Recent Changes

1. BoardBoard of Studies Sydney: Author
2. Board
Board of Studies Sydney: Author
3. Board
Board of Studies Sydney: Author
4. Cope,
Cope, B and Pp. 9-37.)
5. Derewianka,
Derewianka, B. (1998). Teaching Association
6. Droga,
Droga, L., & Sally Humphrey
7. Fandango
Fandango Australia. (2006). from http://svc068.wic021v.server-web.com/tencanoes/video_editor/default.htm
8. Kress,
Kress, G. (2003). Pp: 35-83).
9. Millward,
Millward, M. (2000). from http://www.youtube.com/watch?v=oqhZXpiAvW0
10. Youtube.
Youtube. (2000). Under

5. Derewianka, B. (1998). A grammar companion for primary teachers. Sydney: Primary English Teaching Association
6. Droga, L., & Humphrey, S. (2005). Grammar and Meaning: an introduction for primary teachers. NSW: Louise Droga and Sally Humphrey
from http://svc068.wic021v.server-web.com/tencanoes/video_editor/default.htm
8. Kress, G. (2003). Literacy in the New Media Age. Routledge: London. (Chapter 4: Literacy and Multimodality. Pp: 35-83).
9. Millward, M. (2000). Under Southern Skies. Retrieved October 7, 2009, from http://www.youtube.com/watch?v=oqhZXpiAvW0

OUTCOMES:
HSIE:
of communities.
ENGLISH:
- TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations
- WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
- WS2.10 Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type.
(Written Lesson)
The focus of this lesson is to introduce students to text connectives and conjunctions when used in narratives. Students will use a focus picture book to identify these features and comment on their role in a story. Students will recreate a Dreamtime story using the knowledge they have accumulated regarding these features.
OUTCOMES:
HSIE:
- CUS2.4 - Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
Lesson 7
In their groups, students explore the religious/spiritual components of their chosen culture. Resources include: library books, websites and encyclopaedias to assist them in the construction of their factsheets which will later contribute to their rich task.
OUTCOMES:
HSIE:
- CUS2.4 - Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
The introductory lesson focuses on introducing the concepts associated with our focus outcome, allowing students to begin orientating themselves to the nature of the unit. Following this, the museum lessons facilitate students in scaffolding the knowledge and display possibilities required for the rich task that the unit culminates in. This lesson is required at the commencement of the unit in order to ensure clarity of expectations and foreshadow what is to be learnt and created by the students. The third to eighth lessons each focus on increasingly complex content in terms of both the HSIE and literacy skills being developed. The visual literacy lesson is third in the sequence because it addresses more simplistic content than the written lesson, and therefore allows students to gradually expand on their knowledge and understanding. Accordingly, in being more sophisticated in nature, it is logical to place the writing lesson at a later stage in the unit when they have been scaffolded to manage the increasingly demanding content. Furthermore, the structure of the unit is such that the lessons in between each of the key literacy lessons provide opportunities to consolidate the key areas of learning from each literacy lesson, therefore increasing significance and connectedness for students. Finally, the inclusion of the multimodal lesson towards the end of the unit allows students to combine and extend the knowledge gained in previous lessons, thus recognising the inherent complexities of multimodal texts. Accordingly, the unit is structured to adequately scaffold the students so that their learning can simultaneously become increasingly independent and increasingly complex.
4. Description of the Rich Multimodal Task
specific culture.
This unit will conclude in time for Multicultural Week in March. At the beginning of the week each group will present their display to the class. The presentation will include discussion of the different aspects of their display and how using a multimodal approach enabled them to create meaning. During the week other classes, parents and members of the community will be invited to view the ‘museum’.

(Board of Studies NSW, 2006, p.29)
Lesson 1 (Introductory Lesson)
multicultural themes.
OUTCOMES:
OUTCOMES:
HSIE:
of communities.
