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School of
Humanties, Health
and Science
Semester 2, 2015
Footscray Park
Harun Dahir
Students develop a high level of expertise and fluency in the language, forms
and communication strategies of particular subjects across the curriculum as
well as those associated with a range of occupations and career pathways. They
reflect on why it is important to have this knowledge, how it enables more
precise communication, but also how it can exclude audiences who are not
familiar with the language of particular subjects
Students experiment with communicating complex ideas in a variety of ways.
They increasingly use metaphor and symbol to communicate. They organise
their information, ideas and opinions into a coherent structure, select and adjust
their mode of presentation to suit purpose and audience, and make appropriate
adjustments in response to an audience. They use agreed criteria to reflect on
the effectiveness of their own communications and articulate means by which
they could be improved.
Interpersonal Development
They learn to consider feelings and behaviour in a broader context that is
influenced by social conventions and cultures. They understand individual and
group behaviour in the context of motivating factors when students participate in
activities, including role-plays, which allow them to explore the impact of peers
on relationships. They explore strategies to manage peer influence and to
develop positive relationships with a wide range of peers, gaining confidence in
stating clearly their own views and opinions, and the rationale for these.
They develop their knowledge of local and global values and beliefs and consider
the idea of values as social constructs and principles. They explore barriers to
achieving positive relationships, especially between groups with differing values
and beliefs, and discuss the importance of empathy. They explore strategies that
they and others could use to overcome these barriers, and practise using such
strategies and reflecting on their effectiveness.
Personal Learning
Students initiate and negotiate long-term goals, recognising the constraints of
competing needs and priorities, and acknowledging the need for responsible risktaking in some situations. They work with their teacher or a mentor to develop
measures for evaluating achievement of goals. They select from the range of
planning and organisational skills and processes they have developed, and use
those which best meet the needs of particular tasks. They develop their time
management, resource management and task-completion strategies, by
undertaking learner-directed projects which are related to their areas of interest
and future pathways. They use, evaluate and modify the criteria they use to
check that their work is relevant, accurate and meets task objectives. Students
review and amend, as appropriate, their study and revision strategies
Thinking Processes
Students explore differing perspectives and issues in depth and identify a range
of creative possibilities. They are encouraged to examine and acknowledge a
Harun Dahir
Harun Dahir
Assessments
The assessment for this unit, will compromise of summative and formative
assessments;
Formative assessments will be class bases activities, comprising of case
studies, role plays, class discussions and practical tasks throughout the
unit to create a portfolio of evidence
Summative Assessment will take place in week 4, where students will have
to present their evidence to what happened to Nafisa
Lesson sequence: What happened to Nafisa?
Harun Dahir
Session
(50 mins)
Communicate
scientific
AEG5138: Inclusion & Diversity: Curriculum Design for Multimodal Learning
1
science in relation to Victoria
criminal cas
ideas and information for
The role of
Police
a particular
purpose,
Humanities
Civics
a YouTube v
Teacher will explain Watchevidence
Week 1
Science in
on
aboriginal
including
and Citizenship
all the relevant
customary law
Period 1
Police
Identify
various ways
science
constructing evidencealternative
cultural
investigation
used
basedReligious
arguments
andand
Cultural can be
(and
religious)
Students will enga
s
usingJustice systems as
justice systems.
a lively discussion
Introduce scientific equipment
appropriate
scientific
alternatives
to the
around the subjec
used
within
Victoria
Police
language,
conventions
Australian
law? an
matter.
Examples of other
d
Students will be
groups could be:
Representations
Hand
out
case
information
of
encouraged to form
Islamic family law
opinion and to just
JillMeagher
Aboriginal
their views using
Recognise the values and
customary law
evidence.
needs of contemporary
Introduce
students
to CSI game
Jewish
Inheritance
society can influence the
http://forensics.rice.edu/
law
focus of scientific research firearms and tool arms case
Students given 10
minutes to research
Brainstorm students preStudents pre
Define the roles and
the topic further
existing knowledge about the
graphical de
responsibilities of the
and present their
court system
jurisdiction t
state and commonwealth
arguments in a 15
Humanities
2
classmates (
courts
minute debate.
Civics and
Watch a YouTube video
Citizenship
Describe
the
jurisdiction
Week 1
explaining
Jurisdiction, then
Debate Question:
Period 2
of each these courts and
draw
a
graph
depicting
Should other
cultural the
Understandin
show a hierarchy
avenues
of appeal
for each
and religious
groups
g Australian
court
within Australia be
court system
Define the word
permitted to apply
hierarchy
activity
- Compose
a
jurisdiction and detail the Group
aspects
of their
own
wordle
jurisdiction of each court
law? of the main terms that
will be placed in the classroom
By the end of this lesson
After the
student should be able to
completion of this
know the hierarchy of all
teacher led
state and commonwealth
discussion, students
courts
should be able to
have an
Session
What will students know
What are the main learning
Wha
Focus
appreciation for the
(50 mins)
and be able to do?
activities?
assess
beliefs
and
cultures
5&6
Guest
speaker
Constable
Role
play
Identify basic safety skills
Health
from of
theother
police station talking Activities tha
and strategies at home,
communities,
while their
Week 2
about issues concerning
(each with d
school and in the
Health and
tying
the
topic
back
Period 1 &
age
group
and guide s
community
Wellbeing
to
inter-cultural
2
the safest w
understanding.
Describe methods for
Why is safety an issue?
Focus
7&8
Week 2
Period 3 &
Harun Dahir
Science
Identify advances in
scientific understanding
often rely on
developments
in technology and
technological advances
are often linked to
scientific discoveries
Practical S
mystery usin
and other fo
using differe
including dig
mobile phon
13
Week 4
Period 1
14
Science
Week 4
Period 2
Evidence
and proof
15 & 16
Assessment
Week 4
Period 3 &
4
Summative
assessment
Harun Dahir
Evaluate conclusions,
including identifying
sources of uncertainty and
possible alternative
explanations, and
describe specific ways to
improve the quality of
the data
To understand types of
evidence, first hand and
second hand and the
usefulness of both
F
P
g
e
S
m
Formulate questions or
hypotheses that can be
investigated scientifically
Scientific understanding,
including models and
S
t
N
Date: 29/10/2015
Learning Intention:
Students are to examine the purpose and function of laws
Students are to examine the relationship between societies moral views and the affect that has
on the societies laws?
Students to describe a society with no laws. How would it look? (10 minutes)
EXPLORE:
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Differentiated learning
Harun Dahir
EXPLAIN:
Learning experiences
Commentary
ELABORATE:
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EVALUATE:
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Date: 07/11/2015
Learning Intention:
Students are to examine alternative sources of law and evaluate if there is space within
Australias legal system to incorporate them in any capacity.
ENGAGE:
Australia is a pluralistic society but its legal system is not. Is there room to incorporate alternative
cultural laws in Australias legal system?
A brainstorming activity in which the entire class lists alternative cultural laws and systems of justice:
Examples include, Aboriginal customary law, Jewish inheritance law & Islamic family law. (10
EXPLORE:
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Commentary
EXPLAIN:
Learning experiences
Commentary
Cross-cultural priority
and Torres strait Islan
histories and culture.
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ELABORATE:
Commentary
EVALUATE:
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Commentary