Assignment 4: Learning sequence

Name: Linnea Mead

Student Number: s237572
RATIONALE
! Re"#ecti$n $" unit $" %$r& in #ig't $" "eedbac&:
After our group contributions for the unit of work Australia and the meaning of being
Australian, it would be beneficial to develop the 6 lessons into further developed lesson plans
allowing the inclusion of more specific content, while ensuring tasks and learning requirements
remain culturally appropriate, and relevant. More information could make this unit longer than
the 6 lessons we designed, for maimum information presentation to students, and
modifications. !hile the unit of work as a group had many benefits such as inclusion of other
students" ideas, it may limit students from incorporating a unit of work that specifically meets
the needs of their local areas. An eample of this would be a museum visit. As my local area
does not have a museum, it would be pointless for my students# however $ could include a visit
somewhere that was would directly benefit my students, or incorporate another activity
relevant to the area.
$t was necessary to further identify what it means to be Australian, incorporating the
significance of Australia %ay and $ndigenous Australians relationship and history linked in my
sequential lesson plan. Although there are only two students of $ndigenous heritage in this
class, there is a larger number throughout the community and surrounding areas, who often
access the local community area, schools and services daily. Although my contributions did
demonstrate some ability to apply relevant pedagogical approaches, more information was
needed to benefit learning outcomes and pedagogy. &n reflection, and through comments
made regarding the tea towel approach to teaching Aboriginal and 'orres (trait $slander
studies, it is important to introduce current issues as part of being Australian, whether they are
images or information. 'his was not represented with the image in my )ower)oint
presentation, however as stated in Marsh, was a museum approach. $ hope the alterations
made in my new )ower)oint presentation eliminate the tea towel*museum approach. 'here
are still many modifications that could be made to my lesson plans following, such as including
more activities, arts, crafts, pu++les, interactive games and visits from community members
and visits to community places, that would enhance many of the learning requirements,
however it is surprising how quickly ,- minutes can be consumed, without meeting all desired
outcomes. $ would design further lessons to incorporate these ideas in a longer unit of work
rather than only four lessons.
2! (r$)ide $)er)ie% $" t'e student c$'$rt *$u %i## be teac'ing:
'here are .- year / students in the class, at a public school, in a high socio0economic area.
'he student population at the school is primarily 1aucasian Australians, and has .- 2(3
students# .- $ndigenous students# and .4 students with disabilities ranging from physical to
learning difficulties. 'wo students in the year / class are $ndigenous Australians, and at least
4*. of the students struggle with basic literacy, learning, reading, writing and independent
work. 3earning resources that incorporate a wider range of visual materials and group work is
a necessary inclusion to assist these students to reach successful outcomes. (ome students
in the class are very capable of working at both their year / level and beyond. (mall group
work with the assistance of students in each group is a benefit to those students who struggle
with learning requirements. 'he use of scaffolding in lessons also assists those students who
have difficulties with learning. All students however, do appear to be knowledgeable when
using technology such as internet. 'he $ndigenous population is known for being transient,
however as the area has such a diverse history relating to Aboriginal people, it is important to
ensure this history is incorporated into teaching and learning. 'he school also employs an
Aboriginal 2ducation 'eacher, and utili+es the support of the local Aboriginal community0
strengthening ties between all communities.
3! +escribe '$% *$u %i## di""erentiate #earning "$r t'e di)erse needs $" students
in *$ur c#ass!
(tudents with diverse styles of learning benefit through teachers being able to differentiate
learning to meet their strengths, likes, dislikes, and needs, while encouraging them to remain
interested and on task. 'he pedagogy used through these lesson plans attempts to make
classes" student0centered learning rather than teacher0centered learning0students learning by
doing, in a classroom environment that is safe, inclusive and culturally appropriate. 3esson
content remains meaningful and relevant to the learning requirements of students, based on
real world issues. 1o0operative learning, scaffolding and the use of internet and visual media
such as 5ou'ube is used to assist those students who have difficulties with reading. (mall
group work is incorporated, and allows for students who struggle with reading and writing to be
pared with students who are more proficient. (tudents with similar backgrounds may also be
grouped together or students pared with a buddy student. 6ecounting at the beginning and
end of each lesson and question time throughout, allows the teacher to determine if content
being presented is understood and engaging students in learning, enabling students to stay on
task, and assists the student in their learning outcomes.
7http8**www.essentialschools.org*benchmarks*4-9 !here possible, group work will match students who
struggle, with students who can manage well without assistance, and will include the
assistance of support staff, (tudent (upport &fficers, the Aboriginal 2ducation 'eacher, other
students and the teacher, providing one on one, or small group support.
Modifications to lesson requirements are also made : this can be through the use of verbal
questioning, relaying the questions to the student, or simplifying the number of questions*tasks
to be completed. Multisensory learning via the use of the )ower )oint presentation in the first
lesson and incorporated 5ou'ube presentations throughout will assist students in their
learning and understanding, by meeting their visual and hearing needs. (tudents, who may
struggle with hearing or visual requirements, can be seated closest to the viewing area. 'his
also allows for whole class, co0operative involvement and learning. 'he use of scaffolding
throughout the lessons is a requirement which will assist students to achieve when struggling
with learning. An eample of this is when students are engaged in learning about flags.
!atching visual materials such as 5ou'ube assists students who have difficulties with reading
and writing. ;nowledge heard*seen, can then assist them to answer the questionnaire. 'his is
continued with the art*craft session, requiring correct colours to be applied to their picture flags,
continuing what they have already learnt, through to another pro<ect. 'his method in some
lesson plans, allows those students who are more competent creatively, a way to retain
through doing, what was presented while adding other ideas with designs. 'he questionnaire
in the lesson =lags of Australia, allows students some choices of answers. 'he correct
answer is given in some of the questions. 1ircling the correct answer is dependent on
student"s listening and retention skills with the 5ou'ube presentation. 1atering to the learning
styles of each student is essential to allow better opportunities for successful learning and
retention of knowledge, to remain on task and interested in learning.
&bservations based on student responses can be used to evaluate whether information
presented it too hard, not interesting enough or relevant, while ongoing assessments such as
questioning, from both the teacher and students, is used to determine students" learning
styles, strengths, likes and dislikes. )edagogy also allows all students to be creative and
critical in their thinking and reasoning skills, and inquiry based learning, developed with the use
of 5ou'ube videos throughout some of the lessons, evident in lesson 4 and ., where students
reflect on their likes about living in Australia, and multiculturalism. 'he use of the internet and
$1' skills often allows successful learning outcomes to be achieved for many students
requiring differentiated learning.
3esson . enables differentiation as students can make use of a timeline to record brief
information, to simplify recording information. 'he lessons also allow general, open classroom
discussion. >omework requires minimal effort as parents*caregivers are required to complete
the questionnaire.
