Curriculum 1b

Assessment 1: Curriculum 1B Blake Chandler: 17534550
102088 Curriculum 1B: Assignment 1

Lesson Plans
Contents
Lesson Plan 1……………………………………………………….2

Lesson Plan 2.………………………………………………………8
Lesson Plan 3..…………………………………………………….13
Academic Justification ……………………………………………19
Resources….…….…………………………………………………21
References. ………………………………………………………..25
1
Lesson Plan 1:
Topic area: Stage of Learner: Stage 5 Syllabus Pages: 19-21

Aboriginal Identity (Year 10)
Date: Location Booked: Classroom Lesson Number: 1 /3

10/8/17
Time: 60 minutes Total Number of students: Printing/preparation
25 -Set up projector for video
-Ensure students have web
access
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Formal Assessment The factors that Describe factors that
contribute to and contribute to a person’s
5.1 describes the factors that -Students will hand in influence an individual’s identity such as family and
contribute to an Aboriginal a sticky note upon personal, cultural and community, life
person’s identity exiting the class, the national identity experiences, language,
teacher will assess if traditions, cultural mores
5.8 analyses the interaction of the each student have and practices, national
wider Australian community with understood the icons, customs, age and
Aboriginal Peoples and cultures fundamentals of the
gender
class
-Communicate these
Informal Assessment
findings using computer-
-Teacher will observe
student answers
based technology
through the class -Compare and contrast their
discussion and use of own and others’ sense of
story telling abilities identity
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Cross Curriculum Themes:
Students will begin to understand concepts of
- Literacy –Students will read and write with “Individual Identity” and make connections with
the creation of cross poems and question Indigenous and non-Indigenous people.
activities Students use analysing skills and identification
- ICT –Student will use website research stills skills by utilizing cross curriculum themes within
to find information to certain topics Aboriginal contexts.
- Numeracy- students will arrange themselves
into groups and calculate pointes scored
General capabilities:
-ICT – web searching and research
-Deconstruction ideas of ones own identity
-Analysing Identity in media and society
-Discussion question and answering in groups
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
2
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
1.2 Deep Students will watch a video and make links to Aboriginal identity, students will put context
understanding to Indigenous culture with link to the prescribed text.
2.5 Students’ self Students will identify factors that link with their personal identity, students can do so at
regulation their own pace and come up with any number of factors or dot points they wish.
3.2 Cultural Students will understand about cultural importance of Indigenous people with the use of
knowledge the video activity and through research plus question answering in activity 4.
3
Time Teaching and learning actions Organisation Centred

T/S
10 mins Teacher Introduces with “Acknowledgement of Teacher: Teacher
Intro Country” -Teacher will write all the
responses to identity on the
Activity 1 What is identity? board
-Teacher will ask students to
 Students will split themselves up into small think about what factors shape
groups of 3-4 and discuss what does their their identity
Identity mean to them? -Teacher will ask the following
 Students will then Think, pair, share about questions to the class:
what has been represented
 Students will think about what factors have -What makes your identity
shaped their Identity different?
-What do you consider
 Teacher will write the word Identity on the important about your identity?
board and have students call out factors
they have come up with that shape their Student:
identity such as: -Will discuss the question what
is identity
- Family History -Students will copy down the
- Skin colour mind map on the board
- Languages -Students will contribute to
- Personal image class discussion
- Clothing
- Peers Resources:
- Community https://www.det.nsw.edu.au/
- Gender media/downloads/dethome/y
- Traditions r2005/welcomecountry.pdf
 Teacher will use the information called out

by the students to create a large Mind map
of the board to give students an idea of the
range of factors that contribute to out
identity
10 Activity 2 Cross word poem Teacher: Student

Mins -Teacher will walk around the
Body  Students will use their understanding on room and observe the use of
identity and pick 1 word that relates to words students are using
their personal identity such as: Aboriginal, -Teacher will ask questions to
Irish, Green etc. the class such as:
 The word can be anything as long as it
relates to the student in some way -Think about your personal
 Students will create a cross poem using the History?
word chosen -What makes you, you?
Example:
Caring Student:
Outstanding -Students will create a cross
United word poem
National -Students will share with the
Traditions person next to them about how
Reality it relates to them
Youthful
 Students will share their work with the
person next to them and explain the
relevance of their poem and how it relates
to them
4
10 Activity 3 Aboriginal Identity Video Teacher: Student

