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LESSON PLANNINGDate: 12/04/13 Lesson Title:

Where do you belong?KLA(s)/Subjects:English

Year level: 1 Duration of lesson: 45 minutes - This lesson will continue over 2/3 lessons.

Curriculum content and learning contextACARA Content Descriptors / QSA Essential LearningsYear 1 Level DescriptionThe English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. In Year 1, students communicate with peers, teachers, known adults and students from other classes. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, dramatic performances, and texts used by students as models for constructing their own texts. The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia . Literary texts that support and extend Year 1 students as independent readers involve straightforward sequences of events and everyday happenings with recognisably realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest and topics being studied in other areas of the curriculum. These texts also present a small range of language features, including simple and compound sentences, some unfamiliar vocabulary, a small number of high-frequency words and words that need to be decoded phonically, and sentence boundary punctuation, as well as illustrations and diagrams that support the printed text. Students create a variety of imaginative, informative and persuasive texts including recounts, procedures, performances, literary retellings and poetry.

ACARA Links – English Year 1

Literature – Literature and context

Discuss how authors create characters using language and images (ACELT1581).

Literature – Responding to literature

Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582).

Literacy – Texts in context

Respond to texts drawn from a range of cultures and experiences (ACELY1655).

Literacy – Creating Text

Create short imaginative and information texts that show emerging use of appropriate text structure, sentence –level grammar, word choice, spelling, punctuation and appropriate multimodal elements for example illustrations and diagrams (ACELY1661).

Reread student’s own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662).

Literacy – Interacting with others

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656).

Use interaction skills including turn taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788).

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787).

QSA Links – Year 1 Learning Statement

Social and Personal Learning – Sense of Self and Others

Investigate their sense of self as a member of different communities including home, school and broader cultural groups.

The Arts – Ways of Working - By the end of Year 3 students are able to:

Select ideas for art works, considering particular audiences and particular purposes, using arts elements and languages.

Create and shape art works by combining arts elements to express personal ideas, feelings and experiences.

Practise arts works, using interpretive and technical skills.

Follow guidelines to apply safe practices.

Reflect on learning to identify new understandings.

The Arts – Knowledge and Understanding – By the end of Year 3 students are able to:

Warm (red, orange, yellow) and cool (blue, green, purple) colours schemes, and mixed and complementary colours, are used to create tone and variation.

Line is used to suggest movement and direction.

Learning goals for the lesson

During this lesson students will have the opportunity to demonstrate their ability to:1. Critically respond to text;2. Critically analyse text;3. Critically evaluate text;4. Make meaningful connections to text;5. Contribute to whole class discussions;6. Displaying respect for fellow peers – for example respectfully listening to others’ whilst they are talking.7. Co-operatively work with others;8. Display respect for cultural diversity;9. Develop an in-depth knowledge and understanding of traditional Aboriginal artwork;

10. Develop an in-depth knowledge and understanding of the meaning behind the Dreamtime Story, “Mermaid”;11. Develop a sense of belonging – self identity;12. Develop their knowledge and understanding that a text is created, to inform people;13. Develop an in-depth knowledge and understanding that pictures are powerful and help to portray meaning to a text;14. Create their own meaning picture story surrounding the theme of, “Where do I belong”, through the usage of pictures and words; and15. Proof read ones’ work accordingly.

Resources Safe and Supportive Learning Environment The teacher will need to have access to this website or have previously download the

video called, “Mermaid Story”. http://www.abc.net.au/dustechoes/dustEchoesFlash.htm

The teacher will need to have access to a computer and projector, in order to show the video.

PowerPoint presentation that informs and reinforces students of the various techniques involved in traditional Aboriginal Art.

o The teacher will reinforce classroom expectations/rules at all times;o The teacher will adjust the lesson accordingly to better suit the needs of the students who

have any learning disorders or physical disabilities.o The teacher will have pre-organised a teacher aid for those students who have any

learning disorders or physical disabilities.o The teacher will ensure that all students are respectful to the culture of the ‘Aboriginal and

Torres Strait Islander’, at all times.

