EDUC 3521D - HASS & SOCIAL SCIENCES CURRICULUM SPECIALISATION: A1

ASSIGNMENT THREE: TEACHING AND LEARNING PLAN

MARLEY FAIRCLOUGH

COMMENTARY
The year 10 curriculum incorporates the study of history of the modern world and Australia, with a significant emphasis
on the critical time period of the twentieth century, in concerns to Australia’s social, cultural, economic and political
development. In particular the content provides opportunities to increase students historical understanding of key
concepts through methods of inquiry based learning, including development of evidence, continuity and change, cause
and effect, perspectives, empathy, significance and contestability based learning (Australian Curriculum, 2017). During
the time period of the twentieth century seen a transformation of the modern world, which was full of political turmoil
and conflict between the Australian populations. This time period has seen the development of Australia’s diverse and
multicultural society, however with this has resulted in many issues of the struggle for human rights. In particular
events have resulted in the demands for Civil and Land Rights and Freedoms of Aboriginal and Torres Strait Islander
peoples, culture, place and belonging.
A Constructivist Pedagogical practice will be enacted through the Australia Curriculum’s Inquiry-based learning
approach, which aims develop meaning for students through design thinking and project based learning. Students will
be asked to engage in learning activities that allow them to construct their own knowledge and build upon their current
understanding, which will encourage student reflection of prior understandings, make connections and prompt further
questioning (ALIA, 2009). While teaching externally facilitates and guides inquiry, this process will actively involve
students in constructing and building upon a deeper understanding rather than being simply feed information.
Transferrable skills will be developed as a result of historical enquiry, with students communicating, reflecting and
collaborating helping to pose skills such as the ability to ask relevant questions, critically analyse and interpret sources,
consider context, respect and explain different perspectives and communicate effectively (ALIA, 2009).
Curriculum content throughout the unit plan has specific focus on providing integrated approaches, addressing cross
curricula priorities and capability development of ICT, Literacy, Art, Ethical Understanding and Personal and Social.
Particular emphasis will be placed on incorporating references to local contexts as a tool for increasing interrelated
stands of historical knowledge and skills. Learning will take place in a social context, with students learning together
with others and from outside of the classroom context, this experience will give student hands on experience of reach
processes while communicating their understandings in various ways throughout the Depth Study. Concepts discussed
and investigated though the curriculum content aim to include a particular focus on historical context as a means of
facilitating greater understandings of the past and how it have shaped the future (Australian Curriculum, 2017).
Drawing connection between events of the past and present will be a vital aspect of learning tasks required for the unit
investigations; through the inclusion of discussion, inquiry, research and analysis students will develop skills necessary
for providing clarity in subject content (Australian Curriculum, 2017). In drawing connections, students will critically
analyse and evaluate contextual factors that influence behaviours and actions and explore power inequalities, diversity,
and social justice.
I am concerned with this topics complexity and depth in regards to ideas and shared histories discussed. I aim to
incorporate technology in the form of media and art to draw focus on events of the Australia’s deep past and detail
personal accounts in relation to Aboriginal representations of events. Film will be incorporated as a tool to evoke critical
and creative thinking from students, it aims to draw connections with prior knowledge and create a visual
understanding of Aboriginal peoples connection to land, culture and belonging. Observation and analysis on Aboriginal
Art from Judy Watson will help to provide students with the opportunity to understand the rights and freedoms of
Aboriginal people from a different perspective. It draws on expression as a form of story telling, which facilitates
learning from an inquiry based learning experience. In attempt to discuss different viewpoints I aim to acknowledge and
