13.08.01_UnitPlan_AustralianJustice.doc.docx
New Learning unit: Is Australia a Just Society?
|Inquiry Question |‘Is Australia a just society?’ – Equality, fairness & identity in modern Australia |
|Year Level |10 |
|Domains |English |
| |Humanities – Economics |
| |Humanities – History |
| |Civics & Citizenship |
|Length of Unit |While each learning sequence can be used independently, sequences also combine to form a comprehensive area of study that can take place over 16 x 72 minute lessons. |
|Rationale |In this unit students will broaden their social understanding of Australia and the diverse experiences of its citizens by investigating multiple themes relating to justice. Students will explore all features|
| |of the inquiry question ‘Is Australia a Just Society’ by examining the following topics (sub-questions): |
| |What does justice mean to Australians? |
| |What is wealth? |
| |Immigration and perceptions of New Australians |
| |Indigenous issues & closing the gap |
| |City & country: does where you live impact on your quality of life? |
| |Representations of Australians in the Media |
| | |
| |Students will unpack these concepts by examining the factors which have and which continue to influence individuals’ experiences of justice from an historical perspective to today. By the end of the unit |
| |students will have the knowledge and skills to reflect on how notions of justice shape the world we live in through cultural and social values. |
| | |
| |As an inquiry unit, summative assessment pieces will require research in independent and group work. Students will submit five pieces of assessment over the unit. Three of their best will be used for an |
| |individual folio for which students are required to provide an introduction; summarising their learning over the 14 weeks and providing an opinion to the inquiry question. Students will be encouraged to lead|
| |class discussions, collaborate in group and individual work to produce a range of texts, non-texts and an oral presentation, and engage in peer review of classmates’ folio pieces. |
|Aims & Objectives |This unit will utilise a range of ICT applications, alternative settings and multimodal texts to develop student understanding of the complexities of justice, and the breadth of the human experience within |
| |justice. Student learning will be based around the following broad categories: |
| |Critical thinking |
| |Expressing and developing ideas |
| |Examining, responding to, and creating literature from a variety of perspectives |
| |Researching and responding to economic issues |
| |Developing intercultural understanding as students learn to value their own cultures, languages and beliefs, and those of others |
|AusVELS Curriculum Links |English (ENG) |
| |Language |
| |Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566) |
| |Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572) |
| |Understand that people’s evaluations of texts are influences by their value systems, the context and the purpose and mode of communication (ACELA1565) |
| |Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567) |
| |Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571) |
| |Understand conventions for citing others, and how to reference these in different ways (ACELA1568) |
| |Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564) |
| |Literature |
| |Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639) |
| |Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641) |
| |Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642) |
| |Evaluate the social, moral and ethical positions represented in texts (ACELT1812) |
| |Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814) |
| |Literacy |
| |Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749) |
| |Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audience (ACELY1752) |
| |Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756) |
| |Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user |
| |(ACELY1776) |
| |Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751) |
| | |
| |Humanities – Economics (ECO) |
| |Economic knowledge and understanding |
| |Students predict the economic consequences of proposed government policies and make informed choices among alternative public policy proposals |
| |Economic reasoning and interpretation |
| |Use economic reasoning to research and propose solutions to economic issues and problems of global significance |
| |Demonstrate an awareness of the impact of values and beliefs on economic issues |
| | |
| |Humanities – History (HIS) |
| |Rights and freedoms |
| |Background to the struggle of Aboriginal and Torres Strait Islander peoples for rights and freedoms before 1965 (ACDSEH104) |
| |The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world (ACDSEH143) |
| |The globalising world |
| |The waves of post-World War II migration to Australia (ACDSEH144) |
| |The impact of changing government policies on Australia’s migration patterns (ACDSEH145) |
| |The contribution of migration to Australia’s changing identify as a nation (ACDSEH147) |
| |Historical questions and research |
| |Identify and analyse the perspectives of people from the past (ACHHS190) |
| |Identify and analyse different historical interpretations (ACHHS191) |