Time indicators

What the teacher will do What the students will do Differentiation required for (insert student/s initials)

9.00 – 9.15This section of the lesson can take about 10-15 minutes depending on the student’s responses.

Lesson Introduction and Engagement

The teacher will gathers the class on the mat area, so that they can watch the Aboriginal Dreamtime Story called, ‘Mermaid’. Which can be found on the below website - http://www.abc.net.au/dustechoes/dustEchoesFlash.htm

The teacher will play the Aboriginal Dreamtime Story called, “Mermaid”.

Once the Aboriginal Dreamtime Story has finished playing, the teacher will then ask the students to actively engage in a class discussion relating to the Aboriginal Dreamtime Story, ‘Mermaid’.

During this class discussion the teacher will ensure that he or she strategically scaffolds student thinking, so that they think about the following questions accordingly;

o What they thought the intended message was in the Aboriginal Dreamtime Story?

o Why do they think that?o What particular parts in the Aboriginal Dreamtime Story

supports this?o Why do they think that?o What makes this Aboriginal Dreamtime Story powerful

and why?


The teacher will ensure that students are sitting at the mat area, for the beginning of the lesson.

The teacher will ensure that students are sitting in appropriate places, where they will not be rude and distract other’s learning experiences.

Students will be seated on the mat area.

Students will be actively engaged with the Aboriginal Dreamtime Story, ‘Mermaid’.

Students will be actively engaged in the class discussion.

The teacher will strategically question students who have not contributed to the class discussion, accordingly.

Students will be reminded to respect others, by displaying active listening skills.


The teacher will differentiate for those students who are at the lower end of the academic spectrum, by scaffold student’s learning and thinking by rephrasing the questions that are strategically asked during this section of the lessons. In addition the teacher will do the same for those students who are at the higher academic spectrum, by asking them more difficult questions in order to challenge and further extend them within their zone of proximal development.

The teacher will strategically scaffold student learning and thinking, by asking students to rephrase what they are trying to say in another way, so that fellow peers also understand.

The teacher will strategically scaffold those Aboriginal and Torres Strait Islander students learning, by asking them specific questions that help them embrace and explain their own culture’s traditions. By doing this allows them to freely talk about their culture’s traditions in a safe respectful environment. In addition it will also help fellows peers to further develop their knowledge and understanding of the Aboriginal and Torres Strait Islander culture, whilst reinforce those Aboriginal and Torres Strait Islander students prior knowledge and understanding.

In addition the questions that are strategically asked during this section of the lesson, enables students to critically thinking about the Aboriginal Dreamtime Story,’ Mermaid’, embedded meaning by

http://www.abc.net.au/dustechoes/dustEchoesFlash.htm


9.15 – 9.35This section of the lesson can take about 20 minutes depending on the student’s responses.

(Learning objective - Students are provided with the opportunity to demonstrate their ability to respond, analyse and evaluate to text, in order to gain in-depth knowledge and understanding of a text’s purpose. Students further develop their abilities to become effective communicators. Students further develop to co-operatively work and listen to others.)

Lesson Content

Once the teacher is satisfied that all of the students in the class have equally contributed to the class discussion.

The teacher will then ask the students to help him or her to answer the questions in the mini quiz found on the website.

Answers to the mini quiz1. A Song Man;2. He is unhappy and unwanted;3. Is surprised to see the mermaids;4. Enjoy having the old man there;5. They are missing him;6. A turtle; and7. A bird.

If the students ask what a Song Man is – the teacher will ask if another of the students can answer this question and if not the teacher will explain what a Song Man is.

Song Man: A Song Man is a custodian of important songs within a certain moiety and skin name or totem.

The teacher will then explain to the students what the intended meaning is behind the Aboriginal Dreamtime Story, ‘Mermaid’ is.

What can we learn from this story?The Mermaid Story is about belonging and the pull of family and country. A man may want to explore the land or country but he has responsibilities to his people also. It is only when those people are missing from his life that he realises that he is loved and appreciated and must go home to be with them.

