EDBED3018 Humanities Curriculum P-10 AT2 Inquiry Curriculum Unit Plan

Name of Individual/Pair and student number/s:

Kaitlyn McDonald 30306186
Ashlee Elliott 30305625

Program: Bachelor of Education ( F-6)

Tutor’s name: Di Harrison

AT2 word limit: 2500-3000 words

UNIT TITLE: The everyday life of Indigenous Australians and Torres Strait Islanders and their connection to the land.

INTRODUCE AND SUMMARISE UNIT:

This unit of work was created around the Gunai Kurnai Indigenous Australians who lived in the Gippsland area (Victoria). Students are
able to explore the rich history of this area, whilst focusing on Indigenous Australians and Torres Strait Islanders everyday lives. They
will begin to explore and establish their thoughts about how the Indigenous Australians and Torres Strait Islanders, are connected to
their place and the effects on their everyday life. Students will become culturally sensitive and recognise the differences of how people
live/lived. Students will be taken on an excursion, where they will immerse themselves in a bushland environment. They will put
themselves in the shoes of a hungry Aborigine and begin to explore how they are connected to their place. Students will have ample
opportunities to communicate with Elders, who are experts in this topic. They will practice their note taking skills and presentation

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 skills throughout this sequence. This sequence is extremely student driven, they will come up with all the questions and find the
answers to these questions themselves. The students will create a call of action and pitch their ideas to the teacher. This call of action
will educate their audience about their personal inquiry question. This will allow students to learn off each other and follow their own
pathway of learning. To complete this sequence students will create an inventive resource and a speech. These two things will be used
to educate their audience about their inquiry question. This presentation will be practiced and evaluated before presenting at an expo.
Community members, parents, teachers, pupils and Elders will all be invited to participate and watch students work at the expo. The
students will then complete a self- evaluation about their presentation and will be provided with feedback about their presentation
and involvement throughout the entire sequence.

Humanities discipline: History

Victorian Curriculum statement:

The diversity and longevity of Australian first peoples and the significant ways Aboriginals and Torres strait islander peoples are
connected to Country and place (Land, sea, waterways and skies) and the effects on their daily lives (VCAA, 2017)

Level: 3/4

List of additional Victorian Curriculum content

• Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns,

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 and forms of address that vary according to the degree of formality in social situations (VCELA271)
• Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative
situations and use interaction skills, including active listening and clear, coherent communications (VCELY275)
• Describe the different cultural, religious and/or social groups to which they and others in the community may belong
(VCCCC007)
• The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who belong to a local area (VCHHK072)
• Different living things have different life cycles and depend on each other and the environment to survive (VCSSU058)

Stage 1 Desired Results

BIG PICTURE LEARNING GOALS
• Students will be able to
understand the way
Indigenous Australians and
Torre’s Strait Islanders are
connected to their place and
how it effects their everyday
lives.
• Students will explore and put
themselves in the shoes of
Indigenous Australians to
understand the difference
between their own lives and
the lives of Indigenous
Australians, past and present.
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TRANSFER – the teacher seeks to support learners’ ability to transfer their learning
autonomously and effectively in new situations: students will be able to independently use their
learning to…
Students will be able to independently use their learning to educate the community and pupils
about the way Indigenous Australians are connected to their place and how it effects their
everyday life. They will do this by participating in an expo where they will become active
members of their multicultural society and become more accepting of differences.
MEANING – The teacher helps students construct ESSENTIAL QUESTIONS – the teacher
meaning about the important ideas associated with the provokes essential unit learnings with
curriculum statement: students will understand… these questions – they are compatible
with meanings - see left.
• Students will understand what life is/was like for • What was life like for Indigenous
Indigenous Australians and Torres’s Strait Islanders, Australians and Torres Strait
past and present. Islanders? How is this different to
• Students will understand how the Indigenous their life now?
Australians are connected to their place and how it • What would it be like to live in the
effects their everyday life. life of an Indigenous Australian
and Torres Strait Islander?
 • Students will understand what the differences are in • Why is there such a strong
their lives and the Indigenous Australians lives, past connection between Indigenous
and present. Australians and Torres Strait
Islanders and their place?
• What are the differences between
your life now and Indigenous
Australians and Torres Strait
Islanders lives now?

