Unit of Work 102085: Understanding Aboriginal cultural perspectives and Indigenous peoples

Site Details:
The Australian Museum
Contact Number: (02) 9320 6000
Address: 1 William Street, Sydney NSW 2010 Australia.

Site Description:

The Australian Museum has two exhibitions that are dedicated to Indigenous and Torres Strait Islander peoples. The first of these exhibitions; 'Garrigarrang:
Sea Country', is concerned with the connection that Indigenous people hold to the sea. This exhibit provides opportunities to explore the culture and
history of Indigenous peoples, providing stimuli that may be utilised through a variety of subject areas. The second exhibition; 'Bayala Nura: Yarning
Country' outlines the history of Indigenous and Torres Strait Islander peoples, championing the disparate Indigenous cultures that are apparent in Australia.
Furthermore, this exhibit contains information and perspectives surrounding the struggle for rights and freedoms of Indigenous people, as well as
perspectives on settlement and key events in Australian history. Coupled with this, this exhibit allows for students to immerse themselves in the
perspectives and history of Indigenous peoples.

This site provides an invaluable insight into Indigenous peoples, with the site having Aboriginal education employees that can share personal and cultural
knowledges with students. This presents opportunities for students to engage with Aboriginal cultural perspectives rather than representations of these
perspectives that are often apparent in the classroom environment (Harrison, & greenfield, 2011). The site is affordable, with the Museum able to offer
extensive discounts for schools, which means that the site is geared towards being inclusive for students of a low socio-economic background. This is
furthered through the fact that there are translator services, and disability access available at the school, meaning that the site is able to be experienced
effectively by a broad range of students, aligned with the inclusion of students from diverse backgrounds and with diverse learning needs.

Design of the unit:

This unit is designed to be componential, with the learning building in stages and complexity across the unit outline, allowing for a learning that culminates
in academic achievement of all students. This has been integrated through utilisation of Timperley, Kaser, and Halbert's (2014) spiral curriculum framework
to ensure that the unit is designed in a way that provides a cohesive and meaningful learning experience. Work health safety considerations have also been
considered through utilisation of the DET work health safety policies, to ensure that there are minimal risks to students through participation in the
excursion. All lessons in the unit meet the professional standards 1.4 and 2.4, to ensure that the learning meets the needs of Indigenous students and to
ensure that the learning is effective in the teaching of Aboriginal cultural perspectives and knowledges. Coupled with this, all lessons in the unit have
utilised the cross-curricular priorities and general capabilities of the syllabus, using the site to develop these key skills. The learning of the unit employs the
use of the 8 ways pedagogical approach, meaning that the lessons of the unit involve experiential and varied activities to achieve the learning outcomes
(Yunkaporta, 2009). The use of this framework means that the learning is aligned with Indigenous means of thinking and learning, that are engaging and
inclusive of all students in the classroom.
Group member Lesson plan Outline Curriculum area covered and link to your site
number X/10
1 Rachel Foster 17439190 2/10 History: Core Study Depth Study 4: Rights and Freedoms (1945- Present)
Links to Australian Museum:
My particular lesson plan links to the Australian Museum as it requires students to undertake an
inquiry-based research task about Aboriginal and Torres Strait Islander civil rights activism. The pre-visit
lesson plan builds on the skills, knowledge and information students will need as background
knowledge to fully integrate their understanding and to communicate effectively their perspectives and
observations. The museum is used as a tool to integrate the knowledge learnt in class providing
students with place-based quality information. The visit lesson plan requires student to access a
document that has inquiry based questions to guide their research and information gathering. The post
lesson plan requires students to utilise the information they have gathered to create a visual
presentation to be shared with the class and used as mode of assessment, either formative or
summative. These will also be shared with other students so that the knowledge and understandings
are shared between the class. The museum is a vital factor and tool in ensuring students communicate
and understand Aboriginal and Torres Strait Islander civil rights activism.