| |Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced |
| | |
| |Civics and Citizenship (CIV) |
| |Civic knowledge and understanding |
| |Explain the development of a multicultural society and the values necessary to sustain it |
| |Take a global perspective when analysing an issue |
| |Community engagement |
| |Draw on a range of resources to articulate and defend their own opinions about political, social and environmental issues |
| |Contest the opinions of others |
| |Participate in a range of citizenship activities including those with a national or global perspective, at school and in the local community |
|Outcomes |The significant and essential learning that students will have achieved by the end of the unit are linked directly with the following Level 10 AusVELS achievement standards: |
| | |
|AusVELS Achievement |English (ENG) |
|Standards |Develop and justify their own interpretations of texts |
| |Explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. |
| |Develop own style by experimenting with language features, stylistic devices, text structures and images |
| |Create a wide range of texts to articulate complex ideas |
| |Make presentations and contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments |
| |Demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts |
| | |
| |Humanities – Economics (ECO) |
| |Plan and conduct investigations in order to research an economic problem and/or argue the validity or otherwise of their own hypotheses |
| |Interpret reports about current economic conditions, both national and global, and explain how these conditions can influence decisions made by consumers |
| |Demonstrate an awareness of the impact of values and beliefs on economic issues, and how differences may be identified, negotiated, explained and possibly resolved |
| | |
| |Humanities – History (HIS) |
| |Explain the significance of events and developments from a range of perspectives |
| |Explain different interpretations of the past and recognise the evidence used to support these interpretations |
| |Develop, evaluate and modify questions to frame an historical inquiry (when researching) |
| |Process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions |
| |Use evidence identified in sources, and reference these sources to develop texts and organise and present arguments |
| | |
| |Civics and Citizenship (CIV) |
| |Explain the development of a multicultural society and the values necessary to sustain it |
| |Analyse how well democratic values are reflected in aspects of the Australian political system |
| |Draw on a range of resources, including the mass media to articulate and defend their own opinions about political, social and environmental issues in national and global contexts |
| |Contest, where appropriate, the opinions of others |
| |Develop an action plan which demonstrates their knowledge of a social or environmental issue and suggest strategies to raise community awareness of it |
|Summative Assessment |The summative assessment for this unit is comprised of five separate pieces of work (one for each main theme of study), and one concluding portfolio demonstrating understanding of inquiry question ‘Is |
| |Australia a just society?’ Each of the assessment tasks link to the Level 10 AusVELS achievement standards, as outlined above in Outcomes: |
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| |# |
| |Assessment Task |
| |Achievement Standards |
| |Score |
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| |1 |
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| |Lesson 3: Infographic comparison of Australian wealth to Asia-Pacific region |
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| |Students will examine wealth distribution in Australia from a global perspective, looking at factors such as education, employment, housing, and disposable incomes. Creating an infographic using ICT |
| |application Comic Life, students compare and contrast Australia’s wealth to another country in the Asia Pacific region. |
| |ENG: 1 |
| |ECO: 2, 3 |
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| |/15 |
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| |2 |
| |Lesson 6: Reflective essay on Immigration Museum & perceptions towards New Australians |
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| |Over two lessons, students will: |
| |Learn about the White Australia Policy by watching Immigration Nation |
| |Go on an excursion to the Immigration Museum and use a pre-planned sheet to take structured notes reinforcing prior learning |
| |Interview a member of the public outside the Immigration Museum to gauge their perception of New Australians |
| | |
| |Students are to write a reflective essay on what they have learned over the two lessons. |
| |ENG: 2, 3 |
| |CIV: 1, 4 |
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| |/15 |
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| |3 |
| |Lesson 9: Indigenous issues & Closing the Gap ‘Thinking Hats’ activity |
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| |Over two lessons students will examine the historical events that have contributed to modern Indigenous issues, including English settlement, class systems, land rights, housing, and health concerns. |
| | |
