LESSON PLAN: Michael Carmona - 15090573 Page 1

PART A: PREPARATION AND STRATEGIES

Year: 8 Syllabus section:
Commerce Years 7-10 Syllabus
Lesson
5/10 Core Topic 1.1 Consumer Choice

Unit Name: Red Hands Cave - Promoting Aboriginal culture and the importance of sustainability
Aboriginal site: Red Hand Cave
Lesson Topic: Trade / Barter - The Aboriginal system of commerce Duration: 60 minutes
Prior knowledge/skills Resources (Attach classroom ready resources/worksheets students will
required be using, including relevant pages from textbooks)
-History of Red Hands -Whiteboard
Cave, and its potential use -markers
as a centre for trade. -Worksheets
-How Ochre was used in -Power point projected/overheads
the making of these caves, -Workbooks
and was considered a
valuable commodity

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance

1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students’ self regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

1.3 Problematic Knowledge
2.4 Social Support
3.2 Cultural Knowledge
Student learn of evidence that shows the Yolngu peoples had contact and
potentially ‘treaties’ with the communities in South-east asia, contradicting widely
held beliefs that all Aboriginal communities were isolated.
Strong presence of collaborate group work/working in pairs to be made available
in this class to develop students knowledge,, plus group held discussions where all
voices will be heard and respected
Students will explore some of the cultural practices from several Aboriginal
communities, and how we can learn from their examples

PART B: SEQUENCE OF ACTIVITIES IN LESSON

Syllabus outcomes: (number/s and descriptor)
4.4 : identify key factors affecting commercial and legal decisions
4.1: Use appropriate terminology in consumer, financial, business, legal and employment contexts

Students learn to: Students learn about:

- investigate the scope of commerce and choice
- identify and classify examples of different types of
commercial and legal decisions that people make
- explain factors influencing decisions to buy locally,
regionally, interstate or globally
- decisions affecting the quality of our lives;
environment
- key factors affecting consumer decision making
- features of a simple contract
 LESSON PLAN: Michael Carmona - 15090573
Timing Lesson content
Introduction:
0-5 Acknowledgement of country.
Mins
Briefly review what students
have already learnt in history
about Ochre. Highlights its
importance and value for the
Aborigines and their way of
life.
Introduce key terms of
5-10 commerce for this lesson;
mins needs, wants, money, demand,
supply, trade, negotiate,
contract, agreement
10-25 Play Barter Game in groups of
mins 6
Students will get to break down
the trade process and
understand how the value of
goods/services needs to be
negotiated between two or
more parties.
25-45 Work through worksheets 1, 2
mins &3
Differentiation: advanced
students can work at their own
pace, while other can work
together in groups or pairs.
**Gifted and Talented: Create
a map of Australia and draw up
probably trade routes that may
have existed across the
continent that would verify
how certain goods ended up in
different parts of the continent
(from page 3 of the reading).
45-55 Read “Did Aboriginal and
mins Asian people trade before
European settlement in
Darwin?”
55-60 Review, pack, & dismiss class
Mins
PART C: ANALYSIS AND SELF-REFLECTION
How have outcomes been achieved?
Learning outcome
Page 2
Student activity 8 ways link / General capabilities / Cross
curriculum priorities
Students will enter the class in a
respectful manner, take their seats and
prepare to learn.
Expectations of student behaviour and
participation with classroom activities is
quickly outlined by the teacher. Respect
between teacher and students and
students with their peers is highlighted.
Hand out worksheets and discuss with
students each of the the key terms. Ask
students to share with the class examples
for each of the key terms.
Assist students to break down the trade
process and understand money is just
another type of good that can be traded
for other goods or services.
Hand out resources and start game
End with whole class discussion about
how effective trade was with barter cards
and why money can help facilitate
smoother transactions.
Commence worksheet with students
*Read as a class (ask for volunteers to
read sections, as long as the teacher is
aware of each student’s capabilities)
Focus on how extensive and
sophisticated the trade systems of the
Indigenous Australians could have been.
After passage, students are to complete
the questions at the end of section 1 &
section 2.
Questions to be completed in students
workbooks.
As a class, read through the article
(teacher lead reading) and
discuss/answer questions as they may be
come up from the students. Teacher may
stop and ask students questions as they
read, to ensure they are comprehending
the text and engage with the students.
Highlight the significance of the article’s
idea that trade between Yolngu people
and Asia out dates 1788 (European
colonisation).
Relate back to the idea the Red Hands
Cave was a potential trade site for
commerce and culture between different
tribes.
Exit pass: ask students to write down
how what they have learnt in this lesson
that has influenced their perspectives
about Indigenous culture - they can refer
to the Red Hands Cave site specifically.
Method of measuring and recording
 LESSON PLAN: Michael Carmona - 15090573 Page 3
4.4 : identify key factors affecting -Students learn of the use of money as a means to an end (the only value it
commercial and legal decisions has, is the value someone else agree it is worth). They will also learn other key
terms like contracts and agreements and what these mean in the world of
commerce.
4.1: Use appropriate terminology in
consumer, financial, business, legal -After learning these key terms, playing the bater game will allow students to
and employment contexts apply these concepts and develop their understanding of these terms and how
they can affect commercial and legal decision making.

