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Lesson Plan 1 (Conflict Unit Lesson 6) - David Schembri


Year Group: 10

Focus Area

Outcomes of conflict: who benefits from conflict?

Date: Lesson 6

Learning Intentions

To consider who has a vested interest in conflict and the potential reasons for
this. To explore conflict motivated by economic, financial or political reasons,
as opposed to conflict as the result of difference of opinion or emotion.

Victorian Curriculum
See Appendix 1

Location / Setting

Organisation / Student Groups

Library or other open setting

Small groups (3-5 students per group)

Key Vocabulary

Focus Questions

Vested interest

Consider the following in relation to conflict:
Fear mongering
War economy
Pride (personal, local, national etc.)

What are the solutions to these issues?
How can we play an active role in achieving these solutions?

Who benefits from conflict?

Who might have a vested interest in the perpetuation of conflict?
Do individuals, groups or organisations perpetuate conflict for their
own gain? Discuss
What are the Moral and ethical implications of these situations?

Lesson Plan Template

Special Considerations

References / Sources / Materials / Resources

and Equipment

Computer access

Video Resources:
War Economy video

Establishing prior knowledge. Tuning in activity.
Focus questioning

Guiding Inquiry and Practise

Greet class and take roll

Recap last lesson by asking students questions about it
(Lesson 5: Interpersonal and Intrapersonal Conflict
delivered by Amy)

Refer students to todays learning intention written on
Outcomes of conflict: who benefits from conflict?

Ask students if they have any initial thoughts on this

Show video excerpts from Video Resources and write key
vocabulary and focus questions on the board

Students brainstorm individually where have you heard
these terms, what do you know about them/what are your
ideas? Etc.

Students form small groups to share their ideas

Teacher visits each group for formative assessment in the
form of questioning and observing

Students stay in their small groups

Main Task:

Small groups come up with two scenarios where
someone might want conflict to occur for
personal gain
One scenario is to be an interpersonal conflict,
and one is to be an intergroup conflict
The scenarios can be real or hypothetical
Each small group writes these scenarios down on
a piece of A3 paper be shared during reflection
stage of the class

Sharing, Explaining and Reviewing Inquiry
Share time. Student reflection. What do they now

As a whole class:

Reflect as a whole group by presenting scenarios. Each
small group shares the conflict and their alternative to the

Other small groups offer their own suggestions on how the
conflict could have been avoided, and/or how it can be
transformed into something positive moving forward.

Teacher prompts discussion with the following questions:

How it could have been avoided?
Are there simple solutions to these problems?
Is a simple solution necessarily easy to achieve?
Why do similar conflicts tho the ones discussed
today continue to occur?

Example: the Liberal government capitalising on the

conflicts that lead to asylum seekers in Australia; stop the
boats as a key slogan during their successful campaign
Five minutes of silent time for individual journal entry

Note: asking a group to share a large piece of paper assists Class is dismissed
teacher in formative assessment by revealing aspects of
group dynamic including individuals participation,
personality and character strengths

After devising scenarios students consider how the
hypothetical or real conflicts could have been avoided,
and how these conflicts could be transformed into
something positive moving forward

Lesson Plan Template

Appendix 1
Critical and Creative thinking

Levels 9 and 10
Questions and Possibilities
Suspend judgements to allow new possibilities to
emerge and investigate how this can broaden ideas
and solutions
Challenge previously held assumptions and create
new links, proposals and artefacts by investigating
ideas that provoke shifts in perspectives and cross
boundaries to generate ideas and solutions

Ethical Capability

Levels 9 and 10
Understanding Concepts
Distinguish between the ethical and non-ethical
dimensions of complex issues, including the
distinction between ethical and legal issues
Decision Making and Actions
Investigate how different factors involved in ethical
decision-making can be managed by people and

Lesson Plan Template


Levels 9 and 10
Historical concepts and Skills - Cause and effect
Analyse the long term causes, short term triggers and the
intended and unintended effects of significant events and


Lesson Plan 2 (Conflict Unit Lesson 9) - David Schembri


Year Group: 10

Focus Area
Using music and sound to enhance

Date: Lesson 9

Learning Intentions

To explore complex concepts, both musical and otherwise, and

consider how to use specific musical devices to communicate and
enhance the groups final performance piece

Exploring connections between real life issues and
creative/artistic works

Victorian Curriculum
See Appendix 2

Location / Setting

Organisation / Student Groups

Special Considerations

Mac Computer Lab (David)

Whole class, small groups and individual

Students will be completing work in different locations.