ENGLISH:
ENGLISH:
- TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations
- WS2.10 Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type.
Lesson 2
Indigenous culture.
OUTCOMES:
OUTCOMES:
CREATIVE ARTS
- VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques.
Lesson 3 (Scaffolding Lesson)
This lesson will provide a scaffold for the student’s rich task. Students will be required to write a recount of their excursion to the Australian museum and develop ideas for their own cultural displays.
OUTCOMES:
ENGLISH
ENGLISH
- WS2.10: Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.
HSIE:
- CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
Lesson 4 (Visual Lesson)
This lesson will focus on continuing to build content knowledge of the Australian culture focusing on the geography and climate of the country. The lesson centres on the critical reading of visual advertisements promoting Australia as a tourist destination. In particular, the learning experience delves into the acquisition and application of visual metalanguage and concepts.
OUTCOMES:
HSIE
HSIE
- CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH
Lesson 5
In the cultural groups students research the topic of food and its significance within their chosen culture. This allows students to develop a greater understanding of their culture as well as consolidating aspects of poetry and visual literacy through the creation of a concrete poem.
OUTCOMES:
ENGLISH
- WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
- WS2.10 Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type.
Lesson 6 (Written Lesson)
these features.
OUTCOMES:
OUTCOMES:
HSIE:
- CUS2.4 - Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
- RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types
Lesson 7
rich task.
OUTCOMES:
OUTCOMES:
HSIE:
- CUS2.4 - Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
- WS2.13 Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.
Lesson 8
their process.
OUTCOMES:
HSIE
OUTCOMES:
HSIE
- CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH
- WS2.13: Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.
Lesson 9
This lesson is in lead up to the rich task. Students will be provided with an opportunity in this lesson to autonomously select a focus aspect of their topic to research and begin developing an artefact for. This could include painting a national flag, finding culturally significant music or designing a replica of an important object.
OUTCOMES:
HSIE
HSIE
- CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
Lesson 10
In this final lesson, students organise their stalls in the hall, furnishing them with a combination of artefacts created in class and ones they have developed independently with their groups outside the classroom context. They will also have time to briefly present their display to the rest of the class and the class respond by asking one question about their display and something they find interesting.
OUTCOMES:
HSIE
HSIE
- CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
b) Explanation of how the five lessons follow a logical sequence
4. Description of the Rich Multimodal Task
This unit of work concludes with a rich multimodal task, which is consistently being scaffolded and cooperatively created by small groups of three throughout the ten week unit. The specific nature of the task is that students will create a museum like display to represent the cultural group they have chosen to study. The display will be comprised of a combination of tasks that are explicitly modelled and completed during class, for example the visual cultural poster, concrete poem and a religious fact sheet. Students will also be given the opportunity to work on student-centred project based tasks where they create their own innovative creations to present in their display. This could include bringing in food from home, dressing in traditional costume/dress, creating artworks and bringing in music that is relevant to their specific culture.
the ‘museum’.

{Indig_kids_large.jpg}
HSIE - CUS2.4
Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
(Board of Studies NSW, 2006, p.29)
Lesson 1 (Introductory Lesson)
Students will be introduced to the unit of work on cultures in the Australian community. They will view a clip on You Tube of a multicultural song and will be required to recreate a new National Anthem, incorporating these multicultural themes.
OUTCOMES:
HSIE:
- CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH:
- TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations
- WS2.10 Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type.
Lesson 2
Students will attend an excursion that takes them to the Australian Museum. This will commence their thinking on how they might like to scaffold their Multimodal Rich task, whilst informing them on aspects of Indigenous culture.
OUTCOMES:
CREATIVE ARTS
- VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques.
HSIE:
- CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
Lesson 3 (Scaffolding Lesson)
This lesson will provide a scaffold for the student’s rich task. Students will be required to write a recount of their excursion to the Australian museum and develop ideas for their own cultural displays.
OUTCOMES:
ENGLISH
- WS2.10: Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.
