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EEO311 Learners Living in their world Humanities

SCOPE & SEQUENCE UNIT PLANNING


Duration: 10 weeks
STUDENT NAMES: Janelle Belisario & Dean William Naylor

Humanities Perspective: Topic:


Key Concepts/Values
Exploring and recounting Aboriginal Dreamtime stories and the legends of the Aboriginal & Torres Strait Islander histories and cultures - local
Torres Strait Islanders, that relate to different aspects of the world in which they
live.
The way indigenous people represent the land through stories, songs, dance and
paintings. Year Level: 2
To establish what different cultures see as important to represent their history.

Big Idea: What is the overarching idea that you want students to engage with?

The big idea of this focus topic is to help broaden students understanding that different
cultures have different way of transferring their stories of the past (i.e. through dance,
paintings and dream stories). It is important for students to become aware that even
though other cultures (i.e. Indigenous) may be different from their own, they should not
be disrespected. It is therefore crucial for students to interact with the past and present
history of Indigenous people, as it can help close the gap between different cultures.

Teaching proposal

It is important to teach this topic, as students should be educated on their countrys Indigenous peoples culture, to help build a better understanding on who they
are and what their history has entailed. As Australians, it is our responsibility to teach students about our history, who the Indigenous community are, why they
are important and why they are so important to our community. The Indigenous community, were the traditional owners of this land on which we now stand and
it is a sign of respect to acknowledge this ownership and educate the youth of Australia about their culture and heritage. Especially for our younger students, we
want to instil accepting and welcoming values of this community and through our lessons we have prepared, we have been mindful to how this topic would be
taught. Teaching students about the Indigenous community of Australia will also allow us to give students the opportunity to develop a positive and holistic
perspective about other cultures we celebrate in Australia, as well as embracing the Indigenous cultures. When providing students with informative lessons about
the Indigenous culture, students are likely to develop empathy and encourage an appreciation for diversity (Westaway 2014).

For each lesson and week, we wanted to have a progression of the Indigenous history/ culture. Our lessons for week 1 through to week 4 have been designed to
introduce students to Indigenous artwork and dreamtime stories. This is to aim to get the students to think about how the Indigenous peoples lives and culture
were portrayed and passed down to younger generations through art and verbal/ visual expression. Art and stories were significant in the Indigenous culture, as
they show the connections among the Indigenous people, the land, tradition and history. In weeks 5 to 6, students will be using toys as a resource to learn about
how their lives and their entertainment resources were different to past Indigenous Australian children toys and entertainment (relating to code VCHHC055)
(Victorian Curriculum and Assessment Authority 2016). In week 7 students will learn and research about well-known Indigenous Australians and discover why
they are famous which requires students to identify the significance of a person and/or place in the local community (relating to code VCHHC057) (Victorian
Curriculum and Assessment Authority 2016). In week 8 to 9, students will then focus on sacred and spiritual lands of Indigenous communities and the
connections in which these communities have with these locations. Educating students about the history behind Australian geography and ancestral Indigenous
land enables students to learn that there are different ways of thinking about and interacting with the environment (Gilbert et al. 2014, p. 360). Through these
two weeks, students are provided with the opportunity to develop a wide range of critical and creative thinking skills as they learn about Indigenous Australian
land history (Gilbert et al. 2014, p. 360). When educating students about sacred land, they will learn to grow a sense of respect towards their own environment as
well. Our last lessons focus on the importance of forms of communication (especially orally and symbolically) in the Indigenous community. The Dreamtime
stories are a significant part of the Indigenous communitys history and its important to learn as it highlights their way of life, that their beliefs and values are
communicated through verbal and visual communication. At the end of our 10-week plan, we hope that students will take away the main message that different
cultures have different and unique methods of communication and different traditions and that we should embrace different cultures to promote unity and a sense
of community with the wider society.
Learning intentions:
Key Understandings (knowledge) Key concepts and skills
At the end of this unit, students will understand that: At the conclusion of this unit students will be able to:

1. Understand that Indigenous people use different forms of communication to tell their Analysing Indigenous artwork by breaking down the
stories. different components (symbols and mediums used etc.)
2. To be able to understand and explain Aboriginal dreamtime stories and what they Brainstorming and collating ideas and notes in relation to
represent. the different indigenous lessons/ activities that required
3. To understand and describe the features of Indigenous artwork. planning.
4. To understand the lives of Aboriginal children in the past (i.e. the toys they played Comparing and contrasting their lives to those of
with) and compare it to their own lives. Indigenous children both in the present and the past.
5. To be able to recognise and describe locations that are considered sacred by Indigenous Creating works of art and writing pieces influenced by
people. Indigenous cultures.
6. To know the history of particular famous indigenous people. Explaining the Indigenous culture in relation to the
different topics and concepts they have been focussing on
over the ten weeks.
Using technology to undertake research activities and type
up final copies of their work.

