27 Jun lesson plans for indigenous people
Assessment 3: Folio lesson plan template
Section 1: A lesson plan for an authentic learning experience for an upper primary context that will enable students to learn about Indigenous people and perspectives
Upper primary
| Required Headings | Description |
| Lesson title | Provide a brief and descriptive title (not included in word limit) |
| Year level | Stipulate the year level of the children that you are planning the lesson for (not included in word limit) e.g. :
Year 3 |
| Links to Curriculum | Include learning areas, strands and sub-strands and content descriptors (not included in word limit)
http://www.australiancurriculum.edu.au/ This is the learning are I would like you to do the lesson plan about for year 3 I want you to do this lesson about national Apology to Australia’s Indigenous Peoples of 2008, so if you go that link you can see, I want in the plan for the students to read about kevin Rudds apolgy speech. Then do acitivities Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems (ACHASSK064) |
| Learning objectives | Describe exactly what the children will learn (100 words)
The learning objectives should describe what the students should be able to do at the end of the lesson. This should be able to be mapped back to the Curriculum, and should guide all subsequent aspects of the lesson plan |
| Rationale | Describe why this lesson will help children learn about Indigenous history and culture and why you have chosen these strategies. Link to theories or curriculum framework (150 words) :
This is where you will write what has influenced your lesson choice. This might be a section where you will be asked to defend your choices with academic literature within unit assignments. |
| Learning environment and resources | Describe the learning environment and list the resources you will need (100 words)
This is where you will write about where the lesson will actually take place. Will it be indoors or outdoors and what resources will you need to have prepared? It is important to include links to supporting resources where appropriate and to clearly articulate the preparation steps. |
| Introduction | How will you introduce the lesson to the children (50 words)
Here, you will write about how you will gain the students’ attention, engage the interest of the students and introduce the concepts. |
| Body of lesson/strategies | Describe each activity and list some of the strategies that describe how you will help the children to learn (150 words)
This is where you will talk about what each activity is and the order in which they will be undertaken. You will also list the strategies you will use to support the learning of your students. |
| Conclusion | How will you conclude the lesson with the children (50 words)
As children leave the lesson suggest that they extend the learning by… |
Assessment 3: Folio lesson plan template
Section 2: A lesson plan for an authentic learning experience for a lower primary context that will enable students to learn about Indigenous people and perspectives
Lower primary
| Required Headings | Description |
| Lesson title | Provide a brief and descriptive title (not included in word limit) |
| Year level | Stipulate the year level of the children that you are planning the lesson for (not included in word limit) e.g. :
Year 1 |
| Links to Curriculum | Include learning areas, strands and sub-strands and content descriptors (not included in word limit)
http://www.australiancurriculum.edu.au/ this one is the learning area I want you to this lesson about its for year one you need to make the lesson plan for students to learn more about indigenous people and their perspectives its for year 1 Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106) |
| Learning objectives | Describe exactly what the children will learn (100 words)
The learning objectives should describe what the students should be able to do at the end of the lesson. This should be able to be mapped back to the Curriculum, and should guide all subsequent aspects of the lesson plan |
| Rationale | Describe why this lesson will help children learn about Indigenous history and culture and why you have chosen these strategies. Link to theories or curriculum framework (150 words) :
This is where you will write what has influenced your lesson choice. This might be a section where you will be asked to defend your choices with academic literature within unit assignments. |
| Learning environment and resources | Describe the learning environment and list the resources you will need (100 words)
This is where you will write about where the lesson will actually take place. Will it be indoors or outdoors and what resources will you need to have prepared? It is important to include links to supporting resources where appropriate and to clearly articulate the preparation steps. |
| Introduction | How will you introduce the lesson to the children (50 words)
Here, you will write about how you will gain the students’ attention, engage the interest of the students and introduce the concepts. |
| Body of lesson/strategies | Describe each activity and list some of the strategies that describe how you will help the children to learn (150 words)
This is where you will talk about what each activity is and the order in which they will be undertaken. You will also list the strategies you will use to support the learning of your students. |
| Conclusion | How will you conclude the lesson with the children (50 words)
As children leave the lesson suggest that they extend the learning by… |
Section 3: A critical reflection (written in first person, supported by literature) which explains how you have incorporated the 8ways of learning pedagogy framework into your lesson plans in order to enable all children to learn about Indigenous peoples and perspectives. This must explicitly refer to the lesson plans included with this submission as evidence (300 words).
Section 4: A critical reflection (written in first person, supported by literature) on your own current attitudes and values (including potential bias and prejudice, and from where this might originate) in relation to Indigenous peoples and how these may affect your teaching and professional relationships (300 words).
Section 5: A critical reflection (written in first person, supported by literature) on how indigenous education and perspectives align with your professional role as an advocate for children and families (200 words).
1. Understanding of attitudes, values, and the role of the teacher with regard to Indigenous education and perspectives.
2. Capacity to plan learning experiences relating to Indigenous people and perspectives.
3. Self-reflection.
4. Written communication.
Your work will be assessed using the following marking guide:
| Grade | Descriptor |
| Pass [P 50-59%]
In order for the folio to be awarded a Pass, all elements must be included. |
· Two lesson plans included in the folio (one for upper and one for lower primary). Both are age appropriate, present basic but generally authentic opportunities for students to learn about Indigenous people and culture, and incorporate some elements of the 8ways of learning pedagogy framework.