HSIE:
- CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
Lesson 4 (Visual Lesson)
This lesson will focus on continuing to build content knowledge of the Australian culture focusing on the geography and climate of the country. The lesson centres on the critical reading of visual advertisements promoting Australia as a tourist destination. In particular, the learning experience delves into the acquisition and application of visual metalanguage and concepts.
OUTCOMES:
HSIE
- CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH
- TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.
- RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.
Lesson 5
In the cultural groups students research the topic of food and its significance within their chosen culture. This allows students to develop a greater understanding of their culture as well as consolidating aspects of poetry and visual literacy through the creation of a concrete poem.
OUTCOMES:
ENGLISH
- WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
- WS2.10 Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type.
Lesson 6 (Written Lesson)
The focus of this lesson is to introduce students to text connectives and conjunctions when used in narratives. Students will use a focus picture book to identify these features and comment on their role in a story. Students will recreate a Dreamtime story using the knowledge they have accumulated regarding these features.
OUTCOMES:
HSIE:
- CUS2.4 - Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH:
- RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types
Lesson 7
In their groups, students explore the religious/spiritual components of their chosen culture. Resources include: library books, websites and encyclopaedias to assist them in the construction of their factsheets which will later contribute to their rich task.
OUTCOMES:
HSIE:
- CUS2.4 - Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH
- WS2.13 Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.
Lesson 8
The lesson begins with students viewing a segment from the film ‘Ten Canoes’ illustrates an Indigenous celebration. Students then construct a multimodal promotional poster for this film on the Ten Canoes official website, and write a rationale describing their process.
OUTCOMES:
HSIE
- CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH
- WS2.13: Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.
Lesson 9
This lesson is in lead up to the rich task. Students will be provided with an opportunity in this lesson to autonomously select a focus aspect of their topic to research and begin developing an artefact for. This could include painting a national flag, finding culturally significant music or designing a replica of an important object.
OUTCOMES:
HSIE
- CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
Lesson 10
In this final lesson, students organise their stalls in the hall, furnishing them with a combination of artefacts created in class and ones they have developed independently with their groups outside the classroom context. They will also have time to briefly present their display to the rest of the class and the class respond by asking one question about their display and something they find interesting.
OUTCOMES:
HSIE
- CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
b) Explanation of how the five lessons follow a logical sequence
The introductory lesson focuses on introducing the concepts associated with our focus outcome, allowing students to begin orientating themselves to the nature of the unit. Following this, the museum lessons facilitate students in scaffolding the knowledge and display possibilities required for the rich task that the unit culminates in. This lesson is required at the commencement of the unit in order to ensure clarity of expectations and foreshadow what is to be learnt and created by the students. The third to eighth lessons each focus on increasingly complex content in terms of both the HSIE and literacy skills being developed. The visual literacy lesson is third in the sequence because it addresses more simplistic content than the written lesson, and therefore allows students to gradually expand on their knowledge and understanding. Accordingly, in being more sophisticated in nature, it is logical to place the writing lesson at a later stage in the unit when they have been scaffolded to manage the increasingly demanding content. Furthermore, the structure of the unit is such that the lessons in between each of the key literacy lessons provide opportunities to consolidate the key areas of learning from each literacy lesson, therefore increasing significance and connectedness for students. Finally, the inclusion of the multimodal lesson towards the end of the unit allows students to combine and extend the knowledge gained in previous lessons, thus recognising the inherent complexities of multimodal texts. Accordingly, the unit is structured to adequately scaffold the students so that their learning can simultaneously become increasingly independent and increasingly complex.