mins  Students will complete the table while -Teacher will write the
Body watching the video following table on the board
What Links to What do all Name 4 of -Teacher will play the video on
Aboriginal the people in the tribes the projector
Identity are the video that are
shown? have in stated in the Student:
common? video? -Students will fill in the table
while watching the video
-Students will identify
 Students will then discuss with the class aboriginal Identity links
some of the notes that have been collected
through the video Resources:
 Students will share their notes from the http://www.abc.net.au/local/
table collected videos/
2011/07/07/3263635.htm
20 Activity 4 Bell Game Teacher: Student

mins  Students will split themselves up into -Teacher will ask questions to
Body groups of 5-6 people the class
Students will access the following link on their -Teacher will create questions
computers: related to the text
http://lib.oup.com.au/he/health/samples/hampto
n_indigenousaushealth_sample.pdf
Student:
 Students will have a few mins to look over -Students will read through the
the worksheet and make notes on the text and take notes
following pages 3-8 -Students will find the answers
 Each group will receive a bell; the first to the question and write them
group to ring the bell and answer the down while working in groups
question will receive a point
Resources:
 What is a race? Groups of tribes or http://lib.oup.com.au/he/heal
peoples who form a distinctive ethnic th/samples/hampton_indigen
population ousaushealth_sample.pdf
 What is Ethnicity? Belonging to a social
and cultural group based on common -5 Bells
regional origins and cultural traditions.
 What is the difference between race and
culture? Culture is a learned process and
race is inherited characteristics
 What is identity? Individual’s self
perception as a discrete
 How is indigenous culture and identity
shaped?
-Country
-Traditions
-History
-State of mind ect
Note: for every correct answer teams will
get 1 point, Students may look over the
website to find the answers during the
activity
 Points will be added up by the students,

the most points wins the game
10 Class Discussion/Sticky note Exit Card Teacher: Teacher
mins Questions to the class: -Teacher will go over the
Conclusion  What do you understand about aboriginal following class discussion
identity questions
 Is it different to you personal identity? -Teacher will write the sticky
 Why is identity so important? note questions on the board
-Teacher will hand out and
5
Sticky note exit card: collect sticky note answers

Students are required to come up with 3 dot points
1. Give an example of Aboriginal Identity Student:
2. A factor that influences Aboriginal identity -Students will contribute to
3. What’s the difference of race, ethnicity class discussion
and culture? -Students will complete sticky
note task
 Students must finish this activity before
leaving class and hand their sticky note to
the Teacher
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In the lesson some important aspects to focus on has been to use student centred learning
as much as possible, by using this method as a guide when creating most of the activities it
gives students the opportunity to learn in a way that is personal. Also time management
has been another concern, by allowing the lesson to flow it allows students to easily
manage their learning and move from one task to the other without rush.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

5.1 describes the factors that This outcome is met through the use of students
contribute to an Aboriginal completing and identifying links to aboriginal and personal
person’s identity
identity, this can be seen in activity 1 and 3 were student
link identity to individual and indigenous culture through
the use of a video and personal reflection.
5.8 analyses the interaction of the Students will meet this outcome through analysis
wider Australian community with Aboriginal cultural and community links, this can be seen in
Aboriginal Peoples and cultures
activity 4 as students are required to research and answer
questions that relate to indigenous and community based
identity.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Evidence within this lesson

Standards
1.2 Understand The application of a wide range of activities used to suit different student
how students learning, shows an understanding of how diverse students learn, this can
learn
be seen in activity 3 and 4 with the use of visual and writing activities.
2.1 Content and A range of different teaching strategies is seen in the lesson with student
teaching learning through cooperative learning seen in activity 1 with group work
strategies of the
and inquiry learning seen in the class discussion activity.
teaching area
3.4 Select and Through each activity a wide range of resources is available to students this
6
use resources can be seen in activities 1,3 and 4. Each resource is provided to students in
which they must deconstruct, content and apply the work provided.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
This lesson impacts upon sensitive issues regarding students own identity, to create
a safe learning environment the teacher will allow students the option to share
personal information in the class, limiting the risk for embarrassment. Teacher will
also closely observe students as they move around the room to eliminate any
accidents such as; falling over or moving decks/chairs into other students, especially
when students are getting into groups.
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Lesson Plan 2:

Date: 10/8/17 Location Booked: Classroom Lesson Number: 2 /3
Time: 60 minutes Total Number of students: Printing/preparation