3esson / allows for etension in learning with students being able to develop their story writing
skills using Aboriginal symbols to tell their story. 'his also allows for creative and critical
thinking skills. 'he final lesson consists of ?, questions, with each student required to
research the answer. 'hese questions can be modified to enable students with learning
difficulties, to be given easier questions, or pared with another student. (tudents, who don"t
need differentiated learning, can be given the more challenging questions.
LESSON PLAN
Lesson Plan
LESSON OUTCOME:
LESSON STRUCTURE:
Time Introduction (Set): Teachin A!!roaches
"#$%am
To
"#&'am
Instruct class o( the outcome o( the lesson)
*ithout tellin them the theme !rior to the
Po*erPoint !resentation#
Students re+uired (irstl, to (ocus on a $' slide
Po*erPoint !resentation) titled -.here in the
*orld are *e/0) to determine *hat the main
to!ic o( the lessons *ill 1e) 1e(ore the (inal slide
is sho*n#
Slide $2.here in the *orld are *e0
2Teacher input, talking about the first
Picture
Slide &2indicates the highest point in Australia and
the lowest point.
23uestion 4 ask students if they can
identify what places the top and bottom
pictures might be
Slide 523uestion 4 ask if students can identify the
peoples the first flag represents
3uestion 4 ask if students can identify the
peoples the second flag represents
3uestion 4 ask if students can identify
the person on the $50 note
Slide 623uestion 4 ask students if they know the
Whole of class with
students sitting uietly
in a large circle on the
floor, focused on the
whiteboard.
!nstruct students this
PowerPoint reuires
uiet reflection " there
is to be #$ calling out
of answers. %tudents
to think in their minds
& answer stays in their
head until e'eryone
has had time to think.
When students are
asked a uestion,
hands need to be
raised. %tudents wait
to hear their name
before gi'ing an
answer
(7e, 7no*lede and S8ills students should achie9e in the lesson ta8en (rom rele9ant
curriculum documents#)
:Im!ortance o( Australia ;a, to some !eo!le and *h, it<s not to others
:;isco9erin -.here in the *orld are *e/0
:=isual inter!retation o( !lace
:Identi(,in Australian (las 4Australian> A1oriinal> Torres Strait Islands>
:S8ills in Enlish lanuae 4 communication) literac,) listenin and s!ea8in
:Com!uter s8ills
:?rou! *or8 and co2o!erati9e s8ills
:=alues
:Research s8ills 4 access a!!ro!riate data to su!!ort research
:Collect) anal,se and oranise in(ormation
:Critical and re(lecti9e thin8in
Unit@To!ic: Where in the world are we? : Australia Day ;ate: 10 Sep 2012
Lesson: 1 of 4
Aear: 4
7e, Learnin Area: SOSE; English; istory; !riti"al # $efle"ti%e thin&ing (
'la"e and spa"e; !ulture; (n%estigation) !o**uni"ation and
'arti"ipation
Outcomes: Students will learn the rele%an"e to Australian so"iety of +anuary 2,
th
; de%elop an
understanding of other "ultures in Australia; -asi" &nowledge of . flags of *a/or rele%an"e to
Australia; and the rele%an"e of -eing Australian to self
name of the landmark shown in the first
picture
3uestion & ask students if they know the
name of the landmark shown in the second
picture
Slide %"Can ,ou uess *here *e are0
Slide B"Canuar, &B &%tudents to uietly reflect on
why this date is important to some people.
Slide D"%ome more clues for students to uietly
reflect on
Slide E"Two animals to reflect on & students should
be able to know where they are
Slide "2 .e are inFFF
Slide $'2Australia 4 on Australia ;a,
Slide $$ 4 EG!lanation o( lesson content
Slide $& 4 Assessments

Mead_Linnea_ETL228_Semester
2_Assignment 4 Page 4
)emind students not to
say where they are, but
raise their hands if they
think they know where
we are
Assessments will be
ongoing, through class
discussion, group
work, homework and
acti'ities undertaken
during class time.
Time Main Content: Teachin A!!roaches
"#&'
To
"#&%
"#&%
To
"#5%
Hrie(l, o o9er the slides and identi(, the !ictures2
Slide & 4 Mt# 7osciusI8o 4 highest mountain located in
the %nowy *ountains in +oscius,ko #ational Park. -,--.
metres /0,120 ft3 high abo'e sea le'el.
La8e E,re lowest point in Australia, at
appro4imately 25 m /56 ft3 below sea le'el, and,
becomes the largest lake in Australia when it fills
As8 students i( the, 8no* *ho named La8e
E,re
Slide 5 4 $
st
(la 4 A1oriinal (la
&
nd
(la 4 Torres Strait Islander
J%' note 4 A1oriinal 2 ;a9id Unai!on2a
preacher, in'entor and writer & present a picture of
7a'id 8naipon for students to 'iew
Slide 6 4 A,res Roc8 K S,dne, O!era Louse
Slide B & Canuar, &B
th
"group discussion
%tudents are asked to critically think, discuss and
record, answers to the following uestions. All
students reuired to ha'e input into discussions
within their groups.
The teacher will choose a scribe for each group
based on prior knowledge of writing capabilities.
2. Why is Australia known as the 9:and 7own 8nder;<
-. What day Australia 7ay is celebrated<
1. Why do you think some people celebrate Australia
7ay<
%how students *t
+oscius,ko on a map
%how students :ake
=yre on a map
Ad'ise students these
lakes and mountains
will be discussed in a
further lesson at a later
date
Aboriginal people
including 7a'id
8naipon will be taught
in a further lesson at a
later date
%how students on map
where landmarks are
Ad'ise students they
will be broken into
small groups for
discussion
%tudents broken into >
groups of 5 and issued
with a large sheet of
paper ? te4tas
"#5%
To
"#6'
"#6'
To
"#%%
"#%%
To
$'
5. Why do you think some people don@t celebrate Australia
day<
5. Why would it be called !n'asion day<
>. !f you celebrate Australia day, how do you or your
family usually spend the day<
0. What does it mean to you, to be Australian or li'ing in
Australia<
.. What do you like about li'ing in Australia<
Teacher to record answers on a large sheet, or on
whiteboard at the front of the class, recording
answers gi'en from each group.
While remaining in their groups, each student can
use classroom resourcesAinternet to complete the
following uestionnaire to disco'er a brief history
of Australia and howAwhy Australia 7ay came to be
a day of celebration.
Teacher goes through each uestion, asking for
class contributions for answers. Teacher can ask
each group if they arri'ed at the same answer for
each uestion. 7ifferent answers can be written
down and discussed.