(Learning objective - Students are provided with the opportunity to gain an in-depth knowledge and

Students will be reminded that they will need to put their hands up, in order to actively contribute to the class discussion.

Students will display respect for the diversity within the classroom, at all times, regardless wither it is culturally, physically, academically, etc.

Lesson Content

Students will be still seated on the class mat area, accordingly.

Students will actively engaged in helping the teacher answer the questions, within the mini quiz, in order to help reinforce the intended meaning embedded within the Aboriginal Dreamtime Story, ‘Mermaid’.

Students will be actively listening to the teacher at all times.

Students will be constantly strategically scaffold accordingly to ensure that students are developing their knowledge and understanding of cultural diversity, in a respectful learning environment.

Students will be constantly strategically challenged accordingly to ensure that students are ascertaining the most out of this lesson.

Students will be strategically questioned to make connections to the intended meaning embedded within the Aboriginal Dreamtime Story, ‘Mermaid’ to sure that students are developing on a more personal basis.

Students who of an Aboriginal or Torres Strait Islander descendent will be strategically scaffold to ensure that they embrace their culture, in order to develop a strong

reflecting upon what they have just watched. The section of the lesson caters for those auditory, visual, linguistic

and interpersonal learners.

Lesson Content

The teacher will differentiate for those students who are at the lower end of the academic spectrum, by scaffold student’s learning and thinking by rephrasing the questions that are strategically asked during this section of the lessons. In addition the teacher will do the same for those students who are at the higher academic spectrum, by asking them more difficult questions in order to challenge and further extend them within their zone of proximal development.

The teacher will strategically scaffold student learning and thinking, by asking students to rephrase what they are trying to say in another way, so that fellow peers also understanding.

The teacher will strategically scaffold those Aboriginal students learning, by asking them specific questions that help them embrace and explain their own culture’s traditions. By doing this allows them to freely talk about their culture’s traditions in a safe respectful environment. In addition it will also help fellows peers to further develop their knowledge and understanding of the Aboriginal Culture, whilst reinforce those Aboriginal students prior knowledge and understanding.

Student will be strategically challenged to make reflect upon their feelings, through the usage of questioning and class discussions.

Students will be strategically challenged within their zone of proximal development when they have to create their own Picture Story that embeds the theme of, ‘Where do I belong’. Students will be challenged to create a collection of pictures that express their feelings and emotions in a powerful way.

Students will be given the opportunity not only to create a collection of pictures, but also attach written text with the collection of pictures in order to make their Picture Stories more powerful. This caters for those students who are unable to critically create a collection of pictures that effectively express their feelings, without the usage of words. In addition this can also be used for those students who are at the higher spectrum academically. For example they can be further challenged within their zone of

9.35 - 10.05This section of the lesson timeframe may be altered being on the student’s capabilities.

understanding of the intending meaning embedded within the Aboriginal Dreamtime Story, ‘Mermaid’. Students will also expand upon their knowledge and understanding of Aboriginal Names, for example Song Man. Students are provided with the opportunity to develop the ability to be respectful to other cultures.)

The teacher will then ask the students to think about where they belong. For example everybody belongs to a family, to this class, to a team sport, to a tribe etc.

The teacher will strategically scaffold students, to make personal connections to the meaning behind the Aboriginal Dreamtime Story, ‘Mermaid’. (This will strategically allow those Aboriginal and Torres Strait Islander students to think about, their own identify and provide them the opportunity to explore and embrace their cultures identity, in a safe accepting learning environment.)

The teacher will then ask students to identify where they belong. The teacher will then strategically questions students, depending on

their responses, to ensure that students feel a sense of ‘belonging’ and ‘sense of identity’.

Once the teacher is happy that all students have equally contributed to the class discussion. The teacher will then ask students to identity, explain and describe how they feel, knowing that they ‘belong’.

The teacher will strategically scaffold student thinking so that they talk about the following;

o Their feelings;o Body language; ando Facial expressions.

The teacher will then explain to the class that they will now be given the opportunity to create their Picture Story that embraces the theme of ‘Where do I belong?’