| |Students will use one ‘Thinking Hats’ activity to unpack an aspect of Closing the Gap and present their information in their chosen form. Students will briefly illustrate their learning to the class by |
| |explaining their piece of work. |
| |ENG: 3, 4 |
| |HIS: 4, 5 |
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| |/15 |
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| |4 |
| |Lesson 11: Letter to the editor on city & country divide |
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| |Students consider the inquiry question ‘does where you live impact your quality of life?’ They read a web article examining the gap between city, suburban and country Australians regarding key indicators |
| |(e.g. services, health, transport), and how this has developed since the urbanisation of Australia. |
| | |
| |Students write a letter to the editor outlining the reasons for the divide and calling for action to close the gap between urban privilege and rural disadvantage. |
| |ENG: 2 |
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| |/15 |
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| |5 |
| |Lesson 13 & 14: Presentation on representation of Australian stereotypes in the media |
| | |
| |Students work in groups to identify stereotypes or biases in the Australian media texts, investigating their origins, and analysing the impact they have on our perceptions of individuals and groups in |
| |society. |
| | |
| |IN groups of 4, students unpack a specific stereotype of a class/social grouping in Australia, and give a 5 minute presentation to the class on their research. |
| |ENG: 2, 3, 5 |
| |HIS: 1, 5 |
| |CIV: 1, 3, 4 |
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| |/15 |
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| |6 |
| |Lesson 15: Unit portfolio |
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| |Students demonstrate their understanding of the complexities of justice and general learning over the unit by preparing a 250-word reflection on the unit inquiry topic ‘is Australia a just society?’ This |
| |piece will act as an introduction to a collation of their three best pieces of work throughout the unit. |
| | |
| |A combination of the student learning outcomes as listed under individual folio pieces |
| |/25 |
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| |Each of these summative assessment tasks will be marked according to the following assessment rubric: |
| |Criteria |
| |H |
| |M |
| |L |
| |Comments |
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| |Demonstrated understanding of the broader concept of justice |
| |Identify the key players within the issue |
| |Research using a range of sources |
| |Use evidence to support arguments |
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| |Content is accurate, complete and appropriate to the task |
| |Offers new insights into the topic |
| |Ideas and arguments illustrate complexity of the topic |
| |Places the topic within the broader sense of ‘is Australia a just society?’ |
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| |Presentation and originality |
| |Appropriate form |
| |Clear and creative presentation |
| |Evidence of original thought |
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| |Structure and coherence |
| |Piece is structured appropriate to task |
| |Structured logically and effectively to communicate meaning, showing clear planning |
| |Thoughts are presented coherently and effectively through text and non-text pieces |
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| |Mechanics of language |
| |Effective use of vocabulary |
| |Use of language suited to the form, purpose and audience of the text |
| |Minimal spelling and grammatical errors |
| |Varies between long and short sentences |
| |Punctuation used confidently and correctly |
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|Formative Assessment |The following formative assessment tools will be used ongoing throughout the unit to evaluate student learning and inform any necessary changes to the unit outline: |
| |Participation in class discussion |
| |Working collaboratively and productively in groups |
| |Taking responsibility for roles in group work |
| |Submitting drafts for teacher and peer review |
| |Evidence of rehearsals for oral presentation |
| |Stays on task in class |
| |Can work independently in class |
| |Engages in reflective learning at the end of each class |
|Cross-curriculum |This unit links to the following cross-curriculum essential knowledge, understandings, and skills. The specific cross-curriculum links within each lesson are outlined in Unit Outline: |
|Priorities | |
| |Aboriginal and Torres Strait Islander histories and cultures (ATSI) |
| |Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for country / place throughout all of Australia |
| |Aboriginal and Torres Strait Islander peoples’ have lived in Australia for tens of thousands of levels and experiences can be viewed through historical, social and political lenses |
| | |
| |Asia and Australia’s engagement with Asia (ASIA) |
| |Australians of Asian heritage have influenced Australia’s history and continue to influence its dynamic culture and society |
| | |
| |Sustainability (SUS) |
| |Sustainable patterns of living rely on interdependence of healthy social, economic and ecological systems |