Victorian Curriculum areas covered in this inquiry unit related to Humanities


Discipline Knowledge code Concepts /Skills code
History Sequence significant events about personal and family VCHHC053 Identify the content features of primary VCHHC054
history to create a chronological narrative. sources when describing the significance of
people, places or events.
Who the people in their family are, describe where they VCHHK058
were born and raised and how they are related to each
other and how their stories are communicated and Identify perspectives about changes to daily
shared. life from people in the past or present. VCHHC055
Differences and similarities between students' daily lives
Identify examples of continuity and change in
and perspectives of life during their parents and VCHHK061
family life and in the local area by comparing
grandparents childhoods, including family traditions, VCHHC056
past and present.
leisure time and communications.

How they, their family, friends and communities Identify the significance of a person and/or
commemorate past events that are important to them. VCHHK062 place in the local community. VCHHC057

The history of a significant person, building, site or part


of the natural environment in the local community and
VCHHK063
what it reveals about the past.

The effect of changing technology on peoples lives and


their perspectives on the significance of that change.
VCHHK065

Geography Definition of places as parts of the Earths surface that VCGGK064 Identify and describe the features of places at a VCGGC057
have been given meaning by people, and how places can local scale and how they change, recognising
be defined at a variety of scales. that people describe the features of places
differently.
Natural, managed and constructed features of places, VCGGK068
their location and how they change. Identify how people are connected to different VCGGC059
places
Reasons why some places are special and some places
are important to people and how they can be looked Represent data and the location of places and VCGGC061
after. their features by constructing tables, plans and
VCGGK069
labelled maps
Representation of the location of places and VCGGK063
their features on maps and models, including a
globe, and the location of the major
geographical divisions of the world in relation
to Australia.

Connections of people in Australia to other VCGGK065

places in Australia and across the world

Other learning areas & CAPABILITIES

Personal and social


Listen to others ideas, and recognise that others may see things differently VCPSCSO012
Use basic skills required for participation in group tasks and respond to simple questions about their contribution to group tasks VCPSCSO014

Ethical

Critical and creative thinking


Identify, describe and use different kinds of question stems to gather information and ideas VCCCTQ001

Compare and contrast information and ideas in own and others reasoning VCCCTR005

Explore some learning strategies, including planning, repetition, rewording, memorisation and use of mnemonics VCCCTM008
Intercultural
Identify what is familiar and what is different in the ways culturally diverse individuals and families live VCICCB001
Describe their experiences of intercultural encounters in which they have been involved VCICCB002

SCOPE & SEQUENCE UNIT PLAN


When Learning intentions: Learning Experiences/ Learning processes Resources VC links/
(Weeks) Knowledge/concepts & skills codes

Wk 1 Activity 1:
1. Understand that Indigenous people use different VCHHC054
Have students explore the online
forms of communication to tell their stories.
Indigenous art collection on the VCICCB002
3. To understand and describe the features of
National Gallery of Victoria website
Indigenous artwork. VCPSCSO012
and have them find a piece that catches
their attention.
The class as a whole should then describe
the different elements (mediums used and
what they may symbolise) that make up
the piece.
Then have the class brainstorm and
design their own symbols that may
represent their own culture or where they
live.
Activity 2:

1. Understand that Indigenous people use different Have students as a class examine symbols VCCCTR005V
forms of communication to tell their stories. of Aboriginal artwork to establish what CGGC061
3. To understand and describe the features of they may represent (NGV Website).
VCICCB002
Indigenous artwork. Introduce the students to the different
symbols used by Indigenous people. VCPSCSO012

Activity 3:

Students to continue working on their

1. Understand that Indigenous people use different individual symbols that they started
VCCCTR005V
forms of communication to tell their stories. working on in the previous lesson.
CGGC061
3. To understand and describe the features of Students to annotate the symbols they
have created and write a sentence on what VCICCB002
Indigenous artwork.
they represent.
VCPSCSO012
At the end of the class the students will
discuss with their peers in a sharing
circle what their symbols represent.
Wk 2-3 Activity 1:
1. Understand that Indigenous people use different Students to watch an Aboriginal
VCCCTR005V
forms of communication to tell their stories. dreamtime story on the rainbow serpent
CCCTM008V
2. To be able to understand, discuss and explain and then try to rewrite the story in their
CGGC057
Aboriginal dreamtime stories and what they own words.
represent. They will then draw a picture to support VCGGK068
what they have written.
VCHHC054
The class will discuss what they have
each done at the end of the lesson. VCICCB001

VCICCB002

VCGGC059

VCPSCSO012

Activity 2:
Students to work in a group and research
1. Understand that Indigenous people use different VCCCTR005
a dreamtime story (on the YouTube page
forms of communication to tell their stories. VCCCTM008
provided) that interests them.
2. To be able to understand, discuss and explain
Note down all the important parts of it VCGGC057
Aboriginal dreamtime stories and what they
into a mind map, which they will use in VCGGC059
represent.
their next lesson. VCGGK068
VCHHC054

VCICCB001

VCPSCSO014
Activity 3:
2. To be able to understand, discuss and explain In the same groups from the previous VCCCTR005V

Aboriginal dreamtime stories and what they lesson the students are to create a book. CCCTM008V

represent. Each student will works on a specific part CGGC057


of the dreamtime story, using the mind VCGGC059
map from the previous lesson to help put
VCGGK068
it together.
VCHHC054
They will each write a draft of their
allocated part of the dreamtime story into VCPSCSO014
their own writing books.

Activity 4:
Students to continue to work on their VCCCTR005
2. To be able to understand, discuss and explain
draft of recapping the dreamtime story.
Aboriginal dreamtime stories and what they VCCCTM008
They then will try editing it themselves
represent.
and then getting the teacher to mark it. VCGGC057
Once the teacher has acknowledged that VCGGC059
they have read the students work, the VCGGK068
students can then begin writing a good VCHHC054
copy of their work onto a template that
they will be provided with.
Activity 5:
2. To be able to understand, discuss and explain Students will continue writing their good VCCCTM008

Aboriginal dreamtime stories and what they copy. VCGGC057


represent. The students will then draw a picture in VCGGC059
the space provided on the template that VCGGK068
represents their part of the story. VCHHC054
The groups will then be provided with a
VCPSCSO014
plastic sleeve folder where they will
appropriately order the sheets of their
story.
The books will then be displayed in the
classroom in the next lesson for the
students to look at in a makeshift library
that will be set up.

Activity 6: VCCCTQ001
Each student is given a question sheet that VCCCTR005V
1. Understand that Indigenous people use different relates to the different dreamtime stories CGGC057
forms of communication to tell their stories. that are in the makeshift library.
2. To be able to understand, discuss and explain VCGGC059
Students will walk around between the
Aboriginal dreamtime stories and what they different books and answer questions that VCGGK068
represent. relate to them.
VCHHC054
The class will then come back together
and discuss their answers. VCICCB002

The books will also be displayed in the


week 10 Indigenous exhibition. VCPSCSO012

Wk 4 Activity 1:
1. Understand that Indigenous people use different Students to experience trying to use the VCGGC061
forms of communication to tell their stories. different indigenous painting techniques VCGGK063
3. To understand and describe the features of and discuss what they may symbolise.
VCPSCSO012
Indigenous artwork.

Activity 2:
1. Understand that Indigenous people use different Have students use their symbol sheet that
VCCCTM008
forms of communication to tell their stories. they created in week 1 to help design a
VCGGC061
3. To understand and describe the features of draft of their own Indigenous styled
artwork. VCGGK063
Indigenous artwork.
Begin working on their indigenous styled VCHHC054
artwork, using the draft and symbol sheet
to help them.

