Behaviour Management/Aboriginal Symbols
(Adapted from lighting Ridge Central)
English Outcomes
TS2.1 Communicates in informal and formal classroom activities in school and
social situations for an increasing range of purposes on a variety of topics across
the curriculum.
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justifies a point of view with supporting evidence
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discusses and reflects upon a variety of responses and views
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challenges a point of view with supporting evidence.
WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are
more demanding in terms of topic, audience and written language features.
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identifies key words and phrases
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uses some effective planning strategies
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demonstrates self-editing skills
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contributes to joint text-construction activities
Visual Arts Outcomes
VAS2.1 Represents the qualities of experiences and things that are interesting or
beautiful by choosing among aspects of subject matter.
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seeks to investigate traditions in art suited to different subject matter (eg the
landscape, the figure, the narrative, formal and abstract properties, the use of
symbols) and uses these in their art making.
VAS2.4 Identifies connections between subject matter in artworks and what they
refer to, and appreciates the use of particular techniques.
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Identifies Aboriginal symbols in painted art works and artworks of their own
8 ways of Aboriginal learning
Non-verbal- Students create classroom rules without using Aboriginal symbols
instead of words.
Symbols and Images- Through the use of Aboriginal symbols students create
classroom rules that have meaning to them. You can negotiate symbols with the
students that represent classroom rules.
Deconstruct/Reconstruct- Model to students how they can deconstruct their
classroom rules and reconstruct the rules using the Aboriginal symbols.
Focus on Reading Strategies
Visualising- Students use Aboriginal symbols to create a visual poster representing
the classroom rules
Making Connections- Students make connections between Aboriginal symbols and
how they relate to their own classroom rules
Learning Experiences
Introduction
Introduce the lesson by explaining we will be using Aboriginal symbols to create a
poster for our classroom rules. Recap why we have classroom rules and what they are.
Ask students if they think there are any other rules that should be included and discuss
why.
Body
Show students a range of Aboriginal symbols with an explanation of each symbol.
Discuss the symbols with the class and have students explain what the symbols may
mean to Aboriginal people and why they are important (allow time for students to
look at the symbols).
As a class choose a classroom rule and discuss what the rules means. Have students
consider which Aboriginal symbol/s they could use to represent the classroom rule,
explaining their choice to the rest of the class. Have the class decide on a final
symbols/s which best represents the rule.
Ask students to choose 4 classroom rules that they value to be important. Explain to
the class they need to use the Aboriginal symbols to represent each of the classroom
rules they have chosen.
Once students have chosen the symbols to represent their chosen classroom rules,
they need to display the Aboriginal rule symbols as a poster to be displayed in the
classroom. Provide feedback to the students while they are working.
When finished students can pack up and sit on the floor for reflection time.
Conclusion
Have students show their poster to the class, explaining why they have chosen the
particular Aboriginal symbols to represent each of their rules.
As a class choose 4 Aboriginal symbol rules to be displayed on a poster within the
classroom. The poster could be decorated using Aboriginal art. (We used a campfire
in the middle of the poster as it represents unity and harmony).
Assessment
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Watch for student’s engagement.
Observe student’s responses in notebook presentation.
Evaluate how well students share their thoughts on the topic.
Ask students what, how and why they have chosen the represented symbols.