SOSE+&+Technology

__**Indigenous Australia: Traditional Ways of Life **__ Students will be investigating and exploring elements of the Indigenous peoples of Australia and their traditional ways of life. The students will be exploring different aspects of their culture including housing, clothing, tools and food. The students will build on their developing knowledge and understandings of the Indigenous culture through designing and constructing various Technology based activities.
 * Unit Overview: **



**Curriculum Links: **

**Knowle ﻿ dge & Understanding: **

//SOSE Essential Learnings by end of year 7: //

**//Culture and Identity //** //Materials and non- material elements influence personal identity and sense of belonging of groups. //

//Aboriginal people’s and Torres Strait people’s diverse social organisations, languages and organisation, languages, and lifestyles reflect the importance of ‘country’- land, sea and places. //

//Technology Essential Learnings by end of year 7: //

**//Technology as a Human Endeavour //** //Product design and production decisions are influenced by specifications, constraints and aspects of appropriateness including functions, aesthetics, ethics, culture, available finances and resources, and sustainability. //

//Resources are selected according to their characteristics, to match requirements of design challenges and suit the user. // **//Ways ﻿ of Working: //**

//SOSE // - //<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Identify issues and use common and focus questions. // <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- //<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Reflect on learning, apply new Understandings and identify future applications. //

//<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Technology // <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- //<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Generate and evaluate design ideas and determine suitability based on purpose, specifications and constraints. // <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- //<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Select resources, techniques and tools to make products that meet specifications. // <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- //<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Plan and manage production procedures and modify as necessary. // <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- //<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Make products to meet specifications by manipulating and processing resources. // <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- //<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Evaluate the suitability of products and processes for the purpose and context, and recommend improvements. //

**<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Assessable Elements ** <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">- Knowledge and Understanding <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">- Investigating and designing <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">- Producing <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">- Evaluating <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Reflecting

** Learning Experiences ** <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">By the end of this lesson students will be able to describe and analyse different types of traditional Indigenous shelters, their properties and purposes. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">1) What types of shelter did they make and use? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">2) What were they made out of? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">3) Why did they choose these materials? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">4) How did the shelters protect them from wet and cold conditions? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Traditional Life- Housing: <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Traditional Shelter: <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Australian Indigenous Architecture: <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Audio- Class and group discussions. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Visual- Websites (images) and KWL chart. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Reading /Writing- KWL chart, website responses. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Formative: //<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Responses to KWL chart, key questions and group collaboration. // || **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Lesson Two- Shelter ** <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">By the end of this lesson students will be able to design and construct a suitable traditional Indigenous shelter that adheres to the Design Brief guidelines. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">1) What do you know about traditional Indigenous shelters? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">2) What was their purpose? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">3) What materials can they be made of? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">4) Why did they choose these materials? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">1) What was your context for your shelter? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">2) What difficulties did you encounter? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">3) What worked well/didn’t work well? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">4) What would you do differently next time? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Audio- Class and group discussions. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Visual- Images of shelters. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Kinaesthetic –Creating and construction Design Brief- shelter. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Reading /Writing- written responses to reflection questions. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Summative: //<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Student’s individual contribution to the construction and completion of the Design Brief and response to reflection questions. // || || <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">By the end of this lesson students will be able to describe and analyse different types of traditional Indigenous tools and weapons, their properties and purposes. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">1) What types of weapons and tools did they make and use? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">2) What was their use? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">3) What were they made of? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">4) How did they work? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Tools and Weapons <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Hunting: <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Original Weapons: <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Weapons and Tools: <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Audio- Class and group discussions. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Visual- Website and KWL chart. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Reading /Writing- KWL chart, Website responses. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Formative: //<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Responses to KWL chart, key questions, group cooperation. // || **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Lesson Four- Tools and Weapons ** <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">By the end of this lesson students will be able to design and construct a suitable traditional Indigenous tool or weapon that adheres to the Design Brief guidelines. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">1) What do you know about traditional Indigenous foods? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">2) Can you think of any native plants that were eaten as food? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">3) Which animals were hunted and eaten by Traditional Indigenous people (location)? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">1) What was your context for your tool or weapon? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">2) What difficulties did you encounter? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">3) What worked well/didn’t work well? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">4) What would you do differently next time? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Audio- Class and group discussions. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Visual- Images of shelters. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Kinaesthetic –Creating and construction Design Brief- shelter. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Reading /Writing- written responses to reflection questions. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Summative //<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Student’s individual contribution to the construction and completion of the Design Brief and response to reflection questions. // ||
 * <span style="display: block; font-family: 'Calibri','sans-serif'; font-size: 15px; text-align: center;">**Week One** [[image:imagesCAHCMRVG.jpg align="center"]] ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Lesson One- Introduction- Shelter **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Time: **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">60min
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Learning Outcomes: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Process: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Introduce unit- Indigenous people of Australia, traditional shelter, tools and weapons, food and art.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">KWL chart (What you know, Want to know, what you’ve learnt) for traditional shelter.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">In small groups students research and analyse different forms of shelters through following provided links and collaboratively answer key questions.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Students discuss findings as a whole class.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Add in any more learning onto KWL chart.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Key Questions: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Resources: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Modifications for Individual Learning Needs: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Assessment Approaches: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Time: **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">60min
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Learning Outcomes: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Process: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Review previous lesson content through class discussion of key questions.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Introduce Design Brief activity- Explain task and assign groups and roles (Team Leader- responsible for keeping group on task and all contributing, Recorder- records students labelled design, Messenger-relays important messengers from teacher to group)
 * (Find link to Design Brief in Resources)**
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Present shelter to peers, discussing their environment and design features.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Reflect on their experiences with constructing mini model shelters through written responses to key reflection questions.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Key Questions: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Introduction **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Reflection **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Resources: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Modifications for Individual Learning Needs: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Assessment Approaches: **
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Week Two **[[image:imagesCALDPIMQ.jpg align="center"]]
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Lesson Three- Tools and Weapons **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Time: **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">60min
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Learning Outcomes: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Process: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Review previous lesson outcomes through group discussions).
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Complete a KWL chart (What you know, Want to know, what you’ve learnt) for traditional tools and weapons.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">In small groups students research and analyse different forms of traditional tool and weapons used by Indigenous people and their purpose through following provided links and collaboratively answering key questions.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Students discuss findings as a whole class.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Add in any more learning onto KWL chart.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Key Questions: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Resources: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Modifications for Individual Learning Needs: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Assessment Approaches: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Time: **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">60min
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Learning Outcomes: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Process: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Review previous lesson content through class discussion of key questions.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Introduce Design Brief activity- Explain task and assign groups and roles (Team Leader- responsible for keeping group on task and all contributing, Recorder- records students labelled design, Messenger-relays important messengers from teacher to group).
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">(Find link to Design Brief in Resources) **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Present tool or weapon to peers, discussing their environment and design features.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Reflect on their experiences of constructing a model of a traditional tool or weapon through written responses to key reflection questions.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Key Questions: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Reflection: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Resources: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Modifications for Individual Learning Needs: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Assessment Approaches: **

