AIS – Social Action

Educational Resource
Marks: _____/_____ Weighting: 15%

Student Name
Resource Due
3/11/23
Date
In-class
Reflection 3/11/23
Essay Date
Young students should be given the opportunity to learn about First
Context Nations cultures from around the world. Educational resources are key to
enabling this.

Create an educational resource aimed at primary

Task
school aged students, to teach about an aspect of First
Description
Nations people from Australia and/or around the world.
Mode Various; physical and/or digital

Materials Request needed special materials from your teacher

 You may work in pairs

 You may choose any First Nations people from around the
world, or a combination of various groups
Conditions  You have two weeks to complete the task
 You may choose any year to create your resource for, from
Year 2 to Year 6

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Part 1: Designing the Educational Resource
1. Choose a Format
Decide on the type of resource you want to create. The options below are to give you ideas – you
may choose one or it would be amazing for you to choose your own format!

1. Story Cards: Illustrated cards with different scenarios or themes for creative storytelling.
2. Memory Match Game: Pairs of illustrated cards to be matched together from memory.
3. Pictorial Alphabet Chart: Alphabet charts with images that hint at cultural aspects.
4. Number Stories: Math word problems based on everyday scenarios.
5. Interactive Timeline: A foldable paper timeline with movable events or milestones.
6. Cultural Art Kits: Collections of materials to make traditional craft items.
7. Sound Matching: Cards with images and corresponding sounds to match.
8. Mystery Box: Boxes with objects related to various cultures for tactile exploration.
9. Illustrated Songs: Illustrated booklets of traditional or culturally relevant songs.
10. Thematic Puzzles: Simple jigsaw puzzles that hint at cultural traditions or events.
11. Culture-based Board Games: Basic games with imagery drawn from different cultures.
12. Cultural Bingo: Bingo cards with images hinting at various cultural elements.
13. Rhythm Sticks: Sticks for tapping and creating traditional rhythms.
14. Dress-up Kits: Simple paper or fabric elements hinting at traditional attire.
15. Paper Mosaics: Kits with coloured paper pieces for creating mosaics.
16. Mapping Game: Game with a world map, hinting at different cultures.
17. Cultural Story Dice: Dice with images for creative storytelling based on cultural themes.
18. Sensory Jars: Jars filled with materials associated with different cultures.
19. Dance Movement Cards: Cards illustrating different movements or dances.
20. Musical Pattern Cards: Cards representing different musical patterns for replication.
21. Gesture Game: Cards depicting different gestures and their meanings.
22. Tradition-based Craft Kits: Materials to create simple crafts based on traditions.
23. Symbol Exploration: Cards with symbols and their interpretations.
24. Folk Tale Booklets: Blank booklets for students to illustrate and write folktales.
25. Cultural Rhyme Kits: Kits with rhymes hinting at different cultures.
26. Cultural Riddle Cards: Riddles hinting at various cultural practices or traditions.

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 27. Art Exploration Kits: Kits with materials to create art hinting at cultural techniques.

2. Research
Before starting the design, conduct thorough research on the First Nations culture that you
want to make your educational resources about. Choose an aspect of the culture that you
want to teach to students and think about how parts of cultures can fit into your format.
Choose from as many of the following as you would like:
 Aboriginal Australians (Australia, including many, different tribes such as Noongar,
Wangkatha, Ngadju, etc.)
 Maori (New Zealand, including many tribes)
 Navajo (United States)
 Haida (Canada)
 Inuit (Arctic regions of Canada, Greenland, and Alaska)
 Mapuche (Chile and Argentina)
 Sami (Northern parts of Norway, Sweden, Finland, and Russia's Kola Peninsula)
 Quechua (Peru, Ecuador, Bolivia, Colombia, Argentina)
 Hopi (United States, specifically Arizona)
 Zulu (South Africa)
 Lakota Sioux (United States)
 Maasai (Kenya and Tanzania)
 Nenets (Northern Russia)
 Aymara (Bolivia, Peru, and Chile)
 Hmong (China, Vietnam, Laos, and Thailand)
 Hawaiians (Hawaii, United States)
 Berbers (North Africa, especially Morocco, Algeria, Tunisia)
 Toda (India)
 Karen (Myanmar and Thailand)
 Tibetans (Tibet, China)
 Guarani (Paraguay, Brazil, Bolivia, and Argentina)
 Celts (Historically widespread in Europe, now primarily Ireland, Scotland, Wales, and
Brittany in France)
 Germanic Peoples (Historically widespread in Northern Europe, such as the Angles,
Saxons, Frisians, and Jutes)
 Basques (Spain and France)
 Saami (Lapland regions of Finland, Sweden, Norway, and Russia)
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  Romani (Europe, originally from Northern India)
 Koryaks (Russia, specifically the Kamchatka Peninsula)
 Ainu (Japan, primarily Hokkaido)