KNOWLEDGE ACQUISITION – Learners acquire factual SKILLS: Learners develop new

information and key concepts: students will know…
• Students will know what life was and is like for
Indigenous Australians and Torres Strait Islanders.
• Students will know the characteristics of how
Indigenous Australians and Torres Strait Islanders
lived their lives.
• Students will know what some of the differences
are in their lives and in Indigenous Australians and
Torres Strait Islanders, past and present.
• Students will know different ways of how people
live in Australia.
• Students will know why there is such a strong
connection between Indigenous Australians and
Torres Strait Islanders and their place.
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capacities to ‘do’ things: could be
thinking or physical skills
• Students will be skilled at
researching and deciding what
information is suitable.
• Students will be skilled at
taking notes from guest
speakers.
• Students will be skilled at their
presentation skills and how to
communicate with their
community/ pupils.
• Students will be skilled at
thinking creatively/ critically
and representing their ideas in
an imaginative format.
• Students will be skilled at
discussing and interpreting
 information from the past and
present.

Stage 2 Evidence
ASSESSMENT CRITERIA ASSESSMENT EVIDENCE
Turn Stage 1 sections into PERFORMANCE TASK(s):
assessable statements e.g. for Students will prepare a presentation on their call of action (students will decide on a call of action
a rubric. after completing the engage section of our sequence). Their presentation are to include a short script
Knowledge: and visual resource of their choice (this could be a video, diorama, PowerPoint etc). In their
presentation they must address one aspect of how the Indigenous Australians and Torres Strait
• I can describe the Islanders are connected to their place. Student’s information in presentations will differ due to the
differences between my nature of this inquiry sequence. Students will be researching a number of relevant resources
life and Indigenous (internet, books, guest speakers, excursions) or using class discussions/ activities to inform their
Australians and Torres overall presentation. Their presentation will be presented at a school expo where parents and the
Strait Islanders lives, community will be invited to participate.
past and present.
The assessment will be marked using observations and rubric. Observations will be conducted
• I can explain how the throughout the entire sequence and the rubric will be used for their final presentation.
Indigenous Australians
and Torres Strait
Islanders are connected OTHER EVIDENCE:
to their place and how
this effects their • Observations
everyday lives. • Video evidence on flip grid.
• I can identify how
• Student self -reflection.
Indigenous Australians
and Torres Strait • Contribution through class discussions
Islanders lived their lives
• Participation in excursions

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 now and how they use
• Note taking
to live their lives.
• The community/ schools feedback about presentation (2 stars and a wish)

Skills:
• I can research and
decide what information
is suitable
• I can show I am
culturally sensitive.
• I can use eye contact,
clear voice and display
appropriate body
language.
• I was able to be
engaging in my
presentation.
• I can use a call of action
to inform my
presentation.
• I can create an engaging
visual resource to
captivate my audience.

Stage 3 Learning Plan – summary of key learning events

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 Sessi Five Es Present sequence of learning events as snapshots: condensed but thorough Brief resources and
on phase encapsulations of lessons. materials
no.
1. Engage Lesson 1: Scats and Tracks. • Cameras
• Magnify glasses
• Notepads
• Note: before going on excursion students will be introduced to the overall topic,
• Pens/pencils
‘How are Indigenous Australian and Torres Strait Islanders connected to their
• Elder/ guest
place and how does this effect their everyday lives’.
speaker
• They will have discussion about what this means and in their inquiry book they
• Teachers will
will write down everything they know about this topic.
need to arrange
Excursion: formalities of
• This lesson will be conducted in an outside location such as bush, wetlands or excursion
community park. (transport,
• An elder will be invited along to assist students and answer any questions they location,
have. permission etc.).
• To begin students will be read a scenario, which puts them in the mind frame of • Inquiry book
an Indigenous Australian and Torres Strait Islander who is starving and must
hunt for food, to feed their tribe.

• Scenario: We would like you to close your eyes and imagine… imagine you’re an
Indigenous Australian and have arrived at this bush after a long long walk and
this will be where you are staying the night. Immerse yourself in the
environment, listen to the sounds of the animals, the cracking of the wind, the
tree’s blowing in the breeze, feel the sweat running down your forehead and
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 the grumble of your belly. You notice you’re starving after your long journey
and need to find food to feed the entire tribe. You pick up your spear and
decide to go hunting to find an animal to eat. But first you must track it and find
it. Can you survive?

• Students will then have a discussion about what they will need to hunt for,
what animals they might find in this location and what animal clues they will
need to look for?
• They will be broken up into groups of about 5-8 (depending on class size and
available staff).
o They will then be put in the ‘shoes’ of an Indigenous Australian and
Torres Strait Islander and look for animal clues and pretend to hunt.
Animal clues could include: poo, prints, trails, markings on tree’s, etc.
• They will document their experience by taking notes, drawing pictures, taking
photos and using magnifying glasses to explore the environment.
• After this activity is over they will come together as a whole group and discuss
what they have found and ask the elder any questions they might have.
• They must take their wonderings back to school to help with their inquiry
question and call of action.

