Lesson Plans for Indigenous Education and Perspectives Coursework

This document presents a series of lesson plans focused on Indigenous Education and Perspectives, designed for different stages of learning from Year 3 to Year 8. The lesson plans cover various Key Learning Areas (KLAs), including Human Society and its Environment, Aboriginal studies, and Geography. Each lesson plan outlines syllabus outcomes, links to other KLAs, lesson aims, prior knowledge required, resources, learning sequences with time allocations, teaching strategies, assessment methods, and evaluation components. The plans incorporate activities such as analyzing historical events, exploring Aboriginal community experiences, and geographical interactions. The document also includes a reflection on the unit of work, discussing educational and cultural outcomes, potential positive and negative outcomes, the application of the quality teaching framework, and support for diverse learning styles. References to relevant academic sources are provided to support the lesson plans' content and pedagogical approaches.

INDIGENOUS EDUCATION AND PERSPECTIVE
Key Learning Area:
Human Society and its Environment
Lesson Title:
(History elective)Life skills
outcomes and content of pupils
with disability.
Lesson Date: 1 /3/2020 Stage: 7(year 8) Duration: 30 min
Syllabus Outcome(s) (not objective)
Links to other KLA’s:
HT2-2 explains how important individuals and occurrences contribute to alterations in the local
community.
Lesson Aim/Purpose:
To help students develop enjoyment and interest in exploring the past and develop an understanding
of historical periods (Madden, 2015).
Prior Knowledge:
Before the beginning of the topic, students are supposed to ;
Explore the methods historians apply to construct history using a
range of historical studies and the nature of history.
Resources:
Life skills outcome Worksheet
Advice on programming.
Learning Sequence:
Introduction :( 5min)
Direct the students to prepare essential learning materials.
Give chances to the student to tell what they understand by
Teaching Strategies:
Visiting the library to source
material on Historical events

INDIGENOUS EDUCATION AND PERSPECTIVE
archaeology, heritage, and the methods of historical inquiry.
Activities:
( 10 min )
Introduce the lesson to the student by reflecting on the different
areas to be covered (Bodkin-Andrews & Carlson, 2016).
Teach students how to analyze and sequence historical events.
(15 min)
Teach the students how to construct a logical historical argument
with the help of the relevant audience.
Conclusion:
Reflect and review on the particular lesson learning.
(Note).students are required to
take care of the different
learning materials in the school
and community library.
Assessment:
Ask random questions to access whether the students can
interpolate various historical events.
Evaluation:
In my lesson, the students were
to develop an understanding of
historical periods.
Indigenous Education and Perspective
Name

INDIGENOUS EDUCATION AND PERSPECTIVE
Professor
Unit
Date

INDIGENOUS EDUCATION AND PERSPECTIVE
Key Learning Area:
Human Society and its Environment
Lesson Title:
History K-10 syllabus
Lesson Date: 2/3/2020 Stage: 2( year3) Duration: 30 min
Syllabus Outcome(s) (not objective)
Links to other KLA’s:
HT1-1 communicates an understanding of continuity and change in family life, applying the
necessary history terms.
HT1-2 Describes significant and identifies places, people sites, and events in the community in a
given period (Higgins, Madden & Korteweg, 2015).
Lesson Aim/Purpose:
To enable students to build an understanding of lousy knowledge of movements, ideas, and
occasions that formed past civilizations in Australia and the modern world (McGregor, 2017).
Prior Knowledge: before the beginning of the lesson, the
students are supposed to :
Show developing knowledge of historical communication and
inquiry.
Resources:
Parent guide to the NSW K-10
syllabuses.
Annotated k-6 syllabus guide.
Learning Sequence:
Introduction (5min) Direct the students to prepare their history
learning materials.
Activities;
(10 min)
Teaching Strategies:
Use teaching aids, e.g., shapes
to boost the students'
understanding.