|| <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">By the end of this lesson students will be able to describe and analyse different types of traditional Indigenous foods, ingredients, methods of preparation and purposes. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">1) What are some types of Traditional Indigenous bush foods? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">2) What did the Indigenous people use bush tucker for? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">3) How did they prepare and cook their food? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">4) What is the Modern Bush Food Industry? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Bush Foods: <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Bush Tucker Plants: <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">[] Bush Food: [] [] [] <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Audio- Class and group discussions. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Visual- Websites and KWL chart. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Reading /Writing- KWL chart, website responses. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Formative //<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Responses to KWL chart, key questions and group collaboration. // || **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Lesson Six- Food ** <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">By the end of this lesson students will be able to follow a simple recipe and create examples of traditional Indigenous foods that adhere to the Recipe guidelines. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">1) What do you know about traditional Indigenous foods? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">2) What are some ways to cook traditional Indigenous foods? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">1) What was your context for your shelter? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">2) What difficulties did you encounter? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">3) What worked well/didn’t work well? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">4) What would you do differently next time? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Audio- Class and group discussions. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Visual- Pictures of food. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Kinaesthetic –Creating and cooking food. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Reading /Writing- written responses to reflection questions. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Summative //<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Student’s individual contribution to the creation and completion of the recipes and response to reflection questions. // || || <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">By the end of this lesson students will be able to describe and analyse different types of Aboriginal art. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; margin-left: 36pt; text-indent: -18pt;">1) What are some types of Aboriginal art? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; margin-left: 36pt; text-indent: -18pt;">2) What did the Indigenous people use to create their forms of art? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; margin-left: 36pt; text-indent: -18pt;">3) What did Indigenous people use artwork for? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; margin-left: 36pt; text-indent: -18pt;">4) Do you still see Aboriginal artwork around the town today? <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Traditional Art: <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Aboriginal Art <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Audio- Class and pair discussions. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Visual- Websites and KWL chart. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Kinaesthetic- Using computers. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Reading /Writing- KWL chart, website responses. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Formative //<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Responses to KWL chart, key questions and participation in class discussion and pair work. // || **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Lesson Eight- Art ** <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">By the end of this lesson students will be able to create their own piece of Aboriginal artwork. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; margin-left: 36pt; text-indent: -18pt;">1) What do you know about Aboriginal artwork? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; margin-left: 36pt; text-indent: -18pt;">2) What are some ways to create Aboriginal artwork? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; margin-left: 36pt; text-indent: -18pt;">1) What was the context for your artwork? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; margin-left: 36pt; text-indent: -18pt;">2) What difficulties did you come across? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; margin-left: 36pt; text-indent: -18pt;">3) What worked and what didn’t work well? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; margin-left: 36pt; text-indent: -18pt;">4) If you were to do it again, what would you do differently? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; margin-left: 36pt; text-indent: -18pt;">5) What is the best thing about your artwork? <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Audio-Class discussion <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Visual- Aboriginal artwork <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Kinaesthetic –Creating and designing design brief. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Reading /Writing- List of different forms of artwork. <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Summative //<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Student’s individual contribution to the construction and completion of the Design Brief and response to reflection questions. // ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Week Three **[[image:imagesCAJQFJVU.jpg align="center"]]
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Lesson Five- Food **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Time: **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;"> 60min
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Learning Outcomes: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Process: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Review previous lesson outcomes through group discussions).
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Complete a KWL chart (What you know, Want to know, what you’ve learnt) for traditional Indigenous food.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">In small groups students research and analyse different forms of traditional foods eaten by Indigenous people through following provided links and collaboratively answering key questions.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Students discuss findings as a whole class.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Add in any more learning onto KWL chart.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Key Questions: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Resources: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Modifications for Individual Learning Needs: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Assessment Approaches: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Time: **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">60min
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Learning Outcomes: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Process: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Review previous lesson content through class discussion of key questions.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Introduce cooking activity (using traditional Indigenous ingredients in modern methods of cooking)- Explain task and assign groups and roles (Team Leader- responsible for keeping group on task and all contributing, Recorder- records students labelled design, Messenger-relays important messengers from teacher to group).
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">(Find link to Recipes in Resources) **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">(Find link to Instruction sheet in Resources) **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Present food to peers.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Reflect on their experiences of creating foods using traditional ingredients through oral and written responses to key reflection questions.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Key Questions: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Reflection **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Resources: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Modifications for Individual Learning Needs: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Assessment Approaches: **
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Week Four **[[image:imagesCAGA8Z9P.jpg align="center"]]
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Lesson Seven- Art **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Time: **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">60min
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Learning Outcomes: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Process: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; margin-left: 36pt; text-indent: -18pt;">Review previous lesson outcomes through group discussions.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">KWL chart (What you know, Want to know, what you’ve learnt) for Aboriginal art.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Students pair up and find information about different Aboriginal art forms. (Using links in resources)
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Students discuss the different artwork they found with the class.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px; text-indent: -18pt;">Students list all the different forms of Aboriginal artwork that everyone found.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Key Questions: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Resources: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Modifications for Individual Learning Needs: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Assessment Approaches: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Time: **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">60min
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Learning Outcomes: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Process: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Review previous lesson content through class discussion of key questions.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Introduce design brief, explain task to students.
 * (Find Link to Design Brief in Resources)**
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Present artwork to class.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Key Questions: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Reflection: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Resources: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Modifications for Individual Learning Needs: **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Assessment Approaches: **