2 Explore Lesson 2: Follow up lesson from excursion- roleplay • Large paper for
brainstorms
• Students will watch an example of a roleplay so they know what is expected of • Writing utensils
them. The teacher will come up with a quick role play example on something

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 the students will recognise (e.g. McDonalds drive through, supermarket • Students will need
checkout). their evidence from
• Students will be broken up into the same groups they were in for the excursion the excursion
• They will brainstorm their wonderings/ learnings from the excursion in their (drawings, photos,
groups notes)
• Students must then roleplay one aspect of their brainstorm (check in with
teachers to clarify their main idea)
• They will then have the rest of this lesson to plan and practice their roleplay.
• This is not a huge task and does not need to be in huge amount of depth. It is a
summary of what the students have learnt/wonder and it will allow other
students to explore other aspects they might not have thought of.

3 Explore Lesson 3: Roleplay presentation

• Notepads
• Students will present their roleplays from last lesson in this class.
• Writing utensils
• They will be reminded to talk in a loud clear voice with appropriate body
language (do not be silly). • Something to lean
on
• Students are expected to take small notes on other student’s roleplays.
Thinking about what their wonderings/learnings were.
• Teachers will take informal notes on student’s progression and understanding
of this topic. The teacher will also provide verbal feedback on student’s
roleplay.

4 & 5 Explore Lesson 4 & 5: Practicing notetaking skills Note taking video:

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 • Have a class discussion about what note taking is. • https://www.youtub
• Watch the note taking YouTube video and then students will turn and talk to e.com/watch?v=UA
each other about what good note taking is. hRf3U50lM
• Now students will watch the videos about Indigenous Australians life and Indigenous life videos:
practice their note taking (there is many videos provided, some may not be • https://www.youtub
relevant to the class, it will depend on the group you have. Some videos are e.com/watch?v=xQv
quite long whereas other videos are only 10 minutes long). Bxf1Y0Vw
• After each video students will discuss what the video was about and what notes • https://www.youtub
they took. e.com/watch?v=MN
• At the end of these two lessons students will develop at least 10 questions 7pMgKOafU
about the Indigenous Australians lives and what it means to be connected to • https://www.youtub
place. They will use these questions as a basis for the next lesson, e.com/watch?v=9y1
T3JfzRGE
• https://www.youtub
e.com/watch?v=pYn
N2HtujtY
6 Explore Lesson 6 : Reading our race for reconciliation: • Story book:

• Students will read the text as a whole class. The teacher might like to display the
text on a smart board, so students are able to follow along with the story. They
must think about Indigenous Australians lives and how they connected to the
land.
• Brain Storm on the board words from the book that relate to Indigenous
Australians lives, some of these words could include e.g. race, reconciliation,
corroboree, heritage and past.
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 • They must then fill out the graphic organiser provided and can refer back to the • Graphic organiser:
book any time they need to. (Refer to appendix:
• As a reflection at the end of this lesson the students will share in small groups Resource 1, pg. 26)
• Inquiry books
some new questions they have on the lives of Indigenous Australians and
• Writing utensils
Torres’s Strait Islanders.
• Smart board
7 Explore Lesson 7: Welcome to country book. • Story book:

• Students will read the text as a whole class. The teacher might like to display the
text on a smart board, so students are able to follow along with the story. They
must think about Indigenous Australians lives and how they connected to the
land.
• This book gives meaning and explanation to the customs and symbols of
Indigenous Australians lives. It provides a meaningful explanation of a
welcoming acknowledgement of country.
• Inquiry books
• Brain Storm on the board words from the book that relate to Indigenous
• Writing utensils
Australians lives, some of these words could include e.g. acknowledgement of • Smart board
country, boundaries, customs and symbols. • Graphic organiser:
• Example: Hello my name is [insert name of speaker] a representative/Elder of (Refer to appendix:
the [insert organisation or local Indigenous group]. I would like to begin by Resource 1, pg. 26)
paying my respect to the local Indigenous people [or insert name of Indigenous
people], the traditional custodians of this land where we are meeting upon
today. On behalf of the traditional custodians [insert local Indigenous group's
name] I welcome you all.
• Discuss to students how we will be doing an acknowledgement of land and the
importance of it.

