EEB435/505 Assessment Four

EEB435/505 Assessment Four

202360

Name:

Student Number:

Subject Code & Title: EEB435/505: Indigenous Australian Studies for Teachers

Assignment Title: Assessment Item 4: Planning for teaching

Value: 50%

Submission Due Date: 15th October, 2023

Length: 3000 words [EEB435] | 3500 words [EEB505]

Statement of Authenticity: I declare that the work within this assignment is my own, that it has not been submitted previously and that I acknowledge the ideas of other authors throughout.

**Please delete text in red font throughout this template

You are encouraged to submit your final draft to Turnitin see the link on our subject site.

Part 1: Lesson Planning

Section 1: Overview of Planning Elements (not included in word count)

Stage & Year:

Title: Duration: XX weeks

Relevant information

School and First Nations traditional owners/Country: Karoah Primary School located in the southern region of Wiradjuri Country.

Stage learning: In Year 4 Geography, students describe and compare thecharacteristics of placesin different locations at local to national scales. They identify the interconnections between components of theenvironmentand between people and theenvironment. Students recognise the importance of theenvironmentand identify different possible responses to a geographical challenge. (ACARA, 2014).(taken directly from Australian Curriculum: HASS)

Assumed prior knowledge: Students will have prior knowledge and understanding of how symbols, events, individuals and places in their community make it unique.(can be drawn from the curriculum or your own sense of the preceding lessons if your lesson sequence is part of a longer unit of work - see below)

Additional information: This sequence of lessons forms part of a ten-week Unit of Work through which students will acknowledge, record, sort and represent data and information from collaboration with members of the local Wiradjuri community to develop a map-based resource relating to the local waterways.

The Australian Curriculum (ACARA, 2022):

Content Descriptions:

Eg.Pose questions to investigate people, events, places and issues (ACHASSIO73)

Record, sort and representdataand the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriateconventions (ACHASSIO75).

Interact with others with respect to share points of view (ACHASSIO80).

Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSIO82).

Thecustodial responsibilityAboriginal and Torres Strait Islander Peoples have forCountry/Place, and how this influences views aboutsustainability (ACHASSKO89)

Elaborations:

Eg.

investigating how Aboriginal and Torres Strait Islander Peoples' ways of living were adapted to the resources of their Country/Place (for example, the alpine country of the Ngarigo People; the rainforests, beaches and dunes of the KuKu Yalanji People; the desert country of the Arrernte People; the savannah country of the Jawoyn People; the riverine plains of the Wiradjuri People; and the local Country/Place)

investigating how knowledge and practices shared among Aboriginal and Torres Strait Islander Peoples are linked to sustainable use of resources and environments (such as rotational use and harvesting of resources, mutton-bird harvesting in Tasmania, the use of fire, and the collection of bush food from semi-arid rangelands)

Acknowledging, analysing and interpreting data and information from Aboriginal and Torres Strait Islander Peoples understandings of Earths systems and cycles.

asking questions before, during and after an investigation using tools such as a KWL chart (what they know, what they want to know and what they have learned) and five Ws + H (who, what, when, where, how and why)

developing How do we know? questions for evidence, What could be done? questions about alternatives, and Is that right or fair? questions about decisions past and presentACARA Aboriginal and Torres Strait Islander Cross-curriculum priority Organising Ideas (ACARA, 2022):

Eg.OI. 3 The First Peoples of Australia are the traditional owners of Country/Place, protected in Australian Law by the Native Title Act 1993 which recognises pre-existing sovereignty, continuing systems of law and customs, and connection to Country/Place. This recognised legal right provides for economic sustainability and a voice into the development and management of Country/Place. (A_TSICP3)

OI. 5 First Nations Australians ways of life reflect unique ways of being, knowing, thinking and doing. (A_TSIC2)

Australian Professional Teaching Standards (AITSL, 2011)

Eg.Professional Knowledge

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.4 Strategies for teaching Aboriginal and Torres Strait Islander Students

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

Professional Engagement

6.3 Engage with colleagues and improve practice

7.1 Meet professional ethics and responsibilities

7.4 Engage with professional teaching networks and broader communities

Section 2: Overview of Lesson Sequence (1500 words [EEB435] or 1750 words [EEB505] including annotations)

Learning and Teaching Annotations

Title: Our local waterways

Prior to Lesson 1, undertake consultation with (insert local Aboriginal personnel and/or organisations identified in your research in your local area) to identify relevant local waterways and issues of interest to local Wiradjuri community and confirm planning for Lesson 4 to involve local Indigenous personnel and visit local site. Identify/explain why you would do this and support with citation

Lesson 1: Key inquiry question - Which local waterways do we know about and how?