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 16px;">Marking Rubric: **


 * || **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">A ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">B ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">C ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">D ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">E ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px;">Design: **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px;">Group is able to use the set materials to match the requirements outlined in the design brief. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group develops a detailed plan of the proposed product.The group used annotation to identify selected construction materials andmethods. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group develops a plan of the proposed product.The group may use some annotation to identify construction materials and/or methods. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group develops a simple plan of the proposed products.The group may use annotation to identify construction materials only. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group attempts to develop a plan of the proposed products.The group may use annotation to identify construction materials only. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group attempts to develop a plan of the proposed products.The group has not made any attempt to annotate the plan. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px;">Create: **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px;">Group combine selectedmaterials and problemssolve construction issues. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group creates a range of productsthat reflect their designs.The group independently solved construction issues.The group created products that matched all elements of the design briefs. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group creates a range of products that reflect their designs.The group independently solved construction issues.The group created products that matched several elements of the design brief. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group creates a range of products that mostly reflect their designs.The group solves most construction issues independently. They may require some adult assistance.The group created products that matched some elements of the design brief. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group creates a range of products that mostly reflect their designs.The group required some adult intervention to solve construction issues.The group created products that matched some elements of the design briefs. Some adult intervention is required. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group creates a range of products that do not reflect their designs.The group required frequent adult intervention to solve construction issues.The group requires adult intervention to ensure the products match the requirements of the design briefs. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px;">Reflect: **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px;">Group test and completethe reflection section relating to the design brief. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group could gauge the successfulness (eg 3 out of3 times of testing). The group could reflect on products meeting design briefs independently. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group’s products are generally successful (eg 2 out of 3 times of testing). The group could reflect on products meeting design briefs with limited support. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group’s products are somewhat successful (eg 1 out of 3 times of testing). The group require some support to complete the reflection re products to design briefs. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group’s products are somewhat successful (eg 1 out of 3 times of testing). The group requires support to reflect on how the products met the design briefs. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group has limited or no success. The group requires guidance to reflect on the products’ ability to meet the design briefs. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px;">Evaluate: **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px;">Group evaluate their design, material choice andconstruction methods based on their product testing. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group can identify the strengths and/or weaknesses in their products and make suggestions for modifications (in construction/presentation)independently. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group can identify the strengths and/or weaknesses in their product and make suggestions for modifications (in construction/presentation)with some teacher support. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group may be able to identify the strengths and/or weaknesses in their products and make suggestions for modifications (in construction/presentation)with teacher direction. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group finds it difficult to identify strengths and/or weaknesses in their products even with significant teacher guidance. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 11px; line-height: normal; margin-bottom: 0pt;">The group is unable to evaluate their products even when provided with significant teacher support. ||

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