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 • They must then fill out the graphic organiser provided and can refer back to the
book any time they need to.
• As a reflection at the end of this lesson the students will share in small groups
some new questions they have on the lives of Indigenous Australians and
Torres’s Strait Islanders.
8 Explain Lesson 8: Interview with elder
• Note pads
• Elders will be invited along to answer the student’s questions.
• Writing utensils
• The more Elders the better because then students can have a more intimate
• Invited Elders
interview with the elder.
• If there is a limited number of Elders students can be put in small groups where
they will take notes on all the questions asked by all the members in the group.
• The students will practice taking notes, using their questions from last lesson as
guides.
• If they finish early they might have more questions to ask at the end.
• The main focus is ‘how the Indigenous Australians lived and how they are
connected to their place, past and present?’

9, 10 Explain Lesson 9, 10 & 11: Flip Grid discussion of information. • https://flipgrid.com/

& 11 • Laptops/ipads
Lesson 9:
• Inquiry books
• Students will log onto the flip grid and respond to the question. First they will
plan and respond to their question on paper. Drawing on all the information, • Writing utensils
evidence, questions and wonderings they have developed over the last few • smartboard
lessons. Students must have a rough script and plan of their video.

12
 • Question: ‘What if you were an Indigenous Australian? What would your life be
like? How would you live? How are you connected to place? What could your
life be like now and what did it use to be like? Use your wonderings and
information you have collected to respond. Think about your inquiry question.’
• To create a flipgrid follow the link provided, create an account and follow the
prompts on the screen.
• Check in with teacher about what you will discuss.
Lesson10:
• Students will then record their videos on the flipgrid platform. They can watch
other student’s videos if they finish early.
Lesson 11:
• Students will then provide feedback on the flipgrid platform, to at least 2
students, about their video (2 stars and a wish). Teachers will also do this, but
to every student.
• At the end of the lesson the teacher will play all the videos on the smart board.
This will allow students to think about what information they had and what
other information they did not have.
Recommended links for further research:
• https://www.creativespirits.info/aboriginalculture/land/meaning-of-land-to-
aboriginal-people
• http://www.skwirk.com/p-c_s-17_u-455_t-1227_c-4695/SA/6/Daily-
life/Traditional-Life/Aboriginal-People-and-Torres-Strait-Islanders/SOSE/
• http://www.skwirk.com/p-c_s-17_u-455_t-1227_c-4695/SA/6/Daily-
life/Traditional-Life/Aboriginal-People-and-Torres-Strait-Islanders/SOSE/

13
 • http://www.australiangeographic.com.au/topics/history-
culture/2010/12/living-the-traditional-aboriginal-life
• https://www.qcaa.qld.edu.au/downloads/approach2/indigenous_res005_0803.
pdf
• http://www.shareourpride.org.au/sections/our-culture/

12 Explain Lesson 12: Inquiry question and Call of action Link to design brief:
• At the start of this lesson students will be given the task description and rubric. https://ourglobalclassroo
m.blog/2014/05/26/inquir
Task description:
y-design-brief-whats-your-
You will decide on an inquiry question and call of action. These two questions will
call-of-action/
inform your presentation at expo. You must follow the design brief and then pitch
your idea to the teacher. You will need to design a creative resource to use at your
• Ipads
presentation/mini teaching session. You will then need to create a speech that relates
• Design brief
to your overall call of action. It must be at least 2 minutes long. You are an expert in
• Writing utensils
this field and should be able to answer your audience’s question. At expo teachers,
• Partner
members of the community and other students will watch your presentation/ mini
• Rubric (Refer to
teaching session. Before you present you will have a practice run on flipgrid and will
appendix: Resource
be provided with feedback.
3, pg. 28)
Note: the rubric is not entirely related to the presentation at expo, it relates to all
work done throughout the sequence with an emphasis on the presentation.

• Students will begin to think about their inquiry project in pairs. They must
develop an inquiry question and a call of action. The inquiry question must not
begin with what.
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 • Students can use Ipad’s to research and help them develop the basis of their
inquiry question.
• Students will begin to fill in their inquiry design brief. Only thinking about their
Inquiry question and call of action. Step 2 and so on will be completed at a later
stage in the sequence.
• Teacher conference with each pair to ensure the student’s questions are
appropriate.