4. Description of the Rich Multimodal Task
This unit of work concludes with a rich multimodal task, which is consistently being scaffolded and cooperatively created by small groups of three throughout the ten week unit. The specific nature of the task is that students will create a museum like display to represent the cultural group they have chosen to study. The display will be comprised of a combination of tasks that are explicitly modelled and completed during class, for example the visual cultural poster, concrete poem and a religious fact sheet. Students will also be given the opportunity to work on student-centred project based tasks where they create their own innovative creations to present in their display. This could include bringing in food from home, dressing in traditional costume/dress, creating artworks and bringing in music that is relevant to their specific culture.
This unit will conclude in time for Multicultural Week in March. At the beginning of the week each group will present their display to the class. The presentation will include discussion of the different aspects of their display and how using a multimodal approach enabled them to create meaning. During the week other classes, parents and members of the community will be invited to view the ‘museum’.

HSIE - CUS2.4
Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
(Board of Studies NSW, 2006, p.29)
Lesson 1 (Introductory Lesson)
Students will be introduced to the unit of work on cultures in the Australian community. They will view a clip on You Tube of a multicultural song and will be required to recreate a new National Anthem, incorporating these multicultural themes.
OUTCOMES:
HSIE:
- CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH:
- TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations
- WS2.10 Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type.
Lesson 2
Students will attend an excursion that takes them to the Australian Museum. This will commence their thinking on how they might like to scaffold their Multimodal Rich task, whilst informing them on aspects of Indigenous culture.
OUTCOMES:
CREATIVE ARTS
- VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques.
HSIE:
- CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
Lesson 3 (Scaffolding Lesson)
This lesson will provide a scaffold for the student’s rich task. Students will be required to write a recount of their excursion to the Australian museum and develop ideas for their own cultural displays.
OUTCOMES:
ENGLISH
- WS2.10: Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.
HSIE:
- CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
Lesson 4 (Visual Lesson)
This lesson will focus on continuing to build content knowledge of the Australian culture focusing on the geography and climate of the country. The lesson centres on the critical reading of visual advertisements promoting Australia as a tourist destination. In particular, the learning experience delves into the acquisition and application of visual metalanguage and concepts.
OUTCOMES:
HSIE
- CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH
- TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.
- RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.
Lesson 5
In the cultural groups students research the topic of food and its significance within their chosen culture. This allows students to develop a greater understanding of their culture as well as consolidating aspects of poetry and visual literacy through the creation of a concrete poem.
OUTCOMES:
ENGLISH
- WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
- WS2.10 Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type.
Lesson 6 (Written Lesson)
The focus of this lesson is to introduce students to text connectives and conjunctions when used in narratives. Students will use a focus picture book to identify these features and comment on their role in a story. Students will recreate a Dreamtime story using the knowledge they have accumulated regarding these features.
OUTCOMES:
HSIE:
- CUS2.4 - Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH:
- RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types
Lesson 7
In their groups, students explore the religious/spiritual components of their chosen culture. Resources include: library books, websites and encyclopaedias to assist them in the construction of their factsheets which will later contribute to their rich task.
OUTCOMES:
HSIE:
- CUS2.4 - Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH
- WS2.13 Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.
Lesson 8
The lesson begins with students viewing a segment from the film ‘Ten Canoes’ illustrates an Indigenous celebration. Students then construct a multimodal promotional poster for this film on the Ten Canoes official website, and write a rationale describing their process.
OUTCOMES:
HSIE
- CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH
- WS2.13: Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.
Lesson 9
This lesson is in lead up to the rich task. Students will be provided with an opportunity in this lesson to autonomously select a focus aspect of their topic to research and begin developing an artefact for. This could include painting a national flag, finding culturally significant music or designing a replica of an important object.
OUTCOMES:
HSIE
- CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
Lesson 10
In this final lesson, students organise their stalls in the hall, furnishing them with a combination of artefacts created in class and ones they have developed independently with their groups outside the classroom context. They will also have time to briefly present their display to the rest of the class and the class respond by asking one question about their display and something they find interesting.
