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EDBED 3005 Indigenous Education

Unit Plan and Lesson Plan Jade Farrar 30103457


Unit Name: Level Four - Australian Indigenous Art and Culture.
Unit Objective Students are to create a portfolio of assessable pieces, which are influenced by Australian Indigenous art and culture.
Lesso
n#
1-2

3-4

AusVELS
Domain
History
(ACHHS083)
(ACHHS085)
(ACHHK077)
English
(ACELY1694)
Civics and Citizenship
(Marking local and national
celebrations and
commemorations.)
The Arts
(Identifying key features of
works from other cultures)

Lessons
Foci
The ways in
which
Australian
Indigenous
People are
connected to
Country and
Place.

The Arts
(Identifying key features of
works from other cultures)

Dot
paintings

Student Name: Jade Farrar


Student ID: 30103457

Core Activity

Australian Indigenous Perspective

Discuss with students the concept of NAIDOC week


and its relevance. A shared reading of an Australian
Indigenous text Papunya School of Country &
History (Papunya School, 2003) will engage
students. Students are to reflect on this text by
writing freely on the topic, How do you feel after
reading this text? And what have you learnt?
Introduce a focus on Australian Indigenous Art and
use the texts Art-Land-Story (Nicchols, 2007a)
and Art-History-Place (Nicchols, 2007b) to do so.
Students are to make predictions as to why
Australian Indigenous Art is created the way in
which it is and why is it significant for us to be
educated on this topic. The students will then each
receive an image to analyse.
Linking concept: The basics of history behind
Australian Indigenous Art.
An Australian Indigenous Elder is invited into the
classroom to discuss the importance of Indigenous
art as being meaningful and withholding a spiritual
purpose. These sessions will also teach students
how to correctly and respectfully create their own
dot painting in the form of a map that illustrates a

Students will discuss the importance of


NAIDOC week in association with the
Australian Indigenous community.
The use of Australian Indigenous texts
throughout both lessons exposes
children to culture, art and history, all of
which heighten the exposure for the
students to the Australian Indigenous
People.

Inviting an Australian Indigenous Elder


into the classroom to discuss culture
and art not only exposes the students
to first hand and relevant information, it
also welcomes the local Indigenous
community into the school
environment.

EDBED 3005 Indigenous Education


Unit Plan and Lesson Plan Jade Farrar 30103457
5

ICT
(Locate information by
using key words.)
English
(ACELA1793)
History
(ACHHS086)

Symbolism
within
Australian
Indigenous
Art.

6-8

English
(ACELA1498)
(ACELY1694)
(ACELY1695)
(ACELY1697)
History
(ACHHS086)
ICT
(Explore a range of ICT
tools for word processing
and editing.)
Maths
(ACMMG091)
(ACMMG090)
The Humanities
(Describe direction using
the four cardinal compass

Narrative
writing.

9-10

Student Name: Jade Farrar


Student ID: 30103457

story.
Linking concept: Immersion in features and
techniques involved in Australian Indigenous art.
Students research the ways in which Australian
Indigenous People are connected to Country and
Place. Students will be given the topic, Symbolism
within Australian Indigenous Art.
Ask students to also identify the features of the
online text that enhances readability (text,
navigation, links, graphics and layout). Also ask
students to consider how these features alter the
point of view of the information presented.
Linking concept: The content, history and
knowledge of Australian Indigenous art.
Using the writing process approach, students write,
edit, revise and publish a narrative based on the dot
painting created during the previous arts lessons.
This will be completed using technology and word
processing software.

Students explore ways in which


Australian Indigenous People are
connected to country and place.

Students will use their individual


paintings based on Australian
Indigenous art features and techniques
to create a narrative.

There will be a focus on new vocabulary, and


utilising strategies for spelling words.
Symmetric
patterns.

Linking concept:
Students explore Central and Western Desert Art
pieces and analyse the symmetrical patterns with
each piece. The students are to determine what
makes each pattern symmetrical and what features
determine this.

Students explore and analyse


Australian Indigenous Central and
Western Desert Art in order to identify
symmetric patterns.

EDBED 3005 Indigenous Education


Unit Plan and Lesson Plan Jade Farrar 30103457
points.)
Using simple
scales and
legends.

11-12

Science
(ACSHE061)
(ACSSU073)
ICT
(Explore a range of ICT
tools for word processing
and editing.)

Describing
patterns and
relationships
.

