Introduction
Outcomes
Learning Sequences:
Concluding Activity
Assessment for Learning
Resources

Learning Sequence 2

• Ask students what they have persevered with, eg:

  • learning to ride a bike

  • improving performance in running, skipping

  • learning to play a musical instrument

  • getting all their spelling words correct

• Discuss community issues where people or communities have persevered, eg reconciliation, building of mobile phone towers, creation of national parks, back-burning in fire prone areas

• Discuss setting realistic personal goals. (This is an opportunity to engage in a discussion of Social Justice issues, and the who should take responsibility and why? What is each person's role in this area?)

  • Are there reasons why this is not viable for someone?

  • Is society a 'level playing field' for everyone? (What does 'level playing field' mean?)

  • Are there issues of discrimination for some people to over come before they can set their goals?

  • What are some of thee areas of discrimination some people face, eg colour, race, religion, location, disability

  • Are there structures that help make a 'level playing field'?

  • Can we overcome all adversity?

• Using the image from Dreamtime 2 Machinetime explain that the artist Kevin Nickolls depicts an Aboriginal person, in the top half of the print, who is alone. Direct students' attention to the background that suggests the freedom of space. The three figures in the bottom half appear cramped in an urban environment surrounded by blocks of flats. The image represents the two aspects of urban Aboriginal life, on one hand and the pull between the Dreamtime of a tribal lifestyle and the relationship with the land.

  • Discuss how this may challenge goals that people set

• Ask students to reflect on a time when they had to make a choice between two special events and what helped make the final decision. Guide students to think about strategies that assisted in making the final decision.

• Ask students to set a personal goal to be achieved in the week and consider what they will have to do to achieve it. Ensure that the initial goal set is realistic. They write these into their journals and at the end of the week students reflect on whether they have achieved their goal. Some possible prompts are: What did you do? Did you achieve your goal? How can you improve? Why didn't you achieve it? How can you make more improvement?

• Discuss setting long-term goals and how you can plan to get there. What might a long-term goal be? Discuss setting smaller goals or steps, having someone to help you, support you, encourage you and guide you to achieve a long-term goal.

• Invite local indigenous community members to tell their story.

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