INDIGENOUS EDUCATION AND PERSPECTIVE
Introduce all the new learning g topic to the student.
Allow the students to show an understanding of historical
communication and inquiry.
(15min)
Teach on how students on movements, ideas, and occasions that
formed past civilizations in Australia and the modern world
(Oliver, R., Grote, Rochecouste & Dann, 2016).
Conclusion: Reflection and review of learning
Use pictures to demonstrate to
the students the past
civilization of different
communities.
Assessment:
Give takeaway cats ton students to be submitted in the next lesson.
Evaluation:
The lesson was beneficial as
students were able to learn on
movements, ideas, and
occasions that formed past
civilizations in Australia and
the modern world.

INDIGENOUS EDUCATION AND PERSPECTIVE
Key Learning Area:
Human Society and its Environment
Lesson Title:
Aboriginal studies
Lesson Date: 3/3/2020 Stage: 4 (year 7) Duration: 30 min
Syllabus Outcome(s) (not objective)
Links to other KLA’s:
ABI-2 describes and identifies significant people in the original community.
AB3-2 explains and describes the experiences of the Aboriginal community.
Lesson Aim/Purpose:
To enable the student to build information and knowledge of Aboriginal community experiences,
and culture (Guenther, Disbray & Osborne, 2015).
Prior Knowledge: Before the beginning of the lesson, the
student should:
Understand the significance and contributions of Aboriginal
people, their expressions, and their cultural identities.
.
Resources:
Life skills sample units
Program builder
Learning Sequence:
Time allocation:
Introduction: (5 min)
Direct students to unpack and gather essential learning materials.
Activities:
(10 min)
Teaching Strategies:
Assist the students in carrying
out class demonstrations
playing the roles of Aboriginal
people.

INDIGENOUS EDUCATION AND PERSPECTIVE
Take a brief reflection of the previous topic learnt since it relates
to the new lesson topic.
(15 min)
Teach students on the importance and contributions of
Aboriginal communities their expressions and cultural identities
Conclusion: Reflection and review of the lesson learning.
Assessment:
Offer homework piece to be presented in the next lesson.
Evaluation:
The lesson was successful, as
students were able to
understand the importance of
aboriginal community and their
contributions.

INDIGENOUS EDUCATION AND PERSPECTIVE
Key Learning Area:
Human Society and its Environment
Lesson Title:
Geography k-10 syllabus
Lesson Date:4/3/2020 Stage: 4( year7) Duration: 30 min
Syllabus Outcome(s) (not objective)
Links to other KLA’s:
GE1-2 identifies platforms in which individuals interact with and care for places.
GE2-2 explains the means places, people and environment interaction.
Lesson Aim/Purpose:
To stimulate learners engagement and interest with the world (Owens, 2015).
Prior Knowledge:
Before the beginning of the lesson the student should :
Evaluate and develop hypothesis and tasks for scientific
investigation.
Resources:
Parents’ guide to the new NSW
K-10 syllabuses.
Supporting students with
disability in Geography K-10
Learning Sequence:
Time allocation:
Introduction: (5 min)
Direct students to gather the appropriate learning materials.
Activities:
(10 min)
Conduct a thorough review of the previous topic learnt and relate
it to the current lesson topic (Jacob, Cheng & Porter, 2015).
(15 min)
Teach learners on geographical interaction between places, people
Teaching Strategies:
Visit various sites to carry out
geographical inquiry.
(note) students to follow all
instructions to avoid injury
.

INDIGENOUS EDUCATION AND PERSPECTIVE
and the environment.
Conclusion: Reflection and review of learning.
Assessment: Take away acts to be collected in the next lesson. Evaluation:
The lesson was successful as
the students were able to learn
a lot from the field visit.
Positive outcomes arising from the units of work