%tudents asked to write
their name in the space
pro'ided on the
uestionnaire
%tudents hand up work
for marking at the end
of the lesson
3UESTIONNAIRE:
NAME:
,-ESTIONS ANS.ERS
! Eac' *ear/ Austra#ia +a* is
ce#ebrated %'ere "#*ing t'e
Austra#ian Nati$na# 0#ag is a
traditi$n! .'at date/ m$nt'
eac' *ear is t'is ce#ebrated1
2! .'* is Austra#ia +a*
im2$rtant1
3! .'at are t'e 3 2ictures
s'$%n $n t'e Austra#ian
0#ag1 0i## in t'e b#an& #etters!
T'e 3 n 3 3 3 4 3 3 3 5T'e -ni$n
4ac&6
T'e 3 3 3 t 3 3 3 3 3 3 3 s 3 5T'e S$ut'ern
7r$ss6
T'e 7 3 3 3 3 3 3 e 3 3 3 3 t 3 3 5T'e
7$mm$n%ea#t' Star6
4! Austra#ia8s Nati$na# 0#$ra#
emb#em is t'e99!
: 3 3 3 3 3 3 a 3 3 3 3
5! .'at 3 c$#$urs are s'$%n $n
t'e Ab$rigina# "#ag1
;! .'at 4 c$#$urs are s'$%n $n
t'e T$rres Strait Is#ander
Time Conclusion: Teachin A!!roaches
$'#''
To
$'#'5
$'#'5
To
$'#'%
B Criefly recap on information learnt within the lesson,
asking for 2 thing that students ha'e learnt from this
lesson.
%tudents are asked to try and think of an answer that
another student has not thought of.
)emind students the ne4t lesson will be discussing theD
Australian flag
Aboriginal flag
Torres %trait !slander flag
3uestion time (rom students:
Teacher to go around
the class. !f a student
cannot think of an
answer, ad'ise them
they will be asked
shortly
Pack"up resources ready
for ne4t lesson
Page 2>
"#ag1
7! Name t'e 7a2tain $" t'e "#eet
$" s'i2s %'$ came t$ ($rt
4ac&s$n in S*dne*/ during
7<<!
<! Name t'ree "$$ds t'at are
unique#* Austra#ian t'at
2e$2#e mig't eat $r c$$& $n
Austra#ia +a*1
3333333333333333333333333333333333333333333333333
333333
3333333333333333333333333333333333333333333333333
333333
=! .'at is t'e ca2ita# cit* $"
Austra#ia1
>! T'e Austra#ian currenc* is
&n$%n as1
! ?$% man* states and
territ$ries d$es Austra#ia
'a)e1
Name t'em:
RESOURCES
/!nclude euipment reuired for class andAor for teacher preparation3

SAMETA CONSI;ERATIONS@MATERIALS
ASSESSMENT
REMLECTION
:Re(lection *ould include *hether students remain on tas8> enaed in learnin> and *hether
lesson content *as suita1le) or needs chanin 1e(ore the neGt lesson# 3uestionnaire ma, need
sim!li(,in i( too di((icult (or students *ith learnin challenes) such as incor!oratin !ictures) or
usin the +uestionnaire as !art o( a *ord !rocessin !ac8ae) *here the, can choose their o*n
method o( achie9in the results re+uired#
:;id the student use materials riht0
:;id the student in9ol9e themsel9es in discussions0
BAll a'ailable resources on Aboriginal history( Australia and its@ history( and flags( to be displayed
in the classroom prior to unit commencement.
B:aptop for PowerPoint presentation
B!nternet ? computers for students
B> 4 A1 sheets or larger, of paper for each group
B> 4 te4tas for scribeAgroup acti'ity
B10 Pens or pencils, erasers for each student
B10 copies of uestionnaire & /e4tras for student mistakes3
BWhiteboard or large sheet of paper attached to board
BWhiteboard te4tas for teacher to write answers on board
B:arge map of Australia for showing placements of landmarks
BPicture of 7a'id 8naipon to show students
B%ensiti'ity is needed in managing this lesson
B#o negati'e stereotyped imagesAopinions allowed
B%tudents to be seated at tables in their groups prior to PowerPoint presentation. This will sa'e
time when the group acti'ity is reuired to commence
B%tudents who need differentiated learning, will be placed prior to commencement of class into
groups who can assist, or with a buddy
BElassroom en'ironment must remain culturally safe, and inclusi'e
@Feneral teacherAstudent assessment through uestions while watching the PowerPoint presentation
and subseuent uestioning.
B%tudents gi'en the opportunity to share knowledge relating to the uestions
BFroup work contributionsAparticipation & teacher to mo'e around the room, listening, asking
uestions
BGuestion sheet is handed up at the end of the lesson for markingAcomment
:.as lesson content enouh to 8ee! lesson mo9in) and not ha9in to deal *ith 1eha9iour issues0
Lesson Plan
LESSON OUTCOME:
LESSON STRUCTURE:
Time Introduction (Set): Teachin A!!roaches
"#$%am
To
"#&'am
Statement o( *hat this lesson *ill in9ol9e 4
loo8in at the A1oriinal Mla> the Australian
Mla) and the Torres Strait Islander Mla and
their sini(icance to Australia and !eo!le#
At the end o( this lesson) the (ollo*in art@cra(t
lesson *ill continue *ith colourin@cra(ts
relatin to the 5 (las discussed in this lesson#
Hrie( recount o( *hat students learnt in the
!re9ious lesson throuh +uestions such as:
$# .hat date@month is Australia ;a, held0
&# .hat colours *ere on the A1oriinal (la0
B %tudents seated uietly on
the floor in front
of the smart
boardAwhiteboard,
ready for the
lesson
BTeacher asks students to raise
their hand, and wait to hear
their name, if they wish to
gi'e an answer & #$ calling
out
(7e, 7no*lede and S8ills students should achie9e in the lesson ta8en (rom rele9ant
curriculum documents#)
:Culture
:?atherin) oranisin and !rocessin in(ormation
:Communication> *ritin> s!ea8in and listenin s8ills
:Critical thin8in
:Re(lecti9e thin8in and reasonin
:Arts@Cra(ts
:S8ills in Enlish lanuae 4 communication) literac,) listenin and s!ea8in
:Com!uter s8ills
:?rou! *or8 and co2o!erati9e s8ills
:=alues and res!ect
:Research s8ills 4 access a!!ro!riate data to su!!ort research
:Collect) anal,se and oranise in(ormation
Unit@To!ic: 0inding out a-out our Australian flags ;ate: 11 Sep 2012
Lesson: 2 of 4
7e, Learnin Area: SOSE; English; istory; !riti"al Aear Le9el: 4
# $efle"ti%e thin&ing ( 'la"e and spa"e;
!ulture; (n%estigation) !o**uni"ation
and 'arti"ipation; 1aths !on"epts
Outcomes: Students will de%elop &nowledge a-out the Australian 0lag; the A-original 0lag and
the 2orres Strait (slander 0lag) and the signifi"an"e and *eaning of sy*-ols used3
5# .h, do some !eo!le choose not to reconise
Australia ;a,0
6# .hat 5 desins are on the Australian Mla0
8nion Hack( Eommonwealth
%tar( %outhern Eross
Time Main Content: Teachin A!!roaches
"#&'am
To
"#5%am
Teacher directed con'ersation about the Australian flag
including the following details&
0 Prior to 2602, Australian states were separate from
each other, controlled by go'ernment in Critain
0 The flag used in Australia was the Critish Ilag
known as the 8nion Hack.
