Term 2 2016 Grade 1/2 + 5/6 Culture Term Planner

Culture Plan Term 2, 2016

Program Title and Outline
Teacher AT
Who we are
Why is learning about their Culture important to Nganmarriyanga Why is learning about their language Murring-Patha important for
children? Nganmarriyaga children?
Murrinh-patha is the Australian Aboriginal language spoken by over 2,500 They need to learn about their culture and language.
people. Nganmarriyanga children need to preserve and maintain the
traditional culture due to their volubility of extinction. It will extend their
capability to communicate and strengthen the understandings of culture and
show pride in their traditions. Learning their language provides a distinctive
means of understanding the country in which they live, including the
relationship between land, the environment and people. It aids in developing
a sense of identity, recognition and understanding of language, culture,
country and place.
Class Profile/Rationale
Teacher AT

What do Nganmarriyanga children already know about their culture? What to Nganmarriyanga children already know about who we are?
Nganmarriyanga children know how to speak their language Murrinh-patha,
however they know little about how to recognise and Murrinh-patha words. They know about bush tucker, dreaming stories and can speak their language.
Nganmarriyanga children have been exposed to and participated in hunting
and exploring and collecting bush tucker. They have heard stories passed
down from their elders and books in the school library.
How do Grade 1/2 and 5/6 best learn?
How do Grade 1/2and 5/6 learn best? Lots of support from adults and hand-on activities.
Grade 1/2 and 5/6 need a predictable routine of set tasks, a high level of
support with a reward at the end. Hands on activities using pictures and
media including videos and pictures.
Term 2 2016 Grade 1/2 + 5/6 Culture Term Planner

Assessment Tasks
Summative Assessment:
In groups, students produce one page of a book describing various local short stories.
The book must include:
Photograph or drawing
Paragraph in English
Paragraph in Murrinh-patha
Group names

Summative to be completed at the end of term 3

Formative Assessment:
Weekly book work/activities.
Anecdotal notes and observations
Differentiation for Extending Students Differentiation for Extra Scaffolding
To be put with students requiring extra scaffolding. To be put with extended students.

Students: 5/6 Students: 5/6

Marjorie Alexis
Ilona Kodan
Monica Roberta
Denise Bart L
Students: 1/2 Paul P
Desley Jason
Alison Ignatius
Sebastian Students: 1/2
Gerard
Michelle
JP
Term 2 2016 Grade 1/2 + 5/6 Culture Term Planner

Dale
Mary

Success Criteria
Students can:
Students can orally describe their local story.
Students can work in a group with various ages.
Students can identify a picture to depict their local story.

Week Weekly Goal/Focus Suggested Activities AT Involvement

1x Lesson per week, 45 minutes
1 Introduction Separate students into classrooms. (boys Writing Indigenous name
with Rebekah, girls with Belinda) Translating
Introduce the Terms plan Behaviour management
Paul T to tell local story to the boys for basis Helping with totems.
on the term book
? to tell local story to the girls for basis on
the term book
sequence the story on paper
2 Page 1 Translate in Murrinh Patha and English Translate
Students design page with 2 sentenes and a Behaviour management
drawing
Best page is chosen to go into the final
copy.
Term 2 2016 Grade 1/2 + 5/6 Culture Term Planner

3 Page 2 Translate in Murrinh Patha and English Translate

Students design page with 2 sentenes and a Behaviour management
drawing
Best page is chosen to go into the final
copy.

4 Page 3 Translate in Murrinh Patha and English Translate

Students design page with 2 sentenes and a Behaviour management
drawing
Best page is chosen to go into the final
copy.
5 Page 4 Translate in Murrinh Patha and English Translate
Students design page with 2 sentenes and a Behaviour management
drawing
Best page is chosen to go into the final
copy.
6 Page 5 Translate in Murrinh Patha and English Translate
Students design page with 2 sentenes and a Behaviour management
drawing
Best page is chosen to go into the final
copy.
7 Page 6 Translate in Murrinh Patha and English Translate
Students design page with 2 sentenes and a Behaviour management
drawing
Term 2 2016 Grade 1/2 + 5/6 Culture Term Planner

Best page is chosen to go into the final

copy.

8 Prepartion for bush trip Dicuss plan Translate

Roles and reponsibilites. Behaviour management

9 Bush Trip Students, Teachers + community members Translate

Kangaroo Tail, Foil, Chopping board + go to the billabong Behaviour management
Knife Students and community members to make
Flour, Sugar, milk, Jam, Golden Syrup. damper and cook Kangaroo tail.
Barty to make fire @ 11:15
Water + cups
Excursion form

10 Assembly book launch Collect parents to present book with a small Translate
launch in the classroom- proved tea and Behaviour management
coffee Assist with cooking