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Inclusion and Diversity 2 Unit Plan Overview

Student Names: Thomas Gibbs, Francesca Lyndon-Gee

Teaching and learning context:

Year 7, Semester 1

Number of Students:

25
Length of Unit:

4 weeks
Unit Overview (Aims and Objectives): Empathetic Learning Through an Indigenous Worldview

This unit will teach year 7 students about Art and Science through and Indigenous Australian perspective. The unit emphasises the cross-curriculum priority
Aboriginal and Torres Strait Islander histories and cultures, and where possible it also introduces topics of the cross-curriculum priority Sustainability. The unit is
based upon a theory of empathetic learning, particularly influenced the following theorists;

1. Howard Gardner: Interpersonal intelligence, as the capacity to understand the intentions, motivations, and desires of other people (Gardner, 2003, p. 43)
2. Lev Vygotsky: Empathetic intelligence, as the development of culturally organized, specifically human, psychological functionthe development of higher
order thinking skills (Dahm, 2008, Theory of Learning section, para.1).

The curriculum guides students to learn about Aboriginal and Torres Strait Islander culture, by asking inquiry questions that offer students an Indigenous
perspective. For example, a Visual Art lesson asks the inquiry question, Who is my mob, and where do we meet? By asking this question students will understand
why Indigenous people make dot paintings, rather than simply learning about dot painting.

Use of ICT:

ICT is integrated into the entire curriculum. Each lesson will include PowerPoint presentations, and students will have the opportunity to conduct their own
independent research into each inquiry question.

Online Resources
http://www.tesaustralia.com/taxonomySearchResults.aspx?parametrics=300015,307776,307805|310031|312254|314477&tab=grade&mode=browse

Aus Vels: This unit will cover the following AusVels Progression Points

Visual Arts Creating and Making
1. Incorporation of influences from selected cultural and/or historical contexts in designs for collaboratively or independently made art works
2. Evaluation of the use of art elements, principles and/or conventions to develop visual solutions to given problems
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3. Selection and use of art elements and principles to solve specified challenges when creating and making two- and three-dimensional art works
4. Experimentation in the use of art skills, techniques and processes, media, materials and technologies appropriate to a selected art form
5. Plans, recorded in a visual diary, that develop ideas for visual communications from given stimulus material
6. Use of a limited range of selected technical drawing conventions

Visual Arts Exploring and Responding
1. Comparison of content and meaning of art works from selected art traditions
2. Awareness of cultural and historical influences on a range of contemporary and traditional art works
3. Evaluation of qualities in art works based on a comparative analysis of ways the art elements and principles, and art media, materials, skills, techniques
and/or processes have been used

Science as a Human Endeavour
1. Science knowledge can develop through collaboration and connecting ideas across the disciplines of science (ACHE223)
2. Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve
ethical considerations (ACSHE120)
3. Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource
management (ACSHE121)

Science Understanding
1. Some of the Earths resources are renewable, but others are non- renewable (ACSSU116)
2. Water is an important resource that cycles trhough the environment (ACSSU222)

Science Inquiry Skills
1. Summarise data, from students own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions
(ACSIS130)
2. Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements
to the method (ACSIS131)
3. Use scientific knowledge and findings from investigations to evaluate claims (ACSIS132)
4. Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS133).

English, Literature

1. Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different
approaches (ACELT1622)

Aboriginal and Torres Strait Islander histories and cultures:
1. OI.2 Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for County/Place throughout all of Australia
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2. OI.3 Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky, and waterways
3. OI.8 Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.
4. OI.9 Australia acknowledges the significant contributions of Aboriginal and Torres Strait Islander people locally and globally.

Sustainability:
1. OI.5 World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for
sustainability.
2. OI.6 The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global
equity and fairness across generations into the future.
3. OI. 7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.
4. OI. 8 Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and technological developments, and balanced
judgments based on projected future economic, social and environmental impacts.
5. OI. 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.

ICT (Level 7.5):
ICT for visual thinking
1. Use of rule-based software such as databases, spreadsheets and micro worlds, and a variety of manipulation and editing techniques, to
2. interrogate and report on data and information when making decisions and solving problems.
3. Reflection on decisions made and actions taken when solving problems and developing understandings using ICT tools

ICT for creating
1. Inclusion in their own information products of data, information, code and strategies that comply with the legal use of ICT
2. Ongoing modification of information products to improve their efficiency and effectiveness, by applying editing, testing and manipulation techniques

ICT for communicating
1. Location of targeted websites, using general and specialised search engines and limited Boolean logic search strategies to broaden or narrow searches
2. Selection and justification of information contained within websites, using self-generated criteria

Assessments in this unit:

Visual Arts
1. Summative Assessment Installations From Found Objects
2. Summative Assessment Mapping My Community
3. Summative Assessment My Self Portrait
4. Summative Assessment Multicultural Australia

Science
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1. Formative Assessment Land care comparison
2. Summative Assessment Sustainable story video
3. Summative Assessment Iramoo field report
4. Formative Assessment Care for Country and Place
5. Summative Assessment - Action project presentation


Learning Outcomes:

1. Understand the different methods used to care for the land and the different types of renewable resources.
2. Understand how the land management practices of Aboriginal and Torres Straight Islander Peoples have helped in aiding decisions about the
sustainable management of our environment today


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