EDP4130

Assignment 3

Polkinghorne, J

UNIT PLAN
TECHNOLOGIES
Year 2
Name: Crossing Cultures
Duration: 5 lessons
Key Learning Areas: Technologies, History, Geography, Literacy & Numeracy
UNIT OVERVIEW
In this unit the students will research the difference in culture identities, such as the Torres Strait and
Aboriginal people, identify and appreciate difference with technologies and culture.
Aboriginal and Torres Strait Islander histories, technologies and cultures
Across the Australian Curriculum, the Aboriginal and Torres Strait Islander histories and cultures
priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with
the worlds oldest continuous living cultures. Students will understand that contemporary Aboriginal
and Torres Strait Islander Communities are strong, resilient, rich and diverse. The knowledge and
understanding gained through this priority will enhance the ability of all young people to participate
positively in the ongoing development of Australia.
Students will examine historical and technological perspectives from an Aboriginal and Torres Strait
Islander viewpoint. Students will develop an awareness of the significant roles of Aboriginal and
Torres Strait islander people in Australian society (ACARA, 2010).
WHS (Workplace Health and Safety) policy procedures pertaining to school adhered to.
TEACHING SEQUENCE

Introduce Torres Strait Island community

Explore Torres Strait Island community
Elaborate by researching Torres Strait Island community
Investigate identity, difference and belonging within the a different culture
Consolidation and review of culture

Australian Curriculum focus: Local/national history and use of a range of sources

Students bring to school diverse backgrounds and a range of experiences with technologies. The
Technologies curriculum builds on these as rich resources for further learning in each of the
Technologies subjects.
In Year 2, the Technologies curriculum key learning outcomes: children have a strong sense of
identity; children are connected with, and contribute to, their world; children have a strong sense of
wellbeing; children are confident and involved learners; and children are effective communicators.
Students have opportunities to learn through purposeful and directed play to develop attitudes of care
about the places and resources they use. Through these processes they identify relationships
between imagined and virtual worlds and the real world, between people and products, and between
resources and environments (systems thinking). They explore materials, tools and equipment and use
drawing and modelling to communicate their design ideas. Students learn about and experience
connections between technologies and the designed world (design thinking). They begin to learn the
importance of preparing precise instructions when solving problems using digital systems
(computational thinking), creating ideas and information and sharing them online with known people.
In Design and Technologies and Digital Technologies children create imaginary situations in which
they change the meaning of objects and actions as they invent new ideas and engage in futures
thinking (for them). They also explore real-world concepts, rules and events as they role-play what is
familiar and of interest to them.

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Assignment 3

Polkinghorne, J

In this way, students develop an understanding of the heritage of their community and of their ability to
contribute to it. They become aware of similarities and differences between people and become more
aware of diversity in the wider community as well as the concept of change over time (ACARA, 2010).

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Assignment 3

Polkinghorne, J

CONTENT DESCRIPTORS
Design and Technologies Knowledge and Understanding - Explore the characteristics and properties
of materials and components that are used to produce designed solutions (ACTDEK004).
Elaboration: Exploring materials, components, tools and equipment through play to discover potential
uses when making products or modelling services and environments. (Example: Materials/Fibres).
Digital Technologies Processes and Production Skills - Collect, explore and sort data, and use digital
systems to present the data creatively (ACTDIP003).
Elaboration: Exploring, imagining and comparing the usefulness of different data displays, for
example, creating simple graphs (columns/picture) to represent different types of items. (Example:
Data storage, representation and collation).

Aboriginal and Torres Strait Islander histories and cultures

In the Australian Curriculum: Technologies the priority of Aboriginal and Torres Strait Islander histories
and cultures provides creative, engaging and diverse learning contexts for students to value and
appreciate the contribution by the worlds oldest continuous living cultures to past, present and
emerging technologies. Students identify and explore the rich and diverse knowledge and
understandings of technologies employed by Aboriginal and Torres Strait Islander Peoples in past,
present and future applications. They understand that the technologies of the worlds first and most
continuous culture often developed through intimate knowledge of Country/Place and Culture.
Students identify, explore, understand and analyse the interconnectedness between technologies and
Identity, People, Culture and Country/Place. They explore how this intrinsic link guides Aboriginal and
Torres Strait Islander People in sustaining environments, histories, cultures and identities. Students
apply this knowledge and understanding within Design and Technologies and Digital Technologies to
create appropriate and sustainable products, services and environments to meet personal, local,
national, regional and global demands. Students further explore how Aboriginal and Torres Strait
Islander Peoples capacity for innovation is evident through the incorporation and application of a
range of traditional, contemporary and emerging technologies and practices to purposefully build
and/or maintain cultural, community and economic capacity. Students apply this knowledge and
understanding throughout the processes of observation, critical and creative thinking, action,
experimentation and evaluation.