Activity 3:
Students to continue their own Indigenous VCGGC061
1. Understand that Indigenous people use different
styled artwork, using the draft and symbol
forms of communication to tell their stories. VCGGK063
sheet for inspiration.
3. To understand and describe the features of
When they have finished their artwork the VCHHC054
Indigenous artwork.
students will discuss with their peers what VCICCB002
they have done and what their artworks
VCPSCSO012
represents.
Final piece will be displayed in the
classroom for the week 10 Indigenous
exhibition.
Wk 5 - 6 Activity 1:
1. Understand that Indigenous people use different Ask students to bring in their favourite
VCCCTR005
forms of communication to tell their stories. toy from home into the classroom.
They need to write about it (i.e. what is VCHHC054
it? Why is it their favourite?).
VCHHC055
Once students have written about their toy
they should sit in a circle and discuss each VCHHK061

of their toys using the questions they VCHHK065


answered as a prompt.
VCPSCSO012

Activity 2:
Introduce students to the traditional toys
1. Understand that Indigenous people use different
that aboriginal children used. VCCCTQ001
forms of communication to tell their stories.
Pick one toy for the whole class to focus VCCCTR005
4. To understand the lives of Aboriginal children in
on by providing them with a sheet
the past (i.e. the toys they played with) and VCHHC054
depicting questions for them to answer
compare it to their own lives.
(i.e. what was this toy used for?). VCHHC055
The class will then come back together
VCHHK061
and discuss their answers, as well as
considering how the toy is different from VCHHK065
toys these days.
VCICCB001
VCPSCSO012
Activity 3:
VCICCB001
4. To understand the lives of Aboriginal children in Students with a partner will look at the
VCCCTM008
the past (i.e. the toys they played with) and same website that the teacher used, to
compare it to their own lives. help brainstorm different toys that were VCHHC054
used by indigenous children in the past. VCHHC055
Take notes when they find an indigenous
VCHHK061
toy that they want to explore more.
VCHHK065

VCPSCSO012

VCPSCSO014

Activity 4:
Students will continue to explore their VCICCB001
4. To understand the lives of Aboriginal children in
chosen indigenous toy with their partner. VCCCTR005V
the past (i.e. the toys they played with) and
Students will then create an annotated CHHC054
compare it to their own lives.
drawing and write facts about the chosen VCHHC055
toy, on a blank template provided.
VCHHK061

VCHHK065

VCPSCSO014
Activity 5:
VCHHC054
4. To understand the lives of Aboriginal children in Students with their partner will be
the past (i.e. the toys they played with) and provided with craft material to create a VCHHC055

compare it to their own lives. model of the Indigenous toy that they VCHHK061
were collecting information on in the
VCHHK065
previous lesson.
VCICCB001

VCPSCSO012

VCPSCSO014

Activity 6:
VCCCTR005
4. To understand the lives of Aboriginal children in Students will continue working on the

the past (i.e. the toys they played with) and model of the Aboriginal toy with their VCHHC054

compare it to their own lives. partner.


VCHHC055
Students will then discuss with the rest of
their peers their toy, how it works and VCHHK061

what it was used for. VCHHK065


The toys will then be put on display in the
VCICCB001
week ten Indigenous exhibition.
VCICCB002

VCPSCSO012
VCPSCSO014
Wk 7 Activity 1:
VCCCTM008
Students to be introduced to stories of
6. To know the history of particular famous VCGGC059
famous Indigenous people (i.e. athletes,
indigenous people.
actors). VCGGK065
Students will be given a list of Indigenous
VCHHC057
people to choose from, so that they and
their partner can do some research on that VCHHK062
person and take notes.
VCHHK063
VCICCB001
VCPSCSO014

Activity 2:

Students to continue to work on their


6. To know the history of particular famous VCCCTM008
research of historical indigenous figures.
indigenous people. VCGGC059
They will be given a biography template
for them to draft important information VCGGK065
about that person.
VCHHC057

VCHHK062

VCHHK063

VCICCB001

VCPSCSO014
Activity 3:
6. To know the history of particular famous VCCCTR005V
Students will continue to work on their
indigenous people. CGGC059
final copy of the biography task.
Students work when it is finished will be VCGGK065
put together to create a book.
VCHHC057
Students will discuss their book as a class
and highlight the famous Indigenous VCHHK062
figures that they found information about.
VCICCB002

VCHHK063

VCICCB001

VCICCB002

VCPSCSO014

Wk 8 - 9 Activity 1:
5. To be able to recognise and describe locations
Students to complete a Y chart while / VCCCTR005
that are considered sacred by Indigenous people.
after watching the YouTube video
VCGGC059
provided (Uluru: australias rock of ages -
VCGGK068
lonely planet travel).
VCGGK069
The students will then discuss the
VCHHC056
different ideas they have come up with as
a class. VCPSCSO012
The students will then go back to their
table and write sentences / draw pictures
using the Y chart as inspiration.
They then will come back together and
discuss their responses.
Activity 2:
5. To be able to recognise and describe locations
Provide students with a website depicting VCCCTQ001
that are considered sacred by Indigenous people.
information on Uluru (Ayers Rock) and VCCCTR005
have them answer research questions that
VCGGC059
the teacher has provided about it.
Students will then come back together VCGGK063
and discuss their answers.
VCGGK064

