ED7382 TCA163389

Curriculum Studies 2 Hannah Mellier

TABOR ADELAIDE TEACHER EDUCATION - UNIT PLAN

Unit Title: Indigenous Culture: Transformation Year Level: 9

Big Idea: Change and Adaption of Australian Culture
Key Inquiry Weeks 1: What is the Australian culture?
Question/s: Weeks 2: Why did the Europeans settle in Australia?
Weeks 3: How do different cultural perspectives shape the way in which individuals see the same landscape?
Weeks 4: What were the effects of disposition?
Weeks 5: How is Aboriginal culture maintained in contemporary Australian society? In what ways can this be improved for future generations?
Key Content The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and
Descriptions: Torres Strait Islander Peoples (ACDSEH020)

Term 1 2 3 4
Weeks 1 2 3 4 5 6 7 8 9 10
What is The Indigenous Frontier Aboriginal
Australian Australian life prior to Violence: Heritage
Culture? Perspective European Invasion, and Survival
Literary Invasion Dispossession
Conventions and Diffusion
and
Historical
Skills
Overview

Unit Overview:
The Australian Curriculum Depth Studies 2: Making a Nation (Version 8.3, 2016) provides the parameters for this learning sequence. Students will discover the Indigenous
Australian culture and the influence of European settlers on the assertion of power.
The unit encompasses 5 distinctive sections which interlock, whilst standing independent from each other. These micro-concepts are richly explored through the
perspective of both European settlers and Aboriginal Australians, with particular focus on clans of the Kaurna, Ngarrindjeri, Adnyamathanha, Karanguru and Jagalingu
people, as well as appreciated through historiographical and literary lenses.
Students will discover and apply various perspectives on the same circumstances and relationships with the Australian land, people and culture.

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The Parallel Curriculum Model (Tomlinson, et al, 2002) will encourage students to explore the core, connection, identity and practice domains offered in each learning task
regarding European settlement and the frontier conflicts in early Australian history. Students will use a variety of group and individual learning strategies whilst applying
ICT inquiry approaches.

By integrating History and English perspectives, students are able to engage in a holistic learning experience. Whilst designed for the suitability of middle school students,
particularly grade 9, this unit may be adaptable to Aboriginal studies across middle and senior school curriculum and incorporated in subjects such as:
Australian History
Society and Culture (Social Studies)
Legal Studies
Art and Media studies
Geography
Environmental Studies
Religious Studies
Community Studies
This unit will be taught across 6 weeks consisting of 25 lessons in total; Each week containing 1 double lesson of English and 1 double lesson of History followed by a single
lesson at the end of the week.

Leaning Theories and Structures Supporting Unit:

The Parallel Curriculum Model (Tomlinson et al, 2002).
The unit will utilise the Constructivist approach, facilitating a student-centred approach to access learning through the core, connections, practice and identity
This unit will utilise the Constructivist Approach to teaching and learning strategies, facilitating a student-centred approach to access learning through each of the core,
connections, practice and identity parallels. The Constructivist approach ensures that students knowledge, skills and understandings are enriched through the increasing
process of building upon prior experiences, abilities and understandings (University of Sydney, 2002).
Gardiners Multiple Intelligences (in Rief & Heimburge, 1996).
ACARA- Australian Curriculum Version 8.3, 2016

The macro-concept of Change and Adaption of Australian Culture across both English and History will be explored through 5 micro-concepts:
Week 1: What is Australian culture?
Week 2: Why did the Europeans settle in Australia?
Week 3: How do different cultural perspectives shape the way in which individuals see the same landscape?
Week 4: What were the effects of disposition?
Week 5: How is Aboriginal culture maintained in contemporary Australian society? In what ways can this be improved for future generations?
Each micro-concept will be enhanced through the use of key inquiry questions for each of the corresponding weeks, allowing students to engage and reflect upon their
growth in each of the parallel domains. As each question is explored through the learning sequence, students will engage in self-reflective measures using these key inquiry
questions to guide students reflections, recording summaries of group discussions and of guest speakers, personal research and evaluations.
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Rationale:
A need expressed by all Curriculum stakeholders that students develop knowledge, skills, understanding and values which contribute to the formation of an inclusive and productive society
(CORE, CONNECTIONS). This course is designed on the importance for young people to understand present day concerns involving the Aboriginal population of Australia. The history that
students engage with in this unit is an essential aspect of the heritage of all Australians (IDENTITY)
The multi-disciplinary nature of this unit enables students to access a variety of perspectives, supporting a holistic approach to learning (CONNECTIONS).
Knowledge:
Students will develop an understanding of the foundations of Australian history from a range of perspectives, an understanding of cultural inclusivity and the effects of
European colonization (CORE, CONNECTIONS).
Skills:
Throughout the learning sequence, students will develop a range of historical skills such as the ability to sequence historical developments to form connections, use
historical vocabulary to answer questions and process, analyse and synthesise a range of information from primary and secondary sources and use a range of
communication forms and digital technologies (ACARA, Version 8.3, 2016) (PRACTICE).
Values:
Students will also strengthen core values of empathy, respect, compassion, curiosity and creativity (IDENTITY, CONNECTIONS).

Situational Analysis:

This unit will be experienced in a class of 25 grade 9 students at a private Christian school. The class has an equal gender ratio and encompasses students with mixed
abilities. Within the class profile, there are 3 students who are working 2 years above their year level in reading and writing. 2 students excel in Maths and science. 1
student has behavioural issues, and needs closer supervision and modification. 1 student has physical limitations and will need modified tasks for practical activities. The
class is lively and energetic. Being a confident and lively group, these students particularly enjoy social interaction and collaborative tasks.