0 The Eommonwealth of Australia was formed in
2602, when the si4 states of Australia, Joined
together to become one nation.
0 #orthern Territory was originally part of #%W, and
then %A.
%how students a coloured picture of the Australian
flag &
G. ask students if they can identify anything
different about the stars
G. 7oes anyone know why the e4tra point was
added<
0 e4tra point for the territories was added in 260. to
include the Territory of Papua /Papua #ew Fuinea3
and any other territories and why
0 Ask students if they know how the current flag was
de'eloped
%how students what
the Critish flag looked
like
Ask students if they
can name the si4 states
of Australia who
Joined together
/%A( Gld( #%W( Kic( Tas(
WA3
Ean students identify
what state or territory
of Australia had not
been included and
why<
A. they ha'e 0 points
instead of the usual >
Points represent how
many states and
territories
5 designers who
shared similar ideas
for the flag
"#5%am
To
"#%'am
(this allo*s
time
sto!!in i(
necessar,
(or (urther
discussions)
0 !nform students that they will be watching a
LouTube 'ideo on the Australian, 4this %ideo also
dis"usses -riefly the A-original 0lag and the
2orres Strait (sland 0lag5, and are reuired to
listen carefully to the presentation as they will need
to answer uestions at the end
0 %tudents watch LouTube Kideos on the Australian
Ilag.
0 Teacher able to pause LouTube 'ideo at any stage
where considered rele'ant throughout the
presentation to discuss or ask uestions
Australian #ational Ilag Part - of 1 /20 mins3
httpDAAwww.youtube.comAwatch<'M45%Hsyc)tKL
Australian #ational Ilag Part 1 of 1 /- mins3
httpDAAwww.youtube.comAwatch<'MkAr+na0N!1!
0 Iollowing 'ideo presentation, students return to
their seats and are gi'en a uestionnaire titled
9I:AF% $I A8%T)A:!A; relating to the
LouTube 'ideoAinformation taught.
%tudents focus on
whiteboardAsmart
board throughout
LouTube presentation.
MLA?S OM AUSTRALIA 4 3UESTIONNAIRE2 LESSON $
NAME:NNNNNNNNNNNNNNNNNNNNNNNNNNNNN #
2. Circle the correct ans*er:
What year did the Iirst Ileet land in %ydney<
2>.. 20.. 2... 26.. OOA2
-. TN= AC$)!F!#A: I:AFD
Circle the correct ans*er:
The Aboriginal Ilag was designed in what year<
2612 2652 2602 2662 OOA2
1. The 1 colours on the Aboriginal flag areD
OOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOO OOA1
5. a. What colour on the Aboriginal flag represents Aboriginal people<
OOOOOOOOOOOOOOOO OOA2
b. What colour means the earth or the relationship to the land and is
sometimes used in ceremonies<
OOOOOOOOOOOOOOOOO OOA2
c. What colour shows the sun and ochre used in paintings<
OOOOOOOOOOOOOOOOO OOA2
5. TN= T$))=% %T)A!T !%:A#7% I:AFD
The 5 colours on the Torres %trait !slands flag areD
OOOOOOOOOOO OOOOOOOOOOOOO OOOOOOOOOOO OOOOOOOOOO OOA5
>. What is the #ati'e dancers@ headdress called that is shown in the middle of the flag<
7 O O O O O /students to attempt to spell this word how they think it is spelt" OOA2
no loss of marks for incorrect spelling3
0. What colour in the centre represents the sea<
OOOOOOOOOOOOOOO OOA2
.. What colour represents the lush 'egetation<
OOOOOOOOOOOOOOO OOA2
6. What colour are the two lines that represent the local island people<
OOOOOOOOOOOOOOO OOA2
20. What symbol represents the 5 big islands groups of the Torres %trait<
OOOOOOOOOOOOOOO
What colour is it<
OOOOOOOOOOOOOOO OOA-
22. TN= A8%T)A:!A# I:AFD
Circle the correct ans*er:
What year was the 0
th
point added to the stars to represent the territories<
260- 2605 260> 2600 OOA2
2-. What are the 1 colours on the Australian Ilag<
OOOOOOOOOOOO OOOOOOOOOOOOO OOOOOOOOOOOOOO OOA1
21. Why is the %outhern Eross shown on the flag and not a different star<
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOA-
25. Iill in the blanksD
Ean you remember from our last lesson what the 1 symbols on the Australian Ilag are called<
The O n O O O H O O O OOA2
The O O O t O O O O O O O s O OOA2
The E O O O O O O e O O O O t O O OOA2
25. Tick the bo4 ne4t to the correct answerD
What is important about the single large white star on the flag<
!t is nice because it@s bigger than the others
!t represents the statesAterritories as one nation
!t@s whiter than the other stars
!t@s important because it is all by its self OOA2
T$TA: %E$)= OOOOA-.
Time Conclusion: Teachin A!!roaches
"#%'am
To
$'#'%!m
At the completion of the uestionnaire, students stick it in
their %$%= books, and hand books up ready for marking.
An artAcraft session follows on from this lesson, which sees
the theme continued with students gi'en 1 separate
handouts of the 1 flags discussed.
)euirements for the artAcraft session, is listed in the
Teachin A!!roaches column
These flags will be enlarged to A5 si,e. $nce completed,
they will be glued into students %$%= workbooks.
3uestion time (rom students
%tudents will be reuired toD
0 colour in the Ilag of
Australia using
coloured pencils
0 use bits of tissue paper
& red, black and yellow
to scrunch up and glue
to the correct parts of
the Aboriginal flag
0 using a cardboard
template, cut out white,
green, black and blue
scraps of fabric and
glue to make a collage
of the Torres %trait
!sland flag
MLA? TEMPLATES LESSON & ACTI=ITA SLEET

RESOURCES
/!nclude euipment reuired for class andAor for teacher preparation3

SAMETA CONSI;ERATIONS@MATERIALS
ASSESSMENT
B10 4 A5 si,e copies of"Australian Ilag( Aboriginal Ilag( Torres %trait Ilag
BWhiteboard BFlue
B:aptop B)ed, black, yellow, crepe paper
BAccess to internet B%cissors
BLouTube link B%craps of white, green, black and blue fabric
BPicture of the Critish flag
B*ap of Australia showing states
B10 copies of the Ilags of Australia uestionnaire
B%$%= books
B%ensiti'ity is needed in managing all lesson associated with this seuence of plans
B#o negati'e stereotyped imagesAopinions allowed
B%tudents will be seated after the completion of the LouTube presentation, according to their usual
seating arrangement
B%tudents who need differentiated learning, will be placed prior to commencement of uestionnaire
into groups who can assist, or with a buddy
BElassroom en'ironment must remain culturally safe, and inclusi'e
BIollowing this lesson, students must adhere to safety considerations in'ol'ing the use of scissors,
and glue @Feneral teacherAstudent assessment through uestions while watching the LouTube presentation
and subseuent uestioning.