| |The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future |
|Information and |This unit has a major emphasis on the incorporation of the ICT capability in a wide range of learning activities, including the production of texts. The following ICT organising elements have been |
|Communication Technology |incorporated in learning activities to assist students in adapting to new ways of thinking, communicating, and learning. The specific use of these ICT elements within each lesson are listed in Unit Outline: |
|(ICT) | |
| |Investigating with ICT |
| |Select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data |
| |Use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings |
| |Creating with ICT |
| |Select and use ICT to articulate ideas and concepts, and plan the development of complex solutions |
| |Communicating with ICT |
| |Select and use a range of ICT tools efficiently and safety to share and exchange information, and to collaboratively and purposefully construct knowledge |
|Intercultural |This unit aims to develop students’ intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others. The following Intercultural Understanding organising |
|Understanding |elements have been incorporated to achieve this aim. The specific elements within each lesson are listed in Unit Outline: |
| | |
| |Recognising culture and developing respect |
| |Analyse how membership of local, regional, national and international groups shapes identities including their own |
| |Critically analyse the complex and dynamic nature of knowledge, beliefs and practices in a wide range of contexts over time |
| |Understand the importance of mutual respect in promoting cultural exchange and collaboration in an interconnected world |
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| |Interacting and empathising with others |
| |Analyse the complex relationship between language, thoughts and context to understand and enhance communication |
| |Present a balanced view on issues where conflicting views cannot easily be resolved |
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| |Reflecting on intercultural experiences and taking responsibility |
| |Reflect critically on the effect of intercultural experiences on their own attitudes and beliefs and those of others |
| |Critique the use of stereotypes and prejudices in texts and issues concerning specific cultural groups |
Learning sequence: Is Australia a Just Society?
|Theme |# |Topic |Teaching and Learning Activities |Curriculum Links |Assessment |
| |16 |Assessment |Students finish editing of folio pieces and introductions | |Summative Task 6: Unit|
| | | |Ss share 3 key things they learned over the unit, using evidence from their folios | |portfolio |
New Learning ICT application: Jog the Web
What is it and how does it work?
Jog the Web is a web-based tool that allows any user to create a synchronous guide to a series of websites. It provides a step by step approach to take students through a series of websites and allows the author of the ‘jog’ to annotate and ask guiding questions for each page. The tool is useful for keeping students on track with websites that are relevant and useful to the learning task.
It is simple to create an account and begin creating a jog. The site allows you to try before signing up. You can also browse for other jogs created by other users.
To create a jog:
• Give your jog a title, description and topic
• Begin adding pages to your jog
• In the comment section you can add a question or a task for students to complete while on that page
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How do you use it?
Jog the Web can be used for scavenger-hunt style short learning tasks where students are required to find information from websites. The creator can ask guiding questions to facilitate student learning and ensure that students are achieving learning outcomes. Jogs are useful for extended research activities; providing students with relevant information and trustworthy sites in the one place rather than giving students a long list of lengthy web addresses. It can also be used to collate resources such as grammar games whereby students work their way through the activities at their own pace. For major research projects students could create their own jog as a reference list to show evidence of their extended research.
As in the lesson plan below, Jog the Web enhances student learning by allowing for a safe and ethical web browsing experience as the jog creator (Teacher) chooses the websites listed for students. It keeps students on task and assists in speeding up self-directed research for assignments.
ICT Lesson 13: Where do stereotypes come from?
Title: Justice in Australia: Media Stereotypes
Description: a collection of websites that illustrate stereotypes of individuals/groups commonly seen in Australian media
In our “What is Justice” unit we have a section of study on media stereotypes of social groups in Australia. For this learning sequence students will learn to identify these stereotypes or biases, investigate their origins, analyse the impact they have on our perceptions of individuals/groups, and create a visual representation which unpacks a specific stereotype of a class/social grouping in Australia.