This particular class profile enjoy a variety of visual and kinaesthetic mediums and work efficiently in group tasks. Students respond well to peer-review. Overall, the class
has struggled with the procedure and skills required for source analyses in past units, however, present high competence to creative expression domains such as narrative,
art, music and drama. Integrating the conceptual theory with these expressive perspectives intends to improve this for students. Furthermore, ICT mediums also have
proven successful for students, which are incorporated regularly throughout the learning sequence.

Both formative learning activities and summative assessment tasks provide students with the opportunity to select a particular approach to demonstrate their learning. All
aspects of the learning sequence contribute to the final summative assessment task and presentation at Open Evening on the Friday evening of Week 5. Opportunities for
students to select a particular mode provides an opportunity for them to feel comfortable and motivated in their learning environment as well as to feel safe to challenge
their presuppositions and comfort zones. Furthermore, offering students with a selective approach provides them with the opportunity to apply their range of skills and
develop the range of intelligences within a criteria of a designated word count. Structuring learning sequences using differentiation strategies will ensure that all students
are able to access the same opportunity to learn and develop their knowledge, skills and understandings.

Prior Knowledge:

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In accordance to the Australian Curriculum (Version 8.3, 2016), students will have studies Australian History in Grade 8, and completed First Fleet in grade 4. The first
weeks of this unit will be dedicated to the conventions and skills which students require in order to apply this knowledge to wider concepts and perspectives. The second
week will provide students with a workshop on developing their skills specific to source analyses through focus areas of context, intention, interpretation and detail. This
scaffolding strategy will provide opportunities for timed conditions and peer reviewed work.
Using the knowledge, skills and understandings acquired over their learning, students will be equipped to study the theories and origins of Aboriginal cultures and the
timelines of the occupation of the Australian continent and thus, be a successful practitioner.
By the end of year 8, students will be able to: ACARA. 2016.

Students can (ACARA, 2016): History

Recognise and explain patterns of change and continuity over time.
Explain the causes and effects of events and developments.
Identify the motives and actions of people at the time.
Explain the significance of individuals and groups and how they were influenced by the beliefs and values of their society.
Describe different interpretations of the past.
Students can (ACARA, Version 8.3, 2016): English
Understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences.
Explain how language features, images and vocabulary are used to represent different ideas and issues in texts.
Select evidence from the text to show how events, situations and people can be represented from different viewpoints.
Listen for and identify different emphases in texts, using that understanding to elaborate on discussions.
This unit plan is designed to facilitate opportunities for students to build upon and develop these skills and also to learn new ones.

Unit Outcomes

1. Define what it means to be a part of the collective Australian culture

2. Analyse a range of media campaigns, primary and secondary sources, evaluating the authority, usefulness, reliability and biases of each.
3. Reflect upon feelings and images evoked for reading, listening and viewing Aboriginal art forms and how these change.
4. Conduct research into the historiography of European settlement and determine the influence that these had on the construction of national identity.
5. Examine and explain how authors employ a variety of text structures for a range of effects.
6. Work independently and think critically to examine, analyse and evaluate a range of sources in timed conditions and construct a thoughtful response.
7. Work collaboratively to plan, organise, rehearse and produce an imaginative and informative and persuasive text expressing the Aboriginal heritage of Australia.

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Key Content Descriptions: Depth Studies 2: Making a Nation:
History Knowledge and Understanding:
(ACDSEH020), (ACDSEH089), (ACDSEH090), (ACDSEH091), (ACDSEH092)
Historical Skills and Understandings:
Chronology terms and concepts: (ACHHS164), (ACHHS165)
Historical questions and research: (ACHHS166), (ACHHS168)
Analysis and use of sources: (ACHHS169), (ACHHS170), (ACHHS171)
Perspectives and interpretations: (ACHHS172), (ACHHS173)
Explanation and Communication: (ACHHS174), (ACHHS175)

Key Content Descriptions: English

Language
Expressing and Developing Ideas: (ACELA1557) (ACELA1561)

Literature
Literature and context (ACELT1633)
Responding to literature (ACELT1771), (ACELT1635),
Examining literature (ACELT1636) (ACELT1772)

Literacy
Texts in context: (ACELY1739)
Interacting with others: (ACELY1741), (ACELY1740), (ACELY1811)
Interpreting, analysing, evaluating : (ACELY1743) (ACELY1744)
Creating texts: (ACELY1746), (ACELY1746), (ACELY1748)
Cross Curriculum Priorities General Capabilities
Aboriginal and Torres Strait Islander histories and cultures Literacy
Asia and Australias engagement with Asia Numeracy
Sustainability Information and Communication Technology (ICT)
Critical and Creative Thinking
Personal and Social Capability
Ethical Behaviour
Intercultural Understanding

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Assessment Tasks Differentiation
Scaffolded approach, using areas of Gardiners Multiple intelligences, student will present See situational analysis for foundational information and unit sequence for specific
this at open evening at the end of Term 3 differentiation and modification strategies.
Formative: This unit differentiates through content, process and product (Warren, 2017).