Ask whole group what they know about waterways in their local area and develop a knowledge map on the interactive whiteboard (IWB).

Model to students how to search for and insert images relevant to information explaining that they will need to use this process at a later stage.

Retain map for later revisiting of knowledge.

Focusing on student knowledge about the Murray River, create a new knowledge map. Ask students:

What words do we know to name or describe this place?

How do we know these words?

View Aboriginal Wiradjuri Language, Bellbridge VIC (see Appendix A) with students. Ask students to make notes about:

What words does the author use to name or describe place?

What knowledge about the Murray River is shared by the author?

Add new information from the video to the knowledge map and discuss.

Students complete exit slip on one new thing they learned to take home to share with families.Whole group discussions are effective/valuable/beneficial for Indigenous learners because (in-text citation).

Possible annotation to identify the 8 Ways strategy and explain value/benefit of strategy to Indigenous learnersCitation format for 8 Ways: (Traditional Owners of Western New South Wales, n.d.)

Revisiting knowledge is effective for Indigenous learners because consider link to 8 Ways strategies (in-text citation).

Acknowledging home/community language or EAL/D - possible annotation to explain value/benefit of this to lndigenous learners.

Identify/explain decision to incorporate local Wiradjuri knowledge holder explain why this is important and/or the value of the resource (in-text citation).

Possible annotation to explain value of family involvement in student learning.

Lesson 2: Key inquiry question - Which local waterways can and should we know more about and how?

Revisit knowledge maps from Lesson 1. Add to maps if students have new information to share.

Teacher introduces three topical issues relating to river management in the local community and explains how they learned about each issue including:

discussion with local Wiradjuri organisation,

research, and

personal experience via a story about own experience

In small groups, students discuss what they know about, and what they would like to learn about, each issue. Each student records one idea and how they would like to learn it onto a large sticky note.

Teacher introduces learning intentions, success criteria, and final products (a poster presentation, PowerPoint presentation, or brochure for local audience) for unit via a Learning Map depicting how the class will achieve learning intentions in the next four lessons.

As a class jointly construct the Learning map to include students ideas for learning processes previously recorded on sticky notes.

Provide children time to think about and nominate which final product they would like to produce.

Teacher collects responses for forming pairs/small groups to work collaboratively on the final products.

Teacher records ideas and explains importance of aligning learning with local issues/needs and the intention for the class to consult further with local community organisations in Lesson 4.

Students complete exit slip on one question they might like to ask an expert about the issue. Possible annotation to explain value of teachers consulting with Wiradjuri knowledge holders. Consider in relation to your Standpoint here.

Identify the 8 Ways strategy and explain value/benefit of strategy to Indigenous learners (Traditional Owners of Western New South Wales, n.d.)

Possible annotation to explain decision to use small group work or inquiry-based approaches as strategies and why it is effective for Indigenous learners.

Identify the 8 Ways strategy and explain value/benefit of strategy to Indigenous learners (Traditional Owners of Western New South Wales, n.d.)

Possible annotation to explain decision to use joint construction as a strategy and why it is effective for Indigenous learners.

Possible annotation to explain value/benefit for Indigenous learners and/or all learnersPart 2: Professional Reflection

References

Please ensure referencing follows APA 7th edition style.

The Reference list should be left aligned with a hanging indent of 1cm for each reference (Highlight text + Ctrl T). No bullets or numbers. Double space all reference entries.

Always begin a References list on a new page after the last page of the body of your assignment and before the Appendix.

Appendix

Remember to start this on a new page.

Include:

any links to local organisations/agencies and/or personnel that you intend to consult and/or involve at any stage of your Unit of Work

any resources that you will utilise or develop for your Unit of Work can be included here. Discipline-specific resources can be briefly detailed here so that they do not need to be explained in the lesson descriptions.

additional research that you have undertaken that provides important contextual information for your Unit of Work can be included here.