Learning area: Geography Year Level: Prep

Focus:
Identify the local Country/Place and understand why place is important in ATSI culture.

Curriculum Achievement Standard:

Students respond to questions about … places they belong to. 
Curriculum Content Descriptors:
Prep: The Aboriginal or Torres Strait Islander Country/Place on which the school is
Consult Curriculum

located and why Country/Place is important to Aboriginal and Torres Strait Islander

Peoples (ACHASSK016 )
 identifying and using the name of the local Aboriginal or Torres Strait Islander
language group
 identifying how and why the words 'Country/Place' are used by Aboriginal and
Torres Strait Islander Peoples for the places to which they belong
 inviting members of the traditional owner group to talk about Country/Place and
places of cultural and historical significance to the Aboriginal or Torres Strait
Islander community in the local neighbourhood, suburb, town or rural area
 identifying local Aboriginal and/or Torres Strait Islander landmarks in the local area
Cross-Curriculum Priorities: ATSI Histories and Cultures

General Capabilities: ICT, Num, Lit, personal and social cap.

Learning Goals:
-Know: The local place/country.
-Understand: Why place is important to ATSI people.
Plan For Learning

-Do: explore the term ‘country’, local information and local landmarks.
Assessment Task: Pre-Assessment:.
Second thinking - ‘What I now know about ‘What I know about Aboriginal People’
Aboriginal People’
Adjustments/Strategies to Include all Students:
TA support to manage collaborating and writing, adult assistance with writing and
documenting thinking, videoing student thinking, teacher to prompt and support thinking-
extend and enable with questioning.
Describe

Learning

Learning Sequence:
Key

1. Provocation basket, whiteboard brainstorm, pre-assessment.

2. Symbols experience, puzzles, books, symbols sand/paper, rain stick making, small
Experience

world dolls
Reflection:
On The
Reflect
s
Unit
Introduction: Adjustments:

Hook- Provocation basket and class discussion. Basket-

Boomerang, ATSI dolls, clapping sticks etc.

Learning intention- Share what we know about Aboriginal people.

Success Criteria- contribute to our class discussion and draw and

write what you know about Aboriginal people.

Connect to prior knowledge- students past experiences, cultural

experiences or family history.

Explicit Teaching:

Concept- Aboriginal history and culture.

Discuss what the items mean, how they belong together, what we

know about ATSI peoples, history, culture etc.

Check for understanding- have students think/pair/share

Student Action: Scribing for

Guided- Mind map student ideas on whiteboard from discussion. some

students.
Independent- write and draw worksheet- attached.

Review/clarify key points:

Share back student work.