week and the sheet of paper
would be paste behind the footprint.
Present their personalized footprints to the class
Activity: Speech Bubbles. Students are to record
their thoughts on what they pledge to do to Walk
the Talk.
Preparation: Educator would prepare big A3
speech bubble cut-outs on colored cardboard.
Explain: meaning of pledge means and give
students time to reflect and write down what they

Assessment
Formative
(Used to inform teaching and learning during the learning
process, Examples include self and peer assessment,
learning journals, rubrics etc.)
Summative
(Point in time assessment such as end of unit tests and
assessment tasks)
Session Ten: Formative:
Observations during in- class activities; of students nonverbal feedback.
Reflection tasks that can be viewed on students work.
Question and answer sessions, both formal- planned and
informal- spontaneous.
Conferences between the instructor and student at
various points.
In class-activities where students informally present their
results
Summative:
Projects, Performances.
Thinking tools:
Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
De Bonos thinking hats:
White hat (Asking questions)
Black hat (Judging)
Green hat (Being creative)
Yellow (Being optimistic)
Blue hat (Thinking about thinking)

Session
Eleven:

Session Eleven:
Learning Intention:
To find out what NAIDOC week is.

Learning
about an
Australian
event,
NAIDOC
Week.

Success Criteria:
Students will be introduced to learning about
NAIDOC week by reading recommended texts,
handouts, images, and videos. Students would
be visually engaged in the videos, images, and
book being shown by listening, and frequent
questioning and commenting about Aboriginal
and Torres Strait Islander people. The
evidence would be shown by students
participation, and through their participation in
the whole class work.

pledge to do. Share when completed.

Session Eleven:
View: Open up the information and read about
NAIDOC week: (Reconciliation 2016).
https://www.reconciliation.org.au/wpcontent/uploads/2013/12/Five-Fast-Facts-NAIDOCWeek.pdf
Explain: Educator would read to the students on
the information and would be explaining key terms
that students do not understand.
Class discussion: Looking at Aboriginal
photographs and asking students:
http://australianativeart.com/wpcontent/uploads/2013/01/aboriginal-art.jpg (Art
2016).
http://www.murumittigar.com.au/wpcontent/uploads/2015/05/turtlee1433910923318.jpg (Muru Mittigar 2015).
http://www.photoz.com.au/slides/Aboriginal
%20Culture%203-11.jpg
(Art 2016).
How do you feel?
What do you see?
What do you think is happening?
View: YouTube clip of how NAIDOC week is
celebrated (Weave Youth 2015).
https://www.youtube.com/watch?v=2B7g6kYCKtM
Whole class discussion: Learning about Indigenous
history by providing books from the library.
Read: ABC dreaming by Warren Brim.
Task: Writing the alphabet in their workbooks from
A-Z naming each Aboriginal item, material, art, or
animal that begins with the letter. Students would
be able to make their own ABC book about
Aboriginal culture.
Class task: Creating an Indigenous Australians
word wall vocabulary. (TeachStarter 2015).
https://www.teachstarter.com/teaching-

Red hat (Expressing emotions)

Session Eleven: Formative:
Observations during in- class activities; of students nonverbal feedback.
Reflection tasks that can be viewed on students work.
Question and answer sessions, both formal- planned and
informal- spontaneous.
Conferences between the instructor and student at
various points.
In class-activities where students informally present their
results
Homework exercises as review for exams and class
discussions.
Summative:
Projects (Project phases submitted at various completion
points could be formatively assessed.)
Performances.
Thinking tools:
Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
De Bonos thinking hats:
White hat ( Asking questions)
Black hat (Judging)
Green hat (Being creative)
Yellow hat (Being optimistic)
Blue hat (Thinking about thinking)
K-W-L:
What I know?
What I want to know?
What I have learned?

Session
Twelve:
Students are
learning the
important
signs,
symbols and
emblems of
NAIDOC
Week.

Session Twelve:
Learning Intention:
Learning about the importance of signs and
symbols that represent Aboriginal and Torres
Strait Islander culture.
Success Criteria:
Learning about the importance of signs and
symbols that represent Aboriginal culture by
exploring the meaning of colors on the
Aboriginal flag and other symbolic features
through creative activities.

resource/indigenous-australians-word-wallvocabulary/
Session Twelve:
View: Image of the Aboriginal flag
Explain: Discuss with students about the Aboriginal
flag:
- What do you think the red symbolizes?
- What do you think the black symbolizes?
- What do you think the yellow circle in the middle
symbolizes?
View: http://www.naidoc.org.au/indigenousaustralian-flags. (NAIDOC 2016).
Materials: black and red A3 paper, and a yellow
circle paper for students.
Task: Creating own Aboriginal flag
Reflection: Asking what each color of the flag
represents. Students would have to fill the sheet in
and paste it behind their flags.
Educator would put the image of the flag on the
projector for students.
View: Educator read to students about the Dahari
Torres Strait Islander headdress wear for dancing.
http://www.nma.gov.au/exhibitions/dhari_a_krar/ho
me. (Dhari a Krar 2016).
View images of the Dhari headdress:
http://www.ozoutback.com.au/Australia/tsidance/sli
des/2003053004.html. (OzOutback 2016).
Show students images of how Torres Strait
Islander people dance with the headwear.
Video: https://www.youtube.com/watch?
v=XO3Lb61AUCk.
(Ludo 2010).

Session Twelve: Formative:

Observations during in- class activities; of students nonverbal feedback.
Reflection tasks that can be viewed on students work.
Question and answer sessions, both formal- planned and
informal- spontaneous.
Conferences between the instructor and student at
various points.
In class-activities where students informally present their
results
Summative:
Projects, Performances.
Thinking tools:
Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
De Bonos thinking hats:
White hat (Asking questions)
Black hat (Judging)
Green hat (Being creative)
Yellow (Being optimistic)
Blue hat (Thinking about thinking)
Red hat (Expressing emotions