|Inquiry Question: Where do stereotypes come from? |
|Prior learning | |
| |Previous class on identifying/categorising social groups in Australia |
| |Lunchtime-viewing/home-viewing: Insight – ‘I’m not racist but…’ episode |
|Student learning aims | |
| |Students will learn to identify stereotypes or biases in the Australian media, investigate their origins, analyse the impact they have on our perceptions of individuals/groups, and create a presentation |
| |which unpacks a specific stereotype of a class/social grouping in Australia. |
|Teaching objective | |
| |Students will understand that stereotypes and biases affect our lives, and to be able to identify these in modern media |
|Standards | |
| |Intercultural understanding: investigating the dynamics between different cultures in different settings |
| |Cross-discipline: English, Humanities, Civics & Citizenship, Ethics |
| |ICT: investigating with ICT; using Jog the Web to locate information on stereotypes |
|Engage 5 |Q: What stereotypes do we see in the Australian media? |
|Remembering |Think-Pair-Share: write a list of some common stereotypes that you’ve seen in the Australian media (newspapers, Youtube videos, television, film, novels, magazines). Share with the person next to you and |
| |prepare to present to the class. |
| |Knowledge of common stereotypes experienced in every day life |
| |Q: What are stereotypes and where do we see them? |
|Explore 5 |Watch Bad Mouth ad (UN) and model learning aims of the lesson on the board with students. |
|Understanding |Understanding the implications stereotypes through language of exclusion, profiling, generalising |
| |Form groups of 4, Ss to watch first video before walking through other web pages. Choose one stereotype and unpack it by writing brief responses to these questions: |
|Explain 45 |What are the origins of this stereotype? |
|Applying |Who does it seek to benefit? |
| |Is it discriminating against certain individuals/groups? |
| |What are the short and long-term consequences? |
| |What does this say about Australian culture? |
| |Apply understanding by researching questions above; using the Jog to respond to these questions. |
|Elaborate 10 |Q: Is this stereotype justified? |
|Analysing |In your group plan a 5 minute presentation on your stereotype using your research to answer the questions above, and finally reaching a conclusion as to whether it is justified or not. |
| |Group roles: scribe, presenter, researcher/summariser, facilitator – hand out individual roles cards |
| |Analysing applied knowledge to determine causes, consequences and impact of stereotypes on Australian culture |
| |Check in with student progress by asking each group to present research to the class |
|Evaluate 5 |Peer learning; evaluating others’ findings and responses to the task in the context of their new and old knowledge |
|Evaluating | |
|Assessment |Formative: T to roam the room and gauge Ss’ participation in class discussion; ability to work collaboratively and productively in groups; taking responsibility for roles in group work; staying on task in |
| |class; listening to others present on what they have found in their research |
| |Summative (next class): Presentation on representation of Australian stereotypes in the media |
| |Students work in groups to identify stereotypes or biases in the Australian media texts, investigating their origins, and analysing the impact they have on our perceptions of individuals and groups in |
| |society. In groups of 4, students unpack a specific stereotype of a class/social grouping in Australia, and give a 5 minute presentation to the class on their research. |
|Resources |Insight – I’m not racist but… |
| |Bad Mouth UN - |
| |Individual roles cards – see below |
| |Justice in Australia: Media Stereotypes –8 stereotypes to allocate to groups |
|Next class |Students will create a presentation detailing their stereotype and perform to the class. T will then initiate a reflective discussion, asking Ss: Do you agree with these stereotypes that exist in our |
|Creating |society? Why, why not? |
| |Students finish this class by writing a brief reflection on what they have learned from their own research and their classmates’ about Australian culture and society today in class. What do you see for the |
| |future? |
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Lesson 7: Historical understanding of Indigenous issues
|Inquiry Question: In what ways has European settlement impacted on Indigenous peoples’ lives? |
|Prior learning | |
| |Ss will have just completed the sub-unit on immigration, touching on how European settlement impacted Indigenous peoples’ lives |