25

Syllabus outcomes Formal Assessment The diversity of cultural Explain why not all
-Kahoot quiz of expressions and Aboriginal Peoples share
5.5 explains the importance of previous lesson interpretations of culture the same identity and
families and communities to in Aboriginal culture, and recognise the
Aboriginal Peoples - Students will hand in communities and the factors that determine
a sticky note upon factors that determine diversity of cultural
exiting the class, the this diversity expressions and
5.9 analyses how personal beliefs
teacher will assess if interpretations such as
and political, economic, media and
each student have
social factors influence attitudes geographical location,
understood the
towards Aboriginal Peoples and history, environment,
fundamentals of the
their cultures technology and
class
generational differences
Informal Assessment
-Teacher will observe -Identify similarities and
student answers differences in cultural
through the class Expressions and interpretations
discussion and use of -Compare generational
story telling abilities differences and infer reasons
why these differences may
exist
- Literacy – students will read and answer Students will begin to understand concepts of
questions in relation to the lesson “cultural expression and interpretation” through
- ICT –students will complete a kahoot quiz identifying Indigenous identity and how it
and watch a video to deconstruct dance effects certain groups. Students use analysing
movements skills and identification skills by utilizing cross
- Numeracy - students will arrange them curriculum themes within Aboriginal contexts.
selves into groups
-Discussion question and answering in groups
8

and among students.

element
1.2 Deep Students will take note of Aboriginal movement and link it to their own culture and
understanding understanding of dance, students will use non linear means to create a role play and
represent the idea of cultural knowledge.
2.2 Engagement Students will participate in all aspects of the lesson while making strong connections to
Indigenous and non-indigenous links to identity; this can be seen in activity 2 with the use of
non- verbal indigenous learning.
3.2 Cultural Students will be able to successfully answer the discussion question before exiting the class,
knowledge students should be able to identify Aboriginal traditions and Indigenous Community traits
from Lessons 1 and 2.
9

T/S
10 Teacher Introduces with “Acknowledgement of Teacher: Teacher
Mins Country” -Teacher will provide the login
Intro number for students
Activity 1 Kahoot quiz Lesson 1: -Teacher will go over answers at
the end of the lesson
Students will access the kahoot quiz with the
provided code given by the teacher and complete Student:
the following questions: -Students will login to the quiz
using their name
 What is identity? -Students will complete the quiz
 What is ethnicity? using a computer or I-pad
 How is indigenous culture shaped?
 What’s the difference between race and Resources:
culture? https://create.kahoot.it/#quiz/9a
 What is race? 1f22c3-1547-4d4c-8ba3-
 5a09321dde8d(Refer to Resources
Note: Every score will be recorded by the teacher to Fig. 1)
determine student knowledge https://www.det.nsw.edu.au/me
dia/downloads/dethome/yr2005/
welcomecountry.pdf
10 Activity 2 Circle game Teacher: Student/Teacher

mins -Teacher states the following
Body  Students will stand in a circle and turn phases of the circle game
their backs so they are facing away from
the circle Student:
 Without talking students will preform the -Students are to represent what
follow tasks stated by the teacher they are thinking using only actions
-Students may not talk during this
Teacher will speak the following actions, students task
will have 3 seconds to turn and reveal their actions
to the class. Resources:
Note: Students are not to speak during this task and http://www.australia.gov.au/abo
only use actions ut-australia/australian-
story/austn-indigenous-ceremony
1. Turn and preform an action to represent a
sport you love
2. Turn and show an emotion to the class
3. Preform an action that represents you
4. With just your hands show a
representation of your family history
15 Activity 3 Group Static dance Teacher: Student

mins -Teacher sets up a video on the
Body  Students will watch the following video of projector and plays the video to the
Aboriginal dance and deconstruct the class as a guide.
movements represented in the video
Student:
 Students will then split into 2 groups and -Students will work together to
come up with a group of Indigenous highlight Indigenous no verbal
actions, that will be preformed to the class, movements
each student in the group must preform 1
static action to represent Indigenous Resources:
Identity. https://www.youtube.com/watch
?v=jJ8_tBwBE_A&ab_channel=OzP
 Students will then think, pair, share about ix
what has been represented
Note: Actions preformed by the groups will be an

action without movements to give students a better
10
understanding of no- verbal movements