detail events of the past in a respectful manner and draw significance to creating ways of remembering, as a vital part of
creating a better futures for the rights and freedoms of Aboriginal people. As Aboriginal students are located within the
class environment I wish to increase a sense of belonging to their culture from taking part in this unit and in particular
this lesson, as a means of instilling strong values and beliefs within themselves.
 HASS UNIT PLAN TEMPLATE
Australia’s Shared History – Rights and Freedoms
Sub strand: HISTORY
Year level: Ten
Year Level Theme –
How have Aboriginal and Torres Straight Islander
Peoples contested and resisted Government
Practices to ensure Civil, Land, Culture and
Belonging Rights and Freedoms?
Knowledge and Understanding Content
Descriptions covered
- Background to the struggle of Aboriginal and Torres
Strait Islander Peoples for rights and freedoms before
1965, including the 1938 Day of Mourning and the
Stolen Generations (ACDSEH104)
- Methods used by civil rights activists to achieve change
for Aboriginal and Torres Strait Islander Peoples, and
the role of ONE individual or group in the
struggle (ACDSEH134)
- The continuing nature of efforts to secure civil rights
and freedoms in Australia and throughout the world,
such as the Declaration on the Rights of Indigenous
Peoples (2007) (ACDSEH143)
Knowledge and Understanding Achievement
Standards aspects assessed
Developing an understanding of how events,
periods and developments of the past have
important consequences, duration and relevance to
the present.
Assess the cause and effects of Aboriginal rights
and freedoms
Communicate how continuity and change has seen
a change in relationships of Aboriginal people and
society from the past to present
Brief description of the units purpose
To increase student knowledge and understanding
about key issues related to Aboriginal and Torres
Straight Islanders peoples dispossession and fight
for rights and freedoms. The Unit focuses on
researching, analysing and discussing primary and
secondary information to inform historical inquiry.
Length: 4 WEEKS
Concept Focus
Development – Economic, Social and Political Change
Rights and Freedoms
Ideas of the past
Evidence
Continuity and Change
Cause and effect
Perspectives
Empathy
Significance
Contestability
Inquiry and Skills Content Descriptions
- Analysing sources
- Communication ideas, debating and discussion
- Questioning and making connections
Inquiry and Skills Achievement Standards aspects
assessed
- Students refer to key events, beliefs, values and actions
of individuals and groups to explain patterns of change
and continuity over time
- Analyse the cause and effects of events and
developments and explain their relative importance
- Explain the context for people’s actions in the past and
how these significant events have resulted in
developments from a range of perspectives.
- Identify relationships between events across different
places and periods of time through a chronological
framework
Key Inquiry questions to guide unit thinking
- How did the nature of national conflict of Aboriginal
rights and freedoms change during the twentieth
century?
- How was Australian society affected by significant
events and changes during this period?
Opportunities to incorporate Cross Curriculum Opportunities to incorporate General Capabilities
priorities. ICT – Using internet and computing resources to gain
Integrated approaches to learning through information and understanding of artwork and artist
differing inquiry situations to address ICT, Literacy during depth study, along with gain increased
and Art learning development. understanding of films ability to express views ideas,
Capability Development: opinions and meaning.
- Personal and Social Art - Analysing artwork and artist’s values, beliefs and
- Ethnical Understanding ideas to create own personal interpretation and
Policies Understanding – Economical and Society expression of Aboriginal Political Activism.
Development of the Australian Society Literacy – Students developing debate and discussion
skills in order to express their own personal opinions and
ideas.
Ethnical Understanding - Gaining a awareness of
Disposition and struggle for rights and freedoms of
Aboriginal and Torres Strait Islander peoples.
Personal and Social Capabilities: Appreciation of the
perspectives and ideas
Learning activities/experiences Assessment tasks
Personal culture activity Formative Assessment
Class Excursion to the Adelaide Art Gallery Group Work - Questioning of Artworks political meaning
Film Study – ABC Art and Soul Program group task
Interpretation of Judy Watsons Artwork Individual - Student engagement and participation in
discussion and debate

