FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:

General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Competence Intercultural
Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

Week/ West Australian Specific Assessment Teaching and Resources = ICT and other
Lesson curriculum links lesson (what and learning
objective how) experiences
1 Diagnostic Introduction
assessment. - Motivation for - Boomerang
Students Checking the lesson -
make use of students indigenous
(ACHASSK049) QR codes understanding, artefacts are - Didgeridoo
around the attitudes placed around
And classroom to towards the classroom, - Animal skins
discover indigenous e.g boomerang,
new affairs and didgeridoo,
(ACHASSK044) information prior animal skins.
- YouTube video
about knowledge. Students walk in
traditional and observe the
indigenous Teacher artefacts.
dance and observes how - Students go to
sacred students the mat and
indigenous interact with discuss what they
sites. other students have seen.
and decipher - Students watch a
whether they YouTube video
are engaged on sacred
on task and indigenous sites.
engaged in Students make
active connections - QR code links
listening. between https://www.youtube.com/watch?v=hzgk-YJwR7o
indigenous
people and the https://www.youtube.com/watch?v=U2vzsSmqGg8
personal
importance they
 place in the https://www.ayersrockresort.com.au/uluru-and-kata-
land. tjuta/uluru-and-kata-tjuta-national-park/uluru-and-
Body
kata-tjuta
- Teacher asks
students to get
their iPads and https://www.youtube.com/watch?v=xrYUk-H0QE0
bring them to the
mat
- Students are
https://www.youtube.com/watch?v=FCBHQU9UVWA
taught how to
scan QR codes
using the - iPad
camera function
- Students begin to
scan the QR
codes around
the classroom
and are asked to
come back to
their desks after
they have
watched all the
videos
- The videos
include
indigenous
dance routines,
- Pic Collage
the stories
behind the
routines and a
walk through of
the sacred
indigenous sites.
- Students create
a collage using
the app ‘pic
collage’ adding
images of
indigenous
dance,
traditional
 costumes and
sacred
indigenous sites.

Conclusion

- Students return to
the mats and
discuss with a
partner the
common themes
in aboriginal
dance routines
- Students show
their collage to a
partner and
discuss which
indigenous site
was their
favourite
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:

General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Competence Intercultural
Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

Week/ West Australian Specific Assessment Teaching and learning experiences Resources = ICT and other
Lesson curriculum links lesson (what and
objective how)
2 Introduction
Students read Formative - Students are asked what they
and analyse assessment at think a dream time story is - iPad
dream time the beginning
stories and using Kahoot.
- Students discuss with one - Kahoot
(ACHASSK049) another what they
indigenous art Formative as
work and they are able remember about last week’s
interpret the to improve lesson. What topics were
meaning using their covered and what tools we
the app performance
‘sharing the while there is
used with the iPad.
dreaming’ still time to - Students do a Kahoot to re
improve and jog their memory and see
expand what they need to know for
knowledge on following lessons. - Sharing the dreaming
content.
Body app
Observation on - Students go onto the app on
ability to their iPad and read dream
navigate the time stories
ipad - The teacher stops the
students after a delegated
amount of time, so they are
able discuss with a partner
what the dream time story
 was about and how they
interpret its meaning.
- After students have discussed
they go back to the app and
look at indigenous art work
- Students discuss with their
peers what colours are used - Doodle drawing board
in the artwork, what kind of for kid’s app
shapes are incorporated and
what they believe the
meaning is behind each of
the art pieces are.

Conclusion
- Students go on their ipads
and open ‘doodle drawing
board for kids’ app. They
draw some shapes that they
saw in the indigenous art
work today
- After they have finished they
show their friends and discuss
the different shapes and
coloured used
- Students put away their ipads
and wait for further
instruction.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC: General Capabilities:

Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Competence Intercultural
Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

Week/ West Australian Specific Assessment Teaching and learning Resources = ICT and other
Lesson curriculum links lesson (what and experiences
objective how)
3 Introduction
Create an Teacher - Teacher discusses with
iMovie about conducts students what we have - Drawing pad app
the ways in
which
informal learnt about in the previous
(ACHASSK049) assessment lessons being indigenous
Aboriginal and
Torres Strait with class Australian dance, sacred
islander questioning. sites, dream time stories and
people art
maintain
connections to
Teacher walks - Teacher asks students to get
their country. around class their iPads and draw three
Incorporate and observes things that they identify with
indigenous students the indigenous culture using
words drawings. the app ‘drawing pad’
- Students show their peers
their drawing - iMovie

Summative Body
assessment – - Students get into groups of
students send three and plan their iMovie
in their imovie about the ways in which
so the Aboriginal and Torres Strait
teacher can
assess their islander people maintain
level of their connections to Australia
understanding
on the topic - Students discuss what they
and content. will talk about / act out in
their iMovie for example
dream time stories, dances
(can demonstrate some
moves) or can make up a
script demonstrating
traditional rituals seen in the
videos shown in class.

Conclusion
- Students save their iMovie
and send it in to the teacher
so that the teacher can
formally assess their
understanding of the topic