|Student learning aims |Ss to develop an understanding of Indigenous culture, issues, histories through an historical, social and political lens as seen through the film. |
|Teaching objective |They will begin to critically analyse the complex and dynamic nature of Indigenous knowledge, beliefs and practices in a wide range of contexts over time through structured note taking. |
|Standards |ENG: 14, 15 |
| |HIS: 8 |
| |ASIA: 1 |
| |IU: 1-7 |
|Engage 5 |How did European settlement impact the lives of Indigenous people at the time? |
|Remembering |T begins class discussion, eliciting prior knowledge gained from previous sub-unit and Ss’ general understanding of Indigenous issues. |
| |How does European settlement continue to impact the lives of Indigenous people today? |
|Explore 5 |Ss to create a vocabulary list which encapsulates their understanding of how European settlement has impacted the lives of Indigenous people (using paper, whiteboard, or open Google doc) |
|Understanding | |
| |T aids Ss to list vocabulary into the following categories: |
|Explain 10 |living conditions |
|Applying |law |
| |language |
| |health |
| |land |
| |ceremony |
| |dignity and self-respect? |
| |Vocab list is to be shown while documentary is playing to guide Ss note taking. Discuss whether Ss generate negative or positive examples – why do we think this way? |
| |For example |
| |Living conditions |
| |Law |
| |Language |
| |Health |
| |Land |
| |Ceremony |
| |Dignity & self-respect |
| | |
| |Poverty, government housing |
| |Old traditions consumed by European way of life |
| |Many languages now extinct |
| |Eye disease, higher risk of cancer |
| |Dispossession |
| |Loss of connection to traditional ceremony |
| |Dispossession, Drug and alcohol abuse |
| | |
|Elaborate 40 |Ss watch documentary, Our Generation (50 minute version, key elements re: categories for discussion). |
|Analysing & Synthesising|T directs Ss to take notes on how European occupation of Arnhem Land changed Yolngu living patterns, and how this is seen in the 7 categories discussed earlier. |
| |Ss share notes taken on 7 categories. |
|Evaluate 10 |T to facilitate discussion on whether Ss’ assumptions were proven right/wrong/acknowledged at all in the documentary. |
|Evaluating |T closes lesson by linking categories to Government initiative to ‘Close the Gap’ between Indigenous and non-Indigenous Australians (focus of next 2 lessons). Engage Ss to think about one category in |
| |particular in preparation for next class. |
|Assessment |Formative: Ss will participate in class discussion, stay on task watching the documentary and taking effective notes on the 7 categories, Ss will engage in the factors involved in ‘Closing the Gap’ in |
| |preparation for next two classes. |
|Resources |Our Generation (2010) |
Lesson 9: Closing the Gap thinking hats activity
For this task, complete the following activities and make a final presentation to the class illustrating the learning you gained from this activity.
White Hat Thinking – gathering data
Gather as much information as you can about the Aboriginal experience – what do the statistics tell you about the ‘gap’ between the Indigenous population and the rest of Australia? Consider aspects such as life expectancy, mortality rates, education, rates of incarceration, income and any others you find interesting.
Compile your information into a summary, or a series of mindmaps / overviews outlining the main points.
Red Hat Thinking – emotions / feelings
Write an account of daily life from an Indigenous person who is experiencing disadvantage in one of the areas outlined in the ‘Closing the Gap’ documents. Include in your account how that person would have felt about their circumstances.
Brainstorm a list of words that describe how you feel about Indigenous peoples’ experiences.
Black Hat Thinking & Yellow Hat Thinking – negative and positive thinking
Draw up a table that lists the advantages and disadvantages of Australia’s methods of closing the gap for Indigenous people.
Green Hat Thinking – creativity
Create two images / illustrations that best describe or symbolize the experience of ‘the Gap’ for Indigenous people. Be sure to pay attention to colour and use it to enhance the meaning of your images.
Blue Hat Thinking – metacognitive thinking (thinking about thinking!)
How will you present all of these ideas to the class? Will you create a poster? An infographic? A podcast? A powerpoint presentation? A speech? Once your mode of presentation has been decided, how will you arrange the information (eg. What order will it be presented in?)