Summative Task – Depth Study

Investigation and analysis of Artist and Artwork
Oral Task
Visual Representation

Differentiating of learning to meet needs of all Ethical and social justice considerations
students. Ethical and social justice considerations have been
The class includes a group of students with mixed carried out in order to address Aboriginal and Torres
learning abilities and of diverse cultural Strait island culture in a respectful manner. It will be
backgrounds, including Five Aboriginal and Torres made apparent the importance of valuing aboriginal
Strait Islander students. As the school has a high
cultural heritage, cultures and perspectives.
level of SACE incompletion the unit student is
focused on ensuring active engagement in learning At commencement of each lesson the Acknowledgement
task. This is completed through implementing of country will be delivered, as a means of recognising
multiple forms of media learning avenues. that I teaching this topic am not of Aboriginal decent and
Many of the students have set Negotiated Learning therefore do not lay claim to having full knowledge of
Plans, with methods of addressing these needs a the unjust history’s of Aboriginal people. Though
priority within lesson structure. When creating creating a respectful classroom environment, students
lesson plans and finding sources for active learning, will develop awareness and appreciation of traditional
significant time has been spent to ensure all
and contemporary Aboriginal understandings that hopes
learning tools are at a level consistent with learners
capabilities and understanding, therefore when to be continued into individual social practices and
deciding upon film study’s short clear and precise community lives.
documentary where choice to detail evidence in
clear chronological order and relevance. When
making considerations into the depth study with
reference to the assessment methods incorporation
of three different tasks were used to ensure each
student’s strengths would be recognised and
enhanced.
ICT resources available Learning resources available
- Australian National Museum - Australian Curriculum v8.3
- Adelaide Art Gallery - Scootle Discover Resources
- ABC – Art and Soul Interview Collection and Films - Reconciliation Australian Organisation
- ABC Splash – Questioning Activities
Lesson outline for the 4 week unit Based on Two 50 Minute Lessons & One 1.5 Hour
Lesson
Week 1 Week 2
Lesson One - Introduction to Topic Lesson One – Political Activism (Rights and Freedoms)
This history curriculum has a particular interest in What was the significance of political activism in creating
developing awareness of student’s individual change for Aboriginal people? Is this change and on going
cultures, the unit will begin with students process? Is Aboriginal struggle for rights and freedoms
developing awareness of different cultures and still evident in todays society? Draw reference to the
cultural practices, with particular focus on Apology Speech and the Reconciliation Process.
Aboriginal and Torres Strait Islander cultural Lesson Two – Fight for a Referendum
practices. Students will then reflect on there own How was The Freedom Ride Campaign influential in the
lives in order to draw connections and identify constitutional referendum of 1967? Student will explore
their own personal and family cultural values. the changes to the Australian constitution as a result of
Lesson Two – Aboriginal Disposition the referendum then reflect upon the effects of these
Students will be informed of the background to the changes to present day.
struggle of Aboriginal and Torres Strait Islander
people’s dispossession from settlement, in order to Lesson Three – Current Political Activism
understand proceeding of the Twentieth Century.
With reference to Aboriginal peoples fight for Land Rights
Draw reference to the efforts to recognise suffering
and Recognition Students will then research the Mining
to Aboriginal as a result of the Stolen Generation.
Acts to discover what rights Aboriginal people hold over
Lesson Three – Set up a scene for understanding Australia Traditional Land.
Making sense of Aboriginal struggle for recognition
of rights and freedoms within the Australian
Society, with particular focus on the period before
the Referendum – Watch Video documentaries
‘Before the Referendum’ (ACE, 1967), ‘The
Freedom Ride’ (ABC, 2015) and ‘Calls for
recognition of Indigenous Australians’ (ABC, 2012)
Week 3 Week 4
Lesson One - Aboriginal Resistance (Film/Art) Lesson One and Two – Work on Depth Study
How has Aboriginal resistance been portrayed Students will be given time to work on depth study be
through film and art? How has art been used as a given the opportunity to ask questions.
tool for political activism in the fight for Aboriginal Lesson Three – Oral Presentations
Rights and Freedoms Students will present their findings to the class as a oral
Lesson Two - Deconstruction of Depth Study presentation, each student has five minutes to deliver
Lesson spent deconstructing the Depth Study and their analysis and artistic representation.
providing students with a deeper context into the
required information to be discovered during the
excursion to the Adelaide Art Gallery.
Lesson will conclude with further critically reflect
and analysis forms of resistance used to recognise,
acknowledge and respect Aboriginal cultural
heritage, disposition, beliefs and values, as well as
identify and reflect upon methods of creating
political change and challenging social practices.
 Lesson Three Excursion - The Adelaide Art
Gallery
Visit the Art Gallery of South Australian Aboriginal
Exhibition ‘Carrying Culture’
Pick a piece of artwork from an Aboriginal Artist of
your choice, finding out as much background
information as possible upon visit.
Conduct a research investigation into artist and
meaning behind there work
Investigate one artwork from the artist
Find out the personal meaning behind the piece
with reference to the spiritual, political, memorial
context.
Potential HASS sub strand connections draws Potential other learning area connections
reference to key ideas developed within the Connections may draw reference to The Globalising World
Geography Topic of ‘Environment Change and Topic within Geography, that investigates global
Development’, which focuses on Aboriginal and influences that have shaped the Australian society
Torres Strait Islander Peoples approaches to throughout the twentieth century, including topics of
custodial responsibility and environmental Poplar Culture, Migration experiences and the
management in different regions of Australia. This environment movement which all involve aspects of
has significance reference to the understanding of current learning content development throughout the
land, culture and belonging established throughout rights and freedom topic. Connections can be made
the unit and helps explain underlying questions of evident though land rights of Aboriginal people that is
Aboriginal peoples role in environmental further references by the discussion of significant events
management and this contribution to broader and campaigns that contribute to popular awareness of
conservation practices. environmental issues, as well as the link between popular
culture and art through presentation.
Topic background resources to support Pedagogical resources to support the teaching of the
teaching learning for the unit unit.