Group discussions and planning materials Content:

Concept maps To cater for all of the different learners a range of ways of introducing and learning new
Personal reflections information have been included in this unit. This includes:
Fakebook entries YouTube Videos
Workbook questions and inquiry questions Podcasts
Maps, graphs and infographics Books
Poetry Images
Research reporting Museum displays
PowerPoint Interviews and personal communication
Diorama Professional demonstrations- Indigenous music, food and hunting techniques
Skit, play or video Internet - ICT
Podcast Learning Centres including sources
Self-evaluations (voice recording, written, visual) Expert groups including sources
Photocopied poetry, sources and images
Summative: Both summative assessment tasks for English and History will be presented Power Point Presentations
at the Open Evening. Traditional Aboriginal artwork
Process:
History: The process of learning information/skills/values has also been varied. This includes:
Students select one learning task from a variety of learning modes to present at Individual, paired, small group and whole class discussions and activities
the Open Evening. To ensure that all assessment tasks are equally as vigorous, Whole class, paired and grouped discussions
students must submit a portfolio including personal reflections, research and Choice of using books and/or the internet for research
planning notes completed throughout the unit. Students must also submit this Maps, tables, charts and graphic organisers to assist
task with a 500 word practitioner statement and personal evaluation. Students Books, internet resources and guiding questions (worksheets) which cater for all
will be assessed on their active engagement in all areas of study throughout the reading ability levels.
unit, as well as their contribution to the class production collaboratively. Excursion
Source Analysis Guest visitor including question and answer time, demonstrations and active
Outcomes addressed: 1, 2, 4, 6, 7 involvement on Indigenous cultural practices
Parallel Curriculum: CORE, CONNECTIONS, IDENTITY, PRACTICE
Product:
English: For both History and English, students will have the opportunity to demonstrate their acquired
In groups, students collaborate their understandings of Australian culture to skills, knowledge and understandings through a range of ways. Students are provided with the
create a tourism advertisement presenting their ideal Australian National choice on how they wish to present their learning however, each choice has a criteria word
Identity. count to ensure that all methods are equally vigorous (Warren, 2017). Students have the
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This may be presented in a range of ways including a short video promotion opportunity to work both independently and collaboratively on the assessment tasks. Some of
(advertisement, interview, campaign, billboard with discussion) displaying media- the tasks include:
production skills. Report Writing
All drafts, research and planning will be collected as a part of the students individual Journal Writing
portfolio, alongside their contribution to delegation of tasks. Models
Journal Entry applying historical perspective Pictures/Drawings
Aboriginal Poetry Exit Tickets
Outcomes addressed:1, 3, 4, 5, 6, 7 Power Point Presentations
Parallel Curriculum: CORE, CONNECTIONS, IDENTITY, PRATICE Posters
Fake Book Profiles
Mapping
Tables, charts, grids
Poetry
Podcasts
Videos
Visual art

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Curriculum Studies 2
Theories/Strategies Used
Parallel Curriculum
CORE
Knowledge of Australian heritage
including what the defining
characteristic of Australian
culture, various perspectives and
experiences and what it means to
define a national identity.
CONNECTION
Students connect the historical
events of the frontier wars with
emotional experiences of those
involved expressed through art
forms such as murals, music,
poetry and dance.
Students connect the events of
European settlement with other
events in History.
Students connect historical events
through various perspectives if
those affected.
Students examine contemporary
governmental structures (health,
education, work) and advertising
campaigns to evaluate the
influence that these events have
on contemporary Australian
society.
IDENTITY
What are some of the characteristics
shared between Aboriginal clans? What
are some of the characteristics of
traditional Aboriginal heritage are similar
and different to European culture? -
Students research and identify similarities
and differences between heritages.
Students research and reflect upon what
it would have felt like during the frontier
wars.
Students imagine what it would have felt
like form a variety of Aboriginal and
European perspectives and roles.
Students practice how to be active and
informed citizens by making
improvements to ensure that health,
education and employment is inclusive of
all Australians.
Students devise practical measures to
improve these areas of contemporary and
future society.
TCA163389
Hannah Mellier
PRACTICE
Historian Skills research,
identifying, locating and
analysing primary a variety of
primary and secondary sources,
mapping, using ICT.
Language, literacy and literature
skills- reading, writing, speaking,
listening and viewing.
Expressing historical
hypothesises using historical
vocabulary to form inferences
through analysing Australian
historiography.

Gardners Multiple Intelligences:

This unit incorporates all aspects of Gardiners Multiple Intelligences, however, some are featured to a lesser degree than others.
Visual watching YouTube clips on cultural stereotypes, constructing visual organisers to categorise information and express ideas, looking at artwork .from the time, observing historical
displays, creating visual advertisements and art,
Musical: Analysis of poetry rhyme, rhythm, pattern and rhyme scheme, listening to various Australian songs
Mathematical Creating maps of Aboriginal land occupations, constructing tables and grids to categorise information.
Interpersonal Students working in small groups (Expert groups, learning centres, Jigsaw strategy), pair and whole class discussions and open evening displays.
Intrapersonal Independent work (source analysis, personal reflections and review questions).
Kinaesthetic - journal writing, creating Fakebook profiles/posters/PowerPoint, creating models, learning centres, expert groups
Naturalistic Guest speaker discusses food sources of Aboriginal culture and relationship with the land (animals and plants).
Linguistic- Students write a report, reflection and evaluation, applying analytical techniques to their annotations of poetry, listen to podcasts and interviews and formulate questions and
responses.
Musical- Listening to a variety of modern and traditional Aboriginal music, playing traditional musical instruments and incorporating music as a means of expression in the summative
assessments tasks.
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Teaching & Learning Plan