Students are required to create their own Picture Story that explains where they belong and how they feel knowing that they ‘belong’.

The teacher will ask students to thinking about the Aboriginal Dreamtime Story, ‘Mermaid’ and how the story was extremely powerful without the usage of written text.

The teacher will explain to students that they are able to use text within their Picture Stories, however if they feel as if their pictures tell the story effectively then they do not have to include text.

The teacher will explain to the students that they will be required to present their Picture Stories to the class, explaining what and why they have incorporated various elements within their pictures. For

sense of ‘belonging’, ‘self worth’ and ‘identity’.

Student will be actively engaged within the class discussions.

Students will be strategically scaffold to contribute to class discussion.

Students will be reminded to respect others, by displaying active listening skills.

Students will be reminded that they will need to put their hands up, in order to actively contribute to the class discussion.

Students will display respect for the diversity within the classroom, at all times, regardless wither it is culturally, physically, academically, etc.

Students will further develop their knowledge and understanding that people express their feeling, differently. For example through body language, facial expression, etc.

Students will further develop their knowledge and understanding of text and how text can be powerful, through the usage of pictures and music.

Students will be provided with the opportunity to express their feelings through art.

Students will be critically thinking about how they are going to create their own Picture Story, so that it express their feeling, through the usage of pictures.

Student will be critically thinking about the following questions when creating their pictures for their own Picture Story:- What they are going to

embedded within their pictures; - How they are going to

embedded particular elements within their pictures;

proximal development, by creating an imaginative script that further enhances the effectiveness of their collection of pictures, that their Picture Story to the next level academically.

Student may also be given the opportunity to use the art technique of a collage, if they are unable to draw, due to a physical or learning disorder.

Students who struggle with writing will be given the option of writing out their justification in dot point form. In addition students who completely struggle with writing will be given the opportunity to sit down with the teacher or the teacher aid, so that they are able to write down the student’s justification to each question. (This is due to the fact that students are not getting marked on their ability to write, but to critically justify their collection of pictures.)

This section of the lesson caters for those auditory, visual, linguistic, interpersonal, personal learners.

The teacher will need to allow enough time for each student to present his or her Dreamtime Story. The teacher will allow approximately 5 minutes for

example why have they used particular colours, lines, etc? The teacher will encourage students who of an Aboriginal and Torres

Strait Islander Culture to embrace, the traditional ways in which they depict artworks/stories. For example using traditional symbols for community, footprints, etc. The teacher will have previous spoken with these student’s parents, so that they have knowledge and understanding of each student’s Aboriginal and Torres Strait Islander Culture, as each Culture varies depending from which tribe they originated.

The teacher will provide students with a template that for this activity. The teacher will inform students that they will need to critically think

about the various elements that they embed within their collection of pictures and that they will need to write a justification that answers the following questions to their best abilities:

- What they have embedded particular aspects within their pictures?

- How have they embedded particular elements within their pictures?

- Where have they embedded these particular aspects within their pictures?

- How did they embed these aspects within their pictures?- Why have they embedded particular aspects within their pictures?- Why did they use particular colours?- How does it help make their Dreamtime Story more powerful? - How can they improve their Dreamtime Story in the future?- Does their Dreamtime Story tell their story, how and why?

Same examples of Aboriginal Symbols used in various Aboriginal Artworks.

(Learning objective - Students are provided with the opportunity to investigate and develop their sense of self worth and belong. Students are provided with the opportunity to discuss their feeling in a safe learning environment. Students develop an in-depth knowledge and understanding

- Where they are going to embedded these particular aspects within their pictures;

- How they are going to embedded these aspects within their pictures; and

- Why they are going to embedded particular aspects within their pictures.

Students will need to critically think about colour usage, as they have previously learnt that particular colours emphasise a particular feeling, then others. For example red depicts angry and yellow depicts happy.

Students will be provided with a template for this activity.

Lesson ConclusionStudents will present their Picture

Stories to the class.Students will answer the following

questions in a strategic scaffold approach:- What they have embedded

particular aspects within their pictures?