Recommended links for further research:

• https://www.creativespirits.info/aboriginalculture/land/meaning-of-land-to-
aboriginal-people
• http://www.skwirk.com/p-c_s-17_u-455_t-1227_c-4695/SA/6/Daily-
life/Traditional-Life/Aboriginal-People-and-Torres-Strait-Islanders/SOSE/
• http://www.skwirk.com/p-c_s-17_u-455_t-1227_c-4695/SA/6/Daily-
life/Traditional-Life/Aboriginal-People-and-Torres-Strait-Islanders/SOSE/
• http://www.australiangeographic.com.au/topics/history-
culture/2010/12/living-the-traditional-aboriginal-life
• https://www.qcaa.qld.edu.au/downloads/approach2/indigenous_res005_0803.
pdf
• http://www.shareourpride.org.au/sections/our-culture/

13 Elaborate Lesson 13: Finish Design brief • Design brief:

• Students will then complete their design brief which will be used to pitch their https://ourglobalcla
idea to the teacher. The teacher must approve after the pitch. ssroom.blog/2014/0
• The students will think and research their creative resource (video, diorama, 5/26/inquiry-design-
model etc.).
15
 • They will list a set of materials they will need. brief-whats-your-
• They will sketch their ideas. call-of-action/
• This must all relate to their call of action and inquiry question.
• Inquiry books
Recommended research links: • Writing utensils
• https://www.creativespirits.info/aboriginalculture/land/meaning-of-land-to- • Laptops
aboriginal-people
• http://www.skwirk.com/p-c_s-17_u-455_t-1227_c-4695/SA/6/Daily-
life/Traditional-Life/Aboriginal-People-and-Torres-Strait-Islanders/SOSE/
• http://www.skwirk.com/p-c_s-17_u-455_t-1227_c-4695/SA/6/Daily-
life/Traditional-Life/Aboriginal-People-and-Torres-Strait-Islanders/SOSE/
• http://www.australiangeographic.com.au/topics/history-
culture/2010/12/living-the-traditional-aboriginal-life
• https://www.qcaa.qld.edu.au/downloads/approach2/indigenous_res005_0803.
pdf
• http://www.shareourpride.org.au/sections/our-culture/

14 Elaborate Lesson 14: Planning pitch/ learning how to pitch. Video link for shark tank
• Students will watch the example video of a pitch. Students will come up with 2 pitch:
stars and a wish for this pitch. http://abcnews.go.com/G
MA/video/year-
• Students will follow and discuss the anchor chart on how to give a good pitch.
entrepreneur-pitches-idea-
• Next students will watch another video on how to give a good pitch in 15
shark-tank-22910546
seconds.

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 • Now that students know how to deliver a good pitch, they will begin to plan and Website link to anchor
practice their own pitch. They should have their pitch ready to go by next chart:
lesson. https://ourglobalclassroo
m.blog/2018/03/27/inquir
y-how-to-pitch-an-inquiry-
call-of-action-pitch-ideas-
education-inquiry/

Video link for a pitch in 15

seconds:
https://www.youtube.com
/watch?v=phyU2BThK4Q

• Design Brief
15 Elaborate Lesson 15: Final pitch. Flip grid link:
• https://flipgrid.com/
• Students will use flip grid to pitch their ideas around their topic. They must
remember to use eye contact and remember the techniques they learnt from • Ipads
the last lesson. • Design brief
• Teachers need to create a new flip grid platform for this topic.
• Teachers will look over student’s pitches and suggest improvements or discuss
further changes.

16, Elaborate Lesson 16, 17, 18 & 19: Final assessment task.
17,
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 18 & • Students will begin to start their creative resource and speech. Students can • Ipads/ laptops
19 refer back to their rubric and task description. Teachers will have a quick • Inquiry books
discussion of what is expected. • Design brief
• The expectations for these 4 lessons are that students will finish their creative • Rubric
resource and complete further research which will inform their speech. • Materials for
• Students may need more time depending on what they are choosing to do for students creative
their creative resource. resource e.g. paper,
• In their speech students must relate it back to their call of action. They can use cardboard, puppet
information they already have, research more information or ask the elder shows, boxes and
when they come in. video cameras.
• The elder will come in for at least 2 lessons to assist students and to make sure • Invite and organise
they are being culturally sensitive. Elders.

Recommended research links:

• https://www.creativespirits.info/aboriginalculture/land/meaning-of-land-to-
aboriginal-people
• http://www.skwirk.com/p-c_s-17_u-455_t-1227_c-4695/SA/6/Daily-
life/Traditional-Life/Aboriginal-People-and-Torres-Strait-Islanders/SOSE/
• http://www.skwirk.com/p-c_s-17_u-455_t-1227_c-4695/SA/6/Daily-
life/Traditional-Life/Aboriginal-People-and-Torres-Strait-Islanders/SOSE/
• http://www.australiangeographic.com.au/topics/history-
culture/2010/12/living-the-traditional-aboriginal-life
• https://www.qcaa.qld.edu.au/downloads/approach2/indigenous_res005_0803.
pdf
• http://www.shareourpride.org.au/sections/our-culture/