Sustainability
In the Australian Curriculum: Technologies the priority of sustainability provides authentic contexts for
creating preferred futures. When students identify and critique a problem, need or opportunity;
generate ideas and concepts; and create solutions, they give prime consideration to sustainability by
anticipating and balancing economic, environmental and social impacts. It prepares students to take
action to create more sustainable patterns of living.
The curriculum focuses on the knowledge, understanding and skills necessary to design for effective
sustainability action taking into account issues such as resource depletion and climate change. The
curriculum reflects on human need and equity of access to limited resources. It recognises that
actions are both individual and collective endeavours shared across local, regional and global
communities and provides a basis for students to explore their own and competing viewpoints, values

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Polkinghorne, J

and interests. Understanding systems enables students to work with complexity, uncertainty and risk;
make connections between disparate ideas and concepts; self-critique; and propose creative solutions
that enhance sustainability. Students will focus on the knowledge, understanding and skills necessary
to choose technologies and systems with regard to costs and benefits. They evaluate the extent to
which the process and designed solutions embrace sustainability. Students reflect on past and current
practices, and assess new and emerging technologies from a sustainability perspective.
PEDAGOGY
General capabilities that the students will:
Literacy
Read and view map of Australia, identify Torres Strait region
Use appropriate historic language specific to this unit including:
Technical vocabulary and everyday language used in conjunction with historical events of
the Torres Strait
Visual representations (game: pin the Torres Strait flag onto the map)
Numeracy
Use practical measurement and identification charts to collect, represent and analyse
information
Technologies
Navigate virtual software environments, including learning objects, games and websites
Create print and visual materials accurately and purposefully (Torres Strait, Aboriginal and
Australian flag
Reflective, research and interactive composition of a Dhari - presentation
Role-play
Critical and creative thinking
Opinions, ideas and knowledge observed and explored
Personal and social competence
Make responsible decisions
Work effectively in teams
Follow procedures and work safely
Intercultural understanding
Students will understand how difference cultures exist
Cross-curriculum priorities
Students will consider how the Torres Strait, Aboriginal and the Australian Caucasian people
can differ and belong
Embedding Aboriginal and Torres Strait Islander Perspectives in Schools (EATSIPS) framework
adhered to.

RESOURCES
Australian map (enlarged A3).
Torres Strait/Aboriginal flags x30.

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Assignment 3

4x blindfolds
Butcher paper
Thick black pens
Blue tac
Computers/internet
Interactive whiteboard
Dhari headdress cut-outs
PowerPoint (refer Resource 2)
Guest Speaker and supplies
Students to supply: textas, pencils, glue, scissors

Polkinghorne, J

EDP4130

Assignment 3

Polkinghorne, J

TEACHING SEQUENCE (5 lessons)

Lesson 1
Introduce the Torres Strait and Aboriginal Community located in the Torres Strait, QLD. (Refer
PowerPoint for information, pictures and factual content Resource 2).
Show an Australian map and identify the communitys location, talk in detail of the seventeen
inhabited islands.
Introduce the terms associated with the Torres Strait, such as Kriol language and Indigenous.
Produce the three different flags Torres Strait, Aboriginal and Australian. Outline the
differences, emphasis on the term difference and explain the meaning of the colours and
stars associated with the flags.
Activity: Flags are distributed throughout the class, each student will have a flag (different to that of
the persons flag next to them) and will colour in the flag with the colours associated with the flag.
Students will label the colours and their meaning. At the end of the lesson, students will showcase
their flags and identify which community that it belongs to, e.g. Torres Strait, Aboriginal or is it the
Australia flag. Outline that the Australian flag represents all of Australia and detail the significance of
a community establishing their own flag and being identified by it.
Students will portray their flags on the classroom window.
Resources: Australian map. Torres Strait/Aboriginal and Australian flag x 30. Student accessories
(pencils)
Lesson 2
Re-introduce the Torres Strait and Aboriginal Community located in the Torres Strait, QLD.
Hands-up quest to identify the flags on teachers poster. All flags portrayed.
Pin the small Torres Strait flag on the Australian map, blind-folded (played in four teams)
similar to pin-the-tail on the donkey. Action game to get the students excited.
Introduce a guest speaker from the Torres Strait, Elder Mabo who will provide an insight into
their everyday life, before and now.
Acknowledge the differences in the way of life of the traditional inhabitants to that of mainland
Australians.
Re-visit the different island customs, such as traditional dance, traditional dress and food.
Touch and feel grass weaving and a musical instrument used in traditional dance.
Students to provide a thank you speech for guest speaker.

