Time Teaching and learning actions Organisation Centred

T/S
0-5mins Instruct students to line up quietly at the door, place Teacher:
students in groups as they enter the classroom. Classroom
Layout; T
Mark the roll and ensure students settle in and be Groups of
prepared for the lesson to begin. four, each
5mins have a
Lesson Objective: computer set
Begin lesson with oral introduction to diversity. Then up.
further explain in detail that all identities are bound by
culture. Use the image to stimulate questions, thoughts Resources:
and ideas about the topic being discussed today: Mark roll
Diversity through text. Projector
needed to
show comic.

What does this image mean to you?

20-30mins Teacher:
Assign each group a time frame (example: 1900-1910; Teacher gives
1911-1920; 1921-1930; 1931-1940; 1941-1950). Instruct each student a
students to find significant events that occurred during responsibility.
these periods (in Australia), that would have affected any
35mins race in any way possible. Each student in each group are Student: S
given questions to answer. Each person
is assigned a
Each group has a poster to creatively add to the timeline, role within
that the class collectively constructed. their group
(all research
Teacher constantly rotates around to each group to is done in an
observe progress of all students and ensure that all are on Australian
track, also to offer any additional help for students that context):
need it. Additionally, any students that are overly 1. Find a
confident in their work, assign them leadership roles, to significant
boost morale. event that
occurred in
the years
they’ve been
appointed.
 2. How did
the event
affect other
cultures?

3. Is this still
occurring
today? How
has it affected
and shaped
races in our
society?

Resources:
Computers
Posters: A3
paper.

10mins Teacher:
At the front of the class each group presents their Connect
timeline in consecutive order, as the teacher pins/blue- student’s S
tacks it to the board. timeline, ask
students to
45mins also turn their
computers
off.

Student:

Resources:
Blue-
tack/sticky
tape to
connect each
A3 poster..
Students individually write letters during the time Teacher:
Conclusion period they had been assigned within their group. These Ask students
letters are directed to the government and their policies to take out
or significant events sparked by government. their
60mins workbooks to
Students must imagine they are another race or an end the
Indigenous Australian being affected by these events. lesson.
Students must answer questions in their letter about what T&S
is happening, how it is affecting them and how they feel. Student:
Resources:
Teacher must constantly walk around class to make sure A journal:
students are progressing effectively and if any additional specifically for
help is required. teacher to
record each
students’
progress and
 Pick a few students at the end to read their letter out and adaption to
point out positive features of their work. today’s lesson.

Time Teaching and learning actions Organisation Centred

T/S
5-10mins Settle students in the class and mark the roll. Teacher:
Mark roll
Refresh everyone’s memory on previous Go over previous lesson and
lesson. Reflect on significant events and refresh timeline made.
policies that particularly targeted indigenous
10mins people. Student:
T
Introduce The Rabbits by John Marsden, begin Resources:
by asking what the students think the picture Picture book The Rabbits by
book would be about, and record answers on John Marsden & Shaun Tan.
the board in the form of a mind map.

Lesson Objective:
To identify and explain techniques being used
to explain a particular cultural perspective.

10-15mins Teacher:
Teacher should hand out list of techniques, Walk around class and
explain them, discuss them with the class and observe students note
ask students to identify techniques on the first taking. Stimulate student’s
double page spread. minds by raising questions. T
25mins
Student:
Write down notes on
worksheet.

Resources:
Projector to project double
page spread.
Papers that have all
techniques with explanation.

20-25mins Teacher:
Teacher introduces a technique bingo within Time students to see how
the class. Students must find as many many techniques they can
techniques in their double page spreads to win find as a group/pair.
a prize.
50mins Student:
Students are set in groups/pairs and given each All students must attempt to
the double page spread of the picture book. identify all aspects of visual
techniques. T&S
 (Teacher has pre-analysed so is aware of the Resources:
amount of techniques used in the given double- Techniques worksheet
page spread) Double-page spread
worksheets.
Teacher must constantly walk around and ask
students questions to make sure they are on the
right track.

The group that wins must explain where each

technique was found. The group that finds the
least must explain the effect of each the
techniques in front of the class as a team.
All groups must turn in the techniques they
identified with brief explanations at the end of
class.

Conclusion Discussion of what students thought the picture Teacher:

book was about versus what they think now. Keep a journal to record T&S
student’s progress to further
develop them in future
60mins classes.

Student:
Write notes on discussion
being held.

Resources:
A journal for teacher only to
keep a record of all students
individual progress and who
needs to improve to further
be focussed on in next
lesson.

Time Teaching and learning actions Organisation Centred

T/S

5-10mins Mark roll and reflect on what students have been Teacher:
learning the last two lessons.
Mark roll and settle
students down.

10mins T
 Begin class with YouTube video to reflect on Prepare projector for
previous lessons based on Indigenous people: Sorry, YouTube video
Kevin Rudd's Apology to "The stolen beforehand.
Generation" Place students in
groups for next
activity.
https://www.youtube.com/watch?v=b3TZOGpG6cM

Resources:
Discuss as a class how this is related to previous
lessons. Theme is evident: Aboriginal culture and Projector.
history.

20-30mins Teacher:

Hand out poem. Pass poem around to

students and also
Read out poem as a class.
project it on the board.
In groups, assign students two texts each from the Ask students to also
previous lessons. (Group 1 & 3; Cartoon and The take out handout from
30mins lesson before: S
Rabbits, Group 2 & 4; YouTube Video and Sorry Day
poem etc.) Techniques in picture
book.

Next ask the groups to discuss the similarities and

differences Advise students to draw up a table to
compare similarities and differences between all
Resources:
these texts.
Sorry Day poem by
Vicki Roach.

15-20mins By emphasising the perspective of indigenous Teacher:

peoples through text throughout the three lessons,
Walk around class as
the teacher can now wrap up the topic by having an
each line is being
engaging activity.
introduced to regulate
students. Collect at the T&S
end of classroom.
This activity shows how students have reflected and
what they have learnt through texts.
Conclusion
Teacher must create the setting:

“You are an indigenous student during the time of Resources: Give

the white Australian policy” students blank A4
pages and ask them to
write their names
You are to write a poem line by line.
We begin with teacher writing “Imagine” on the before they commence
board to help students start off as their first word. activity.

Second line: Announce the following sentence

consists of two words to describe the word
“imagine.”

Third line: ask students to write three words about

the word “remember.”

Fourth line: students must write two

words about the reflection of the society they are in.

Fifth line: write one word to counteract these

feelings.