15 Activity 4 Role Play Teacher: Student
mins -Teacher will guide students with
Body  Students will watch the following video, information regarding Aboriginal
with the information represented students people
are to write down the following -Teacher will Discuss the impact
information: Government has had on Aboriginal
1. What community is affected land
2. How does this impact upon Aboriginal -Teacher will observe student
people actions
3. If this was you, what are some factors
that might influence your actions? Student:
4. Is it fair? Yes or no?
5. Is the Australian Government meeting Resources:
the needs of Aboriginal communities? https://www.youtube.com/watch
?v=lglOY-
 Students will then conduct a role play to jehPE&ab_channel=IanWoods
represent the community that has been
affected, students can play any number of
roles such as:
-Aboriginal person
-Construction worker
-Government officials
 Students identify the impact on influences

of government and segregation has had on
Aboriginal people
10 Class Discussion/Sticky note Exit Card Teacher: Teacher
mins Questions to the class: -Teacher will go over the following
Conclusion  What are some impacts regarding class discussion questions
Aboriginal Communities -Teacher will write the sticky note
 Do these impacts affect Aboriginal questions on the board
identity? And why? -Teacher will hand out and collect
 Does Aboriginal expression such as dance sticky note answers
reflect and culture similarities with your
culture and identity? Student:
-Students will contribute to class
Sticky note exit card: discussion
Students are required to come up with 3 dot points -Students will complete sticky note
1. Give and example of struggles Aboriginal task
people face in their communities
2. Why do Aboriginal people use dance in
their culture
3. What is an aspect of aboriginal culture that
has reflected on you personally?
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
This lesson shows a more in depth approach as the activities linked to Aboriginal culture
and identity with reference to community and traditional aspects. Through creating this
lesson I have found it valuable to incorporate traditional aspects of dance and role-play to
cover more content that links with Aboriginal lifestyle. I have found this method of creating
lessons with strong tradition historical content valuable as student can relate better with
the information they are receiving.
11

5.5 explains the importance of This outcome is met through the links students are required
families and communities to to make with identification of traditional dance and role-
Aboriginal Peoples
play seen in activities 3 and 4. In this activity students will
show links to community and indigenous people with non-
linear and non-verbal actions.
5.9 analyses how personal beliefs This outcome is met when students deconstruct the video
and political, economic, media in activity 3, which links to beliefs and social attitudes of
and social factors influence
indigenous people. Students will analyse the information
attitudes towards Aboriginal
Peoples and their cultures and show a reflection using non-verbal and static dance.
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Evidence within this lesson

Standards
1.5 Differentiate Throughout the lesson many different tasks have been used to cater for
teaching to meet a wider diverse group these include: dance, role-play, discussion and
the specific
question answering. This can be seen in activity 3 with the use of a
learning needs of
students across the group activity and through the discussion section that aims to get
full range of students talking and answering questions.
abilities
2.2 Throughout the lesson all activities have been categorised together to
Content selection ensure all aspects of cross curriculum themes are being met and the
and organisation lesson flows together. This can be seen with the use of colour
coordinated lesson plans to show the use on ICT, numeracy and literacy,
as well as content that relates to the activity such as activity 4 with the
use of a video to help students create a dance.
3.3 Use teaching In this lesson a range of different teaching strategies have been used to
strategies create student centred learning, the 2 main strategies were cooperative
and inquiry learning that can be seen in activity 3 that uses group work
and activity 1 that uses question answering.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
A concern for this lesson is the amount of space that is required for students when
creating their routines and role plays, to avoid students clashing and falling over,
desks and chairs could be moved away so students will have enough room to
collaborate. The teacher will also observe students during this time and stop and
misbehaviour that could lead to harm.
12
Lesson Plan 3:

Date: Location Booked: Classroom Lesson Number: 3/3

10/8/17
Time: 60 minutes Total Number of students Printing/preparation
25 -Teacher will insure web
Access
-Teacher will setup kahoot
Quiz

Syllabus outcomes Formal Assessment The influence of social Draw conclusions about
-Kahoot quiz factors and experiences the effects of social factors,
5.7 assesses the significance of on Aboriginal identity including loss of
contributions of Aboriginal Peoples -Collect student Aboriginal languages, on
to Australian society responses to Activity 2 identity
for marking and
grading Discuss examples of
5.5 explains the importance of portrayals of Aboriginality
families and communities to Informal Assessment
in the media and evaluate
Aboriginal Peoples -Teacher will observe
the effect on Aboriginal
student answers
and non-Aboriginal
through the class
discussion and use of
peoples
story telling abilities
- Literacy –students will write down answers
and read information. Students will begin to understand concepts of
- ICT –students will access websites and “Aboriginal Language” and make connections to
kahoot quiz society and how Indigenous language influences
- Numeracy – students will use numeracy to people today. Students use analysing skills and
analys and respond to statistic questions identification skills by utilizing cross curriculum
themes within Aboriginal contexts.
-Understanding of language in Australia
-Discussion question answering
13

and among students.