OUTCOMES:
HSIE
- CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
b) Explanation of how the five lessons follow a logical sequence
The introductory lesson focuses on introducing the concepts associated with our focus outcome, allowing students to begin orientating themselves to the nature of the unit. Following this, the museum lessons facilitate students in scaffolding the knowledge and display possibilities required for the rich task that the unit culminates in. This lesson is required at the commencement of the unit in order to ensure clarity of expectations and foreshadow what is to be learnt and created by the students. The third to eighth lessons each focus on increasingly complex content in terms of both the HSIE and literacy skills being developed. The visual literacy lesson is third in the sequence because it addresses more simplistic content than the written lesson, and therefore allows students to gradually expand on their knowledge and understanding. Accordingly, in being more sophisticated in nature, it is logical to place the writing lesson at a later stage in the unit when they have been scaffolded to manage the increasingly demanding content. Furthermore, the structure of the unit is such that the lessons in between each of the key literacy lessons provide opportunities to consolidate the key areas of learning from each literacy lesson, therefore increasing significance and connectedness for students. Finally, the inclusion of the multimodal lesson towards the end of the unit allows students to combine and extend the knowledge gained in previous lessons, thus recognising the inherent complexities of multimodal texts. Accordingly, the unit is structured to adequately scaffold the students so that their learning can simultaneously become increasingly independent and increasingly complex.
4. Description of the Rich Multimodal Task
This unit of work concludes with a rich multimodal task, which is consistently being scaffolded and cooperatively created by small groups of three throughout the ten week unit. The specific nature of the task is that students will create a museum like display to represent the cultural group they have chosen to study. The display will be comprised of a combination of tasks that are explicitly modelled and completed during class, for example the visual cultural poster, concrete poem and a religious fact sheet. Students will also be given the opportunity to work on student-centred project based tasks where they create their own innovative creations to present in their display. This could include bringing in food from home, dressing in traditional costume/dress, creating artworks and bringing in music that is relevant to their specific culture.
This unit will conclude in time for Multicultural Week in March. At the beginning of the week each group will present their display to the class. The presentation will include discussion of the different aspects of their display and how using a multimodal approach enabled them to create meaning. During the week other classes, parents and members of the community will be invited to view the ‘museum’. {Indig_kids_large.jpg}

TypeHSIE - CUS2.4
Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
(Board of Studies NSW, 2006, p.29)
Lesson 1 (Introductory Lesson)
Students will be introduced to the unit of work on cultures in the Australian community. They will view a clip on You Tube of a multicultural song and will be required to recreate a new National Anthem, incorporating these multicultural themes.
OUTCOMES:
HSIE:
- CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH:
- TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations
- WS2.10 Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type.
Lesson 2
Students will attend an excursion that takes them to the Australian Museum. This will commence their thinking on how they might like to scaffold their Multimodal Rich task, whilst informing them on aspects of Indigenous culture.
OUTCOMES:
CREATIVE ARTS
- VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques.
HSIE:
- CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
Lesson 3 (Scaffolding Lesson)
This lesson will provide a scaffold for the student’s rich task. Students will be required to write a recount of their excursion to the Australian museum and develop ideas for their own cultural displays.
OUTCOMES:
ENGLISH
- WS2.10: Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.
HSIE:
- CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
Lesson 4 (Visual Lesson)
This lesson will focus on continuing to build content knowledge of your page here.the Australian culture focusing on the geography and climate of the country. The lesson centres on the critical reading of visual advertisements promoting Australia as a tourist destination. In particular, the learning experience delves into the acquisition and application of visual metalanguage and concepts.
OUTCOMES:
HSIE
- CUS2.4 Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH
- TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.
- RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types.
Lesson 5
In the cultural groups students research the topic of food and its significance within their chosen culture. This allows students to develop a greater understanding of their culture as well as consolidating aspects of poetry and visual literacy through the creation of a concrete poem.
OUTCOMES:
ENGLISH
- WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
- WS2.10 Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type.
