ICT

Cross-Curriculum Priority
UNIT LESSON PLANNING
Year 10 Integrate unit o! "eia an
#rama
$Ientity an story-telling%
&ee' 1 ( )riay Lesson
50 Minute session
Lesson *( Students form groups and are given further details on assessment. In groups, they begin to explore
options for their presentation
Goal: For students to use the ICT resource Pinterest in developing portfolios and digital resource to begin
collecting images, ideas and concepts they wish to use in their production.
+esources, materials: ibrary !"C#, $ens, paper, computer access, use of the application%social media
site Pinterest, images and articles

Aims an class rationale o!
t-e class(
Cross Curriculum Priority resource( &cross the &ustralian Curriculum, the &boriginal and Torres Strait
Islander histories and cultures priority provides opportunities for all learners to deepen their 'nowledge
of &ustralia by engaging with the world(s oldest continuous living cultures. Students will understand that
contemporary &boriginal and Torres Strait Islander Communities are strong, resilient, rich and diverse.
The 'nowledge and understanding gained through this priority will enhance the ability of all young
people to participate positively in the ongoing development of &ustralia.

The &ustralian Curriculum: )athematics values &boriginal and Torres Strait Islander histories and
cultures. It provides opportunities for students to appreciate that &boriginal and Torres Strait Islander
societies have sophisticated applications of mathematical concepts.
Students will explore connections between representations of number and pattern and how they relate
to aspects of &boriginal and Torres Strait Islander cultures. They will investigate time, place,
relationships and measurement concepts in &boriginal and Torres Strait Islander contexts. Students will
deepen their understanding of the lives of &boriginal and Torres Strait Islander $eoples through the
application and evaluation of statistical data.
E. "oel(
*+ngage
*+xplore
*+xplain
*+laborate
*+valuate
This model is used throughout my lesson as I begin with engagement, as a group we
brainstorm and explore ideas and concepts. I give students a strong understanding and
rationale. Then we elaborate on these ideas and students continue with independent
wor' and then during our re,ection, as a group, we evaluate what students have learnt
and what they need to improve on.
Access Prior /no0lege,
O1ening lin'
10
minutes
Ne0 In!ormation, "ini-
lesson


1.
minutes


Students are re-uired to -uic'ly brainstorm in their wor'boo's responding to a set of -uestions
on the whiteboard. .nce they have had time to thin'%re,ect% and respond to the -uestions they
are expected to share in a discussion.
***The questions focus on students using their own experiences and prior knowledge to teach each
other and re-engage themselves back into the content/topic material. The use formative assessment to
displa student!s levels and abilities. ***
/uestions:
ist all the environmental%cultural factors that in,uence our identity
0hat do you thin' ma'es you who you are and why1
2o your parent(s moral%values and belief systems a3ect or in,uence or own1 4o%5es and
why
If you families belief systems con,icted with your own person ideologies would you
change them1 4o%5es why
0hat if you were told they were wrong or hurtful1 +xplain.
0ho else in your life can control or change or behaviour1
0hy is this so1
.nce students have had a chance to respond to these -uestions we will brainstorm their 'ey
ideas on the whiteboard and I will also begin a vocabulary list of the relevant metalanguage
students must comprehend and use in preparation for their S&Cs.
Students are given explicit information on their assessment tas' and then are put into
groups to wor' out what area they want to wor' in.
They have a chance to explore if they want to wor' in a visual area of study, performance
based, or literacy heavy.
The assessment tas' is the end of unit summative assessment of the performance%script and
portfolio.
A11ly /no0lege, &or'
Time,Catc- lin'

1. minutes
Acti2ities(
Focussing heavily upon the cross*curriculum priority, this lesson allows students to express ideas and
concepts using performance based story*telling.
6 +ach student is to respond to ideas on family, place, time, environment, culture and beliefs. They can
do this by: drawing, writing, singing or performing their responses. This ice*brea'er style activity allows
students from all learning spectrums to respond to the same text in a variation of ways and leads into
the ICT component of the class.
.nce students have represented who they thin' they are and why they believe that is so, we share all of
the concepts as a group.
This then leads into a discussion on stereotypical views and values of cultures. Students are shown how
to use the ICT program $interest and are told to begin their portfolios.
6 &fter viewing the process of how to set up 7boards7 on the application students are instructed to begin
searching for relevant materials using 'ey words to source concepts, themes and character relevant
information.
+e3ection
10 minutes
Stuents re3ect on t-eir eucational goals an t-e 1ur1ose o! 0-at t-ey are 0or'ing
to0ars4 T-is gi2es stuents rele2ance to t-eir learning an gi2es t-em etermination an
organisational s'ills to 5egin e2elo1ing t-eir scri1ts4
Assessment an lin's to
Aus6els
This class has a focus on formative assessment strategies and clear lin's to the &8S9+s strands.
&us9els strands:
Language
8nderstand that Standard &ustralian +nglish in its spo'en and written forms has a history of evolution
and change and continues to evolve !&C+&:;<=#
8nderstand how language use can have inclusive and exclusive social e3ects, and can empower or
disempower people !&C+&:;<>#
Literature
"e,ect on, extend, endorse or refute others( interpretations of and responses to literature !&C+T:<>?#
Literacy
&nalyse and evaluate how people, cultures, places, events, ob@ects and concepts are represented in
texts, including media texts, through language, structural and%or visual choices !&C+5:A>B#
Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are
in,uenced by purposes and li'ely audiences !&C+5:A;C#
Notes,E2aluation