element
1.2 Deep Students will shows a deep understanding of Aboriginal languages with the application of
understanding website information. This will be seen in activity 3 where students will use the recourses to
identify 1 issue that faces Indigenous language and create a newspaper article.
2.5 Students’ self Students will show self-regulation during the newspaper article activity, students can
regulation choose any topic and are free to layout their activity in anyway they feel meets the
standards of the lesson.
3.5 Students will understand more about the way society has shifted Aboriginal thinking and
Connectedness the way society has shifted thinking related to students, this can be seen in activity 2
students must identify Aboriginal language issues this will get students identifying how their
actions effect change.
14
Assessment 1: Curriculum 1B Blake Chandler:
17534550

T/S
10 Teacher picks a students to preform the Teacher: Teacher
mins “Acknowledgement of Country” -Teacher will provide the
Intro login number for students
Activity 1 Kahoot quiz Lesson 2: -Teacher will go over answers
at the end of the lesson
Students will access the kahoot quiz with the provided
code given by the teacher and complete the following Student:
questions: -Students will login to the
quiz using their name
 What is a struggle for Aboriginal Communities? -Students will complete the
 What is one aspect that shapes Aboriginal quiz using a computer or I-
Culture? pad
 In what ways has the Government changed
Aboriginal Identity? Resources:
 Why is Aboriginal dance important? https://www.det.nsw.edu.a
 Is the Australian Government meeting the u/media/downloads/detho
needs of Aboriginal communities? me/yr2005/welcomecountry
.pdf
Note: Every score will be recorded by the teacher to
determine student knowledge https://create.kahoot.it/#qu
iz/afa3fdab-082c-430b-bd61-
53ffebe59c54
10 Activity 2 Loss of Aboriginal Languages Teacher: Student

mins -Teacher will provide
Body  Students will access the Aboriginal Language students with the learning
map on their computer and assess the map webpage and resources
following questions and use the following -Teacher will observe
resources to write answers to the following: students responses
1. Why are these languages not present in -Teacher will collect
today’s society? responses at the end or the
2. What has society done to forget many of lesson
the Aboriginal languages? Student:
3. How many known Aboriginal languages -Students will complete the
are there? question task
4. Using the Language map name 3 -Students will discuss with
languages that coincide with your living the person next to them
location? about how they feel
5. What are Aboriginal communities such as aboriginal Languages have
AIATSIS doing in regards to languages? shifted
 Once completed students will think, pair and Resources:

share their work with the person next to them http://www.abc.net.au/indi
and discuss some of the reasons Aboriginal genous/map/
languages are not common, think of social and
community impacts https://aiatsis.gov.au/explor
e/articles/indigenous-
australian-languages
20 Activity 3 Newspaper Article Teacher: Student

mins -Teacher will walk around to
Body  Using the websites and resources above each student and provide
students will create a newspaper article on 1 guidance to reputable web
issue regarding Aboriginal languages, the issue sources
can be anything such as: lack of Government
support or Cultural knowledge Student:
-Students will work
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17534550
 Students must have the following elements individually and create a

incorporated into their articles newspaper article that
highlights and issue in
-Heading regards to Aboriginal
-Clear story of why this has happened (state Languages
the issue, the story can be made up)
-Information about how the issue can be Resources:
resolved
-Evidence (either from website or other online -Newspaper
site)
-Set out like a real newspaper
-Drawn Picture
15 Activity 4 Aboriginal Language statistics Teacher: Student

mins -Teacher will write the
Body Students will access the following website on Aboriginal questions on the board
language and answer the following questions: -Teacher will observe each
http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/75 students work and help with
9789BB6EAD0F03CA2578DB00283CBB calculating questions
 What precent of Aboriginal people speaks Student:

English? 80% -Students will access the
 What precent of Aboriginal people who live in website
major cities speak a native language? 4% -Students will write down
 Using the table calculate what precent of answers for all the questions
Aboriginal people speak with a native Resources:
language? 66% http://www.abs.gov.au/auss
 Using the second table calculate the largest tats/abs@.nsf/Lookup/7597
speaking Aboriginal language. Arnhem Land 89BB6EAD0F03CA2578DB00
and Daly River Region 283CBB
 In your own opinion why does the number of
native language speaker rise in more remote
areas?
 Recreate the first table of content into a pie
graph.
 What does this pie graph tell us about
Aboriginal Languages today?
 Where is Australia is the majority of native
speaking Aboriginals?
5 Class Discussion/Summary: Teacher: Teacher
mins -Teacher will go over the
Conclusion Teacher asks the following questions for students to following class discussion
reflect and respond to: questions
 How has society shifted the thinking towards -Teacher will write the sticky
aboriginal languages? note questions on the board
 What can we do to ensure that Aboriginal -Teacher will hand out and
languages are recognised? collect sticky note answers
 Has Australian society taken away the culture
of Aboriginal language? Student:
 What can we do to ensure Aboriginal -Students will contribute to
languages are maintained? class discussion
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
In this last lesson some aspects that I have learnt is to further incorporate direct
numeracy in the classroom, I have done this with the use of statistical information of
16
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Aboriginal languages. The first 2 lessons do use numeracy however it is very low
order for students of a stage 5 level. Allowing students to deconstruct the statistical
information and create their own graphs, gives students a much higher level of
numeracy in the lesson and gives students better skills with cross curriculum tasks.

5.7 assesses the significance of Students will assess Aboriginal language and understand
contributions of Aboriginal how Indigenous Language has shaped the Australian
Peoples to Australian society
culture this will be done in Activity 2 and 3 where students
will apply the actions of society and process the
information into a newspaper article.
5.5 explains the importance of Aboriginal languages will be broken down and explain in
families and communities to terms of statistics in activity 4, students will understand the
Aboriginal Peoples
importance of rural areas in conjunction with native
language. Students will use statistical information to
answer questions regarding the current status in Australian
communities.
demonstrating and indicates the evidence from this lesson that should comply with
the standard.
Graduate Standards Evidence within this lesson

