Indigenous Learning Plan: Body Parts, Language & Cultural Immersion

This assignment presents a learning plan template designed to introduce young children (ages 3-5) to Indigenous culture through the exploration of body parts and language, specifically focusing on the Wongutha language. The plan involves activities such as singing songs, creating charts with body parts in both English and Wongutha, and using flashcards to aid learning. The rationale behind this approach is grounded in Piaget's theory of preoperational development, emphasizing the importance of practical activities and visual aids. The learning experience aims to foster an understanding and appreciation of cultural diversity, improve gross motor skills, and promote respect for oneself and others, irrespective of linguistic and physical differences. Resources required include student cards, song charts, textas, and a Wongutha dictionary. The lesson concludes with an assessment where students label body parts in Wongutha, reinforcing their learning and comprehension of the material.

Learning plan template
Required
Headings Description example
Name of
Experience
Head, shoulders, knees, and toes
Song/word game to study the names of various body parts in Aboriginal language
with the objective of learning culture through the investigation of the standard
human features.
Construction of charts with various body parts both in English and Wongutha
languages.
Experience in Art skills and processes
Age group 3-5 years.
Description
Describe exactly what you will do with this experience (100 words)
Prepare enough charts of body parts in English and Aboriginal languages for the
group. Also, prepare charts of songs both in English and Aboriginal and student
cards for them to make flash cards and textas to write words. The whole class
brainstorms knowledge on the ‘foreign’ languages in which the children know the
words. Then, list the names of the body parts first in English, then introduce the
local Aboriginal Language terms for body parts (Wongutha). Request the
Wonguthat-speaking guest to utter the names in turn, and the children to repeat
each while touching the specific body parts. Repeat until the children have grasped
correct pronunciation.
Rationale
Describe why this experience will help children learn about Indigenous history
and culture and why you have chosen these strategies. Link to theories or
curriculum framework (150 words)
Children in the preschool years like to participate in interesting games with
straightforward instructions. According to Piaget, this is a preoperational stage of
development and children learn out of observation of practical activities and visual
aids (Beilin and Pufall, 2013). This experience will provide students with an
introduction to the idea of culture by examining the common and distinctive
characteristics of all human beings, to expose the children to words from languages
of diverse cultures, and to offer the chances to improve and regulate gross motor
skills they apply in the Arts (Stevens, 2013). As the children sing and name the
various body parts in Wongutha language, they not only learn the indigenous
language but develop and coordinate their motor skills. These strategies will,
therefore, teach the children to accept, respect and appreciate themselves and
others irrespective of the variation in language and physical features. Additionally,
it teaches respect and concern for individual and rights of others
Resources List and describe the resources you will need and any adjustments that would
need to be made to the learning environment (100 words)

• Student Cards to make their flash cards. Children to make their flash cards by
writing the names of the body parts on each, that one side to have the parts in
Wongutha and the other in English.
• Charts of songs both in English and Wongutha
• Textas to write words
• Children to practice and drill words with colleagues, as they pronounce in
Wongutha, the children touch the respective body parts.
• Wongutha dictionary
Introduction
How will you introduce the experience to the children (50 words)
Start with questions like touching your body parts and asking them to name it loud
and to also touch theirs as well after correctly identifying the name of the body
part. Then Begin with a song in the common and language the children are
conversant with. Then ask who is willing to learn the same body parts in different
languages, they should respond by raising their hands
Strategies
List some of the strategies that describe how you will help the children to learn
100 words)
• Encourage and invite the children to participate.
• Introduce the Wongutha-speaking guest to name the body parts as the children
correspondingly touch.
• Distribute the cards for the children to on their flashcards
• The students to make their flashcards writing the body parts on each
• Request children to practice and drill words with their colleagues.
• Guide the children to design individual flash cards by writing the name of a
body part on each, that is, English on one side and Wongutha on the other.
• Observe the student’s participation and attentiveness level.
• Create a checklist comprising of words with two columns for observing and
recording the ability of the student to correctly remember and pronounce the words
correctly.
Conclusion
How will you conclude the experience with the children (50 words)
The students can lastly be examined on the written word assessment by preparing a
blank picture of body outline, make copies and distribute to the children. The
students to be guided to label the various body parts in Wongutha. Labelling can
also be done in English if the students still have difficulty grasping the different
body parts.
References

Beilin, H., & Pufall, P. B. (Eds.). (2013). Piaget's theory: Prospects and possibilities. Psychology
Press.
Stevens, A. L. (2013). A cognitive theory of inquiry teaching. Instructional design theories and
models: An overview of their current status, 247.