· There is evidence of a developing understanding of the role of the teacher as an advocate for children and their families with regard to Indigenous education and perspectives. · The reflective components of the folio offer some reflection on the student’s attitudes and values in relation to Indigenous people and how these may affect their teaching and professional relationships, although there is a tendency to describe rather reflect. · Correct terminology has been used. · There is evidence of the use of scholarly material to support arguments. Works cited are consistent with APA conventions. · The folio has an overall structure that is easy to follow. Thought has evidently gone into the layout of the folio and each element is included and clearly labelled. · There is adherence to relevant conventions of English and an appropriate degree of structure and formality. The folio is proofread so that most typographical and spelling errors are eliminated, and any errors that are present do not detract substantially from the communication of ideas. · A reference list is included, formatted in APA style. |
| Credit [C 60-69%]
The main difference between a Pass and a Credit is in the demonstration of the depth and breadth of understanding in each of the artefacts. The work, as a whole, is of higher quality and exhibits a more thoughtful and informed approach than work awarded a Pass. All requirements of the Pass award have been met. |
· The lesson plans included in the folio are highly appropriate for the intended contexts, represent authentic opportunities for all students to engage with Indigenous people, history and culture, and demonstrate well-thought out application of the 8ways of learning pedagogy framework.
· The reflective components of the folio move beyond description to engage with the student’s understanding of their attitudes and values in relation to Indigenous people and the role of the teacher as an advocate for children and their families, demonstrating how this understanding has developed over time. · A range of relevant scholarly material is cited in APA format. · The writing is concise, and word choice is deliberate. Meaning is communicated effectively and efficiently. |
| Distinction [D 70-79%]
To be awarded a Distinction, the work must meet all the requirements of the Credit level, but with more insightful analysis, critical evaluation, and capacity to engage an audience, and competence in written communication. |
· The lesson plans included in the folio represent ‘best practice’ with regard to the provision of meaningful, authentic opportunities for all students to engage with Indigenous people, history, and culture. The lesson plans are supported with links to relevant curriculum documentation and demonstrate a thorough understanding of how to effectively apply the 8ways of learning pedagogy framework.
· The reflective components of the folio engage critically with the student’s understanding of attitudes, values and the role of the teacher, demonstrating an overall awareness of the benefits of Indigenous education for all students. · The folio provides evidence of a broad range of wider research. · Effective language use is a feature of the folio. Errors in spelling, punctuation and grammatical construction have been addressed through careful proofreading. The folio is written with sensitivity for its audience and consideration of the impact of choices in terms of language and tone. |
| High Distinction [HD 80-100%]
To be awarded a High Distinction, the work must meet all the requirements of the Distinction standard, outlined above, and then must go beyond that. |
· A thorough and deep knowledge of all aspects of Indigenous education and perspectives explored through this unit is demonstrated through a collection of strongly connected folio resources.
· The lesson plans included in the folio demonstrate a high level of pedagogical understanding and extensive familiarity with curriculum connections and supporting resources, through the setting of high expectations for all students in understanding Indigenous people, history and culture. · The reflective components of the folio offer insightful critique and analysis of the student’s own attitudes, values, and beliefs regarding the role of the teacher, consider in depth the implications of these for teaching and professional relationships, and consider how any identified cultural biases/prejudices or misunderstandings about Indigenous education and perspectives have been or will be addressed. · Relevant, scholarly, contemporary evidence is provided to support the work, demonstrating familiarity with the current field of research including references drawn from the learning materials for the unit and those sourced independently. · Across all sections, the writing is concise and logical, with richly integrated ideas that convey meaning and purpose. |
Our website has a team of professional writers who can help you write any of your homework. They will write your papers from scratch. We also have a team of editors just to make sure all papers are of HIGH QUALITY & PLAGIARISM FREE. To make an Order you only need to click Ask A Question and we will direct you to our Order Page at WriteDemy. Then fill Our Order Form with all your assignment instructions. Select your deadline and pay for your paper. You will get it few hours before your set deadline.
Fill in all the assignment paper details that are required in the order form with the standard information being the page count, deadline, academic level and type of paper. It is advisable to have this information at hand so that you can quickly fill in the necessary information needed in the form for the essay writer to be immediately assigned to your writing project. Make payment for the custom essay order to enable us to assign a suitable writer to your order. Payments are made through Paypal on a secured billing page. Finally, sit back and relax.
About Writedemy
We are a professional paper writing website. If you have searched a question and bumped into our website just know you are in the right place to get help in your coursework. We offer HIGH QUALITY & PLAGIARISM FREE Papers.
How It Works
To make an Order you only need to click on “Order Now” and we will direct you to our Order Page. Fill Our Order Form with all your assignment instructions. Select your deadline and pay for your paper. You will get it few hours before your set deadline.
Are there Discounts?
All new clients are eligible for 20% off in their first Order. Our payment method is safe and secure.