1.4 Strategies for This can been seen through the lesson with the use of the 8 ways
teaching Aboriginal and pedagogy model used by the teacher, which uses Aboriginal
Torres Strait Islander
lifestyle and culture strategies, it can be seen in activity 2,3 and 4
students
with the use of learning maps, community links and
deconstruct/reconstruct methods.
2.4 Understand and The evidence of respect and reconciliation of Aboriginal people can
respect Aboriginal and be seen at the beginning of the lesson with the “Acknowledgement
Torres Strait Islander
of Country” that is presented by a student. This shows a great deal
people to promote
reconciliation between of respect for the land and elders and brings the classroom
Indigenous and non- together to acknowledge the country and landholders. In the lesson
Indigenous Australians there is also information given on historical language content seen
in activity 4, which also gives students a further understanding of
Aboriginal heritage.
2.6 Information and This can be seen in activity 1 where students are required to use
Communication ICT to complete an online test, students also utilise ICT in activity 4
Technology (ICT)
when accessing and researching information to answer questions
given from the teacher.
WHS
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What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
To create a safe learning environment for students the teacher will monitor students
will use the internet to avoid any explicit website from being accessed such as
Facebook or other social media. The teacher will also monitor students during the
entire lesson to keep them safe from any misbehaviour.
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Academic Justification:
The lesson plans above have been created for stage 5 students using the 7-10
aboriginal studies syllabus with the aim of being suited to a wide range of diverse
students, many different activities have been used including ICT, numeracy and
literacy to establish cross curriculum learning. During the lesson plans a students
centred approach to teaching is present with the use of different teaching strategies
including inquiry and cooperative learning to assist diverse learning needs. According
to Stigler and Hiebert (2009) student centred learning is an effective tool with closing
the gap and modernising teaching, in order to establish this leaning further the 8 ways
pedagogy model has been used to create lessons suited to Indigenous and non-
indigenous students of all learning styles.
A student centred approach to learning is the way in which students are relied on
during the course of the lesson to drive learning, rather than traditional teaching
methods, in which a teacher will determine how the lesson is carried out, overall this
method this gives the students the ability to self learn (Zumbrunn, Tadlock, &
Roberts, 2011). A number of studies have show great benefits to this approach such
as; improving clarity, openness and stability in students (Baeten, Kyndt, Struyven &
Dochy, 2010). Struyven, Dochy, and Janssens (2010) have found with the application
of this approach, the teacher may see results in students including; good student
participation, workload management and self-regulation. For these reasons this
approach seemed fitting to the indigenous syllabus as the aboriginal identity content
can become personal, by using this method students can individually reflect learning,
with the use of students centred strategies including, group work, discussion and
individual research.
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The teaching strategies incorporated within the lesson have been the use of inquiry
and cooperative based teaching methods to facilitate learning for a large diverse
group. Cooperative learning involves students working in groups and taking equal
responsibility in learning tasks; during this method students can collaborate, create,
discuss answers to questions, and drive individual thinking. According to Felder and
Brent (2007) this strategy is very effective, as students become less depended on the
teacher and focus more on their own ideas and theories. An example of cooperative
learning can be seen lesson 2 activity 3, that utilises deconstruction and interpretation
of aboriginal dance, by the application of cooperative learning students are more
likely to dwell deeper into understanding the aboriginal culture.
Inquiry learning is another strategy that has been used during the lessons; inquiry
learning is similar to cooperative strategies, as students are required to drive their own
learning. Inquiry learning involves question asking, problem solving and even the use
of scenarios to engage students; this method can be used in many different ways with
the sole focus of students linking meaning to the work. According to Deignan (2009)
the use on inquiry learning during a lesson has been show to improve the quality of
teaching and student learning, since inquiry learning can easily be used along side
cooperative learning it has been added to the lessons. An example of inquiry learning
can be seen in lesson 3 activity 2, as students use the information to answer questions,
then understand the content through think, pair and share, this particular activity uses
fragments of cooperative learning as well. Both these methods seemed fitting to cater
for diverse needs as they can easily be used in a range of activities and have been
shown to be effective with reference to a student centred approach (Baeten, Kyndt,
Struyven, & Dochy, 2010).
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The lesson plans use a wide range of different activities and skills including; non-
verbal, visual, group work, role-play, audio and various others with the hope of
achieving learning for diverse Indigenous and non-indigenous students. Cross
curriculum skills such as ICT, numeracy and literacy are used in these activities to
drive student learning from other areas of knowledge. Savage, J. (2010) shows it’s
important to use cross curriculum learning so students may develop in all areas across
the spectrum. These have be used in direct and indirect ways in the lessons, for
example lesson 3 activity 4, uses a direct numeracy approach as students must rely on
numeracy skills to complete the task, however in other numeracy tasks such as
students arranging themselves into numbered groups, is less recognised and is done in
a subconscious way (Wright, 2011). Cross curriculum skills also cater for diverse
students, as the activities in the lesson require the use of a range of skills rather than a
single focus.
Lastly to incorporate different aboriginal themes within the lesson plans, the 8
aboriginal ways of learning model has been used to inspired cultural aspects of
indigenous people. This model reflects strongly on the content from the syllabus and
gives students an insight into culture and identity with the use of different strategies
such as; non-verbal, story sharing and community links. It can be used with the
student centred approach to learning, as the activities require individual reflection and
student collaboration. This model can be seen in lesson 2 activity 2, with the use of
non-verbal actions to show meaning to individual cultural links. The benefits to this
model is it fit easily into syllabus because of the aboriginal themes, this caters to a
wide range of diverse students, due the use of different skills and activities, hence
why it has been used in these lesson plans (8 ways: Aboriginal pedagogy from
Western NSW, 2012).
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In conclusion the above lesson plans cater for a wide range of different student
learning styles due to the large range of activates and methods used to accompany
learning. With the use of the student centred approach students gain a quality learning
experience and have the ability to practice tasks from other topics through the
incorporation of cross curriculum integration. Overall student learning is important
but in order to provide quality learning, teachers must be flexible and use a range of
strategies, models and resources to accomplish this.
22
Resources:
Lesson 2 Fig. 1
23
Lesson 3 Fig. 2
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References:
Australian Bureau of statistics. (2011, July 28). Retrieved August 09, 2017, from
http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/759789BB6EAD0F03CA25
78DB00283CBB
Australian Government. (2015, October 21). Australian indigenous ceremony – song,
music and dance. Retrieved August 09, 2017, from
http://www.australia.gov.au/about-australia/australian-story/austn-indigenous-
ceremony
Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred
learning environments to stimulate deep approaches to learning: Factors
encouraging or discouraging their effectiveness. Educational Research
Review, 5(3), 243-260.
Deignan, T. (2009). Enquiry-based learning: Perspectives on practice. Teaching in
Higher Education, 14(1), 13-28.
Felder, R. M., & Brent, R. (2007). Cooperative learning.
Hampton, R., & Toombs, M. (2013). Culture, identity and indigenous Australian
people.
Indigenous Australian Languages. (2017, June 19). Retrieved August 09, 2017, from
https://aiatsis.gov.au/explore/articles/indigenous-australian-languages
Middleton, S. (2011, July 06). Indigenous Australians share what their identity means
to them during NAIDOC Week. Retrieved August 09, 2017, from
http://www.abc.net.au/local/videos/2011/07/07/3263635.htm
NSW Education and Communities. (2017). Retrieved August 09, 2017, from
https://www.det.nsw.edu.au/media/downloads/dethome/yr2005/welcomecount
ry.pdf
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OZ pix. (2008, January 20). Aboriginal Dance 1[Video File]. Retrieved from
https://www.youtube.com/watch?v=jJ8_tBwBE_A&ab_channel=OzPix
Savage, J. (2010). Cross-curricular teaching and learning in secondary education.
Routledge.
Stigler, J. W., & Hiebert, J. (2009). The teaching gap: Best ideas from the world's
teachers for improving education in the classroom. Simon and Schuster.
Struyven, K., Dochy, F., & Janssens, S. (2010). ‘Teach as you preach’: the effects of
student‐centred versus lecture‐based teaching on student teachers’ approaches
to teaching. European Journal of Teacher Education, 33(1), 43-64.
The AIATSIS map of Aboriginal Australia. (2017). Retrieved August 09, 2017, from
http://www.abc.net.au/indigenous/map/
Woods, I. (2011, June 5). Aboriginal communities in the Northern Territory [Video
file]. Retrieved from https://www.youtube.com/watch?v=lglOY-
jehPE&ab_channel=IanWoods
8 ways: Aboriginal pedagogy from Western NSW. (2012). Dubbo, NSW: RAET,
Dept. of Education and Communitites.
Wright, G. B. (2011). Student-centered learning in higher education. International
Journal of Teaching and Learning in Higher Education, 23(1), 92-97
Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encouraging self-regulated
learning in the classroom: A review of the literature. FMetropolitan
Educational Research Consortium (MERC).
26