Resources: Poster identify the flag. Enlarged Australian Map (A3 x 4), 4x blindfolds.
Organise guest speaker and supplies.
Lesson 3
Re-visit the traditional way of life for the Torres Strait Islander and Aboriginal people.
In groups, allow the students to research the Torres Strait island group further via internet
connection.
Identify differences associated with these people compared to themselves or people they
know (scribe on butcher paper provided)
Discussion groups identify the differences by addressing the class, outlining why they think
there are differences.
Continue discussion groups and return to butcher paper to scribe belonging. How do the
students think we can all belong if there are these differences.
Re-visit the differences and belonging ideas mentioned by each group.
Homework students to think about role play, differences vs belonging. (encourage props)
Resources: Butcher paper, thick pens, blue tac for board. Computers internet.
Lesson 4
Re-visit the Torres Strait Island flag, custom, traditional way of life, differences and belonging
ideas.
In groups of 3-4, students will role-play Torres Strait traditional ways, identifying differences to
that of a visitor (non-Indigenous character) and acceptance (belonging).

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Assignment 3

Polkinghorne, J

Summary of the Torres Strait and Aboriginal content. Feedback from the students.

End of school parade, students will address the whole of school assembly in their traditional
headdress carrying the different flags. A guest speaker within each group will provide information
about the Torres Strait and Aboriginal culture to the rest of the school.
Lesson 5 Hands-On Activity Dhari Headdress cut-out activity. (To present on school parade)

DHARI HEADDRESS ACTIVITY

Inspiration:
Torres Strait Islander people tell stories about their traditions and daily life
through dance and costume. Some Islander headdresses are quite detailed
sculptures. They are made from natural and man-made objects.
Activity: Imagine if your home was on a hot tropical island, surrounded by
water! How different would your life be? What animals and plants are on your
island? How would you travel around? What would your house be like? What
would you play with and how would you entertain yourself?
Students to view a traditional Dhari headdress:

EDP4130

Assignment 3

Polkinghorne, J

EDP4130

Assignment 3

Polkinghorne, J

Time and difficulty: These activities are easy and can be completed in less
than an hour.
What you need:
two long strips of cardboard (about 4cm x 60cm)
a small paper plate (about 15cm in diameter is ideal)
stapler and scissors
sticky tape, string or glue to help attach things to your headdress. If you have a
hot glue gun at home, this works really well to attach things, but you will need an
adult to operate as it can burn your fingers.
decorative materials such as foam, feathers, fabric, shells, pegs, hoses, plastic,
cellophane, paddle pop sticks or netting. In fact, you can use anything crafty that
might be around.
Steps:
1. Think about what it might be like to live on a tropical island. What could you
put on your headdress? Lay out your materials and have a think how you might
best use them.
2. Take one of your long strips of cardboard and measure it around your head,
just above your ears, to make your hatband. When you have the right size, hold
the cardboard in place, take it off your head and staple it in place. Cut off excess
cardboard.
3. Cut the second strip of cardboard in half, so you have two 30cm long strips.
These will cross over the top of your head and attach to the hatband. Try the
strips with the band on your head and if they are too long, cut off or fold under
any excess cardboard. Staple into place.
4. Attach the paper plate to the top of your cross bands with a stapler. This is
now the base of your headdress.
5. Decorate your headdress using the materials you have gathered. Use tape,
glue or string or a combination of these to attach things to the plate. You could
use paddle pop sticks to help support things to stand up and stay in place. We
used cardboard, paddle pop sticks and feathers to make a boat; a green foam
tree supported by paddle pop sticks, and a wooden peg person dressed in fabric.
We also added shells and made a jellyfish (can you see them?)
6. You can now wear your headdress.
Share your creation! Wear your headdress on parade. Have a spokesperson
advising the teachers and students the newfound information about the Torres
Strait region and its culture, including the traditional headdress.