-Ensure students are able to participate in the group work, classroom

discussions and written work. Allowing students to work in pairs
Links to next lesson
After having learnt about how money works as a method of trade, Students learn to understand price as a rate between
money and goods, to calculate prices for comparisons and to appreciate other factors in practical buying situations.

AITSL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
1.4 Demonstrate broad knowledge and -Using examples from different Indigenous cultures to teach key syllabus
understanding of the impact of culture, concepts encourages higher degrees of student engagement, particularly
cultural identity and linguistic students from Aboriginal and Torres Strait Islander backgrounds.
background on the education of
students from Aboriginal and Torres -Teaching students about the sophistication and complexities of Indigenous
Strait Islander backgrounds Australians culture and commercial practices, and using these to examples to
highlight how effective trade practices were and are still practiced today,
2.4: Understand and respect should lead students to have a more positive view of Aboriginal culture.
Indigenous people to promote
reconciliation between them and non- -By promoting Indigenous culture and cultural practices, non-indigenous
Indigenous Australians. students can gain a greater appreciation for Aboriginal and Torres Strait
Islander culture, and assist with ideals that help reconciliation.

WHS considerations
-Re-enforce to students ideas of respect towards each other and for all students to be aware of any
dangers.
-Teacher to instruct students to move/work in an orderly fashion, especially when shifting in the
lesson between, individual, group and class work.
Resources for this lesson plan
Key Words list

Barter Game
LESSON PLAN: Michael Carmona - 15090573 Page 4

Worksheet 1,2,3 & article

LESSON PLAN: Michael Carmona - 15090573 Page 5

Casual teacher Notes:

LESSON PLAN: Michael Carmona - 15090573 Page 6
Please read unit of work outline to understand the full scope and importance of this lesson.

If possible, review notes and/or lesson plan from the history classes from this unit of work to
understand the background/foundation this lesson is trying to build off.

*For class reading tasks, if unaware of the students capabilities in reading out loud, ask the classes
english teacher for an overview. If not possible, teacher should read most of the text, only asking if
students are willing to try and read outloud (as long as they are comfortable to do so)

**For gifted and talented students task Students may need to be informed of where the Central
Ranges, Cape York, Arnhem land is located on the continent, and where wombats are usually found in
australia.

Community Consultation or Protocols to be considered.

Acknowledgment of country to commence lesson

Community consultation was made with the traditional custodians of the Red Hands Cave site, prior
to commencement of the unit of work.

References

A classroom practice guide: quality teaching elements. (2006). Retrieved from

https://app.education.nsw.gov.au/quality-teaching-rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf

Austhrutime.com. (2019). Aboriginal Trade. [online] Available at: https://austhrutime.com/trade.htm [Accessed 20

Jan. 2019].

Australian Curriculum, Assessment and Reporting Authority (n.d.). General capabilities. Retrieved on January 17,
2018 from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/.

Australian Curriculum, Assessment and Reporting Authority (n.d.). Cross-curriculum priorities. Retrieved on January
17, 2018 from https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/

BOSTES. (2003). NSW Syllabus for the Australian Curriculum: Commerce years 7-10 Syllabus. Sydney: Board of
Studies NSW

Education.com. (2019). Barter Game | Worksheet | Education.com. [online] Available at:

https://www.education.com/worksheet/article/barter-game/ [Accessed 15 Jan. 2019].

Indigenous Australia.info. (2019). trade-routes. [online] Available at:

http://www.indigenousaustralia.info/culture/trade-routes.html [Accessed 19 Jan. 2019].

Ian S. McIntosh (2006) A Treaty with the Macassans? Burrumarra and the Dholtji Ideal, The Asia Pacific Journal of
Anthropology, 7:2, 153-172, DOI: 10.1080/14442210600763181

Marks, L. (2019). Did Aboriginal and Asian people trade before European settlement in Darwin?. [online] ABC News.
Available at: https://www.abc.net.au/news/2018-01-16/aboriginal-people-asians-trade-before-european-settlement-
darwin/9320452 [Accessed 12 Jan. 2019].

Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface. (PhD), James Cook University