VCGGK068

VCHHC056

VCHHC057

VCPSCSO012

Activity 3:

5. To be able to recognise and describe locations Allocate students into pairs and provide VCGGC059

that are considered sacred by Indigenous people. them with a sacred indigenous place /
VCGGK063
location.
Have them create a mind map noting VCGGK064
important information, while looking at
VCGGK068
the Aboriginal heritage website.
Students will discuss the interesting VCHHC056

information they found at the end of the VCHHC057


lesson with the rest of their peers.
VCPSCSO012
VCPSCSO014
Activity 4:

1. Understand that Indigenous people use different Have students continue research on their VCGGC059

forms of communication to tell their stories. chosen sacred indigenous/ location with
VCGGK063
5. To be able to recognise and describe locations their partner.

that are considered sacred by Indigenous people. They then will type up an informative VCGGK064
caption that will explain the model that is
VCGGK068
to be placed in the Indigenous
exhibition (in week ten) using the notes VCHHC056

that they took from their research. VCHHC057

VCPSCSO012
VCPSCSO014

Activity 5:

1. Understand that Indigenous people use different Provide students with arts and crafts VCGGC059

forms of communication to tell their stories. supplies (e.g. paper mache, glue, coloured VCGGK063
5. To be able to recognise and describe locations paper, paint etc.), to create a model of the
VCGGK064
that are considered sacred by Indigenous people. sacred location that they were allocated.
Have students discuss some of the VCGGK068
interesting information that they have
VCHHC056
found so far about their location.
VCHHC057

VCPSCSO012
VCPSCSO014
Activity 6:

Continue working on their model of the VCGGC059


1. Understand that Indigenous people use different
sacred location, which will be used in
forms of communication to tell their stories. VCGGK063
week ten for their Indigenous
5. To be able to recognise and describe locations
exhibition. VCGGK064
that are considered sacred by Indigenous people.
Class to discuss each of their models with
VCGGK068
each other, talking about the significance
of their location. VCHHC056

VCHHC057

VCICCB002

VCPSCSO012
VCPSCSO014
Wk 10 Activity 1:

Have an incursion from the Aboriginal VCCCTQ001


1. Understand that Indigenous people use different
School Workshop, which discusses the
forms of communication to tell their stories. VCCCTR005
dreamtime stories and other aspects of
2. To be able to understand and explain Aboriginal VCGGC057
Indigenous cultures.
dreamtime stories and what they represent.
Students will reflect and discuss the VCGGC059
incursion after it is finished. VCGGC061
VCGGK063

VCGGK065

VCGGK069

VCHHC054

VCHHC055
VCHHC056
VCHHK061
VCHHK062
VCHHK065
VCPSCSO012

Activity 2:

Students to prepare and organise the VCGGC057


1. Understand that Indigenous people use different
classroom ready for their classes VCGGC059
forms of communication to tell their stories.
Indigenous exhibition, that will present VCGGC061

all the work they have completed VCGGK063

throughout the last ten weeks. VCGGK065


While organising the classroom have
VCGGK069
indigenous music and dreamtime stories
playing in the background. VCHHC054
VCHHC056
VCHHK061
VCHHK065
VCPSCSO012
VCPSCSO014

Activity 3:

Students guide their parents / guardians


1. Understand that Indigenous people use different VCGGK068
around the Indigenous Exhibition in the
forms of communication to tell their stories. VCGGK069
classroom showing the work that they
5. To be able to recognise and describe locations VCGGK064
have completed over the last ten weeks.
that are considered sacred by Indigenous people. VCGGC057
Have Indigenous music playing in the
VCGGC059
background and a few snacks (class VCGGC061
party). VCGGK065
VCGGK063

VCHHC053

VCHHC054

VCHHC055

VCHHC056

VCHHC057

VCHHK058

VCHHK061

VCHHK062

VCHHK063

VCHHK065

VCICCB002

VCPSCSO012
VCPSCSO014

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