B%tudents gi'en the opportunity to share knowledge relating to the uestions
B%tudent based learning with resourcesAinternet & teacher to mo'e around the room, listening,
asking uestions, assisting.
BGuestion sheet is handed up at the end of the lesson for markingAcomment
B$n completion of the artAcraft acti'ity with the flags, these will be assessed to ensure correct
colours and placement of materials.
REMLECTION
:3uestionnaire ma, 1e a little di((icult (or students *ith learnin challenes# Other (orms such as
creatin an online +uestionnaire (or those students ma, 1e 1ene(icial) or (indin an alternati9e
acti9it, such as a !icture 9ersion# E## sho*in se9eral coloured s+uares and 1lac8 and *hite
imaes o( the (las) on a sheet o( !a!er) students tic8) circle or select the colours the, thin8 are the
correct colours#
:Students ma, also 1ene(it 1, ha9in less in(ormati9e learnin and more !ractical learnin#
:;id the student use materials riht0
:;id the student in9ol9e themsel9es in discussions0
:.as lesson content enouh to 8ee! lesson mo9in) and not ha9in to deal *ith 1eha9iour issues0
Lesson Plan
Unit@To!ic: Australia as a *ulti"ultural so"iety ;ate: 12 Sept 2012
Lesson: . of 4
7e, Learnin Area: SOSE62i*e) "ontinuity and "hange Aear Le9el: 4
; 1aths; English; $eading; Writing; 7istening; 'la"e) spa"e # en%iron*ent
Outcomes: Students de%elop an understanding of the *eaning of *ulti"ulturalis* and its
rele%an"e to Australia3 8eneral infor*ation on the White Australia 'oli"y is de%eloped) with
students "reating a ti*eline of e%ents sin"e the White Australia 'oli"y) relating to Australia as a
*ulti"ultural so"iety
LESSON OUTCOME:
LESSON STRUCTURE:
Time Introduction (Set): Teachin A!!roaches
"#$%am
To
"#&'am
Hrie( recount on !re9ious lesson and +uestions relatin
to the (la e##
.hat *ere the 5 (las called *e loo8ed at0
.hat *as the name o( the headdress on the Torres
Strait Islanders (la0
The red area o( the A1oriinal (la has a meanin o(
sini(icance to A1oriinal !eo!le# .hat did it mean0
Lo* man, !oints did the stars on the Australian (la
contain0 .hat did the, re!resent0
Ad9ise students o( *hat the lesson *ill in9ol9e 4 loo8in
at Australia as a multicultural societ,) de9elo!in
understandin and meanin
Students i9en & minutes to thin8 a1out the (ollo*in
+uestion:
.hat do ,ou thin8 multiculturalism means0
;o ,ou ha9e !eo!le in ,our (amil,) or ,oursel()
*ho are (rom a di((erent cultural 1ac8round
than Australia0
.hat countr, does ,our (amil, come (rom0
Students are i9en the o!!ortunit, to raise their hands)
and *ait (or teacher res!onse# .hen selected) the
student can then i9e an ans*er to the (irst +uestion#
%tudents seated at desks
uietly listening.
%tudents reuired to uietly
reflect and critically think
:ooking for answers similar to
9multiculturalismMa lot of
cultures in one country;
Time Main Content: Teachin A!!roaches
(7e, 7no*lede and S8ills students should achie9e in the lesson ta8en (rom rele9ant
curriculum documents#)
:Understand and 9alue the !ast in !eo!le<s li9es
:Leritae
:Chane in Australian societ,) in9estiatin roles and res!onsi1ilities o( A1oriines
:Research coo!erati9el, in rou!s to determine some 8e, historical e9ents in Australia since
$DEE
:Em!ath, *ith !eo!le o( di9erse cultures
:Res!ect (or di((erent choices) 9ie*!oints and *a,s o( li9in
:Res!ect (or di((erent attitudes and 1elie(s
:Research and de9elo! a timeline to illustrate a se+uence o( e9ents
:?atherin and recordin in(ormation relatin to (amil, histor,
:Critical and re(lecti9e thin8in
"#&'am
To
$'#''am
Students use their *or81oo8s to desin a timeline)
ma8in notes accordin to teacher directed instruction
o( in(ormation#
Incor!orate +uestions throuhout e## *h, do students
thin8 a multicultural !olic, *as de9elo!ed0
0 *ulticultural policy introduced to promote an
acceptance of Australians who come from different
countries
0 Promotes an acceptance of Australians who connect
themsel'es to another culture other than Anglo"
Australian.
0 =ncourages respect of people@s choices in religion
and social beliefs.
Fo'ernment introduces the White Australia Policy
& 2602"only =uropean immigrants could come to
Australia after passing a dictation test based on
language skills of 50 words. !f they failed the test &
entry refused"if already here, Jailed for > months, or
made to lea'e Australia
Eould be used for anyone, but was mainly used
based on race
Mor Interest onl, 4 the dictation test results:
260-"01 & test done .05 times & only 5> people passed
2605"06 & test done 555 times & only > people passed
White Australia Policy discriminated against
people who didn@t ha'e 9white; skin.
White seen as better than people with different skin
colour (teacher needs to em!hasis this is not
correct in our societ, toda,)
Celiefs, 'alues and customs, belie'ed to also be
betterAsuperior than others
Prior to 2655, people immigrants to Australia &
mainly !rish and =nglish people
!mmigrants from =urope, *iddle =ast and Asia
arri'e in Australia after 2655
This brought a wide 'ariety of different beliefs,
cultures and religions during 2650s
*any didn@t speak =nglish
:acked access to health and education
!mmigrants not treated fairly or eually according
to Australian go'ernment
Fo'ernment realises immigrants not treated fairly
during 26>0s
26>. sees a new approach to help immigrants is
needed
2601"multiculturalism term created by the
go'ernment"White Australia Policy banned
%pecial organisations were de'eloped to address
issues relating to languages and cultures other than
=nglish
Fo'ernment de'elops a policy called 9The People
of Australia"Australia@s *ulticultural Policy;
!dea of policy is to foster
0 =uality
0 =uity
Teacher draws timelineAwrites
notes on whiteboard for
students to copy into their
%$%= books, according to dot
points in column left
2602 & White Australia
Policy
Pre 2655"immigrants
mainly !rishA=nglish
2655"immigrants from
=urope, Asia P *iddle =ast
Arri'e
2650s"increase in
)eligions, beliefs and
Eultures
26>0s"Australian
Fo'ernment realises
immigrants are not treated
fairly
26>."A new approach
needed to help immigrants

2601"Fo'ernment
introduces the term
9multiculturalism;
0 Iairness
0 *utual respect
0 shared 'alues
0 all Australians ha'e a right to celebrate, practise
and maintain their cultural heritage, traditions and
language within the law and free from
discrimination.
