Unit Plan Hass
Unit Plan Hass
Unit Plan Hass
By the end of Foundation Year, students identify important events in their own lives and recognise why some places are special to people. They describe the
features of familiar places and recognise that places can be represented on maps and models. They identify how they, their families and friends know about
their past and commemorate events that are important to them.
Students respond to questions about their own past and places they belong to. They sequence familiar events in order. They observe the familiar features of
places and represent these features and their location on pictorial maps and models. They reflect on their learning to suggest ways they can care for a
familiar place. Students relate stories about their past and share and compare observations about familiar places.
Concept focus
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Students will explore their own family structure, and compare to those from other cultures, to discover similarities and differences.
Students will explore different ways families pass on their history.
-Ability to pose questions will be seen on the activity worksheet which will be taken home (formative)
-Ability to understand the sequence of time and order personal history events, which will be seen when using the timeline on the NSW website and/or
sequencing phots/pictures(formative)
-Able to collect and share data about family history (home activity, formative)
This unit’s purpose is to make students aware of their personal worlds in regards to ‘their personal and family histories and the places they and their families
live in and belong to. The emphasis is on the student’s own history and their own place’ (ACARA, 2016).
Intercultural understanding:
(Aboriginal and Torres Strait Islander Histories and Cultures and Asian Cultures)
-Recognising culture and developing respect
-Investigate culture and cultural identity.
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All of these opportunities to incorporate cross-curriculum priorities taken from ACARA will be touched on throughout the duration of the unit.
-Literacy:
Writing out responses to questions, on work sheets and comprehending questions asked.
-ICT:
Watching YouTube videos, using the interactive whiteboard to participate in class research.
-Numeracy:
Analysing numbers of family members and working out family structures/ family trees.
Learning activities/experiences
-viewing multimodal resources of other cultures and their families and traditions
Assessment tasks
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Formative
Summative
SEQUENCING lessons
Unit AC: English LINKS:
Week Flow General Capabilities
Lesson Focus and Activity Resources to be used
Cross-curriculum Priorities
Curriculum Integration
Lesson 1:
My family Resources that can be
1 ▼ ACHHSO19 used:
T ACHHSO22 The family book by Todd
E
A
ACHHK001 Parr
C Who’s in a family? By
H Who are the people in my family? Robert Skutch
↕ This session will be devoted to looking at the different family members in the http://lrrpublic.cli.det.nsw.
E students’ families. edu.au/lrrSecure/Sites/W
X Discussion: what is a family? eb/14160/family/tias_tim
P Who is in your family? eline.html
L
O
R Activity: students are to draw a family portrait in their history book. Once
E
completed, students will present their family portraits to the class with a short
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oral narrative.
G
R Class discussion: what can we notice about other people’s families? Are all
O families the same?
U
P
▼ Conclusion: Website- Tia’s Timeline
I http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/14160/family/tias_timeline.
N
D html
I
V Or sequence pictures to show the teacher’s personal history as an example. This
D
U can look like
A
L
-grandfather is born
-grandmother is born
-father is born
-mother is born
-I am born
-my sister is born
-my brother is born
Lesson 2:
Looking at other families
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This session will be focussed on looking at a diverse range of other families,
including those of other cultures. And noticing any differences or similarities.
Intro: look at pictures of different families (of different cultures, including Asian
and Indigenous) and brainstorm the differences and similarities. Use two hoops
to create a class Venn diagram, showing the similarities and differences between
two families.
Activity 1: ‘Who are the people in my family’ worksheet. This will be completed
and then stuck into the students’ history books. This will allow the students to
observe and problem solve to the questions given that directly link to the pictures
shown.
Lesson 3:
Family structures Resources that can be
3 ACHHSO15 used:
ACHHSO18 Me and my family tree by
ACHHSO22 Joan Sweeney
If students are disengaged with this idea, they are welcome to create a drawn
out and more realistic approach to a family tree under the guidance of the
teacher.
Conclusion: get students to share their family trees in small groups, this will allow
them to gain the perspective of other families within a safe environment.
.
Lesson 4:
Recap on family trees and ‘what do I know about my family members?’ http://lrrpublic.cli.det.nsw.
4 edu.au/lrrSecure/Sites/W
To recap on family trees and looking past, present and perhaps future elements eb/14160/family/looking_
of history (grandparents/ parents/ me/ baby siblings) students will be given back.html
pictures of family trees, and sets of questions to answer about them.