Curriculum 1b

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Assessment 1: Curriculum 1B Blake Chandler: 17534550

102088 Curriculum 1B: Assignment 1

Lesson Plan 1……………………………………………………….2

Topic area: Stage of Learner: Stage 5 Syllabus Pages: 19-21

Date: Location Booked: Classroom Lesson Number: 1 /3

Outcomes Assessment Students learn about Students learn to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

 Teacher will use the information called out

10 Activity 2 Cross word poem Teacher: Student

10 Activity 3 Aboriginal Identity Video Teacher: Student

20 Activity 4 Bell Game Teacher: Student

 Points will be added up by the students,

Sticky note exit card: collect sticky note answers

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

Topic area: Stage of Learner: Stage 5 Syllabus Pages: 19-21

Date: 10/8/17 Location Booked: Classroom Lesson Number: 2 /3

Time: 60 minutes Total Number of students: Printing/preparation

Outcomes Assessment Students learn about Students learn to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

10 Activity 2 Circle game Teacher: Student/Teacher

15 Activity 3 Group Static dance Teacher: Student

Note: Actions preformed by the groups will be an

understanding of no- verbal movements

 Students identify the impact on influences

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

Topic area: Stage of Learner: Stage 5 Syllabus Pages: 19-21

Date: Location Booked: Classroom Lesson Number: 3/3

Outcomes Assessment Students learn about Students learn to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

10 Activity 2 Loss of Aboriginal Languages Teacher: Student

 Once completed students will think, pair and Resources:

20 Activity 3 Newspaper Article Teacher: Student

 Students must have the following elements individually and create a

15 Activity 4 Aboriginal Language statistics Teacher: Student

 What precent of Aboriginal people speaks Student:

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Standards Evidence within this lesson

indigenous students of all learning styles.

participation, workload management and self-regulation. For these reasons this

of aboriginal dance, by the application of cooperative learning students are more

likely to dwell deeper into understanding the aboriginal culture.

shown to be effective with reference to a student centred approach (Baeten, Kyndt,

Struyven, & Dochy, 2010).

achieving learning for diverse Indigenous and non-indigenous students. Cross

Western NSW, 2012).

incorporation of cross curriculum integration. Overall student learning is important

strategies, models and resources to accomplish this.

Australian Government. (2015, October 21). Australian indigenous ceremony – song,

music and dance. Retrieved August 09, 2017, from

learning environments to stimulate deep approaches to learning: Factors