%tudents 'iew a - minute LouTube 'ideo titled
97ifferently %imilar & a 'ideo short for the 8WA
*ulticultural %ociety -022;.
F=#=)A: E:A%% 7!%E8%%!$#D
Teacher directed +uestions to students:
3# .hat is somethin ,ou miht 1e a1le to tell me ,ou
noticed a1out the 9ideo cli!0
3# .h, are cultural traditions im!ortant to !eo!le and
*h, are the, o(ten !assed on (rom eneration to
eneration0
3# .hat cultural 1ac8rounds can ,ou identi(, that
eGist in Australia0
3# .hat are some o( the 1ene(its (or Australia 1ein a
multicultural societ,0
3# .hat ma8es ,ou Australian0
3# .h, do ,ou thin8 !eo!le o( other cultures come to
Australia0
7ifferently %imilar " Kideo
www.youtube.comAwatch <
'M)1Jp#1Qouko
A. :ooking for a comment
similar to 9we are all
indi'iduals, but we are
really the same; & we eat
breakfast, get dressed, go
to work, clean our teeth
etc.
A. :ooking for answers such
as food( education(
socially( di'ersity(
employment( economy(
languages( cultural
understanding( skills( art(
de'elopments in
technology( interior
decoration( trade benefits
with other countries(
architecture of buildings
following a range of
cultural styles( customs
Time Conclusion: Teachin A!!roaches
$'#''am
To
$'#'Eam
Reca! on *hat students ha9e learnt durin the lesson)
1, as8in +uestions:
$# .hat *as the .hite Australia Polic,0
&# .h, *as the .hite Australia Polic, de9elo!ed0
5# .hat is multiculturalism0
6#
LOME.OR7:
Students ta8e home a handout) *ith +uestions relatin
to their !arents@carei9ers@rand!arents ((riends or
neih1ours i( a!!ro!riate)) culture and thouhts a1out
1ein an Australian@li9in in Australia#
To 1e returned 1, the neGt lesson#
ST-+ENT NAME:333333333333333333333333333333333 LESSON 3
.OR@S?EET
(ARENTA:RAN+(ARENTA7ARE:IBER 5OR NEI:?CO-RS6 NAME:
5O2ti$na#633333333333333333333333333333
NOTE: ,uesti$nnaires %i## be dis2#a*ed in $ur c#assr$$m
Thank you for participating
?OME.OR@ ,-ESTIONNAIRE:
(#ease as& *$ur 2arentsAgrand2arentsAcaregi)ers 5$r neig'b$urs i" a22r$2riate6/ t'e "$##$%ing
questi$ns and bring bac& t$ t'e neDt #ess$n "$r discussi$nAdis2#a*ing ar$und t'e c#assr$$m!
(#ease %rite *$ur ans%ers in t'e c#$ud number t'at matc'es t'e questi$n number

G 2 Were you born in
Australia< Les or #o<
!f you answered #$ to G.
2, what country were you
born in<
G - Na'e you always li'ed in
Australia< Les or #o<
G 1 !f you answered L=% to G
-, why ha'e you stayed in
Australia<
!f you answered #$ to G -,
why did you come to
Australia< When did you
come<
G 5 7o you celebrate Australia
7ay< Les or #o<
G 5 Now do you spend
Australia 7ay< At the
beach< Carbecue< Work<
G > What do you consider to be
the best thing about li'ing
in Australia<
G 0 Would you consider li'ing
anywhere else in the
world<
!f L=%, where and why<
!f #$, where and why<
G . Na'e you 'isited or li'ed in
other places in Australia
other than where you li'e
now< Where and why did
you goAli'e there<
G.6 Are there any cultural
traditions that are important
to you or your family that
you include or pass on to
other family members<
G.20 Who do you consider to be
a person of importance in
Australian history<
.h, I li8e
li9in in Australia
$#
&#
5#
6#
%#
$'#
6#
%#
B#
6#
%#
RESOURCES
/!nclude euipment reuired for class andAor for teacher preparation3

:
SAMETA CONSI;ERATIONS@MATERIALS
ASSESSMENT
REMLECTION
:A (e* students ma, ha9e undesira1le (amil, circumstances that don<t allo* them access to a
!arent@rand!arent@carei9er@neih1ours that are *illin@a1le to !ro9ide in(ormation (or the
+uestionnaire# Sta(( and A1oriinal su!!ort !eo!le at the school) are *illin to assist an, student
*ho is una1le to recei9e outside o( school su!!ort#
:;id the student use materials riht0
:;id the student in9ol9e themsel9es in discussions0
:.as lesson content enouh to 8ee! lesson mo9in) and not ha9in to deal *ith 1eha9iour issues0
Lesson Plan
B%$%= workbooks
B)ulers, pens, pencils, erasers for each student
B!nternet
BWhiteboard ? whiteboard markers
BLouTube link
BGuestionnaire for parents
B%ensiti'ity is needed in managing all lesson associated with this seuence of plans
B#o negati'e stereotyped imagesAopinions allowed
B%tudents will be seated prior to the commencement of class in their usual seating arrangement
B%tudents who need differentiated learning, will be placed prior to commencement of uestionnaire into groups who
can assist, or with a buddy
BElassroom en'ironment must remain culturally safe, and inclusi'e
B$ngoing assessment with student participation, and uestioning, to determine if lesson content is
suitable to continue, or needs modifications.
BAssessment also in'ol'ed at the end of the session, with students reuired to answer teacher
directed uestions relating to LouTube presentation.
BAssessment also in'ol'es return of the uestionnaire, to enable all students to ha'e their work
displayed.
Unit@To!ic: 2raditional Owners of Australia: ;ate: 1. Sep 2012
A-original 'eople Lesson: 4 of 4
7e, Learnin Area: SOSE; A-original istory; English; Aear Le9el: 4
$eading; Writing; Art; So"ieties and "ultures; 2i*e) "ontinuity and "hange; 'la"e) spa"e
and en%iron*ent
Outcomes: At the end of this lesson) students will de%elop &nowledge of A-original inha-itants in
Australia) their role in so"iety) and the diffi"ulties they fa"ed with the introdu"tion of Europeans3
D#
B#
Worksheet P uestions designed by *ead. :innea /-02-3
E#
"#
LESSON OUTCOME:
LESSON STRUCTURE:
Time Introduction (Set): Teachin A!!roaches
"#$%am
to
"#&'am
Hrie( recount on !re9ious lesson and discussion o( the
+uestionnaire# Students ma, contri1ute to the class an,
in(ormation the, choose to (rom their +uestionnaire
ans*ers 1e(ore and handin u! to teacher#
Students ad9ised o( the content o( this lesson 4 to
de9elo! 8no*lede o( -traditional o*ners o( Australia :
A1oriinal !eo!le#/
Students then !roceed to research ans*ers to the
(ollo*in +uestions listed under Main Content
$nce handed up, teacher
displays uestionnaires around
the classroom.