WEEK Weekly Overview of Activities Resources Student Assessment
Outcomes

1 History: Various well-known Australian 1 Diagnostic: Initial

Monday
Inquiry Question: What is Australian culture? product, icons, images of group discussion
(Double Students are provided with a variety of well-known Australian products such as food celebrities and spotting stars, from prior
Lesson) items, songs, films, poetry, art and achievements. As a class, Students have to films and books. (i.e.: knowledge.
collaborate their beliefs to rate on a scale which is the most Australian to the least. Vegemite, Rosella Tomato Formative: Groups
Students line tactile objects in a scale from most Australian to least Australian Sauce, Australia film, Image of discussions, 450
Students write a response in 200 words justifying their categorisation choices. John Farnham, Kathy Freeman words of justification
Students mini research project. Select a moment in Australian history, cuisine, song or etc. from research
film scene, In 250 words, describe what it is, why it is meaningful, when established or Rating scale- Rope and Summative:
introduced (if relevant) and what it contributes to Australian culture. numbers 1-10 printed. assessment tasks are
Students conduct research into one celebrated Australian icon and find 5 interesting Student laptops distributed
facts Fakebook profiles
Upload on Fakebook account by Friday evening. Summative assessment task
Differentiation: Student requiring modified curriculum are required to write sheets and rubric
150 words for their justification. These students will also have guiding
questions and sentence starters such as The item I identified as the most
Australian was ________ because _________
Extension strategies: Students who finish fact research quickly will be
encouraged to find 5 more facts, then research why the icon is so prominent
to Australian culture. Students will be encouraged to share these with the
class at the beginning of the next lesson on Friday.
Student with physical limitation will have the role of mediating and being
spokesperson for students reasoning to ensure all voices are heard in the class
discussion.
CORE, CONNECTIONS, IDENTITY
Visual, Linguistic, Mathematic, Kinaesthetic, Interpersonal, Intrapersonal

Students provided with major summative assessment task choices. See Appendix for
Task Sheet and Rubric
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Wed English: PowerPoint of cultural 1,2, 5, 6 Diagnostic:
(Double Students enter room with PowerPoint display of various images such as people riding stereotypes Initial reactions
Lesson) kangaroos, consuming large quantities of vegemite, surf culture, clothing choices- Men at Work- Down Under and discussions
thongs, hats, sunnies https://www.youtube.com/watch? from prior
Song plays during presentation: Men at Work- Down Under v=XfR9iY5y94s knowledge.
https://www.youtube.com/watch?v=XfR9iY5y94s Cultural stereotypes video Formative:
As the images slide through, students are instructed to write their definition of cultural Student note books and pens Group
stereotypes. Australian Tourism campaigns discussions,
https://www.youtube.com/watch? written
Watch short video on cultural stereotypes. v=TebeNC-_VjA definitions and
Response Questions: https://www.youtube.com/watch? answers to
What is a cultural stereotype? v=V7dukhch8u0 questions
What do you believe to be some of the most prominent cultural stereotypes held about Australia Day Campaigns Summative:
Australian society? https://www.youtube.com/watch? assessment tasks
What does it mean to be True Blue? v=7i15OPuFvmA are distributed
https://www.youtube.com/watch?
Discuss in small groups How stereotypes of different cultural, ethic, racial groups may v=uGdjX8QqL_Y
have been constructed. Compare and contrast
Think about a time when you had a change in your viewpoint. How did you feel before diagrams. Modified
having your view challenged? How did you feel after? What was it that shifted your versions with prompts for
view? (IDENTITY, CONNECTION) differentiation
Summative assessment
Students watch 2006 Australian Tourism Campaign Advertisement: task sheet and rubric
https://www.youtube.com/watch?v=TebeNC-_VjA
Australia, where the bloody hell are you?

Response Questions:
What are some cultural stereotypes represented? What are some lacking aspects of
Australian culture? How can this campaign be improved to represent various aspects of
Australian heritage? This campaign has been deemed as controversial- in what ways do
you agree/disagree with this statement? Justify your answer giving explicit examples.
Students then compare this original campaign to the modern 2016 adaptation:
https://www.youtube.com/watch?v=V7dukhch8u0
Australia isnt just a place you see, its a place you feel.

Students complete compare and contrast tables.

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And finally, students will compare and contrast the Australia Day Advertisements
2016 Lamb Advertisement: https://www.youtube.com/watch?v=7i15OPuFvmA
2017 Lamb Advertisement: https://www.youtube.com/watch?v=uGdjX8QqL_Y

Identifying cultural stereotypes in each, stereotypical language. What other cultural,

national stereotypes are presented? In what ways

Extension strategies: identify film techniques, prominent Australian figures,

advertising techniques that appeal to the reader. What cultural
Differentiation strategies: 4 students are provided with examples in each of
their compare and contrast tables with hints and clues to guide their analysis
when watching in class.

Assessment Task Sheet Provided:

In groups students will construct an advertisement for tourism to Australia
- In groups, students will construct a short video promotion (advertisement, interview,
campaign, billboard with discussion) displaying media-production skills to entice
people to come and visit Australia.
Things to consider:
-Target audience
- Presentation of cultural stereotypes through various methods and the controversial
consequences as a result of this.
-Props, costumes, lighting, angles, positioning etc.
- How all aspects of Australian culture are represented?

CORE, CONNECTIONS, IDENTITY

Musical, Interpersonal, Intrapersonal, Linguistic, Visual
Friday History Various graphic organisers 1, 4, 5, 6 Formative:
(Single Homework is collected. Students who conducted extra research on Australian icons are including lotus diagram, Venn assessment of
Lesson) encouraged to present their findings to the class to engage student thinking back to diagrams and concept maps. Fakebook reflection
the concept of features of Australian Culture. Writing materials such as pens, post 250 words
Students discuss potential stereotypes of European settlers influenced the treatment textas and highlighters. justifying the of
of Indigenous Australians upon their arrival and note these in their table groups using a PowerPoint on Source Australian culture.
mind-maps strategy. Students are encouraged to use a variety of graphic organiser Analysis-Tips and Tricks,
templates or design their own. differences between primary
and secondary sources.