National Museum Australia – Investigationing the ALIA - Statement on guided inquiry and the curriculum
change in rights and freedoms of Aboriginal Henderson – Planning for literacy Learning
Australians  Schleppegrell – Literacy in history: Language and
Reconciliation Organisation – Current reconciliation meaning
Practices
Splash ABC – Educational Documentary’s

BIBLIOGRAPHY
 ABC (Producer), & Perkins, H. (Writer). (2012). Art and Soul [Motion Picture]. Australia .
 Government of South Australia . (2017). Welcome to Country . From State Development:
http://statedevelopment.sa.gov.au/aboriginal-affairs/aborigninal-affairs-and-reconciliation/welcome-to-country
 ABC. (2017). From Splash ABC: http://splash.abc.net.au
 ALIA (2009), Statement on guided inquiry and the curriculum. Australain Schools Library Association Policy. Retrieved on
14 May 2014 at http://www.asla.org.au/policy/Guided-inquiry-and-the-curriculum.aspx.
 Education Services Australia . (2017). Year Ten History - Historical knowledge and Understanding . From Scootle :
http://scootle.edu.au
 Henderson, R., & Exley, B. (2012). Planning for literacy learning. In R. Henderson (Ed.), Teaching Literacies in the Middle
Years: Pedagogies and Diversity (pp. 18-22). South Melbourne, Vic.: Oxford University Press.
 National Museum Australia . (2007). Investigating the change in rights and freedoms of Aboriginal Australians . From Nation
Museum Australia: http://www.nma.gov.au/indigenous/home
 Perkins, H. (2010). Art Nation . From ABC: http://www.abc.net.au/arts/stories/s3027170.htm
 Perkins, H. (2010). Judy Watson Biography . From Art and Soul: http://www.abc.net.au/arts/artandsoul/flash/default/htm
 Reconciliation Australia . (2017). From Reconciliation Australia : http://www.reconciliation.org.au
 Schleppegrell, M. J., Greer, S., & Taylor, S. (2008). Literacy in history: Language and meaning. Australian Journal of Language
and Literacy, 31(2), 174-187