3. Content Inclusion
Your resource could contain the following:
 Simplified definitions suitable for primary students.
 Brief historical context of First Nations Peoples in Australia and globally.
 Engaging stories or examples demonstrating the impact of cultural expressions on
empowerment and resiliency.
 Visual aids, such as illustrations or simple animations.
 Instructions for the teacher on how to use the resource.

4. Cultural Appropriateness
Ensure that your resource:
 Respects and accurately represents First Nations cultures.
 Doesn't contain stereotypes or misrepresentations.
 Uses simple and inclusive language suitable for primary students.

5. Design and Layout

Ensure your resource is:
 Clear and easy to understand for primary students.
 Visually engaging with colourful and kid-friendly designs.
 Interactive and captivating to hold young students' attention.

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Part 2: In-Class Written Response
After completing your educational resource, you will reflect on the following:
 Your learning journey throughout the creation process.
 The importance of cultural expressions to First Nations Peoples.
 How your resource can impact primary-aged students' understanding of First
Nations cultures.
Write a response of 400-600 words addressing the above points.

Overall Instructions:
1. Research: Use the tools provided in the work booklet and gather your information.
Remember to keep it age-appropriate.
2. Drafting: Plan out your resource's structure (how it will work), ensuring it aligns with
primary age interests, abilities and comprehension levels.
3. Design: Using the guidelines, start designing your resource.
4. Review: Ensure that your resource is culturally appropriate, engaging, and understandable
for primary students.
5. Submit: Hand in your educational resource.
6. Reflection: Write your in-class response using the guided questions from the work booklet.

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Description Marks
Educational Resource Design and Content 10
Consistently demonstrates a comprehensive understanding of the cultural expressions of First
9-10
Nations Peoples. Resource is engaging, culturally sensitive, and age-appropriate.
Shows a clear understanding of the cultural expressions of First Nations Peoples. Resource is
7-8
mostly engaging, culturally sensitive, and age-appropriate with minor areas for improvement.
Demonstrates a basic understanding of the cultural expressions of First Nations Peoples.
Resource is somewhat engaging, has some culturally sensitive elements, but may not be 5-6
consistently age-appropriate.
Limited demonstration of understanding the cultural expressions of First Nations Peoples.
3-4
Resource lacks engagement, cultural sensitivity, and age-appropriateness in various sections
Does not show a clear understanding of the cultural expressions of First Nations Peoples.
0-2
Resource is not engaging, lacks cultural sensitivity, and is not age-appropriate.
Subtotal 10
Clarity and Presentation of Resource 5
Resource is visually appealing, well-organized, with clear and concise instructions. Uses
4
recommended design guidelines effectively.
Resource is visually decent, mostly well-organized, with some clarity in instructions. Uses some
4
of the recommended design guidelines.
Resource is somewhat appealing, with areas of disorganization and ambiguity in instructions.
3
Uses few design guidelines.
Resource lacks visual appeal in many sections, disorganized, with unclear instructions. Rarely
2
uses design guidelines.
Resource is not visually appealing, disorganized, and lacks clear instructions. Does not use
1
design guidelines.
Subtotal 15
Research and Authenticity 5
Resource incorporates a wide range of accurate and relevant information from reliable research
5
tools.
Resource uses several pieces of information from reliable research tools, with minor
4
inaccuracies or omissions.
Resource uses some information from research tools but may have notable inaccuracies or
3
missing elements.
Resource has limited use of recommended research tools and contains significant inaccuracies. 2
Resource does not effectively use the recommended research tools and is largely inaccurate. 1
Subtotal 20
Reflection on Social Action Task 5
Comprehensive reflection with deep insights on the task, its importance, and learning outcomes.
5
Uses guided questions effectively.
Good reflection with clear insights on the task and its relevance. Uses most of the guided
4
questions effectively.

6
Basic reflection, with some insights but may lack depth in understanding the task's significance.
3
Uses some guided questions.
Limited reflection with minimal insights, and lacks understanding of the task's importance. Rarely
2
uses guided questions.
Does not reflect on the task or its significance effectively. Does not use guided questions. 1

TOTAL 25