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For the remainder of the lesson, students will prepare for the in-class source analysis Printed copies of PowerPoint
on Mondays double lesson. Each class member is provided with a copy of the source for each student
analysis PowerPoint handout and will deconstruct a variety of sources in class including Laminated CID analytical
images, cartoons, newspaper clippings, journal entries and artwork. approach card for every
Students discuss the differences between primary and secondary sources using the CID student.
approach: Practice source.
The CONTEXT- When was the source produced and/or published? Lined paper.
The INTENTION the source. How will the public INTERPRET it?
The DETAIL (images, words, phrases, colours etc.) used to convey the
message.
Students will then practice this independently with a provided source. Discuss
as a class towards the end of the lesson.

CORE, CONNECTIONS, PRACTICE

Interpersonal, Intrapersonal, Linguistic, Visual
2 History: Various primary and secondary 2, 4, 5, 6 Summative: In class
Monday
Inquiry Question: Why did the Europeans settle in Australia? sources source analysis
(Double Summative Task: Source Analysis Lined paper additional portfolio
Lesson) Pens assessment.
Students are allocated 90 minutes to complete the source analysis. Laminated CID analysis cards
Source analysis will include students comparing a secondary source image of the for differentiation strategies
damage done to Australian natural habitat following the settlement of Europeans and
Primary source excerpts of the journals of James Cook and the optimistic perspective
he offers to Australian settlement in his writing:
http://acms.sl.nsw.gov.au/item/itemDetailPaged.aspx?itemID=413053

Differentiation strategies: 4 students requiring modified learning strategies will be

provided with the same sources, however, with slightly different phrased
questions with simpler vocabulary and broken down questions. These students will
also be provided with prompt cards for source analysis on desk
CORE, CONNECTIONS, PRACTICE
Intrapersonal, Linguistic, Visual
Wed English: Analysis of primary and 2, 4, 6, 7 Diagnostic: through
(Double Journals of Discovery secondary sources PowerPoint. discussions with
Lesson) Lesson 1: Analysis First fleet journal entries; students planning
(State Library NSW, 2007) convicts, European officials, and research
http://acms.sl.nsw.gov.au/item/itemDetailPaged.aspx?itemID=413053 processes.
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First Hand Stories available from (University of Wollongong, 2002) settlers, Captain Cook, Watkin Formative: Analysis
http://firstfleet.uow.edu.au/stories.html Tench etc. and creation of
Using their laptops, students will research and analyse primary sources from the above Student laptops. journal entries.
sites. Students will answer questions regarding the bias, conditions and interpretations Writing materials. Summative:
of the texts as well as how they would have felt on the First Fleet ships. Collection of journal
CORE, CONNECTION, IDENTITY entries- may be used
- How would you have felt arriving to Australia in the First Fleet? as displays on Open
Lesson 2: Creation Evening, correct use
Students construct a journal entry presenting the challenges faced in early 1900s in of literary devices
Australia. Students must include knowledge gained through research and past lessons such as tense,
to construct a thoughtful and imaginative journal entry. The journal can be from either perspective and
Aboriginal or European perspective and be presented through a podcast (audio), video inclusive language.
or written.
-Homework: Complete journal entries and attach to personal online folio.

Extension: For students working above their year level in reading and writing will
be encouraged to include 5 new vocabulary terms in their journal reflections and
encouraged to specifically structure their writing from a particular perceptive, for
example, the Kaurna people, a thief convict, a family member of a convict, a
captain or European official.
Differentiation: Students requiring differentiated learning strategies will have a
journal guide with sentence starters and writing prompts.

CORE, CONNECTIONS, IDENTITY

Intrapersonal, Verbal, Visual

Friday History: Transport 3, 4 Formative:

(Half Day) Excursion to the South Australian Museum. Book session and museum tour Collection of
Students will experience an excursion to the South Australian Museum to examine the guide. workbooks,
Aboriginal Collection. Students will examine the various aspects of Indigenous culture Organise class teachers to questions asked
prior to European settlement, frontier violence and modern concerns. accompany class. throughout tour.
Each class member is provided with a workbook. Questions and personal reflection is Excursion permission slips Diagnostic:
to be completed throughout the museum tour. returned communication
Differentiation strategies: Students with modified curriculum will have Class teachers organised throughout
scaffolding strategies such as simplified vocabulary in questions, blank spaces Workbooks- modified excursion and
for responding. recordings of
Extension strategies: Extra questions and things observe on the Museum tour.
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Student with physical limitations will have an SSO/teacher/volunteer walk thoughts and
alongside them at their own pace to ensure that they are able to participate in reflections
all aspects of the museum tour.
CORE, CONNECTIONS, PRACTICE
Kinaesthetic, Interpersonal, Intrapersonal, Linguistic, Visual, Mathematical,
Naturalistic