INDIGENOUS EDUCATION AND PERSPECTIVE
After undergoing the taught unit of work, students will be able to have an open-minded
approach to different instances in life. The reason behind this is because the combination of
the four units will offer diverse life skills to the students (Cain & Chambers, 2015).
Negative outcomes arising from the units of work
The units of work are more theoretical, hence the students will be less equipped with the
practical approach to different tasks.
In this unit of work, there is minimal student engagement in various social activities; hence
the students miss an opportunity to develop self-confidence.
Educational outcomes achieved when delivering this unit of work
While providing the different units of work, I expect the students to gain specific knowledge
regarding the different phenomenon taught. Besides that, the student will achieve
comprehension, application, and be able to carry out an analysis of the various concepts
learnt.
Cultural outcomes expected to be achieved when delivering the units of work
After a successful study of the different units of work, the student is expected to achieve
basic communication skills, which are in line with his culture and be able to explain various
historical events.
How the units support elements from the quality teaching framework
While teaching science-based units, the students are exposed to various field activities.
Besides, various games are played during the lesson hence eliminating boredom and
monotony. The applied activities help support elements of quality teaching framework.
Support offered to students with diverse learning styles.
Group discussions help slow students to gain assistance from other students with a clear
understanding of the unit topic (Brayboy, 2015). Besides, a standard language is used; hence
all students can clearly understand what is being taught.

INDIGENOUS EDUCATION AND PERSPECTIVE

INDIGENOUS EDUCATION AND PERSPECTIVE
References
Bodkin-Andrews, G., & Carlson, B. (2016). The legacy of racism and Indigenous Australian
identity within education. Race Ethnicity and Education, 19(4), 784-807.
https://www.tandfonline.com/doi/abs/10.1080/13613324.2014.969224
Brayboy, B. M. J., Faircloth, S. C., Lee, T. S., Maaka, M. J., & Richardson, T. A. (2015).
Sovereignty and education: An overview of the unique nature of Indigenous
education. Journal of American Indian Education, 54(1), 1-9.
https://www.jstor.org/stable/10.5749/jamerindieduc.54.1.0001
Cain, G., & Chambers, D. (2015). Support staff and indigenous education. Working with
Teaching Assistants and Other Support Staff for Inclusive Education, 4, 133-151.
https://books.google.com/books?
hl=en&lr=&id=CQiLBgAAQBAJ&oi=fnd&pg=PA133&dq=Indigenous+Education+
and+Perspectives&ots=LXj1RJXO3z&sig=S3_8VES4oVAP8wX_hsUZW1K0TVo
Guenther, J., Disbray, S., & Osborne, S. (2015). Building on ‘Red Dirt’perspectives: What
counts as important for remote education? The Australian Journal of Indigenous
Education, 44(2), 194-206. https://www.cambridge.org/core/journals/australian-
journal-of-indigenous-education/article/building-on-red-dirt-perspectives-what-
counts-as-important-for-remote-education/
82C677ACCADABA3259FDE9A2F7779FAA
Higgins, M., Madden, B., & Korteweg, L. (2015). Witnessing (halted) deconstruction: White
teachers’‘perfect stranger’position within urban Indigenous education. Race Ethnicity
and Education, 18(2), 251-276.
https://www.tandfonline.com/doi/abs/10.1080/13613324.2012.759932

INDIGENOUS EDUCATION AND PERSPECTIVE
Jacob, W. J., Cheng, S. Y., & Porter, M. K. (2015). Global review of indigenous education:
Issues of identity, culture, and language. In Indigenous Education (pp. 1-35).
Springer, Dordrecht. https://link.springer.com/chapter/10.1007/978-94-017-9355-1_1
Madden, B. (2015). Pedagogical pathways for Indigenous education with/in teacher
education. Teaching and Teacher Education, 51, 1-15.
https://www.sciencedirect.com/science/article/pii/S0742051X15000840
McGregor, H. E. (2017). One Classroom, Two Teachers? Historical Thinking and Indigenous
Education in Canada. Critical Education, 8(14).
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Oliver, R., Grote, E., Rochecouste, J., & Dann, T. (2016). Indigenous student perspectives on
support and impediments at university. The Australian Journal of Indigenous
Education, 45(1), 23-35. https://www.cambridge.org/core/journals/australian-journal-
of-indigenous-education/article/indigenous-student-perspectives-on-support-and-
impediments-at-university/80CA601A5608B79FF1EB615A563D7798
Owens, K. (2015). Changing the teaching of mathematics for improved Indigenous education
in a rural Australian city. Journal of Mathematics Teacher Education, 18(1), 53-78.
https://link.springer.com/article/10.1007/s10857-014-9271-x