As such, three teachers will be available to supervise
students in the various locations

Theatre Space (Amy and Clara)

Key Vocabulary

Focus Questions



Where can connections between real life issues and

creative/artistic work be identified?
How do other live performance pieces or films convey
emotion through sound?
How can sound be utilised to enhance your groups
What mood, feel or emotions do you want to evoke
with your piece?
How can you achieve that with your level of ability? E.g.
soundscape, atmospheric/ambient noises, single note
melody, full score etc.

Lesson Plan Template

References / Sources / Materials / Resources and


Mac computers and/or iPads

YouTube videos:

John Williams on the power of music in film

Music influencing how you feel about an image

Establishing prior knowledge. Tuning in activity. Focus

Guiding Inquiry and Practise

Sharing, Explaining and Reviewing Inquiry
Share time. Student reflection. What do they
now know?

Theatre Space:

Greet class and take roll

Ask each small group to give a brief summary of what they
worked on last lesson and what they will be working on today

Inform students of the plan for today, that is:

Examine how sound and music can help communicate
Consider the different ways sound and music can be
used in the students vignettes
Get into ongoing groups and plan sound/music

Students remain in their small groups to discuss how they

intend to use sound in their performance

Students consider their application of: Timbre, Pitch,
Harmony, Tone, Tempo, Etc.

Where students musical ability does not allow for this,
students are expected to use adjectives such as: scary, big,
loud, soft, warm, calm, happy, sad, etc.

Some students might be capable of composing a complex
piece of music, while others might be better suited to
recording live sounds around the schoolyard and creating
a soundscape. Both are equally acceptable

Students must have plan looked by a teacher

Once plans have been seen by a teacher, students who
will be producing the music and/or sound for each group
will accompany David to the Mac Computer Lab.

Students of lesser technical music ability or experience will
also be strongly encouraged to come and be part of the
process if they have an interest. Remaining students to
continue work as their role requires under the
supervision of Amy and Clara in Theatre space.

David delivers a brief tutorial on how to begin a new
GarageBand project. The tutorial will cover using the midi
keyboard, digital instrument selection, basic recording
functions etc.

Students are allowed some time to familiarise themselves
with the program and to select some sounds they might
like to use for their compositions and soundscapes

All students return to Theatre Space

Student groups reconvene to share any progress with
each other

Each group briefly shares progress with the whole

Teacher will be asking whether they achieved the
goals they set at the start of the class

Five minutes of silent time for individual journal entry

Class is dismissed

Show various example of music/sound from film, TV, live

theatre productions etc.

This activity can demonstrate how creativity and sound can
communicate complex ideas, enhance visuals, or alter the
overall effect of a visual.

Distribute planning sheet and explain what it must include e.g.:

How will you use sound and/or music to enhance your
vignette and communicate your ideas?

How will you make sure that the music/sound represents the
entire groups shared vision, rather than just the vision of the
ones creating the music/sound? (This is relevant to consider
because students share workload by delegating tasks)

What emotions or feelings do you wish to evoke and how will
you achieve this?

Lesson Plan Template

Appendix 2

The Arts: Music

Music Levels 9 and 10
Explore and Express Ideas
Improvise and arrange music, using aural awareness and technical skills to manipulate the elements of music to explore options for interpretation and developing
music ideas
Manipulate combinations of the elements of music in a range of styles, using technology and notation to communicate music ideas and intentions
Respond and Interpret
Evaluate a range of performances and compositions to inform and refine their own music making
(Levels 5 and 6) Explain how aspects of the elements of music are combined to communicate ideas, concepts and feelings by comparing music from different
cultures, times and locations

Lesson Plan Template