- How did they embed these aspects within their pictures?

- Why have they embedded particular aspects within their pictures?

- Why did they use particular colours?

- How does it help make their Picture Story more powerful?

- How can they improve their Picture Story in the future?

each student to present, his or her Dreamtime Story.

of not only their own feelings but of others. Students are provided with the opportunity further develop their knowledge and understanding that people express their emotions and feeling through the usage of different modes, for example through body language, facial expressions, etc. Students create their own Dreamtime Story – personalising the lesson’s content.)

Lesson Conclusion

Students will present their Picture Stories to the class, explaining what each picture depicts and why. (This will allow the teacher to assess students with their creation of their Picture Story, for example what they have incorporated within their pictures. The teacher can also utilise show and tell time for the students to present their Picture Stories.)

(The teacher will strategically ask these questions in order to assess students for this activity.) During this presentation students will need to answer the following questions to their best abilities;




- How did they embed these aspects within their pictures?- Why have they embedded particular aspects within their pictures?- Why did they use particular colours?- How does it help make their Picture Story more powerful? - How can they improve their Picture Story in the future?- Does their Picture Story tell their story, how and why?

Extended ActivityStudents who finish this activity before the rest of the class will be given

the opportunity to use the computers (in the classroom and in the computer lab) to visit the below website.

http://www.abc.net.au/dustechoes/dustEchoesFlash.htm Students will need to explore the different landscapes on the website,

‘Explore’, students will need to write down new words in their SOSE Vocabulary List.

Students will also be given the opportunity to watch the various Aboriginal Dreamtime Stories, in order to gain an understanding as to the intended meaning embedded within them.

- Does their Picture Story tell their story, how and why?

Students will be able to apply their new knowledge, understanding and capabilities in future lessons that explores cultural diversity, for example showing respect for different cultures. In addition students will be able to apply their new knowledge, understanding and capabilities within future English lessons, where they have to create a meaningful text, to express a concept, etc.

Extended ActivityStudents will be activity intrinsically

engaged within the extended activity of exploring the website.

Students will need their SOSE books, in order to write new words within their SOSE Vocabulary List.

Students will be writing short paragraphs about various Aboriginal Dreamtime Stories, explaining the intended embedded meaning embedded within them.

Lesson ConclusionThis section of the lesson caters for those auditory, visual, linguistic,

interpersonal, personal learners, as this section requires them to reflect upon their learning experience in various ways.

This section of the lesson caters for differentiation within the class, as students are providing the opportunity to answer the relevant questions, with the teacher strategically questioning students, to ensure that they answer the questions, if they did not answer the questions during their presentation of their Picture Story.

Extended ActivityStudents will be given the opportunity to exploring the following

website;http://www.abc.net.au/dustechoes/dustEchoesFlash.htm

Students who are intrinsically on task will be rewarded with verbal praise and will be rewarded with appropriate rewards – for example gaining points for their desk teams, etc.



Evidence gathering and Assessment Evidence gathering and Assessment

Evidence gathering and Assessment

Students will be constantly observed formally and informally through out the class discussions.

Students will be formally and informally observed through the quality of their contributions to class discussions.

Students will be formally observed within the presentation of their oral presentation of their Picture Story, through the usage of quality of their answers to the following questions:




- How did they embed these aspects within their pictures?- Why have they embedded particular aspects within their pictures?- Why did they use particular colours?- How does it help make their Picture Story more powerful? - How can they improve their Picture Story in the future?- Does their Picture Story tell their story, how and why?

During the formal observation of each student’s oral presentation, the teacher will write down any relevant observations, whilst critically assessing students accordingly with the criteria sheet.

The teacher will be taking formal and informal observation notes, accordingly.

The teacher will be taking formal and informal observational notes at all times during this lesson.

The teacher will place this forma and informal observational notes, in students’ digital portfolios.

The teacher will take photos accordingly, to demonstrate student development when creating their own Picture Stories. By doing this it will evidently identify student thinking at a higher level, for example their ability to critically plan an effect Picture Story that reflects their feeling through a collection of pictures.