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 20 & Evaluate Lesson 20 & 21: practicing mini teaching session. • Ipads/ laptops
21 • Inquiry books
Lesson 20: • Presentation
resources
• Students will start to practice their mini teaching session that will be conducted
at the expo. They must think about eye contact, loud voices, body language and
questions that might be asked by the audience.
• Based on their own practicing they must write at least 5 critical sentences about
their mini teaching session. Students need to think about what they can
improve on, what they can change and what they did well.
Lesson 21:
• Students will practice their mini teaching session on flip grid, this will allow
them to actually see and hear themselves presenting.
• They will upload their final presentation to the flip grid platform.
• Students must provide feedback to at least 3 other students on their
presentations (2 stars and a wish).
• Teachers will also provide feedback to students on their projects.
• Students will have time to look at their provided feedback, in order to make
changes if necessary.

22 Evaluate Lesson 22: Expo setup. • Chairs

• Students and teachers will use this lesson effectively and efficiently to set up • Tables
their expo stalls and arrange some form of lunch (Lunch is not necessary but • Resources

19
 would be a nice way to invite community members and parents to the expo. • Special guests
Parents club could organise this as a fundraiser for the school). (community, parents
• This day will be used as a celebration to finish off their lesson sequence. and Elders).
• Students will also need to set up chairs for the community and arrange the • Community
room and their stalls in a coherent way. reflection sheets
• Students may practice their presentations at their designated spots before the (Refer to appendix:
running of the expo commences. resource 2, pg. 27)
• The set up might take longer depending on the resources students have used
e.g. video resources.

23 Evaluate Lesson 23: Expo day. • Chairs

• Student’s will participate and present their mini teaching sessions to parents, • Tables
community and Elders. • Resources
• They will answer questions from the audience and engage with them in an • Special guests
appropriate manner. (community, parents
• Students will also be given the opportunity to watch other student’s and Elders).
presentations on the day. • Community
• Teachers, parents, community members and Elders will be given a reflection/ reflection sheets
voting sheet where they will choose the best presentation. They will also (Refer to appendix:
provide their chosen group with 2 stars and a wish. resource 2, pg. 27)

24 Evaluate Lesson 24: Self- reflection/ evaluation: • Questions provided

• Students will use the rubric to mark their own presentations.

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 • Students will then answer a set of questions to help them evaluate and reflect • Rubric (refer to
on their learnings. appendix: Resource
• Some questions might include: 3, pg. 28)
o Did you follow your call of action? Why or why not? • Final feedback from
o How do you think you went with your presentation? teachers.
o Did you work well in a group?
o What learning did you gain from this entire inquiry unit?
o If you could change 2 things what would they be?
o How do you think your creative resource helped you in your
presentation?

• Teachers will give students final feedback and rubric based on their overall work
within the entire unit. No formal score will be given.
• Students will also add to a page in their inquiry book. This page was the one
where they wrote down everything they know about the topic (Lesson 1).
Reference and Resources list

Resource list:

• Cameras/ ipads
• Magnify glasses
• Notepads
• Pens/pencils
• Elder/ guest speaker
• Teachers will need to arrange (transport, location, permission etc.).
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 • Large paper for brainstorms
• Students will need their evidence from the excursion (drawings, photos, notes)
• Something to lean on
• Inquiry books
• Rubric (Refer to appendix: Resource 3, pg. 28)
• Materials for student’s creative resource (e.g. paper, cardboard, puppet shows, boxes and video cameras).
• Chairs
• Tables
• Community reflection sheet (Refer to appendix: Resource 2, pg. 27)
• Questions provided
• Final feedback from teachers.
• Smartboard
• Graphic organiser (Refer to appendix: Resource 1, pg. 26)
• Book ‘Our race for Reconciliation’ by Anita Heiss.
• Book ‘Welcome to Country’ by Joy Murphy and Lisa Kennedy.

Video links:

Note taking video:

• https://www.youtube.com/watch?v=UAhRf3U50lM
Indigenous life videos:
• https://www.youtube.com/watch?v=xQvBxf1Y0Vw
• https://www.youtube.com/watch?v=MN7pMgKOafU
• https://www.youtube.com/watch?v=9y1T3JfzRGE
• https://www.youtube.com/watch?v=pYnN2HtujtY

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 • https://flipgrid.com/
Link to design brief:
• https://ourglobalclassroom.blog/2014/05/26/inquiry-design-brief-whats-your-call-of-action/

Video link for shark tank pitch:

• http://abcnews.go.com/GMA/video/year-entrepreneur-pitches-idea-shark-tank-22910546

Website link to anchor chart:

• https://ourglobalclassroom.blog/2018/03/27/inquiry-how-to-pitch-an-inquiry-call-of-action-pitch-ideas-education-inquiry/

Video link for a pitch in 15 seconds:

• https://www.youtube.com/watch?v=phyU2BThK4Q

REFERENCES
Barraket, J. (2005). Teaching Research Method Using a Student- Centred Approach? Critical Reflections on Practice. Journal of
University Teaching & Learning Practice, 2(2), 1-13. Retrieved from https://eric.ed.gov/?id=EJ1059434

Coast, U. o. (2018). Welcome to Country and Acknowledgement of Traditional Custodians. Retrieved from USC:
https://www.usc.edu.au/learn/student-support/australian-aboriginal-and-torres-strait-islander-student-assistance/welcome-to-
country-and-acknowledgement-of-traditional-custodians
Eison, J. (2010). Using Active Learning Instructional Strategies to Create Excitement and Enhance Learning . Retrieved from
https://www.cte.cornell.edu/documents/presentations/Eisen-Handout.pdf

Gilbert, R., & Hoepper, B. (2017). Teaching Humanities and Social Sciences. History, Geography, Economics and Citizenship in the
Austraian Curriculum. South Melbourne: Cengage Learning.
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 Hurst, B., Wallace, R., & Nixon, S. (2013). The Impact of Social Interaction on Student Learning. Reading Horizons,
52(4). Retrieved from https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3105&context=
Reading horizons

Schreiber, A. (2014). Workshop Wednesday: Nonfiction Note Taking! Retrieved from My Shoestring Life :
http://www.myshoestringlife.com/2014/03/workshop-wednesday-nonfiction-note.html
Woodhouse, J. L., & Knapp, C. E. (2000). Place-Based Curriculum and Instruction: Outdoor and Environmental Education Approaches.
ERIC Digest, 1-8. Retrieved from https://files.eric.ed.gov/fulltext/ED448012.pdf

Personal critique of your experience of this unit planning process

We really enjoyed our experience when creating this humanities unit of work. It gave us an insight as to what qualified teachers must
do and how much work actually goes into planning a unit. We enjoyed following the 5E model and creating an entire unit based around
inquiry. It gave us more understanding of what inquiry actually is and letting the students be self-driven in their work. We decided to
use ideas from Bronwyn Joyce’s blog and her way of teaching inquiry. We decided to give the students the task of creating a call of
action. This gave the students a purpose of their work and made it more relevant to everyday life. Overall, we worked extremely well
as a team, our research and ideas came from both parties. This allowed us to bounce our ideas off each other and agree on a sequence
we would follow. It was quite difficult to plan a sequence and knowing what we would teach when was quite difficult. We had to
change a few of our lessons around even though we had planned extremely well. We loved doing this task because it was actually
relevant to us as future teachers. We both agreed that we would use some of our tasks or maybe even the entire unit in our own
teaching practices.

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 Paragraph on how your pedagogy addressed the chosen Humanities discipline

Throughout our lesson sequence we focused on four main aspects these included; place-Based Pedagogy, student centred learning,
active learning and social interactions. The main sequence of our lesson was based on the foundations of the place- based pedagogy.
This is because our initial engage lesson was moved from being in the normal classroom to the outdoors, where children were able to
be at the centre of the learning and fully immerse themselves in the environment. This allowed students to link the connection of place
and land, in relation to our topic (Gilbert and Hoepper, 2017). Woodhouse and Knapp (2000) discuss the importance of Place- based
education as it provides our students with more knowledge and experiences on the world around us, it enables students to be more
hands on and engaged throughout lessons. Throughout our sequence students where the main facilitators of their learning because
they could decide on their own topic of choice for their pitch, linking our sequence to student centred learning. According to Barraket
(2005), student centred teaching methods can lead to an enhancement in students learning, thinking critically and creatively and
forming discussions with peers, teachers and class. This was heavily implemented throughout our lessons. Active learning strategies
were used heavily throughout our sequence as the students were involved in their own learning. They were given the opportunity to
critically reflect, think creatively and have discussions as a class (Eison (2010). Throughout this sequence students were provided with
opportunities for social interactions, which developed their knowledge further and allowed them to learn off each other (Hurst,
Wallace & Nixon, 2013). Therefore, our chosen pedagogy listed above hugely influenced our decisions, on our chose Humanities
sequence.

