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what consitutes a culture

significance of rituals and traditions

how artifacts symbolise beliefs and values

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Rituals, traditions and artefacts express the beliefs and values of cultures.

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Create an artifact to be displayed. It must include an explanation of why the artefact is linked to the beliefs and assumptions of that particularly culture.

Artifact must relate to one or more aspect of the chosen culture.

Artifact is to be presented to the class and assessed during this. (Rubric

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Research Skills: Formulating Questions, Observing, Planning, Collecting Data, Recording Data, Organizing Data, Interpreting Data, Presenting Research. •
Social skills: Accepting responsibility, Respecting others, Cooperating, Resolving conflict, Group-decision making, Adopting a variety of group roles.

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Strand: Individual pursuit (Interaction)
Phase: 4
Conceptual Understandings: An individual can experience both intrinsic satisfaction and personal growth from interaction.
Individuals can extend and challenge their current understanding by engaging with the ideas and perspectives of others.
Learning Outcomes: build on previous experiences to improve group performance.
independently use different strategies to resolve conflict.

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Topic: Japanese Notans

RESPONDING
Phase: 4
Conceptual Understandings:
Through exploring arts across cultures, places and times we can appreciate that people innovate.
Learning Outcomes:
-Critique and make informed judgements about artworks.

CREATING
Conceptual Understandings:
Arts provide opportunities to explore our creative potential and engage in a personal artistic journey.
Learning Outcomes:
-adjust and refine their creative processes in response to constructive criticism.

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Phase:
Conceptual Understandings:
Learning Outcomes:

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Beliefs
Diversity

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Function
Perspective
Reflection

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Tolerance
Respect
Appreciation

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Inquirers
Knowledgeable
Reflective
Open-minded?

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ READING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ WRITING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 5

Conceptual Undertstandings:
Metaphorical language creates strong visual images in our imagination.

Learning Outcomes:
--appreciate that people speak and respond according to personal and cultural perspectives.
-show open-minded attitudes when listening to other points of view.
-participate appropriately as listener and speaker, in discussions, conversations, debates and Group presentations.

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 4
Conceptual Undertstandings:
Interpreting visual texts involves making an informed judgement about the intention of the message.

Learning Outcomes:
- describe personal reactions to visual messages; reflect on why others may percieve the images differently.

WRITTEN LANGUAGE_ READING
Phase: 5
Conceptual Undertstandings:
Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act.

Learning Outcomes:
recognise and understand figurative language, for example, similies, metaphors, idioms.
-identify and describe elements of a story - characters - and explain how they contribute to its effectiveness.
-appreciate author's use of language and interpret meaning beyond the literal.
-identify genre(including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are Associated with different genres.

WRITTEN LANGUAGE_ WRITING
Phase: 5
Conceptual Undertstandings:
Knowing what we aim to achieve helps us to plan and develop different forms of writing.

Learning Outcomes:
- Identify and describe elements of a story - setting, plot, character, theme.
- demonstrate an increasing understanding of how grammar Works.
- critique the writing of peers sensitively; offer constructive suggestions.

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 5

Conceptual Undertsandings:
- People draw on what they already know in order to infer new meaning from what they hear.

Learning Outcomes:
- Generate, develop and modify ideas and opinions through discussion.
- Participate appropriately as listener and speaker in discussions, conversations, debates and group presentations.
- Understand and use figurative language such as similie, personification and metaphor.
- Appreciate that people speak and respond according to personal and cultural perspectives.

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 5

Conceptual Undertsandings:
- Individuals respond differently to visual texts, according to their previous experiences, preferences and perspectives.

Learning Outcomes:
- Identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel.
- Realise that cultural influences affect the way we respond to visual effects and explain how this affects our interpretation, for example, the use of particular colours or symbols.
-realise that individuals interpret visual information according to their personal experiences and different perspectives.
- Navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to prepare their own presentations.

WRITTEN LANGUAGE_ READING
Phase: 5
Conceptual Undertsandings:
- Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act.

Learning Outcomes:
- recognise and understand figurative language, for example, similies, metaphors, idioms.
- consistently and confidently use a range of resources to find information and support their inquiries.
- Locate, organise and synthesize information from a variety of sources including the library/media centre, the internet, people in the school, family, the immediate community or the globals community.

WRITTEN LANGUAGE_ WRITING
Phase: 5

Conceptual Undertsandings:
- Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas.

Learning Outcomes:
- Use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood.
- Use written language as a means of reflecting on their own learning.
-use a dictionary, thesaurus, spellchecker confidently and effectively to check accuracy, broaden vocabulary and enrich their writing.

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Strand:
- Social organisation and culture.
- Human and natural environments.

Skills:
- formulate and ask questions about the past, the future, places and society.
- Use and analyse evidence from a variety of historical, geographical and societal sources.
- Assess the accuracy, validity and possible bias of sources.

Learning Outcomes:
- identify and describe the components of culture.
- recognise how rituals and traditions contribute to cultural identity.
- interpret cultural beliefs and values using the evidence provided by rituals, traditions and artifacts.
- reflect on the influence of cultures artifacts throughout history.

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Strand: Living things

Skills:
- Observe carefully in order to gather data.
- Interpret and evaluate data gathered in order to draw conclusions.

Learning Outcomes:
- recognise that different artifacts, beliefs and assumptions represent different cultures.
- investigate how different cultures are represented.

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Strand: Data handling
Phase: 4
Conceptual Understandings:
- Data can be presented effectively for valid interpretation and communication.

- Probability can be represented on a scale between 0-1 or 0%-100%

- Fractions, decimals and percentages are ways of representing whole-part relationships.

Learning Outcomes:
-understand that probability can be expressed in scale (0-1) or per cent (0%-100).

- understand that different types of graphs have special purposes.

- express probabilities using scale (0-1) or percent  (0%-100).

- design a survey and systematically collect, record, organise and display the data in a bar graph, circle graph, line graph.

- model percentages.

understand the relationship between fractions, decimals and percentages.