Professional Documents
Culture Documents
3-4
AusVELS
Domain
History
(ACHHS083)
(ACHHS085)
(ACHHK077)
English
(ACELY1694)
Civics and Citizenship
(Marking local and national
celebrations and
commemorations.)
The Arts
(Identifying key features of
works from other cultures)
Lessons
Foci
The ways in
which
Australian
Indigenous
People are
connected to
Country and
Place.
The Arts
(Identifying key features of
works from other cultures)
Dot
paintings
Core Activity
ICT
(Locate information by
using key words.)
English
(ACELA1793)
History
(ACHHS086)
Symbolism
within
Australian
Indigenous
Art.
6-8
English
(ACELA1498)
(ACELY1694)
(ACELY1695)
(ACELY1697)
History
(ACHHS086)
ICT
(Explore a range of ICT
tools for word processing
and editing.)
Maths
(ACMMG091)
(ACMMG090)
The Humanities
(Describe direction using
the four cardinal compass
Narrative
writing.
9-10
story.
Linking concept: Immersion in features and
techniques involved in Australian Indigenous art.
Students research the ways in which Australian
Indigenous People are connected to Country and
Place. Students will be given the topic, Symbolism
within Australian Indigenous Art.
Ask students to also identify the features of the
online text that enhances readability (text,
navigation, links, graphics and layout). Also ask
students to consider how these features alter the
point of view of the information presented.
Linking concept: The content, history and
knowledge of Australian Indigenous art.
Using the writing process approach, students write,
edit, revise and publish a narrative based on the dot
painting created during the previous arts lessons.
This will be completed using technology and word
processing software.
Linking concept:
Students explore Central and Western Desert Art
pieces and analyse the symmetrical patterns with
each piece. The students are to determine what
makes each pattern symmetrical and what features
determine this.
11-12
Science
(ACSHE061)
(ACSSU073)
ICT
(Explore a range of ICT
tools for word processing
and editing.)
Describing
patterns and
relationships
.
#The students will continually add to their portfolio at the duration of each lesson. This piece will then be assessed at the duration of the unit.
Lesson plan:
Lesson Length: 50 minutes.
Student numbers: 20
AusVels Level: 4
Location: Internal Classroom
Lesson Focus: The students are to create a narrative based on the way in which Australian Indigenous Peoples are connected to Country and
Place.
Curriculum Details:
AusVels Domain: English
Content Strand: Literacy
Description: Students plan, draft and publish imaginative texts using research from print and digital resources to gather ideas, and choose
vocabularly to suit topic and communication purpose.
Elaborations: (ACELY1694)
Materials Needed: KWL chart, permanent markers, pens/writing pencils, paper and student artwork.
References:
Victorian Curriculum and Assessment Authority. (2011). Content description. Retrieved 2014 from AusVELS:
http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELY1694
Activity
Time
10
minutes.
Method of
Delivery
The
teacher will
scaffold the
students
but this
Curriculum
Focus
(A (Victorian
Curriculum and
Assessment
Authority,
2011)CELY1694)
Activity Content
Revision:
- As a whole group, the class reflects on previous lessons and draws knowledge by adding to the
KWL chart created at the beginning of the unit.
- The KWL chart titled The ways in which Australian Indigenous People are connected to country
and place. will begin to consolidate students knowledge and understanding of our Australian
Whole
group.
Indigenous population.
- As the previous lesson involved students researching the topic using ICT, the students should be
able to answer quite a few points in the W (want to know) column whilst adding to the K (know)
column.
(ACELY1694)
Introduction:
- The lesson will begin with an Acknowledgment to Country alongside with a brief explanation for
students to clarify the reasoning behind the significance of this protocol.
- Introduce the learning intention
- Students will begin by planning and brainstorming their narrative.
- Clarify to students that the artwork created earlier in the unit will form the influence of their
narrative.
(ACELY1694)
(ACELA1498)
Content:
Foundation:
-For those students who may not fully comprehend the concept or need assistance with their writing,
will be placed into a focus group led by the teacher.
- The focus group will focus on formulating a comprehensive structured plan with key ideas and
vocabulary.
- The group will then focus on forming individual sentences and slowly adding more substance to
their narrative.
Individual
focus at
table.
25
minutes.
Individual
focus at
table.
Main:
- Students will use the writing process approach to plan, and draft a narrative based on the dot
painting created during previous arts lessons.
- There will be a focus on new vocabulary, and utilising strategies for spelling new words.
5
minutes.
Sitting in a
circle on
the floor.
(ACELY1694)
Extension:
1) Students who require extending on this task will be asked to adopt a strong focus on
ensuring that their writing is well structured with paragraphs sequencing their content, and
the inclusion of a wide range of suitable vocabulary.
2) The students may begin to revise and edit their draft if they finish writing within the time
designated.
Conclusion:
-Students will share their ideas and storylines with the class. Students who feel confident may share
some of their writing or they may choose to mention a few main points. Ask the students to be critical
friends how could he or she revise their work to improve it?
-Ask the students why they believe it is important to acknowledge our Australian Indigenous culture
and people.