The teacher will be taking formal notes of what students say within their oral presentation. The teacher will place these formal observational notes, within students’ digital portfolios.

The teacher will take photos of students’ final products and attach them to their digital portfolios.

The teacher will mark students’ Picture Stories through the usage of a criteria sheet and attach them to their digital portfolios.

N/A

Feedback Evaluation of Learning Goals for the lesson Reflective comment on the lesson

N/A N/A

Considerations for future lessonsFor future teaching and learning lessons the teacher firstly needs to ensure that all students have gained an in-depth knowledge and understanding that Aboriginal Dreamtime Stories have intended meaning/s embedded within. In addition they need to have developed culture respect at a high level that demonstrates that they acknowledge and understand everybody’s culture is different and significantly important to their identity. Furthermore students need to have developed an in-depth knowledge and understanding that a picture/collection of pictures are extremely powerful without the usage of written text. Various art elements such as choice of colour, line usage, position and the sequences of the pictures significantly enhances, the intending meaning embedded within the collection of pictures. Future teaching and learning lessons can be either specifically focused on the Aboriginal Studies where students are exposed to the Aboriginal Culture. The teacher can have pre-organised for an Elder to talk to the class about their culture, thus extending upon student’s knowledge and understanding of Aboriginal Culture. Or the teacher could

have pre-organised for an author of an Aboriginal Dreamtime Story, to explain to the class about their Dreamtime Stories and what it means to them and their Aboriginal Culture. By using one of these future lesson plans, students will be able to further extend their knowledge and understanding of the Aboriginal Culture, whilst further developing their knowledge and understanding of various art elements. Furthermore the teacher can focus further teaching and learning lessons to specifically focus on developing student’s knowledge and understanding that various forms of text are powerful and can be used to express one’s opinion of a particular topic matter.

Mentor Feedback

N/A

YEAR 1 Student Name: ___________________________________ Grade Achieved: _________________________

Teacher: __________________________________________ Date: __________________________________Students will be judged on their ability to:

ExcellentA

Very CompetentB

CompetentC

Needing ImprovementD

Not MeetE

Creates a picture story that explores the concept of, ‘Where do I belong?’

Student critically plans and creates a collection of powerful pictures, that successful expresses the concept of ‘Where do I belong’ successfully.

Student creates a collection of powerful pictures that expresses the concept of ‘Where do I belong’. Student has applied some critically thinking to the plan of the collection of pictures.

Student creates a collection of pictures that expresses the concept of ‘Where do I belong’, with minimal scaffolded teacher guidance.

Student has created some pictures that express the concept of ‘Where do I belong’, with a significant amount of scaffolded teacher guidance.

Student has created a picture that expresses the concept of ‘Where do I belong’, with a significant amount of scaffolded teacher guidance.

Justifies one’s collection of pictures, through the usage of answering relevant questions.

Student has critically self-reflected upon their collection of pictures, by analysing and evaluating the success of their Picture Story. Student’s justification has significant relevant key points that clearly justifies why their Picture Story is successful.

Student has evidently self-reflected upon their collection of pictures, by analysing their Picture Story. Student’s justification has relevant points that justifies why their Picture Story is successful.

Student has self-reflected upon their collection of pictures by justify some aspect within their collection of pictures. Some basic analyses or evaluation is evident in student’s justification.

Student has demonstrated a limited quality of self-reflection. Student has demonstrated a limited quality of analyses or evaluation within their justification. Teacher has had to strategically scaffold student thinking, through the usage of questioning in order for students to self-reflect at a sound level.

Student has demonstrated a very limited quality of self-reflection. Student has demonstrated a very limited quality of analyses or evaluation within their justification. Teacher has had to strategically scaffold student thinking, through the usage of questioning in order for students to self-reflect at a sound level.

Demonstrates one’s knowledge and understanding of how various art elements/techniques can enhance a picture.