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Appendix:
Resource 1:

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Resource 2: 2 stars and a wish

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Resource 3: Rubric
Presentation of call of action at expo
Topic: The everyday life of Indigenous Australians and Torres Strait Islanders and their connection to the land.
Task description: You will decide on an inquiry question and call of action. These will inform your presentation at expo. You must
follow the design brief and then pitch your idea to the teacher. You will need to design a creative resource to use at your
presentation/mini teaching session. You will then need to create a speech that relates to your overall call of action. It must be at least 2
minutes long. You are an expert in this field and should be able to answer your audience’s question. At expo teachers, members of the
community and other students will watch your presentation/ mini teaching session. Before you present you will have a practice run on
flipgrid and will be provided with feedback. You must provide feedback to atleast 2 different expo presentations.

Presentation I used little to no eye I used some eye I used great eye I used excellent eye
contact with my contact with my contact with my contact with my audience.
audience. The audience. I had a quiet audience. I had a clear I had a loud clear voice
audience couldn’t but clear voice, the voice that they could that they could
understand me audience sometimes understand. My body understand. My body
because my voice couldn’t understand. language was correct. language showed that I
wasn’t loud or clear. My body language was confident and knew
My body language was showed that I was a what I was talking about.
okay but they could little bit nervous.

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 tell I was extremely
nervous.
Call of action My call to action was My call to action was My call to action was My call to action was
not appropriate and I okay but did not really good and showed my appropriate and showed
did not make any show my understanding about my understanding about
connections with the understanding about the overall topic. I was the overall topic. I was an
overall topic. I knew the overall topic. I did unsure on one or two expert about my call to
nothing about my call not know much about things about my call to action and did what my
of action and did not my call of action and action. I stuck to my call of action told the
follow what I was drifted away from call of action and did audience I was going to
going to do. what I was supposed to what it said I was going do.
do. to do.
Inquiry question I did not really have an My inquiry question My inquiry question My inquiry question was
inquiry question. It was okay. It was was great. It was excellent. It was creative
was not creative and thoughtful but did not thoughtful and showed and thoughtful and
thoughtful. It showed really connect with the my connection to the showed my connection to
no connection to the overall topic. overall topic. the topic.
topic.
Interaction with I answered none of I couldn’t answer all of I answered most I answered all questions
audience questions my the questions my questions my audience my audience asked about
audience asked about audience asked about asked about my call of my call of action. I was an
my call of action. I my call of action. I did action. I was nearly an expert in my topic. I spoke
knew nothing about not know a lot about expert in my topic. I to them confidently and
my topic. I was my call to action. I was spoke to them politely.

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 nervous to talk and nervous when I spoke confidently and
did not try to interact to them and they politely.
with them. couldn’t really hear me
that well.
Peer feedback I watched none of my I watched one of my I watched two of my I watched two of my
classmate’s classmate’s classmate’s classmate’s presentations.
presentations and did presentations. I presentations. I I provided them with
not give any feedback provided them with provided them with clear, thoughtful and
to any of my thoughtful and positive clear and positive positive criticism. I used
classmate’s criticism. I sort of used criticism. I used the 2 the 2 stars and a wish to
presentations. the 2 stars and a wish stars and a wish to do do this.
to do this. this.
Creative resource My creative resource My creative resource My creative resource My creative resource was
was not relevant to was somewhat was relevant to my call relevant to my call of
my call of action and relevant to my call of of action and inquiry action and inquiry
inquiry question. It did action and inquiry question. It helped me question. It helped me get
not help me get my question, I drifted get my point across for my point across for my call
point across for my away from these my call of action. It was of action. It was executed
call of action. It was slightly. It didn’t really executed and made to and made to a high
executed and made to help me get my point a good standard. standard.
a low standard. I did across for my call of
not put a lot of effort action. It was executed
into this resource and made to an okay
standard.

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 Connection to I didn’t participate in I participated in a few I participated in most I participated in all
overall topic: The any activities activities throughout activities throughout activities throughout this
everyday life of throughout this entire this entire sequence. I this entire sequence. I entire sequence. I was
Indigenous sequence. I was not was involved in some was involved in most involved in class
Australians and involved in class of the class discussion class discussion with discussion with students,
Torres Strait discussion with with students, teachers students, teachers and teachers and elders. I can
Islanders and their students, teachers and and elders. I can’t elders. I can explain explain the connection the
connection to the elders. I can’t explain really explain the the connection the Indigenous and Torres
land. the connection the connection the Indigenous and Torres Strait Islanders have to
Indigenous and Torres Indigenous and Torres Strait Islanders have to their place. I was culturally
Strait Islanders have Strait Islanders have to their place. I was sensitive throughout the
to their place. I wasn’t their place. I was culturally sensitive sequence.
culturally sensitive somewhat culturally throughout the
throughout the sensitive throughout sequence.
sequence. the sequence.

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