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    Task C Inquiry Sequence

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    Ash Peacock
    This document outlines a 6-step inquiry model for teaching students about the significance of Indigenous country and place. The steps are: 1) engage students interactively; 2) have an explicit exploration through a field trip; 3) apply learning by collaborative exploration of online resources; 4) enhance understanding by sharing work; 5) create and communicate individual presentations; and 6) reflect on learning through peer feedback. The model incorporates resources such as videos, tours, art, and group discussions to build students' knowledge and perspective of Indigenous relationships to land through active, experiential learning.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Task C Inquiry Sequence

    Uploaded by

    Ash Peacock
    9 views15 pages
    This document outlines a 6-step inquiry model for teaching students about the significance of Indigenous country and place. The steps are: 1) engage students interactively; 2) have an explicit exploration through a field trip; 3) apply learning by collaborative exploration of online resources; 4) enhance understanding by sharing work; 5) create and communicate individual presentations; and 6) reflect on learning through peer feedback. The model incorporates resources such as videos, tours, art, and group discussions to build students' knowledge and perspective of Indigenous relationships to land through active, experiential learning.

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    Task C Inquiry Sequence .pptx

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    This document outlines a 6-step inquiry model for teaching students about the significance of Indigenous country and place. The steps are: 1) engage students interactively; 2) have an explicit exploration through a field trip; 3) apply learning by collaborative exploration of online resources; 4) enhance understanding by sharing work; 5) create and communicate individual presentations; and 6) reflect on learning through peer feedback. The model incorporates resources such as videos, tours, art, and group discussions to build students' knowledge and perspective of Indigenous relationships to land through active, experiential learning.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    9 views15 pages

    Task C Inquiry Sequence

    Uploaded by

    Ash Peacock
    This document outlines a 6-step inquiry model for teaching students about the significance of Indigenous country and place. The steps are: 1) engage students interactively; 2) have an explicit exploration through a field trip; 3) apply learning by collaborative exploration of online resources; 4) enhance understanding by sharing work; 5) create and communicate individual presentations; and 6) reflect on learning through peer feedback. The model incorporates resources such as videos, tours, art, and group discussions to build students' knowledge and perspective of Indigenous relationships to land through active, experiential learning.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 15

    History in Year 3

    Indigenous Significance
    Concept map
    Concept: Significance Topic: Indigenous Country/Place
    Inquiry Model
    Interactive Inquiry (Kershaw, 2007) Students are:

    • Actively engaged
    • Engage
    • Actively contributing
    • Explicit Exploration • Interacting with others

    • Apply • Examining information

    • Understanding different points of view


    • Enhance
    • Reflecting on learning
    • Create and Communicate
    • Reflect Learning Intentions:

    • Developing an understanding of the significance of


    country/Place through an Indigenous lens

    • Relating their new understandings to their own life and


    experiences

    • Developing the social and emotional skills used to


    communicate significant ideas
    Assessment Opportunities

    Formative Summative
    Curriculum
    links
    “Respect
    whispers a soft
    and heartfelt
    message about
    the basic cultural
    principle that • Engaging for students
    informs all
    Aboriginal and • Begins to build the foundation of
    Torres Strait the unit
    #1 Engage
    Islander Nations
    throughout • Opportunity to ask questions and
    Australia.” have discussions
    • Builds meaning
    • Connects to inquiry questions
    “The Land
    Own Us”
    #2 Explicit
    Exploration
    (Image) https://www.nyandaculturaltours.com.au/school-tours/

    • School field trip with Nyanda School Tours to interact


    with and learn from First Nations people in a culturally
    significant area

    • Students will learn about the history of their culture and


    land that they preserve and on

    • Hands-on activities incorporating Indigenous ways of


    doing (dancing, communicating, games, bush walks, and
    art)

    • Gain a deeper understanding of what “country” means to


    Indigenous peoples.

    • (add video)
    #3 Apply
    • Collaborative exploration
    • Share a computer to explore the Scootle
    resource about country
    • Identify the local Mob/languages
    • Draw/communicate how significant
    country and land was to Indigenous
    peoples
    What does country
    mean to you? Has
    your perspective
    changed?
    #4 Enhance
    • Students will share their group’s work
    • Opportunity for discussion and critical thinking before the next
    task
    • Students will then break out, and work individually on what
    has significance to them
    #5 Create and
    Communicate
    • Students will work individually to complete
    their presentations
    • Once completed, they will present their
    work to the class
    #6 Reflect
    • Students will use the flashcards
    in their groups to provide
    feedback to each other

    • Teacher will then bring them


    together to form a yarn circle
    Summary
    Respect – Fay Stweart, https://www.magabala.com/products/respect

    The Land Own Us - https://www.youtube.com/watch?v=w0sWIVR1hXw

    Field trip - https://www.nyandaculturaltours.com.au/school-tours/

    Online Learning Tool -

    Resources
    https://sites.google.com/education.nsw.gov.au/standingoncountry/discover/country?authuser=0

    Who We Are: Country/Place - https://www.youtube.com/watch?v=scPVu7BASeA

    Butcher paper

    Flash cards
    Adding more color
    Maybe speak to the
    to your concept map
    viewers more
    could provide
    directly
    clearer analysis

    I liked how well the


    I liked how you PLC 1 Feedback
    provided both
    concept of significance formative and
    related to the topic of summative
    country/place in the assessments in your
    Indigenous culture sequence

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