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Curriculum links for The Museum Game

 

General capabilities

Playing The Museum Game develops these core capabilities among students:

  • literacy – the game is all about 'reading' objects, and in every move players create an image, title it and describe a resemblance
  • information and communication technology capability – players explore a physical environment to create a digital assemblage; the game encourages players to move beyond our traditional perspective of the world as static and linear, and to see and think in terms of dynamic networks
  • critical and creative thinking – players are challenged to collaborate in their teams to create analogies between disparate objects; each team's work is then evaluated by every other team

Cross-curriculum priorities

The Game can serve two of the three cross-curriculum priorities very well because the Museum collects material on Indigenous cultures and histories and on the ecology and sustainability of Australia. We can seed a gameboard with anything on display in our Landmarks gallery.

Aboriginal and Torres Strait Islander histories and cultures

Landmarks includes a wealth of material related to Indigenous people, places and cultures, and their interaction with colonists.

a painting of the head and shoulders of four Aboriginal men
Portraits of Aboriginal men published in South Australia Illustrated, 1847

Aboriginal breastplate 'Jack the traveller, King of Bendora Belle Vue and Jembicumbane'
Breastplate inscribed 'Barney / Cobarro / Cobbiberry / Narkool / Dalleburra'

Neville Bonner's boomerang
Boomerang made by Neville Bonner, Jagera man and the first Indigenous federal member of parliament

painted board showing a tit for tat sequence of drawings about relationships between Aboriginal people and colonists
Proclamation issued by Tasmanian Governor Arthur to explain the reciprocal relations between Indigenous and settler peoples.

Sustainability

The cross-curriculum priority of sustainability is also well-served by the Landmarks gallery and therefore The Museum Game.

an installation of many mallee roots, intertwined into a large block, and with a digital display embedded toward the top right corner
Large block of intertwined mallee roots

Stuffed quokka
Taxidermy specimen of a quokka, native to Rottnest Island off Western Australia

two wild dog taxidermy specimens
Taxidermy specimens of wild dogs killed by pastoralists to protect their livestock

glass bottle with the word Adaminaby along the bottom
Glass bottle from old Adaminaby, which was flooded as part of the Snowy Mountains Hydro-Electric Scheme

windmill
Simplex windmill from Kenya station in Queensland

Sign depicting a red shield with a yellow bulldozer and the words 'Soil Conservation Service of NSW'
The shield and bulldozer motif of the Soil Conservation Service of New South Wales

Asia and Australia's engagement with Asia

The Landmarks gallery includes a few items relating to Chinese on the goldfields – for example, the processional hat below. Once the Game becomes playable in our Australian Journeys gallery, there will be more opportunity to meet this curriculum priority.

Colourful, embroidered, processional hat
Chinese hat, circa 1880, used on parade in Bendigo

History

The historical content knowledge that the game generates depends partly on the seed content, but also on where the players' interests and imaginations take them. Aside from the ideas above, we can seed a board with content related to convicts, exploration, bushrangers, technology, postwar migration, and so on.

Brown radiolette with a large dial
Radiolette mantel radio, circa 1950

pistol with a wooden handle
Pistol belonging to Peter Lalor, Eureka Stockade leader

Blue Holden car
Prototype no. 1 Holden sedan – built in 1946 in Detroit, road-tested in Australia

Long pink woollen dress, colonial style with a high neck
Silk dress owned by Mary Deane, who set up a school in Sydney

Old metal typewriter
Typewriter used by Mary Gilmore, socialist poet

metal leg irons used on convicts transported to Australia
Convict leg irons

English

As well as a means to gain historical content knowledge, the Museum Game is a wonderful way to practise literacy and strengthen skills essential to the English curriculum. 

One approach is to seed a game with objects that include text, such as those below. Another is to regard each object on display at the Museum as a text to 'read' visually, comprehend, consider and respond to. And of course, students create a text every time they photograph and title an object, and craft its resemblance to another.

Trans-Australian Railway poster
Poster promoting the Trans-Australian Railway across the Nullarbor

Poster advertising a 1950 grand ball hosted by Adaminaby Anglican Association, celebrating the first anniversary of the Snowy Mountains Authority. Highlights include a 'Valuable prize for the Belle of the Ball', 'knife and fork supper', 'strollers orchestra'
Poster for a grand ball celebrating the first anniversary of the Snowy Mountains Authority, 1950

During the game

Players can practise a range of skills essential to English literacy from years 4 through 10.

They use comprehension strategies to

  • build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (Year 4ACELY1692)
  • analyse information, integrating and linking ideas from a variety of print and digital sources (Year 5ACELY1703)
  • interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (Year 6ACELY1713)
  • interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (Year 7ACELY1723)
  • interpret and evaluate texts by reflecting on the validity of content and the credibility of sources (Year 8ACELY1734)
Players also create imaginative, informative and persuasive texts,
  • containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (Year 4ACELY1694)
  • choosing text structures, language features, images and sound appropriate to purpose and audience (Year 5ACELY1704)
  • choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (Year 6ACELY1714)
  • selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (Year 7ACELY1725)
  • that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (Year 8ACELY1736
  • that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (Year 9ACELY1746)

Players use software,

  • learning new functions as required to create texts (Year 6ACELY1717)
  • to confidently create, edit and publish written and multimodal texts (Year 7ACELY1728
  • to create, edit and publish texts imaginatively (Year 8ACELY1738)
  • flexibly and imaginatively to publish texts (Year 9ACELY1748)
  • confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (Year 10ACELY1776)

For each move, players plan and deliver presentations, selecting and sequencing appropriate content and multimodal elements,

  • to promote a point of view or enable a new way of seeing (Year 7ACELY1720)
  • for aesthetic and playful purposes (Year 9ACELY1741)

After the game

Back in the classroom, you can re-examine your game content to develop other skills:

  • Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (Year 7ACELA1764)
  • Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (Year 8ACELA1547)
  • Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (Year 9ACELA1561)
  • Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (Year 9ACELT1635)
  • Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (Year 9 – ACELY1747)
  • Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (Year 10ACELY1757)