Student has critically demonstrated one’s knowledge and understanding of various art elements/techniques by strategically applying a variety of art elements/techniques within their collection of pictures to enhance their Picture Story successfully.

Student has demonstrated one’s knowledge and understanding of various art elements/techniques by applying a variety of art elements/techniques within their collection of pictures to enhance their Picture Story.

Student has demonstrated one’s basic knowledge and understanding of various art elements/techniques by applying some art elements/techniques within their collection of pictures to enhance their Picture Story. Some scaffolded teacher guidance has been applied to assist student within their creation of their Picture Story.

Student has demonstrated limited knowledge and understanding of various art elements/techniques by applying a few art elements/techniques within their collection of pictures. Some scaffolded teacher guidance has been applied to assist student within their creation of their Picture Story.

Student has demonstrated very limited knowledge and understanding of various art elements/techniques by applying a few art elements/techniques within their collection of pictures. A significant amount of scaffolded teacher guidance has been applied to assist student within their creation of their Picture Story.

Teacher comments:

Rational

Within this year one class it consists of 21 students, 11 girls and 10 boys. There are two Aboriginal students within the class, both being girls. These students originated from the Sunshine Coast and belong to ‘Gubbi Gubbi Tribe’. At the beginning of the year the teacher has strategically developed strong parent-teacher relationships, with all of the student’s parents and guardians (Relating to the Professional Teaching Standard 8). In particular the teacher has developed a respectful and professional parent-teacher relationship with the parents/guardians of the two Aboriginal students within the classroom (Relating to the Professional Teaching Standard 4). The teacher has developed a personalised plan with both of the Aboriginal students parents/guardians. By developing this respectful teacher-parent relationship it has enabled the educator to develop and provide both Aboriginal students the equal opportunity to embrace their culture’s traditions, in order to further develop their knowledge and understanding of their Aboriginal Culture, whilst developing a strong sense of self worth, identity and wellbeing (Relating to the Early Year Learning Framework Five Learning Outcomes). This is demonstrated throughout this lesson plan as it provides those Aboriginal students with the opportunity to embrace various Aboriginal artistic methods and Aboriginal symbols, when creating their collection of pictures for their Picture Story. In addition they are encourage to embrace their Aboriginal Culture in a safe and supportive learning environment (Relating to the Professional Teaching Standards 1, 4 and 7).

This lesson provides students with the opportunity to further develop their knowledge and understanding of Aboriginal Culture and more specifically how one’s culture shapes the identity of a person holistically. By doing this is enables an educator to ensure that students are provided with the equal opportunity to successfully achieve the five learning outcomes within the Early Years Learning Framework: 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. In addition all the students within the class are provided with the opportunity to express and embrace their own culture’ traditions within a safe and supportive learning environment (Relating to the Professional Teaching Standards 1, 4 and 7). Furthermore students will be provided with the opportunity to further develop and demonstrate their respect for the diversity within the classroom, by respecting and acknowledging fellow peers cultures (Relating to the Professional Teaching Standard 7). Students will also be provided with the equal opportunity to further develop within the literature and literacy sub-strands within the National Curriculum of English (ACARA, 2011). Students will develop their knowledge, understanding and abilities to listen, view, speak, write and create effective and powerful text, through the usage of a collection of pictures (ACARA, 2011). Students will also further develop their abilities to interpretate a form of text, in order to gain knowledge and understanding of the intended meaning embedded within it (ACARA, 2011). Within this lesson students will be provided with an equal opportunity to contribute to class discussions, through the usage of the educator applying appropriate pedagogy teaching strategies, such as prompted questioning in order to strategically scaffold students’ thinking and learning through an open perspective (Relating to the Professional Teaching Standard 1, 2 and 7). Within this lesson students will be exposed to Aboriginal literature, in order to gain an in-depth knowledge and understanding of not only the Culture’s traditions and how it significantly influences the identity of a person, but also how a text can be powerful, when designed and created in a manner that enhances the intended meaning of a text. This significantly links to the QSA Aboriginal and Torres Strait Islander Languages P-10 Queensland Syllabus Rational, where it clearly states that an educator should actively promote and communicate between Indigenous and Non-Indigenous Australian to further develop student’s knowledge and understanding of Indigenous knowledge in respects to the specific way Indigenous people view the world that interlinks people, place and culture in a living pattern of relationships (Queensland Studies Authority, 2010).