Guestions will be pre"
produced onto A5 pages by
the teacher.
Teacher to pre"organise
students who may need
assistance with learning and
buddy those students with
other students who are able.
%tudents will randomly select
a sheet from the -5 pre"
produced uestions, and work
on their own to sol'e the
answer, which will be
presented to the rest of the
class, as a whole class
research proJect.
Time Main Content: Teachin A!!roaches
(7e, 7no*lede and S8ills students should achie9e in the lesson ta8en (rom rele9ant
curriculum documents#)
:;escri1e) com!are) and eG!lain !laces) cultures and settlements
:Understand and 9alue the !ast in !eo!le<s li9es
:Leritae
:Chane in Australian societ,) in9estiatin roles and res!onsi1ilities o( A1oriines
:Research coo!erati9el, in rou!s to determine some 8e, historical e9ents in Australia
relatin to A1oriinal !eo!le
:Em!ath, *ith !eo!le o( di9erse cultures
:Res!ect (or di((erent choices) 9ie*!oints and *a,s o( li9in
:Res!ect (or di((erent attitudes and 1elie(s
:Critical and re(lecti9e thin8in
:?atherin and recordin in(ormation
"#&'am
To
"#5'am
Students need to *rite short sentences or a cou!le o(
*ords (or their ans*ers
3# $# .hen did A1oriinal !eo!le arri9e in Australia0
3# &# A1oriinal stories) understandin and meanin
are 1ased on *hat conce!t0
3# 5# .hat are A1oriinal music) dance and art
connected to0
3# 6# .here did Australian A1oriines mirate (rom
a!!roGimatel, 6')''' ,ears ao0
3# %# A1oriinal !eo!le ha9e stron s!iritual lin8s that
tie them to NNNNNNNNN0
3# B# The *ord -A1oriine/ means NNNNNNNNNNNNNNNN0
3# D# A1oriinal !eo!le *ere 8no*n as hN n N N N N and
N N N e N N Ns
3# E# .hat role in societ, did the men !er(orm0
3# "# .hat role in societ, did the *omen !er(orm0
3# $'# .hat sort o( o1Oects did Australian A1oriines
use to trade *ith other !eo!le0
3# $$# See i( ,ou can disco9er ho* A1oriines tra9elled
to Australia0
3# $&# .hat materials and o1Oects did A1oriines use to
!aint *ith0
3# $5# .hat did A1oriines use instead o( *ords to
create stories0
3#$6# Lo* did A1oriines li9e0 Se!aratel, or in
rou!s0
3# $%# ;id the, sta, in one !lace (or a lon time or a
short time0 .h,0
3# $B# .hen did the (irst Euro!eans come to Australia0
3#$D# A!!roGimatel, ho* man, A1oriinal !eo!le li9e
in Australia0
3#$E# A1oriinal culture is 8no*n as the o N N e N t
culture in the *orld#
3#$"# Prior to Enlish arri9al in $DEE) A1oriines *ere
totall, i N N l a N N d (rom an,one else#
3#&'# List some o( the traditions o( A1oriinal
Australians#
3# &$# .h, *ere A1oriines made to mo9e 1, the
Hritish0
3#&&# Mollo*in Euro!ean in9asion) *hat destro,ed the
*ater holes used 1, A1oriines0
3#&5# A!!roGimatel, ho* man, Indienous lanuae
rou!s are s!o8en in Australia toda,0
3#&6# Lo* man, Indienous rou!s are there in
Australia0 Name them#
3#&%# .hat ,ear *ere A1oriines 9otes as citiIens 1,
Australia) and i9en the same rihts as e9er,one else0
A2. Appro4 15,000 to 00,000
years ago
A-. The 7reaming
A1. The 7reaming
A5. Asia
A5. The land
A>. Iirst inhabitants
A0. Nunters and gatherers
A.. Tool makers, hunters,
guardians /custodians3
A6. Eared for children, gather,
prepareAcook food
A20. %tones, shells,
boomerangs and ochre
A22. Eanoes
A2-. Crushes made from bark,
plants, twigs, hair, feathers,
fingers, ochres, clay, charcoal
A21. %ymbols
A 25. Tribes
A25. 7idn@t stay in one place
for long. *o'ed to watering
holes
A2>. 2>00s
A20. Appro4. 500,000
A2.. $ldest
A26. !solated
A-0. *usic, singing, dancing,
art
A-2. Nad no system of
go'ernment, permanent
settlement or land ownership
A--. Eattle and sheep brought
in by =uropeans
A-1. Appro4 >00
A-5. Two. Australian
Aborigines and Torres %trait
!slanders
A-5. 26>0
EGam!le o( 3uestion *or8sheet:
NAME:NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
3# $# .hen did A1oriinal !eo!le arri9e in Australia0
NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN
NNN
Time Conclusion: Teachin A!!roaches
"#5'am
To
"#6'am
"#6'am
To
$'#''am
At the conclusion o( the acti9it,) rou!s and students
are re+uired to stand out the (ront o( the classroom)
and rela, the ans*ers (or each +uestion to the rest o(
the class#
3uestions to 1e !laced on an OLP trans!arenc,
sho*in 1lan8 s!aces *here the ans*er should 1e#
Once dis!la,ed on the *hite1oard) the students can
each ta8e turns to *rite the ans*er onl,) on the
*hite1oard# This *ill aid in memor, retention o(
ans*ers#
The OLP trans!arenc, *ould 1e set out li8e the
(ollo*in eGam!le:
3# %# A1oriinal !eo!le ha9e stron s!iritual lin8s that
tie them to NNNNNNNNN0
The teacher *ould onl, need to *rite the *ord -land/
as the ans*er
htt!:@@***#,outu1e#com@*atch 0
9P,CA*1D"l8+KNRP$K(eaturePendscreen
- minutes LouTube 'ideo showing how to dot paint
Prior to commencement o( 1ar8 !aintin) students to
1e sho*n the AouTu1e !resentation sho*n a1o9e
Students can 1ein !lannin a desin to 1e !ainted
usin similar methods to A1oriinal !aintin) onto
1ar8# Students a1le to access internet@1oo8s (or ideas#
This lesson could also culminate *ith a 9isit (rom a
local A1oriinal artist) (or ins!iration) ideas) and
correct methods o( !aintin) incor!oratin a !aintin
demonstration that can then continue into the (ollo*in
lesson) *hich is art@cra(ts#
Students *ho com!lete tas8
earl, can *or8
on *ritin a stor,
usin A1oriinal
s,m1ols# E##
When ! woke up this morning
! saw we had .
