Assessment 3 Learning Plan Template Bush Tucker

Assessment 3: Digital Portfolio Learning Plan Template
Early Learning Environment Required Headings Name of Experience Description example Bush Tucker The children will learn what foods were available to local Indigenous Australians and try some of the foods. The children will learn the Kaurna names for the food, create a chart and also participate in preparing some of the foods in recipes. This exercise will be led by a local Indigenous leader (incursion or excursion). 3- 5years of age The experience will introduce children to Indigenous cultural ways regarding plants and animals as food for eating and medicinal purposes. The children will meet local Indigenous leaders, list different types of foods, learn how the foods are collected, taste a variety of foods, develop an understanding of the connection of food and the environment and cultural practices. Introduce local Indigenous leader and discuss where Indigenous Australians live and who the local Indigenous community are around school area. Discuss and be shown, various items for collecting food. Discuss who was responsible for finding the food and the preparation of the food. Discuss why this was important within the culture. Also discuss diet and how that has changed during the course of history and how this has affected the Indigenous community today. Children can try some of the foods available, prepare the foods and then learn the Indigenous words for the food. A food chart can also be created, showing if the food is for eating or medicinal, if it is plant or animal based. Children can then draw a picture of their experience, using the local language for the foods and share with the class or part of a whole of school assembly. Rationale This experience will provide an opportunity for the students to gain an understanding and appreciation for the culture and traditions of Indigenous Australians through a common theme, food. According to the Australian Curriculum, Assessment and Reporting Authority (2013), there must be links to Country/Place, Peoples and Cultures. This exercise discusses the links to country by examining the foods from earth and their connection to their own land (country/place), their connection to healing (cultures) and also, who is responsible for the collection of foods (peoples). The Melbourne Declaration on Educational Goals for Young Australians, (2008) also discusses that schools build on local cultural knowledge and experience of Indigenous students as a foundation for learning, and work in partnership with local communities on all aspects of the schooling process, including to promote high expectations for the learning outcomes of Indigenous students. By connecting with the local community, the students will be able to understand from a cultural perspective, the role food plays in
EDU10005SO Indigenous Education and Perspectives
Age group Description
the Indigenous culture. It promotes an interest in local community perspectives and provides an opportunity for the students to connect with the local community. The Early Years Learning Framework (EYLF) also suggests that learning should be physical, social, spiritual, creative and consider linguistic aspects. Through being able to touch the food and food collection items (physical), working together in a group (social), connections to the land (spiritual), making food together and a food chart (creative) and linguistic (learning the Indigenous terms for food), this exercise covers the suggestions in the EYLF. Resources Guest speaker Indigenous leader from the community Coloured pens, crayons, coloured pencils, paint, brushes, paper Pictures of traditional food Digital camera for incursion/excursion Permission forms for incursion/excursion Food preparation items (such as bowls, aprons, spoons, food) Chart Australian Guide to Healthy Eating downloaded from http://www.eatforhealth.gov.au/guidelines/australian-guide-healthyeating Book Waterlillies Diane Elizabeth Lucas
Introduction Start the experience with a story, describing what exactly happens when looking for bush tucker. This will provide an opportunity for the students to sit and listen to an Indigenous perspective of food gathering. Students will be invited to ask questions to demonstrate their current knowledge and understanding. Strategies Invite children to participate Use a strength based approach that focuses on positive aspects of Indigenous culture Encourage children to explore options though the program solving questions and dilemmas that explore cultural disharmony, droughts Making connections to what they already know and new experiences Develop an interest in Indigenous cultures and understanding the environment from an Indigenous perspective Learning from others through relationships and interactions Ask questions to form an understanding of the topic Interacting with others through listening and questioning and showing respect for visitors Reflect on what they have learnt through simple assessment such as drawing their interpretation of the days events Identify healthy food choices through the use of the food chart Understand the role members of the family / community in Indigenous and non-indigenous cultures through the story telling Conclusion As children leave the experience suggest that they extend the learning by sharing the story that they have created with their own families, discussing the role of the family members and community in the food gathering process. If available, share the food samples with their family, discussing what they liked, what they didnt like. Taking home a recipe with enable the children to share the experience with their family as well.
EDU10005SO Indigenous Education and Perspectives

Assessment 3 Learning Plan Template Bush Tucker

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Assessment 3: Digital Portfolio Learning Plan Template

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