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This session will then be focussed on digging deeper into family trees, and
working out the details of those who are in them.
Firstly, students will be given bingo cards and counters. Clues will be called out,
for example you have two brothers, you have a younger sister, your Grandpa
lives with you, there are five in your family etc. Students will put a counter on the
relevant clues/pictures.
After playing the game, the students will have a better perspective and
understanding into what other families may look like. This will also give them a
chance to share their own families and compare with the student next to them.
-And a space for a photo or picture to be drawn of that family member and their
family
Lesson 5:
Asian and Indigenous families Resources that can be
5 These next two sessions will incorporate intercultural understandings about used:
Asian and Indigenous cultures, comparing differences and similarities. Celebrating families by
ACHHSO17 Rosmarie Hausher
ACHHSO20 Families are different by
ACHHSO19 Nina Pellegrini
ACHHSO38 All families are different
by Sol Gordon
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Session 1 Asian
Families in China.
Introduction: introduce what tribes and villages are and the difference between
them.
Activity: quiz.
Quiz worksheet on villages and tribes in China.
Discussion point: what are some things you’d like to find out about families in
China? (perhaps where they live in their villages and tribes)
Activity: Class research on the interactive whiteboard, tick off parts of the
checklist once they have been researched.
Lesson 6:
Session 2 Indigenous Resources that can be
6 Families in the Indigenous culture. used:
A is for Aunty by Elaine
Introduce Indigenous family members and how their system works in regards to Russell
mothers, fathers, brothers, sisters, aunts and uncles. My island home (Book)
by Neil Murray
Look at 2 different pictures of Indigenous families (one old, one modern) and get Tom Tom by Rosemary
students to spot the differences and what they notice. Sullivan
Brainstorm observations as a class. Same but little bit diff’rent
by Kylie Dunstan
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Quiz: quiz students’ knowledge on the Indigenous family structure. This will be
done individually in their history books. Ask questions such as: how many adults
could be parents? How many children are there in the pictures? How many
family members all together?
-What are some questions that the students may like to ask these families?
Activity: students to do an image search and find different pictures and photos of
Indigenous things they have learnt about families, and print them off to create a
collaborative poster (this will be displayed near the Chinese one)
Lesson 7:
Stories from the past (Indigenous focussed) Resources that can be
7 This section of the unit will bring the students’ attention to Indigenous history, used:
culture and traditional dream time stories that tell stories from the past. http://www.sandtracks.co
ACHHK004 m.au/
ACHHSO16 A is for Aunty by Elaine
ACHHSO18 Russell
ACHHSO20
ACHHSO22 https://www.youtube.com
/watch?v=0y3Ta5xcKV4
Dreaming stories
Introduction: Explain what dreaming stories are.
-In the Indigenous culture, dreaming stories were made in order to pass down
information from generation to generation. This was important as during this time
there was no books or technology, so all knowledge was learnt verbally.
It is a big part of Indigenous history, and how they learn about their past.
Read: the dreaming story about how the birds got their colours.
(Found in Australian Curriculum, 2013).
This worksheet is a quick review on the dreaming story, and helps students to
think about the meaning behind it and why it is important. It will also give the
students a chance to think about their own experiences, and if they remember a
story that was verbally told to them.
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Finish lesson:
Watch this YouTube video of Tiddalick the frog.
https://www.youtube.com/watch?v=0y3Ta5xcKV4
Lesson 8:
Things that can be told through music and art in Indigenous culture. Resources that can be
8 ACHHSO16 used:
ACHHSO18 http://nga.gov.au.atsiart/
ACHHSO20 Defualt.cfm to look at
ACHHSO21 photographs of current
and past Indigenous
Elaboration: Music and art are important parts of the past and present of Australian artwork.
Indigenous Australians (Australian Curriculum, 2013). Ernie dances to the
didgeridoo by Alison
Introduction: start discussion on Indigenous art and music, and how it can tell Lester
stories. Tom Tom by Rosemary
Sullivan
Background information: Traditional Indigenous
• ‘Indigenous Australians used music, art and dance to tell about their culture Crane dance:
from one generation to the next. Ceremonies combined storytelling, singing and https://www.youtube.com
dancing’ /watch?v=U2vzsSmqGg8
• ‘Children learnt music and dance by imitation since their culture was a purely
oral one. Each Dreaming Story has an associated song. While painting in the https://www.aboriginal-
sane, on a body or on canvas, the artist will chant a song associated with that art-
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story’ australia.com/aboriginal-
(Australian Curriculum, p. 58). art-library/symbolism-in-
australian-indigenous-art/
-Print out on A3 paper and read aloud p. 59 of Australian Curriculum, 2013 (book
–refer to reference). Then give students a smaller copy to colour in and glue into
their worksheets. This worksheet has a simple description of Art and Music for
Indigenous cultures.
