Culture Aboriginal and Torres Assignment
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Added on 2021-01-02
Culture Aboriginal and Torres Assignment
Added on 2021-01-02
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Unit title:Class: Duration of lesson: Lesson title: Understanding the culture Aboriginal and Torres Strait islandersLesson: ___ out of ____ (when does it occur in the unit sequence?)Content: (Essential or Additional) (which?)Overview of the lesson The aboriginals and Torres strait islanders follow distinct and varied culture. They follow their own languages, beliefs, values and practices. The culture followed by indigenous Australians are historically different from thoughts implemented by normal individuals. Aboriginals follow aculture where basically they do not allow women or children to work and other Australians tries to make their women independent (Mannan & Abdul (2015).Syllabus outcomes and content Making Outcomes: - Students will have a proper understanding about historical culture of aboriginals.Students will learn to: Better understanding of thoughts and views of aboriginalsStudents will learn about: Different ways ofindigenous AustraliansPerforming Outcomes: Students will have an insight of proper code of ethics about the culture of aboriginalsStudents will learn to:Identify the cultural values of indigenous AustraliansStudents will learn about: Differences that exist in cultural history of aboriginalsAppreciatingOutcomes: - Students would be able to analyse the various elements of cultural differences in aboriginals.Students will learn to: Have proper understanding of pattern followed by families of aboriginalsStudents will learn about: Students will develop a new image of aboriginals in their mind.TimeTeaching and learning activitiesResources1 hourLesson introductionAboriginals and Torres strait islanders have wide range of cultural differences tracing from historical antecedent. There community is almost based on traditional values. However, in western culture individualism is being appreciated more. The aboriginals tend to make collective decision in order to avoid risk.Initiating the drama(2-3)The drama related to understanding the culture of aboriginals has been started by doing warm up sessions. Goals and objectives for the lesson was madeMusic system, 1
familiar with students. Strategies like playing music in the background was used in order to link students to drama ( Carey et.al. (2017).30 minuteDeveloping the drama (4-6)Challenging misconceptions: It can be solved by developing interests of students in the topic. Questions can be asked to learners related to social and historical contexts of aboriginalsClarifying things- Teachers need to clarify each and everything related to cultural differences of aboriginals. Questions such as what did they understand through lessons can be askedImparting clear roles- While developing each student should be provided with defined goals.Effective communication- Drama can also be raised byhaving an effective communication between students and tutors.boards, 1 hourConcluding or resolving the drama (2-3)The drama would be ended by actively listening to the climax part. Critical questions are discussed about historical difference of aboriginals culture. Story ends at having an insight idea of culture of indigenous Australians. These people share great bond together which links to next unit how individual tie themselves in unique place. highlightersAssessment for learning:Students needs to have keen listening and understanding power in order to perform better.Evaluation: Success would be evaluated by asking students questions related to historical culture of aboriginals.Unit title:Class: Duration of lesson: Lesson title: . Aboriginal and Torres Strait Islander communities maintain aspecial connection to and responsibility for Country.Lesson: ___ out of ____ (when does it occur in the unit sequence?)Content: (Essential or Additional) (which?)Overview of the lesson Aboriginals maintain a special connection and responsibility towards Country. They are closely bounded with each other and perform all task together. They follow all the rules and regulations implemented by country and fulfil every responsibility which arises towards them.Syllabus outcomes and content Making 2
Outcomes: Students will have a better insight about duties performed by aboriginals.Students will learn to: - Identify the responsibilities performed by Indigenous AustraliansStudents will learn about: Ways and methods of doing tasks adopted by aboriginals ( Carey et.al. (2017).PerformingOutcomes: - Students have a better understanding of bond shared and duties performed by originalsStudents will learn to: - Determine if they have any misconceptions related to topicStudents will learn about: Responsibility ofaboriginal towards communitiesAppreciatingOutcomes: Students would be able to analyse the various tasks performed by aboriginalsStudents will learn to: Learners will have akeen knowledge about values adhered by aboriginalsStudents will learn about: Students will be able to learn something new and unique from this drama class.TimeTeaching and learning activitiesResources30 minLesson introductionAboriginals and Torres Strait Islanders are the individuals who are build or raised with cultural values (Carey et.al., (2017). They share a unique bond and inseparable bond with each other. They are connected with each other, as they make their decisions together. For country they fulfil their responsibility by taking responsibility on their own toovercome the problem. Initiating the drama(2-3)Drama would be initiated by making students aware about the topic. Warm up sessions would be provided to them. Activities like creating a peaceful environment and making students comfortable will hook the learners in drama classes.Classroom1 hourDeveloping the drama (4-6)Raising questions- Teachers would be involved in raising questions about the topic discussed.Interaction- Gestures would be used in order to develop interests of students. Teachers can make use of gestures like eye contact, keeping their voice low. Communication- Lesson imparted by tutors would besimple and easy language.Boards3
1 hourConcluding or resolving the drama (2-3)The work would be ended by having a deep and keen understanding about the aboriginals' duty towards Country. Story would be paused by having knowledge about the unique bond shared by aboriginals. Studentscan also have an idea about language group of aboriginalsHighlightersAssessment for learning:Students needs to raise questions if have any doubt in order to perform better in the future.Evaluation: Success could be evaluated by observing how deep is the knowledge of students about the topic.Unit title:Class: Duration of lesson: Lesson title: . Language groups of Aboriginal and Torres Strait Islander societiesLesson: ___ out of ____ (when does it occur in the unit sequence?)Content: (Essential or Additional) (which?)Overview of the lesson Aboriginal and Torres Islander societies are involved in speaking different languages that are varied from each other. They have formed a group on the basis of that. Language, song, art and law are various forms of communication used by them. These groups explain their particular identity and try to influence the member of other group through having a better understanding of human behaviour.Syllabus outcomes and content Making Outcomes: Students will have a better insight about the language groups of aboriginalsStudents will learn to:Identify the perception of different groupsStudents will learn about: Ways and methods of implementing or performing taskPerformingOutcomes: Students have a better understanding of perception, values, thoughts and beliefs of aboriginals (McNiven (2017)Students will learn to: Determine if they have any misconceptions related to topicStudents will learn about: Perception carried out by aboriginal communitiesAppreciatingOutcomes: Students would be able to analyse the various thoughts followed by aboriginals.Students will learn to: Learners will have aStudents will learn about: Students will be 4
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