3 History: Guest speaker 1, 2, 3, 4, 7 Formative:

Monday
Inquiry Question: How do different cultural perspectives shape the way in which Writing materials formulation of
(Double individuals see the same landscape? Questions box relevant and astute
Lesson) Guest Speaker visitor, students will formulate 5 questions that they would like to Aboriginal musical questions, Planning
question. Students are reminded that this will serve as a useful to the construction instruments, cuisine and and preparation for
of their essays/ final piece. hunting tactics (i.e.: digeridoo, final
Guest speaker discusses various aspects of Aboriginal culture of the Kaurna people. quandong fruit, boomerang, piece/presentation.
Activity: costumes and face paint.
Students will have the opportunity to experience various aspects of the Student notebooks and pens
And watch a performance of Aboriginal dancers including costumes, paint, musical Differentiated writing prompts
instruments and carving methods. Guest speaker discusses various roles in particular and table
clans.
Students will also be able to experience some traditional Aboriginal cuisine or bush
tucker such as Kangaroo, witchetty grubs, Quandong, kutjera, muntries, riberry,
Davidson's plum, and finger lime (Newton, 2016).
Differentiation strategies include students provided with sentence starters
and hints on note taking (things to identify and note as the speaker mentions
them)
CORE, PRACTICE
Musical, Kinaesthetic, Interpersonal, Linguistic, Naturalistic, Visual
Wed English: Student laptops 1, 5, 7 Formative: Students
(Double Students are allocated this double lesson to work on their summative group task, Book study hub in advance provide feedback.
Lesson) advertisement campaign. for group work Each student must
report to teacher in
CORE, CONNECTIONS, IDENTITY, PRACTICE how far they have
Musical, Kinaesthetic, Interpersonal, Linguistic, Naturalistic, Visual progressed in their
assessment task and
any modifications
negotiated if
required.
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Summative:
Students plans,
research and notes
contributes to the
organisation domain
of assessment rubric.

Friday History: Student laptops 1, 2, 4, 6, 7 Formative: Student

(Single Students are allocated this lesson to work independently on their summative Library zone reserved in questions and
Lesson) assessment tasks. advance discussion.
Students are reminded that there is to be 850 words completed overall for their Writing materials Summative:
assessment tasks. Spare summative organisation and
assessment task sheets planning of
CONNECTIONS, PRACTICE and rubrics summative task.
Musical, Kinaesthetic, Interpersonal, Intrapersonal, Linguistic, Naturalistic,
Visual
4 History: Interactive map Formative: class
Monday
Inquiry Question: What were the effects of disposition? http://aiatsis.gov.au/explore/a discussions, research
(Double Students are referred back to interactive map depicting clan territories rticles/aiatsis-map-indigenous- practices,
Lesson) http://aiatsis.gov.au/explore/articles/aiatsis-map-indigenous-australia australia presentation of
Various sources for each findings
Research Learning centres: Students are formed into 5 groups of 5. Each table is set up Aboriginal clan
as a museum display, representing a particular South Australian clan (i.e.: Kaurna, 5 iPads booked in advance for
Ngarrindjeri, Adnyamathanha, Karanguru and Jagalingu. Each table display includes research centres
sources for each Indigenous clan such as maps of occupation, videos, hunting tactics Student notebooks and notes
and roles in the clan structure. from interview.
Using some knowledge gained from interview on Aboriginal culture from guest
speaker, students are able to answer the questions and task. Each table submits a
summary of their findings.

CORE, CONNECTIONS, IDENTITY

Kinaesthetic, Interpersonal, Linguistic, Mathematic, Naturalistic
Wed English 2, 3, 5 Formative: collection
(Double Aboriginal Poetry: PowerPoint of SMILES of students
Lesson) Students will read, listen and analyse Aboriginal Poetry by Oodgeroo Noonuccal to analysis approach. assessment
appreciate the lasting effects of disposition to Indigenous Australians. As a class, Memories of Childhood workbooks and
Verbatim at National Radio
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students will read Memories of Childhood and analyse as a class using SMILES Broadcast Oodgeroo poetry, use of
approach (Structure, Meaning, Imagery, Language, Effect, Sound) Noonuccal analysis acronym
Students listen to National Radio Broadcast interview with Oodgeroo Noonuccal. http://mpegmedia.abc.net.au/rn/p Diagnostic: assessing
Jigsaw Expert Groups: odcast/2008/08/vim_20080821.mp student
Class is divided into three expert groups to analyse one of three poems by Oodgeroo 3 achievements,
Noonuccal, these include: A3 printouts of poems. evaluating usefulness
We are Going Coloured pens/textas of scaffolding
No More Boomerang Padlet measures.
In the Beginning Summative:
Students assigned individual roles of the SMILES approach, analysing each area with Collection of poetry
prompting questions for each aspect of SMILES i.e.: and reflections.
Structure: What is the rhyme scheme, how many stanzas or verses are there? Hoe to
the ideas progress accordingly?
Meaning: What techniques are employed to give the reader meaning? What do you
believe is the meaning of this poem?
Imagery: What are examples of the use of phrases or words that paint an image in the
readers minds? Does Noonuccal employ the use of imagery, metaphors, similes,
personification or alliteration? What feelings or images are evoked from this?
Language: What type of language is used? Are there any examples of vocabulary that
you are unaware of ?
Effect: Is there a particular bias or perspective in the poem? How does Noonuccal
achieve this? What feelings are emotions are evoked when you read this? What is your
response?
Sound: How does the poem read out loud? What sound devices are employed which
demonstrate this? Think alliteration, onomatopoeia, sibilance, repetition. How does the
structure relate to this?
Once students have analysed the poems through their particular lens of analysis, they
will return back to their table groups: Each table group will have one student from
each of the SMILES approaches. Each will have 3 minutes to share their findings with
the rest of the group. Each individual analysis will be uploaded to Padlet for students
to access from home.

