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This unit is an integrated whole term of work covering 4 Key Learning Area’s (SOSE, English, Maths, The Arts). This Unit has also been
designed to contain outcomes for English as Second Language (ESL) Students. Leaning Outcomes have been covered from the above
mentioned learning areas and links to the indicators can be found within this document. The assessment items listed cover each learning
outcome and provides three pieces of evidence for each outcome as required by the Northern Territory Department of Education and
Training. Ralph Pirozzo’s (2004) Promoting Learning International (56 Grid) Planning Matrix has been utilized to cater for all students
preferred learning styles. At this early stage in the student’s school life, the use of the grid will also give an indication of the student’s
preferred learning style for future reference. A Weekly overview has been included in this unit which briefly details which area of the topic
students will be focusing on each week. An evaluation procedure has also been attached for teachers and students to complete once the topic
has been delivered.
Soc 1.2 Identify local Indigenous groups and explain the significance of local Indigenous cultural practices for Indigenous and
non-Indigenous Australians
Soc 2.2 Describe the diversity among Indigenous people and their traditional and contemporary cultures
Describe the customs, lifestyles and rituals of a range of cultural groups within their community and compare
Soc 1.4
similarities
Soc 2.4 Identify the diverse processes used to pass on cultural customs and other value based information within familiar
social groups
English - Writing
W 1.2 Write texts that can be read by others, using basic text conventions at the text, sentence and word levels
W 1.3 Understand that writing can be planned, reviewed and changed and use strategies to do this
Use simple, compound and complex sentences joined by appropriate conjunctions spell one and two syllable words with
W 2.2 common spelling patterns and common words accurately
W 2.3 Use familiar strategies and begin to use an increasing range of strategies to prepare a plan before writing, re-read
their own writing to maintain meaning and proofread for accuracy
Use arts language to discuss specific features and elements of the arts and artworks in the community, acknowledging
Res 2.1 the range of individual responses and including arts from other cultures or times.
Interpret two-way tables and create column graphs using a whole-number labelled axis
CD 2.2
ESL – Level 2
W L2.2 Understandings indicate that SAE written texts are organised and presented in specific ways according to topic and
purpose
W L2.3
structures & features use basic sentence structures including features of learned oral and written SAE
Indicators:
SOSE Refer to NTCF – SOSE – Social Systems and Structures - Page 380 – 381
http://www.det.nt.gov.au/__data/assets/pdf_file/0020/2369/learning_areas_soc_env.pdf
Assessment:
Tasks:
• Poster Presentation – Bushcraft/Medicine/Food/Beliefs/Stats (All Outcomes)
• Information Report (SOSE, ENGLISH, ESL)
• Excursion Recount x 2 ( ENGLISH, SOSE, ESL)
• Art Piece (ARTS)
• Book Work (All Outcomes)
• Katherine Population Graph (SOSE, MATHS ENGLISH)
Weekly Overview
Week Activities Assessment Plan
1 Introduction to Katherine Region – Indigenous and Non-Indigenous Graphs
2 How they Lived (Food, Shelter, Social Structures, beliefs) - Indigenous and Non- Information Report Begins
Indigenous Population Graph Due
3
4 Art - Indigenous and Non-Indigenous Art Piece Begins, Poster Presentation
Begins
5 Bush craft - Indigenous and Non-Indigenous Art Piece Due
6 Leisure activities in Katherine region Information Report Due
7 Nitmiluk Visit – Nitmiluk Workbook Excursions Recount Begins
8 Katherine Museum Visit – Museum Workbook Excursions Recount Due
9 Poster Presentations – complete any unfinished tasks Poster Presentation Due, Book Work Due
Evaluation:
Teacher:
Both the Teacher and the students will complete an evaluation for this unit. The Teacher will consider the questions presented below.
Northern Territory Government: Department of Employment Education and Training (2009). Northern Territory Curriculum Framework. Darwin, NT:
Northern Territory Government.
Pirozzo, R. (2004). Promoting Learning International (56 Grid) Planning Matrix. Australia: Promoting Learning International www.pli.com.au