Lesson #2: Presentation of an ICT Application
|Class |Lesson #2: What is wealth? |
|Aims & objectives |Analyse the various social and economic factors which define ‘wealth’ |
| |Evaluate Australia’s wealth in relation to countries within the Asia-Pacific region |
|Outcomes for students |Independent brainstorm of factors that define ‘wealth’ shared with class and sorted by theme |
| |Watch Hans Rosling video and evaluate Australia’s wealth in relation to other countries in Asia-Pacific region |
| |Draft outline of infographic assessment produced in ‘Comic Life’ ICT app |
|Cross-curriculum Priority |ASIA: Australians of Asian heritage have influenced Australia’s history and continue to influence its dynamic culture and society |
| |SUS: Sustainable patterns of living rely on interdependence of healthy social, economic and ecological systems |
| |SUS: The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across |
| |generations into the future |
|ICT Curriculum Elements |Use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings |
| |Select and use ICT to articulate ideas and concepts, and plan the development of complex solutions |
|Intercultural Understanding |Reflect critically on the effect of intercultural experiences on their own attitudes and beliefs and those of others |
| |Critique the use of stereotypes and prejudices in texts and issues concerning specific cultural groups |
|Resources |Classroom in which tables and chairs can be moved |
| |Projector and speakers |
| |Students bring laptops with Wi-Fi connection in classroom |
|Formative assessment |Students’ contribution to group work and class discussion |
| |Questions posed to students’ throughout lesson – identifying students needing additional assistance |
| |Draft outline of infographic produced using ‘Comic Life’ ICT app |
| |Student reflection at the end of class |
|Time |Activity |Key steps |
|2 min |Introduction |Teacher greets all students, ensures room is calm and settled |
| | |Teacher outline of Learning Intent & Success Criteria[1] |
|10 min |Class activity: wealth versus|Students to organise themselves in proportion of global population across different continents – once completed, teacher reveals answer |
| |population |Student organise themselves in proportion of global wealth across different continents – once completed, teacher reveals answer |
| | |Teacher asks students to share reflections on task[2] |
|15 min |What is wealth? |Teacher asks students to write responses to question ‘Australia is a lucky country because…’ (PRIOR KNOWLEDGE) |
| | |Students to share answers in table groups, coming to a consensus of thee answers[3] |
| | |Teacher calls on tables to share responses, initiating a discussion on what factors contribute to wealth |
| | |Teachers asks students to relate the factors discussed (e.g. freedom, safety, cleanliness) to other countries they may have visited – “did you see what you outlined in lucky question?”[4] |
| | |Teacher writes headings ‘political’, ‘economic’, ‘legal’, ‘social’, and ‘health’ on board, and students have to come up and write their responses under appropriate heading – outline terms |
| | |if necessary[5] |
| | |Class discussion on what constitutes wealth |
|10 min |Watch video |Watch video Hans Rosling’s 200 countries, 200 years, 4 minutes: [6] |
| | |Teacher asks student to summarise video into one sentence |
| | |Students asked to share their responses to class |
|10 min |Outline of Assessment |Teacher overview of assessment requirements[7] |
| | |Students to create infographic using ICT app ‘Comic Life’ comparing wealth in Australia to an Asia Pacific country, focusing information on one key factor e.g. education, health, income |
| | |Students to have country and factor approved by teacher |
| | |Students research data on UN Data website: |
| | |Teacher provides students with assessment criteria and timeline when work is to be submitted |
| | |Teacher does quick demonstration of ‘Comic Life’ using projector, outlining expected layout etc. |
|20 min |Working on Assessment |Teacher reminders students that draft outline of infographic to be completed by end of class |
| | |Students begin working on assessment piece, with topics approved by teacher[8] |
| | |Teacher checks in on each table to ensure students are on task, comfortable in using ‘Comic Life’, and have appropriate topic with outline |
|5 min |Reflection |Students write reflection on what they have learnt in lesson |
| | |Teacher encourages students to share what they learnt, enjoyed, or still have questions about[9] |
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Lesson Plan #5: Alternative Setting
|Class |Lesson 5: Excursion to Immigration Museum |
|Aims & objectives |Analyse the migration history of Victoria and Australia |
| |Evaluate perceptions of the general public towards new migrants |
|Outcomes for students |Structured notes from ‘Immigration Pathway’ tour that will be used towards reflective essay to be completed in following lesson |