Differentiation/Modification: Students are guided in their groups to ask

questions and learn through peer approaches. 4 students requiring modified
learning strategies will have simplified task cards, differentiated instruction
and analysis questions. All students are able to access the analyses of the class
and groups through Padlet.
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Curriculum Studies 2 Hannah Mellier
1 student with physical limitation will have access to group work through table
setting.
CORE, CONNECTION, IDENTITY
Musical, Interpersonal, Intrapersonal, Linguistic, Mathematic, Naturalistic

Friday History: Student laptops and notebooks 1, 2, 4, 6. 7 Formative: collection

(Single Frontier violence: From research conducted, students select 1 aspect of the frontier Writing materials of construction and
Lesson) violence and demonstrate a particular perspective for public awareness through: Library zone reserved in discussion of
Memoriam advanced progress in major
Newspaper report for London Journal written by captains etc. assessment task.
Play skit
Video
Model
Journal entry
Must be from one perspective detailing. 250 word practitioner statement, detailing
perspective and what it would have been like for people during the frontier wars
CORE, CONNECTION, IDENTITY, PRACTICE
Interpersonal, Intrapersonal, Linguistic, Naturalistic, Visual
5. History: 1, 2, 4, 6, 7 Formative: class
Inquiry Question: How is the Aboriginal culture maintained in contemporary Student laptops discussion, research,
Monday Australian society? In what ways can this be improved for future generations? Smartboard reporting findings,
(Double Using the ABC Splash Choose Your Own Statistics, students analyse the life expectancy https://www.humanrights.gov.au/ devising questions
Lesson) of various cultures and evaluate the impacts that various factors have on the health of magnacarta/downloads/MagnaCar and producing
the nation. Each student is allocated with a particular culture and report findings as a ta_TeachingResource_Years9- responses.
class constructing an interactive graph. http://splash.abc.net.au/statistics- 10_01.pdf
game/#/view/life-expectancy/big-picture
- Australian Human Rights
Students research, observe and analyse a variety of laws throughout history including Commission Close the
the Magna Carta, Universal Declaration of Human Rights and The Australian Gap: Indigenous Health
Constitution and identify focus areas for continued civil rights action for the Aboriginal Campaign
and Torres Strait Islander demographic. - Oxfam Australia Close
Focus Study on Close the Gap campaign. the Gap
Students research about the campaign. - National Aboriginal
In pairs, students will conduct an interview, delegating roles of the journalist and the Community Controlled
other a representative of the Close the Gap campaign. Using research found, students Health Close the Gap
will need to devise and answer questions in an interview scenario and upload their
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Curriculum Studies 2 Hannah Mellier
voice recordings/ video footage and notes to Fakebook accounts for the rest of the - ABC Splash Choose Your
class to access of the web forum. Own Statistics: Life
Some examples of research investigation questions include: Expectancy
1. What is the Close the Gap campaign aiming to achieve? http://splash.abc.net.au/st
2. What is the life expectancy gap between Indigenous and non-Indigenous atistics-game/#/view/life-
Australians? expectancy/big-picture
3. Why does this gap exist?
4. What has the campaign identified as necessary in order to close the gap?
5. Why do you think this campaign has received such significant support from
government, non-government organisations and the wider Australian public alike?
(Australian Human Rights, 2015).

Students discuss ways in which they can actively contribute to improvements in health,
education and work that through inclusive approaches
CORE, CONNECTIONS, IDENTITY, PRACTICE
Interpersonal, Intrapersonal, Linguistic, Mathematic, Visual

Wed English: Student laptops and notebooks 1, 7 Formative: students

(Double Students are allocated this lesson to meet in their groups and finalise their summative Writing materials discussion, questions
Lesson) assessments. Library zone and study hub and planning.
For those students who have completed assessment tasks may begin writing their role booked in advance Summative:
reflections and practitioners statements ready to prepare at Open Evening. Planning, notes,
CONNECTIONS, PRACTICE drafts and student
Musical, Kinaesthetic, Interpersonal, Intrapersonal, Linguistic, Naturalistic, Visual involvement are all
recorded as a part of
the overall grade.
Friday Open Evening: Chairs 1, 3, 4, 7 Summative: Student
(Single Tables involvement and
Lesson) Students work together to finalise presentations and organise classroom into a Student laptops and notebooks final product
Indigenous food, music, dance and hunting tactics Writing materials presented to class
Indigenous art and poetry Spare printouts of summative mates, family and
First Fleet journals and student journal entry displays assessment task sheet and friends.
Dioramas and models rubrics
Video
Pamphlets
Practice speeches
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Submit their 500 word practitioners statement, drafts, scripts and presentation
evaluation by Monday evening.
CONNECTIONS, IDENTITY, PRACTICE
Musical, Kinaesthetic, Interpersonal, Intrapersonal, Linguistic, Naturalistic,
Visual

Evaluation
In the final weeks of Term 3, following this unit, students will be transitioned to a 5 week unit on Civics and Citizenship, analysing various laws and political
amendments to foreign policy, particularly focussing on Australias involvement with Asia. This History unit will be accompanied by an English unit Novel Study
on Maos Last Dancer. The macro-concept connecting these units together will be Hope. Students will examine foreign policies such as asylum seeking and
compare their experiences to their own. Students will then research, develop and propose strategies to improve this process for future generations through
petitioning to government through letters, documentaries, interviews and radio podcasts.
However, before progressing on to the next unit, evaluations of the learning sequence must first be completed. Students achievement and engagement in the
assessment tasks will demonstrate their level of skills, knowledge and understandings developed over the course of the unit. The quality of products will also
indicate whether adjustments to time allocation are to be made, whether the tasks are too simple or complex and which areas require greater depth of
information and scope of learning strategies. Furthermore, frequent evaluation of differentiation, modification and inclusion strategies for all students must be
recorded to ensure that all students are able to access strategies and engage to reach their personal learning goals.
Student personal evaluation submissions will further indicate their involvement and interests in the unit as well as aspects which they would like to develop
more knowledge, skills and understandings. In order to structure teaching and learning sequences which engage and motivate all students, the teacher must
actively record lesson evaluations for future modifications to the unit.

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References

BOOKS:

Boston, K. 1989). The Kaurna People- Aboriginal People of the Adelaide Plains: An Aboriginal studies course for Secondary students. Hyde Park, South Australia: Education
Department of South Australia.

