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Year Group: 10
Focus Area
Date: Lesson 6
Learning Intentions
To
consider
who
has
a
vested
interest
in
conflict
and
the
potential
reasons
for
this.
To
explore
conflict
motivated
by
economic,
financial
or
political
reasons,
as
opposed
to
conflict
as
the
result
of
difference
of
opinion
or
emotion.
Victorian
Curriculum
See
Appendix
1
Location
/
Setting
Individual
Small
groups
(3-5
students
per
group)
Key Vocabulary
Focus Questions
Conflict
Oppression
Empowerment
Vested
interest
Capital
Politics
Ethics
Morals
Legal
Power
Global
National
Local
Interpersonal
Intrapersonal
Economy
Consider
the
following
in
relation
to
conflict:
Fear
mongering
Dictatorships
War
economy
Empires
Freedom
Pride
(personal,
local,
national
etc.)
Power
Money
Dominance
What
are
the
solutions
to
these
issues?
How
can
we
play
an
active
role
in
achieving
these
solutions?
Lesson Plan Template
Special Considerations
INTRODUCTION
Establishing
prior
knowledge.
Tuning
in
activity.
Focus
questioning
MAIN
BODY
Guiding
Inquiry
and
Practise
Greet
class
and
take
roll
Recap
last
lesson
by
asking
students
questions
about
it
(Lesson
5:
Interpersonal
and
Intrapersonal
Conflict
delivered
by
Amy)
Refer
students
to
todays
learning
intention
written
on
board:
Outcomes
of
conflict:
who
benefits
from
conflict?
Ask
students
if
they
have
any
initial
thoughts
on
this
Show
video
excerpts
from
Video
Resources
and
write
key
vocabulary
and
focus
questions
on
the
board
Students
brainstorm
individually
where
have
you
heard
these
terms,
what
do
you
know
about
them/what
are
your
ideas?
Etc.
Students
form
small
groups
to
share
their
ideas
Teacher
visits
each
group
for
formative
assessment
in
the
form
of
questioning
and
observing
Students
stay
in
their
small
groups
Main
Task:
Small
groups
come
up
with
two
scenarios
where
someone
might
want
conflict
to
occur
for
personal
gain
One
scenario
is
to
be
an
interpersonal
conflict,
and
one
is
to
be
an
intergroup
conflict
The
scenarios
can
be
real
or
hypothetical
Each
small
group
writes
these
scenarios
down
on
a
piece
of
A3
paper
be
shared
during
reflection
stage
of
the
class
CONCLUSION
Sharing,
Explaining
and
Reviewing
Inquiry
Share
time.
Student
reflection.
What
do
they
now
know?
As
a
whole
class:
Reflect
as
a
whole
group
by
presenting
scenarios.
Each
small
group
shares
the
conflict
and
their
alternative
to
the
conflict
Other
small
groups
offer
their
own
suggestions
on
how
the
conflict
could
have
been
avoided,
and/or
how
it
can
be
transformed
into
something
positive
moving
forward.
Teacher
prompts
discussion
with
the
following
questions:
How
it
could
have
been
avoided?
Are
there
simple
solutions
to
these
problems?
Is
a
simple
solution
necessarily
easy
to
achieve?
Why
do
similar
conflicts
tho
the
ones
discussed
today
continue
to
occur?
Appendix 1
Critical
and
Creative
thinking
Levels
9
and
10
Questions
and
Possibilities
Suspend
judgements
to
allow
new
possibilities
to
emerge
and
investigate
how
this
can
broaden
ideas
and
solutions
Challenge
previously
held
assumptions
and
create
new
links,
proposals
and
artefacts
by
investigating
ideas
that
provoke
shifts
in
perspectives
and
cross
boundaries
to
generate
ideas
and
solutions
Ethical
Capability
Levels
9
and
10
Understanding
Concepts
Distinguish
between
the
ethical
and
non-ethical
dimensions
of
complex
issues,
including
the
distinction
between
ethical
and
legal
issues
Decision
Making
and
Actions
Investigate
how
different
factors
involved
in
ethical
decision-making
can
be
managed
by
people
and
groups
History
Levels
9
and
10
Historical
concepts
and
Skills
-
Cause
and
effect
Analyse
the
long
term
causes,
short
term
triggers
and
the
intended
and
unintended
effects
of
significant
events
and
developments
COLLEGE OF EDUCATION
Year Group: 10
Focus
Area
Using
music
and
sound
to
enhance
storytelling
Date: Lesson 9
Learning Intentions
Victorian
Curriculum
See
Appendix
2
Location
/
Setting
Special Considerations
Focus Questions
Tone
Pitch
Melody
Rhythm
Form
Motif
Hook
Soundscape
Effects
Harmony
Dissonance
Etc.
INTRODUCTION
Establishing
prior
knowledge.
Tuning
in
activity.
Focus
questioning
MAIN
BODY
Guiding
Inquiry
and
Practise
CONCLUSION
Sharing,
Explaining
and
Reviewing
Inquiry
Share
time.
Student
reflection.
What
do
they
now
know?
Theatre
Space:
Greet
class
and
take
roll
Ask
each
small
group
to
give
a
brief
summary
of
what
they
worked
on
last
lesson
and
what
they
will
be
working
on
today
Inform
students
of
the
plan
for
today,
that
is:
Examine
how
sound
and
music
can
help
communicate
ideas
Consider
the
different
ways
sound
and
music
can
be
used
in
the
students
vignettes
Get
into
ongoing
groups
and
plan
sound/music
All
students
return
to
Theatre
Space
Student
groups
reconvene
to
share
any
progress
with
each
other
Each
group
briefly
shares
progress
with
the
whole
class
Teacher
will
be
asking
whether
they
achieved
the
goals
they
set
at
the
start
of
the
class
Five
minutes
of
silent
time
for
individual
journal
entry
Class
is
dismissed
Appendix 2