| |Notes from Vox-pop interviews conducted outside Immigration Museum that will be used towards reflective essay |
|Cross-curriculum Priority |ASIA: Australians of Asian heritage have influenced Australia’s history and continue to influence its dynamic culture and society |
|Intercultural Understanding |Analyse how membership of local, regional, national and international groups shapes identities including their own |
| |Understand the importance of mutual respect in promoting cultural exchange and collaboration in an interconnected world |
| |Analyse the complex relationship between language, thoughts and context to understand and enhance communication |
| |Reflect critically on the effect of intercultural experiences on their own attitudes and beliefs and those of others |
|Resources |Transport and entry to Immigration Museum (Melbourne, Victoria) |
| |‘Immigration Pathways’ tour booked with Immigration Museum |
| |Copies of ‘Immigration Pathways’ booklet for students to complete |
|Formative assessment |Student completion of ‘Immigration Pathways’ structured note sheet – students requiring assistance can choose to focus on one floor, while those needing more challenging tasks can begin |
| |reflective essay |
| |Students’ contribution to discussion and questions on tour |
| |Observation of students conducting vox-pox – students requiring assistance can choose to complete the task in threes |
| |Questions posed to students’ throughout tour and travel back to school |
|Time |Activity |Key steps |
|30 min |Introduction |Teacher conducts prior knowledge as class travels to Immigration Museum[10] |
| | |Teacher poses questions outlined in ‘1. What do students know about immigration?’ (below) |
| | |As an extension activity, teacher can alternatively use questions outlined in ‘2. Key questions’ (below) |
| | |Teacher overview of assessment requirements[11] – following excursion students are required to write a personal reflective essay on what they learnt at the Immigration Museum |
|60 min |‘Immigrations Pathways’ tour |Students are taken on 60 minute ‘Immigration Pathways’ program by Immigration Museum staff member[12] |
| | |Program is an overview of the immigration history of Victorian and Australia. Integrated learning is supported through exploring immigration process and stories of getting in, arrival and |
| | |reunions, settlings and impacts |
| | |Students complete ‘Immigration Pathways’ structured note sheet (example included below)[13] |
| | |Teacher checks in on students ensure they are on task, comfortable with completing structure note sheet, and if needing additional help |
|30 min |Reflection |Students given the opportunity to complete any sections from structured note sheet they may be missing |
| | |Teacher prompts students to write 3-5 lines of reflections on Museum visit[14] |
|30 min |Vox-pops |In pairs outside the Immigration Museum, students conduct 2-3 vox-pops with members of the general public, asking ‘what do you think about Australia’s migration policy?’ and ‘what do you |
| | |think about New Australians?’ |
| | |Students record notes from vox-pops to use in reflective essays |
|30 min |Conclusion |As class travels back to school, teacher prompts students to consider their vox-pop responses and summarise each perspective in one sentence |
| | |Teacher challenge students to analyse the social and political messages on display in the museum[15] |
| | |Teacher runs through structured note sheet, giving assistance to those students who require it |
| | |Students write reflection on what they have learnt in lesson |
| | |Teacher encourages students to share what they learnt, enjoyed, or still have questions about[16] |
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Example of Structured Note Sheet
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[1] Demonstrated use of e5 ( “Engage: establishes learning goals” (DEECD 2103)
[2] Demonstrated use of Bloom’s Higher Order Thinking ( “Analyse”
[3] Demonstrated use of Bloom’s Higher Order Thinking ( “Evaluating”
[4] Demonstrated use of Bloom’s Higher Order Thinking ( “Analyse”
[5] Demonstrated use of e5 ( “Explain: Develops language and literacy”
[6] Demonstrated use of e5 ( “Explain: Presents new content”
[7] Demonstrated use of e5 ( “Engage: develops shared norms”
[8] Demonstrated use of Bloom’s Higher Order Thinking ( “Creating”
[9] Demonstrated use of e5 ( “Evaluate: facilitates self assessment”
[10] Demonstrated use of e5 ( “Engage: determines readiness for learning”
[11] Demonstrated use of e5 ( “Engage: develops shared norms”
[12] Demonstrated use of e5 ( “Explain: presents new content”
[13] Demonstrated use of e5 ( “Explore: structures inquiry”
[14] Demonstrated use of Bloom’s Higher Order Thinking ( “Analysing”
[15] Demonstrated use of Bloom’s Higher Order Thinking ( “Evaluating”
[16] Demonstrated use of e5 ( “Evaluate: facilitates self assessment”
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