Boston, K. (1997). The Ngarrindjeri People- Aboriginal People of the River Murray, Lakes and Coorong: An Aboriginal studies course for Secondary students. Hyde Park,
South Australia: Education Department of South Australia.

Flannery, T. (2009). Watkin Tenchs 1788. Melbourne, Victoria: The Text Publishing Company.

Newton, J. (2016). The Oldest Foods on Earth. Sydney, Australia: New South Publishing.

Macinnis, P. (2015). The Big Book of Australian History (2nd Ed.). Canberra, ACT: National Library of Australia.

Reif, S.F. & Heimburge, J.A. (1996). How to Reach and Teach All Students in the Inclusive Classroom: Ready-to-Use Strategies, Lessons and Activities for Teaching Students
with Diverse Learning Needs. West Nyak, New York: The Center for Applied Research in Education

Tomlinson, C.A., Kaplan, S.N., Renzulli, J.S., Purcell, J.H., Leppien, J.H., Burns, D.E., Strickland, C.A., & Imbeau, M.B. (2002). The Parallel Curriculum: A Design to Develop
Learner Potential and Challenge Advanced Learners. United States: Thousand Oaks.

Willmot, E. (1992). The Adnyamathanha People- Aboriginal People of the Flinders Rangers: An Aboriginal studies course for Secondary students. Hyde Park, South Australia:
Education Department of South Australia.

WEBSITES and RESOURCES:

Australian Broadcasting Corporation Big Splash. (n.d.). Choose Your Own Statistics: Life Expectancy. Retrieved April 9, 2017, from http://splash.abc.net.au/statistics-
game/#/view/life-expectancy/big-picture

Australian Curriculum Assessment and Reporting Authority. (2016). Year 9 History. Retrieved March 16, 2017, from
http://www.australiancurriculum.edu.au/history/curriculum/f-10?layout=1#level9

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Australian Curriculum Assessment and Reporting Authority. (2016). Year 9 English. Retrieved March 16, 2017, from
http://www.australiancurriculum.edu.au/history/curriculum/f-10?layout=1#level9http://www.australiancurriculum.edu.au/english/curriculum/f-
10?layout=1#level9

Australian Curriculum Lessons (2015). Classic Australian Literature: Indigenous Poems- Oodgeroo Noonuccal. Retrieved April 5, 2017, from
http://www.australiancurriculumlessons.com.au/wp-content/uploads/2015/05/Indigenous-Poems-Classical-Australian-Literature-Unit.pdf

Australian Government- Department of Education, Employment and Workplace Relations (2008). True Blue? Retrieved March 26, 2017, from
https://www.australiaday.org.au/storage/trueblue_activitysheets_march.pdf

Australian Human Rights Commission. (n.d.). Close the Gap. Retrieved April 9, 2017, https://www.humanrights.gov.au/our-work/aboriginal-and-torres-strait-islander-
social-justice/projects/close-gap-indigenous-health

Australian Human Rights Commission (2015). Teaching Resource: History and Civics and Citizenship Years 9 10. Retrieved April 4, 2017, from
https://www.humanrights.gov.au/magnacarta/downloads/MagnaCarta_TeachingResource_Years9-10_01.pdf

Australian Institute of Aboriginal and Torres Strait Islander Studies. (2017). AIATSIS Map of Indigenous Australia. Retrieved April 7, 2017, from
http://aiatsis.gov.au/explore/articles/aiatsis-map-indigenous-australia

ClassTools.net. (n.d.). Fakebook. Retrieved April 5, 2017, from http://www.classtools.net/fb/home/page

Padlet. (n.d.). Padlet Dashboard- Australian Culture. Retrieved April 5, 2017, from https://padlet.com/my/dashboard

Noonuccal, O. (2008). Episode 1 [Podcast radio programme]. In ABC (Producer), Brisbane, QLD: ABC Local Radio. Retrieved from
http://mpegmedia.abc.net.au/rn/podcast/2008/08/vim_20080821.mp3

Oxfam Australia. (n.d.). Close the Gap. Retrieved April 9, 2017, from https://www.oxfam.org.au/what-we-do/indigenous-australia/close-the-gap/

State Library NSW. (2007). Manuscripts, oral history and pictures. Retrieved 25 February, 2013 from
http://acms.sl.nsw.gov.au/item/itemDetailPaged.aspx?itemID=413053

The University of Sydney- Sydney School of Education and Social Work. (2002). Constructivism. Retrieved March 31, 2017, from
http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/constructivism.shtml

University of Wollongong (2002). Stories. Retrieved 25 February, 2013 from http://firstfleet.uow.edu.au/stories.html

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Warren, V. (2013). Curriculum Studies 2 [Lecture Notes]. School of Education, Tabor Adelaide, Australia.

VIDEOS:

Big Sam the Video Man (2017, January 12). 2017 Australian Inclusive Lamb Advert Australia Day? [Video file]. Retrieved from
https://www.youtube.com/watch?v=uGdjX8QqL_Y

Good, R. (2006, October 25). Australia Tourism- Where the bloody hell are you? [Video file]. Retrieved from https://www.youtube.com/watch?v=TebeNC-_VjA

MenAtWorkVEVO. (2013, February 7). Men at Work- Down Under [Video file]. Retrieved from https://www.youtube.com/watch?v=XfR9iY5y94s

Travel Daily. (2016, January 25). Tourism Australia and Chris Hemsworth Full Version [Video file]. Retrieved from https://www.youtube.com/watch?v=V7dukhch8u0

We Love our Lamb. (2016, January 9). Australia Day Lamb 2016- Commence Operation Boomerang [Video file]. Retrieved from
https://www.youtube.com/watch?v=7i15OPuFvmA

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