Lesson 6 (Written Lesson)
The focus of this lesson is to introduce students to text connectives and conjunctions when used in narratives. Students will use a focus picture book to identify these features and comment on their role in a story. Students will recreate a Dreamtime story using the knowledge they have accumulated regarding these features.
OUTCOMES:
HSIE:
- CUS2.4 - Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH:
- RS2.8 Discusses the text structure of a range of text types and the grammatical features that are characteristic of those text types
Lesson 7
In their groups, students explore the religious/spiritual components of their chosen culture. Resources include: library books, websites and encyclopaedias to assist them in the construction of their factsheets which will later contribute to their rich task.
OUTCOMES:
HSIE:
- CUS2.4 - Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH
- WS2.13 Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.
Lesson 8
The lesson begins with students viewing a segment from the film ‘Ten Canoes’ illustrates an Indigenous celebration. Students then construct a multimodal promotional poster for this film on the Ten Canoes official website, and write a rationale describing their process.
OUTCOMES:
HSIE
- CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
ENGLISH
- WS2.13: Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.
Lesson 9
This lesson is in lead up to the rich task. Students will be provided with an opportunity in this lesson to autonomously select a focus aspect of their topic to research and begin developing an artefact for. This could include painting a national flag, finding culturally significant music or designing a replica of an important object.
OUTCOMES:
HSIE
- CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
Lesson 10
In this final lesson, students organise their stalls in the hall, furnishing them with a combination of artefacts created in class and ones they have developed independently with their groups outside the classroom context. They will also have time to briefly present their display to the rest of the class and the class respond by asking one question about their display and something they find interesting.
OUTCOMES:
HSIE
- CUS2.4: Describes different viewpoints, ways of living, languages and belief systems in a variety of communities.
b) Explanation of how the five lessons follow a logical sequence
The introductory lesson focuses on introducing the concepts associated with our focus outcome, allowing students to begin orientating themselves to the nature of the unit. Following this, the museum lessons facilitate students in scaffolding the knowledge and display possibilities required for the rich task that the unit culminates in. This lesson is required at the commencement of the unit in order to ensure clarity of expectations and foreshadow what is to be learnt and created by the students. The third to eighth lessons each focus on increasingly complex content in terms of both the HSIE and literacy skills being developed. The visual literacy lesson is third in the sequence because it addresses more simplistic content than the written lesson, and therefore allows students to gradually expand on their knowledge and understanding. Accordingly, in being more sophisticated in nature, it is logical to place the writing lesson at a later stage in the unit when they have been scaffolded to manage the increasingly demanding content. Furthermore, the structure of the unit is such that the lessons in between each of the key literacy lessons provide opportunities to consolidate the key areas of learning from each literacy lesson, therefore increasing significance and connectedness for students. Finally, the inclusion of the multimodal lesson towards the end of the unit allows students to combine and extend the knowledge gained in previous lessons, thus recognising the inherent complexities of multimodal texts. Accordingly, the unit is structured to adequately scaffold the students so that their learning can simultaneously become increasingly independent and increasingly complex.
4. Description of the Rich Multimodal Task
This unit of work concludes with a rich multimodal task, which is consistently being scaffolded and cooperatively created by small groups of three throughout the ten week unit. The specific nature of the task is that students will create a museum like display to represent the cultural group they have chosen to study. The display will be comprised of a combination of tasks that are explicitly modelled and completed during class, for example the visual cultural poster, concrete poem and a religious fact sheet. Students will also be given the opportunity to work on student-centred project based tasks where they create their own innovative creations to present in their display. This could include bringing in food from home, dressing in traditional costume/dress, creating artworks and bringing in music that is relevant to their specific culture.
This unit will conclude in time for Multicultural Week in March. At the beginning of the week each group will present their display to the class. The presentation will include discussion of the different aspects of their display and how using a multimodal approach enabled them to create meaning. During the week other classes, parents and members of the community will be invited to view the ‘museum’.