Furthermore this lesson aligns with the holistic approach of the Early Years Learning Framework, in respects to accepting the diversity within a classroom and ensuring all students are catered for within the class’s learning experiences. In addition this also reflects the ‘Racial Discrimination Act 1975’, that clearly states that all people of all backgrounds are treated equally and are provided with the same opportunities, regardless of their race, colour, descent or national or ethnic origin unlawfully (Australian Government – Attorney General’s Department Canberra, 2004). As an educator it is imperative that one is constantly aligning one’s teaching practices with the Early Childhood Australian’s ‘Position Statement’, ‘Early Childhood Australian will advocate to ensure quality, social justice and equity in all issues relating to the education and core of children from birth to eight years. The rights of children, Leadership Excellence, Respect, Courage, Honesty, Openness, Diversity, justice, Social inclusion of children’ (Early Childhood Australia, 2011). It is through this equality approach of advocating for each individual student within a classroom that ensures that the educator

is catering for the diversity embedded within a class, which is what this particular lesson plan does. When analysing the Rational of the QSA Aboriginal and Torres Strait Islander Languages P-10 Queensland Syllabus, it is imperative for an educator to ensure all Aboriginal and Torres Strait Islander students are provided with a strategic scaffold learning experience/s that enables those students to not only develop within the Australian National Curriculum Documents, but also provides them the opportunity to develop within the Culture’s traditions (Queensland Studies Authority, 2010).

In addition students will further develop their knowledge and understanding of various art elements (Queensland Studies Authority, 2010). For example how the choice of one’s colour scheme helps enhance a feeling being depicted within a picture. Furthermore students will also develop a knowledge and understanding as to how composition of line/s and particular art elements within a picture significantly influences the meaning and success of the intended meaning within a picture and more particularly within the student’s collections of pictures (Queensland Studies Authority, 2010). Students will also be provided with the opportunity to design and create their own Picture Story that is personalise, thus enabling students to make meaningful connections to the concept and content being taught within the lesson. Therefore providing students with the opportunity to self-reflect upon their learning experiences, through the scaffolded guidance of the below questions:

- What they have embedded particular aspects within their pictures? - How have they embedded particular elements within their pictures?- Where have they embedded these particular aspects within their pictures?- How did they embed these aspects within their pictures?- Why have they embedded particular aspects within their pictures?- Why did they use particular colours?- How does it help make their Picture Story more powerful? - How can they improve their Picture Story in the future? - Does their Picture Story tell their story, how and why?

It is through this equal opportunity of enabling students to self-reflect upon their learning experience that further enhances the lesson’s intentions.

References

ACARA, 2011, English Curriculum Year 1, retrieved 20 th of April 2012, www.australiancurriculum.edu.an/Enlgish/Curriculum/F-10; Australian Government – Attorney General’s Department Canberra, 2004, Racial Discrimination Act 1975, Office of Legislative Drafting;Australian Government Department of Education, 2009, The Early Years Learning Framework Australian, ‘Belonging, Being and Becoming’, Commonwealth of Australia;Early Childhood Australia, 2011, Early Childhood Code of Ethics, Retrieved on 9 th of March 2013, www.earlychildhoodaustralia.org.au;Queensland College of Teachers, 2006, The Professional Standards for Queensland Teachers, Queensland College of Teachers – The State of Queensland;Queensland Studies Authority, 2010, Essential Learning - Aboriginal and Torres Strait Islander Languages P-10 Queensland Syllabus, Australian Government;Queensland Studies Authority, 2010, Essential Learnings - The Arts (2007), retrieved on 20 th of April 2013;

http://www.earlychildhoodaustralia.org.au/

http://www.australiancurriculum.edu.an/Enlgish/Curriculum/F-10