There was a on the
lawn wanting some of the
water.
This could also be used as a
moderated learning acti'ity.
%tudents use internet to look
up Aboriginal symbols, to
determine what stories are
portraying or create their own.
Students are a1le to listen to
A1oriinal music on
C;@com!uter *hile the, are
!er(ormin their 1ar8
!aintins@desins#
RESOURCES
/!nclude euipment reuired for class andAor for teacher preparation3

BGuestions pre"produced onto A5 paper
BPensApencilsAerasers
B!nternetAresources
BWhiteboard
B$NP Transparency and proJector & or modern 'ersion if %martboard installed
BCark
BPaints & earthy colours
BPaint smocksAshirts
BWhiteboard markers & for students to record answers on whiteboard
B=4amples of bark paintingAAboriginal designs
BPainting obJects such as matchsticks, feathers
BAboriginal music E7
BE7 Player or laptop
B:aptop
BLouTube link
SAMETA CONSI;ERATIONS@MATERIALS
ASSESSMENT
REMLECTION
:Lesson content should 1e 1etter as it incor!orates more hands on) (un acti9ities such as the 1ar8
!aintin
:Use(ul to see8 the assistance o( outside oranisations@mem1ers o( the communit, to ensure lesson
content is rele9ant) current and correct
:;id the student use materials riht0
:;id the student in9ol9e themsel9es in discussions0
:.as the content culturall, rele9ant0
:.as lesson content enouh to 8ee! lesson mo9in) and not ha9in to deal *ith 1eha9iour issues0
REMERENCES:
Act #ow. /-00.3. *ulticulturalism. )etrie'ed from
httpDAAwww.actnow.com.auA!ssuesA*ulticulturalism.asp4
Australia 7ay. /-0223. )econciliation. )etrie'ed from httpDAAwww.australiaday.org.auAaustralia"
dayAreconciliation.asp4
Cashinski, %. *. /-00-3. Adapting the Eurriculum to meet the needs of di'erse learners. )etrie'ed from
httpDAAwww.pbs.orgAteachersAearlychildhoodAarticlesAadapting.html
E=% & see & Eoalition of =ssential %chools
Eoalition of =ssential %chools. /-02-3. %tudent"centered teaching and learning. )etrie'ed
httpDAAwww.essentialschools.orgAbenchmarksA20
=nchanted :earning. /-0203. Australian Ilag. )etrie'ed from httpDAAwww.proteacher.comAredirect.php<
gotoM.5.
!ndigenous Australia. Rn.d.S. !ndigenous Australia. )etrie'ed from httpDAAwww.indigenousaustralia.infoA
B%ensiti'ity is needed in managing this lesson
B#o negati'e stereotyped imagesAopinions allowed
B%tudents to be seated at tables in their groups prior to PowerPoint presentation. This will sa'e
time when the group acti'ity is reuired to commence
B%tudents who need differentiated learning, will be placed prior to commencement of class into
groups who can assist, or with a buddy
BElassroom en'ironment must remain culturally safe, and inclusi'e
B)espect for all cultures at all times
B8se of paints and materials & used sensibly
BPaint smocksAshirts to be warm while painting
BEamera for photographs on completion of task
BAssessments based on classroom interaction( in'estigation for answers( communication and
participation.
BCark paintings will be displayed around the room on completion
BPhotographs taken and added to students work profiles
+idcyber. /-0203. The Aboriginal people of Australia. )etrie'ed from
httpDAAkidcyber.com.auAtopicsAaustaborigines.htm
:etsFo*ake. /-022, Huly >3. Aboriginal picture. )etrie'ed from httpDAAwww.youtube.comAwatch<
'MyHAwb06lkgP#)M2PfeatureMendscreen
:ogsdon, A. /-02-3. Top 5 facts on differentiated instruction 's traditional methods. )etrie'ed from
httpDAAlearningdisabilities.about.comAodAinstructionalmaterialsAtpAdifferinstruct.htm
:ogsdon, A. /-02-3. *ake multisensory teaching materials. )etrie'ed from
httpDAAlearningdisabilities.about.comAodAinstructionalmaterialsApAmulitsensory.htm
*aking *ulticultural Australia. /-02- 3. Now much do you know about the de'elopment of Australia@s
multicultural policies< )etrie'ed from
httpDAAwww.multiculturalaustralia.edu.auAacti'itiesAui,,esA05multiOpolicy.htm
*aking *ulticultural Australia. /-02-3. White Australia Policy. )etrie'ed from
httpDAAwww.multiculturalaustralia.edu.auAhotwordsAunpackAWhite.Australia.Policy
*arsh, E. /-00.3. Studies of So"iety and En%iron*ent3 5
th
ed. #%WD Pearson =ducation Australia.
$ur +id,. /-02-3. )etrie'ed from httpDAAourkid,.com.auAimagesAfunAAboriginal.pdf
Kan der Plaat, E. /-000, $ctober -3. Australian #ational Ilag Part - of 1. RKideo fileS. )etrie'ed from
httpDAAwww.youtube.comAwatch<'M45%Hsyc)tKL
Kan der Plaat, E. /-000, $ctober -3. Australian #ational Ilag Part 1 of 1. RKideo fileS. )etrie'ed from
httpDAAwww.youtube.comAwatch<'MkAr+na0N!1!
%AE%A & see & %outh Australian Eurriculum, %tandards and Accountability Iramework
%iasoco, ). K. /-02-3. Aboriginal AustraliaD Nistory and culture of Australia@s indigenous peoples.
)etrie'ed from
httpDAAwww.factmonster.comAspotAaboriginal2.htmlhttpDAAwww.factmonster.comAspotAaboriginal2.
html
%kwirk !nteracti'e :earning. /-02-3. *ulticulturalism. httpDAAwww.skwirk.com.auAp"tOs"25Ou"22-Ot"
102AmulticulturalismAnswAhistoryAchanging"rights"and"freedoms"migrants
%outh Australian Eurriculum, %tandards and Accountability Iramework. /-0023. %outh Australian
Eurriculum, %tandards and Accountability Iramework3 )etrie'ed from
httpDAAwww.sacsa.sa.edu.auAATTAT0C.5EII015">.7="5I>7"A>->"
5=A2=7=E>6E-T07A%AE%AO5OPLC.pdf
Thinkuest. /-0223. Nistory of the Aborigines. )etrie'ed from
httpDAAlibrary.thinkuest.orgA-.665Aabhistory.html
Tindale, #. C. /-02-3. Map showing the distribution of the Aboriginal tribes of Australia. Retrieved
from httpDAAwww.nla.go'.auAappsAcd'iewA<piMnla.map"gmod62"e