P.61 is a good resource and starting point to start visualising symbols that are
important to Indigenous people, and help tell stories.
-As a class, do a search on the internet on the interactive whiteboard at the front
of the classroom to discover other Indigenous symbols that can be found in
stories
(A good site is: https://www.aboriginal-art-australia.com/aboriginal-art-
library/symbolism-in-australian-indigenous-art/)
Activity: students are to then use simple symbols to create their own story in art
form.
Reflection activity: as a class, think of some questions you would like to ask an
Indigenous person about art and music?
-Start reflectional discussion on everything that has been learned over the past 4 weeks.
-Brainstorm students’ answers and write on white board.
-Hand out summative assessments, students are to individually complete the assessment and will be collected once finishes.
Topic background resources (for teacher use only) to support Pedagogical resources to support the teaching of the unit
teaching learning for the unit 12
Tia’s timeline: This website allows students to explore family histories within an
Book (in which the unit was designed from): interactive website. This website enables students to engage in sorting timelines,
Australian Curriculum. (2013). Australian Curriculum History, Personal watching family interviews and viewing items from the past, present and future. It
and Family Histories. Western Australia, Australia. R.I.C Publications. also gives additional information for teacher use in order to teach the topic.
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/14160/family/index.html
Videos (dreamtime stories):
https://www.youtube.com/watch?v=8sWFAGGWvUA&t=16s National gallery of Australia: https://nga.gov.au/collections/atsi/
https://www.youtube.com/watch?v=0y3Ta5xcKV4 This government website gives background information into traditional Indigenous
https://www.youtube.com/watch?v=lDl5QwAR8DI artworks and the meanings behind them.
Other:
https://www.chinahighlights.com/travelguide/special-report/ancient-town/
https://www.theepochtimes.com/4-ancient-chinese-villages-that-are-still-
around-today_2078848.html
https://www.youtube.com/watch?v=YbP41eNQZZI
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Reference list:
AptParenting. Family tree Templates for Children. (2018). Retrieved from: https://aptparenting.com/family-tree-template-for-children
Artlandish, Aboriginal Art Gallery. Symbols in Aboriginal Art. (2001). Retrieved from: https://www.aboriginal-art-australia.com/aboriginal-art-library/symbolism-in-australian-indigenous-art/
Australian Curriculum. (2013). Australian Curriculum History, Personal and Family Histories. Western Australia, Australia. R.I.C Publications.
Barzan, Jacques 1991, 'Subjects dead or alive', in Barzun, Jacques, Begin here: the forgotten conditions of teaching and learning, University of Chicago Press, Chicago, pp. 63-77.
China Highlights. Most Beautiful Ancient Villages in China. (2017). Retrieved from: https://www.chinahighlights.com/travelguide/special-report/ancient-town/
Cloudskipper Dreaming. How the Kangaroo got its pouch. (2011). Retrieved from: https://www.youtube.com/watch?v=8sWFAGGWvUA&t=16s
CulturesInMusic. Chinese Music – Dancing Song of the Yao Tribe. (2011). Retrieved from: https://www.youtube.com/watch?v=YbP41eNQZZI
NGA (Nation Gallery of Australia). Collections, Aboriginal & Torres Strait Islander Art. (2018). Retrieved from: https://nga.gov.au/collections/atsi/
RedPixelsAnimation. Dreamtime Stories – Tiddalick The Frog. (2012). Retrieved from: https://www.youtube.com/watch?v=0y3Ta5xcKV4
RedPixelsAnimation. Dreamtime Stories – Biladurang The Platypus. (2012). Retrieved from: https://www.youtube.com/watch?v=lDl5QwAR8DI
The Epoch Times. 4 Ancient Chinese Villages (That Are Still Around Today). (2016) Retrieved from: https://www.theepochtimes.com/4-ancient-chinese-villages-that-are-still-around-
today_2078848.html