Using the maps created within lessons 3-4, students


add scales and legends to their artwork focusing on
the idea of direction. They will use a map to guide
them with placing the features correctly onto their
artwork.
Linking concept:
Students use the information provided within
previous lessons to explore the living and non-living
features of the environment to form predictions
about the importance of the way humans interact
with the land. Students will be provided with a range
of different scenarios in groups. Within those
groups, students must decide what the effect on the
environment is and whether it is positive or negative
relationship.
Students then begin a research project on
Australian Indigenous practices on sustainability
and the effects on the environment.

Students predict and explore the ways


in which Australian Indigenous people
interact with the environment and the
effects those relationships have.

#The students will continually add to their portfolio at the duration of each lesson. This piece will then be assessed at the duration of the unit.

Student Name: Jade Farrar


Student ID: 30103457

EDBED 3005 Indigenous Education


Unit Plan and Lesson Plan Jade Farrar 30103457

Lesson plan:
Lesson Length: 50 minutes.
Student numbers: 20
AusVels Level: 4
Location: Internal Classroom
Lesson Focus: The students are to create a narrative based on the way in which Australian Indigenous Peoples are connected to Country and
Place.
Curriculum Details:
AusVels Domain: English
Content Strand: Literacy
Description: Students plan, draft and publish imaginative texts using research from print and digital resources to gather ideas, and choose
vocabularly to suit topic and communication purpose.
Elaborations: (ACELY1694)
Materials Needed: KWL chart, permanent markers, pens/writing pencils, paper and student artwork.
References:

Victorian Curriculum and Assessment Authority. (2011). Content description. Retrieved 2014 from AusVELS:
http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELY1694
Activity
Time
10
minutes.

Method of
Delivery
The
teacher will
scaffold the
students
but this

Student Name: Jade Farrar


Student ID: 30103457

Curriculum
Focus
(A (Victorian
Curriculum and
Assessment
Authority,
2011)CELY1694)

Activity Content
Revision:
- As a whole group, the class reflects on previous lessons and draws knowledge by adding to the
KWL chart created at the beginning of the unit.
- The KWL chart titled The ways in which Australian Indigenous People are connected to country
and place. will begin to consolidate students knowledge and understanding of our Australian

EDBED 3005 Indigenous Education


Unit Plan and Lesson Plan Jade Farrar 30103457
task will be
performed
as a whole
group.
Turn and
talk (peer).
10
minutes.

Whole
group.

Indigenous population.
- As the previous lesson involved students researching the topic using ICT, the students should be
able to answer quite a few points in the W (want to know) column whilst adding to the K (know)
column.

(ACELY1694)

Introduction:
- The lesson will begin with an Acknowledgment to Country alongside with a brief explanation for
students to clarify the reasoning behind the significance of this protocol.
- Introduce the learning intention
- Students will begin by planning and brainstorming their narrative.
- Clarify to students that the artwork created earlier in the unit will form the influence of their
narrative.

(ACELY1694)
(ACELA1498)

Content:
Foundation:
-For those students who may not fully comprehend the concept or need assistance with their writing,
will be placed into a focus group led by the teacher.
- The focus group will focus on formulating a comprehensive structured plan with key ideas and
vocabulary.
- The group will then focus on forming individual sentences and slowly adding more substance to
their narrative.

Individual
focus at
table.
25
minutes.

Individual
focus at
table.

Main:
- Students will use the writing process approach to plan, and draft a narrative based on the dot
painting created during previous arts lessons.
- There will be a focus on new vocabulary, and utilising strategies for spelling new words.

Student Name: Jade Farrar


Student ID: 30103457

EDBED 3005 Indigenous Education


Unit Plan and Lesson Plan Jade Farrar 30103457
- Students will use the research conducted during ICT to gather ideas and integrate information from
a range of sources.
- Students will be encouraged to use Aboriginal terminology in their narrative but to ensure that it is
correct and respectful.

5
minutes.

Sitting in a
circle on
the floor.

Student Name: Jade Farrar


Student ID: 30103457

(ACELY1694)

Extension:
1) Students who require extending on this task will be asked to adopt a strong focus on
ensuring that their writing is well structured with paragraphs sequencing their content, and
the inclusion of a wide range of suitable vocabulary.
2) The students may begin to revise and edit their draft if they finish writing within the time
designated.
Conclusion:
-Students will share their ideas and storylines with the class. Students who feel confident may share
some of their writing or they may choose to mention a few main points. Ask the students to be critical
friends how could he or she revise their work to improve it?
-Ask the students why they believe it is important to acknowledge our Australian Indigenous culture
and people.