Teachers+Page

=**Teaching Information and Resources** = = = The intention of this webquest is to promote an inquiry approach to teaching and learning, allowing flexibility for student exploration of Aboriginal Cultures. The outcomes have been taken from the NSW //Human Society and Its Environment// syllabus framework, and can be used as the BIG PICTURE IDEA for student investigation and understanding of the topic. It is best suited for a Stage 3 level, as it includes exposition, student organisation and construction of class exhibition and a deep understanding of individual perspectives, concerning European settlement and unrest for the Aboriginal people – however could be modified to suit a lower stage.
 * __Inquiry and Outcomes-based Education:__**

Important: The sensitivity of this topic area should be taken into consideration when arranging learning engagements and activities with the students and care should be taken not to offend or discriminate against any students who are of Aboriginal or Torres Strait heritage.

Badges for students groups:

The group tasks presented act as a guide for the purpose of this assignment and should be altered to suit the students in your class according to their interests and abilities. It is suggested that the first 2 weeks of this unit allow students to come together as a whole class to discover their prior knowledge on the topic – this will be complemented by the museum visit. Students then independently investigate areas of interest; and it is after this initial investigation stage that students decide on their interest area. Students then form necessary groups to explore their areas in more detail.
 * __Active Citizenship:__**

Each group task works through the stages of Bloom's Taxonomy: Remembering, Understanding, Applying, Analysing and Evaluating and Creating. The end goal, Creating, is the collaborative efforts of all students in working towards and hosting the exhibition for their entire school to showcase their Indigenous works and demonstrate their understanding of Aboriginal culture.
 * __Bloom's Taxonomy:__**

Identities CUS3.3. Describes different cultural influences and their contribution to Australian identities. Cultural Diversity CUS3.4. Examines how cultures change through interactions with other cultures and the environment.
 * Outcomes: **


 * Integration with other Key Learning Areas **
 * English: The structure and language features of the text types students create and interpret (see above).
 * Science and Technology: Content from the Built Environments strand.
 * Creative and Practical Arts: Drama, Visual Art, Music.

This unit provides opportunities for students to develop understanding and appreciation of traditional Aboriginal culture and how it has changed as a result of interactions with other cultures, including European settlement. Students explore historical events; consider the colonisation/invasion debate; investigate individual perspectives of the first Australians and European settlers - at the time of Captain Cook's landing; discover the rich cultural traditions of the Indigenous Aboriginal people, exploring art, language, tribal connectedness, song.
 * Aborigines: The First Australians **

In this unit, students will discover: • Cultural and other factors affecting identity • The cultural diversity of Australia and other nations (multicultural Australia, the changes over the years) • Traditions, belief systems and practices of Indigenous Australians, compared to that of other cultures within Australia • Geographic terminology (maps, Australian states and territories, Aboriginal names vs European versions) • Communities, regions, tribes and environment, language and changing dialect • Effects of human and natural changes on environments (loving the land, the land providing for it's people) • Different perspectives about maintenance, improvement of environments (European/Aboriginal)
 * Subject Matter Focus **

This unit provides opportunities for students to explore text types including recounts, information reports, explanations, discussions, debates and expositions. The HSIE teaching strategies/practices in this unit include brainstorming, retrieval charts, consequence charts, artifacts, task cards and socially construct meaning through the use of the jigsaw method.
 * Literacy Notes **

Clear expectations of each group will be articulated as well as the outcomes of which they will be working towards. Students will have the opportunity to demonstrate their learning through various mediums of which cater to their individual learning style and abilities. They will be able to produce, make, present, create, design, sing, dance, perform, role play, multimedia video, podcast, class wiki.
 * Assessment **

[|NSW Board of Studies]
 * Teaching Resources and additional ideas **

National Reconciliation Week Teaching Kit:

[|Australian Museum Teaching Ideas]

Aboriginal Tent Embassy, Canberra

[|Traditional Aboriginal music, song, dance]

This unit could be altered to include visits by and interviews with people who can provide information on Aboriginal culture, eg Elders or people of Aboriginal heritage, historians, sports men and women, community members - contact:[| Redfern Community Centre]

Human Society and It's Environment Stage 3 - Study of Cultural Group