2 Benedict Stone 17436508 9/10 English: Indigenous Perspectives

Links to Australian Museum:
These lessons link into the museum visit, as students build an understanding in the preliminary lessons
surrounding the Apology to Australia's Indigenous peoples by Kevin Rudd. Through the site and the
other lessons in this unit, students develop a further understanding of the events that impacted
Indigenous and Torres Strait Islander individuals in history, and use this to revisit the Apology speech in
lesson 9. It is through this lesson, that students can use images from the museum, and understandings
that they have acquired in the unit to assist them in creating a blackout poem that allows for students
to represent their learning, and represent their understandings of Indigenous culture through utilising
the Apology speech as a basis for creating this poem. It is a coalescence of the learning in the unit and
the learning from the museum that link through the lessons in regard to the provided English lessons.

3 Sheridan Boyd 17812085 6/10 English: Indigenous perspectives

Links to Australian Museum:
My lesson plan links to the Australian Museum as it requires students to build an understanding of
Indigenous and Torres Strait Islander perspectives. Through the site visit, students will develop a deep
 understanding of the history surrounding Aboriginal and Indigenous individuals. Students will use the
artefacts found at the exhibition as stimuli to form a creative writing piece. This lesson requires
students to utilise the information they have acquired at the site to represent their understanding of
Indigenous culture, through creative writing.

4 Greg Jeffery 17577016 10/10 Drama: Play building, Elements of Drama, Role and Character and Dramatic Meaning
Links to Australian Museum:
My lesson relies on the Australian Museum as both a text, and a cultural experience. Students are
awarded the opportunity to learn about Aboriginal and Torres Strait Islander culture, and experience
this in an exhibition of Aboriginal cultural history. The synthesis through the lessons of a diverse
collection of stories and artefacts creates a cultural experience as much as a learning experience from
which students can draw fro in both social and educational settings. The Aboriginal and Torres Strait
Islander civil rights exhibition offers students a socio-political context from which to develop deep
understanding and meaning which is vital to performing accurately informed play built spaces and
role/character performances in the lessons. The 'Garrigarrang: Sea Country exhibition offers students
insight into the socio-environmental relationship their people had with the environment and each
other which further builds a dynamic portrait of the socio-spiritual elements of Aboriginal and Torres
Strait Islander culture and its people. This is utilised in the lessons as it is a bringing together of the
knowledge and understandings of the Museum that is developed through the lessons.
Time allocation 10 x 60 minute lessons General Resources:
Board of Studies NSW, 1995, Invasion and resistance: untold stories, kit, Board of
Studies NSW, Sydney.
Local community resources including AECG, Land Council, ASPA.
Information on local historical sites, including from the local council and the local
historical society.
English Resources:
Rudd, K. (2008). Apology to Australia's Indigenous peoples. Retrieved from:
http://www.australia.gov.au/about-australia/our-country/our-people/apology-to-
australias-indigenous-peoples
Apology speech Teacher Exemplars
History Resources:
Aboriginal Timeline Activity Worksheet provided with hard copy lesson plan
Board of Studies, Teaching and Educational Standards NSW. (2012). K-10 History
Syllabus. Sydney, Australia: Board of Studies, Teaching and educational Standards
NSW, pg. 29-148
Clark, A. (2016) Private Lives, Public History: Navigating Historical Consciousness in
Australia. History Compass, 14: 1-8. doi: 10.1111/hic3.12296
Museum Visit Inquiry Based Learning worksheet provided with hard copy lesson plan
Drama Resources:
Augusto Boals Forum Theatre for Teachers. (2017). retrieved from:
http://organizingforpower.org/wp-content/uploads/2009/03/games-theater-of-
oppressed.pdf

BOSTES Aboriginal Studies Years 710 Syllabus. (2003). retrieved from:

https://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/ab_studies_710_syl.pdf

BOSTES Drama Syllabus 7-10. (2003). retrieved from:

https://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/drama_710_syllabus.pdf

BOSTES Mapping Aboriginal Perspectives and Cross-curriculum Content K10. (2009).

retrieved from: https://ab-ed.nesa.nsw.edu.au/files/mapping-aboriginal-perspective-
and-cross-curriculum-content-k-10.pdf
NESA Differentiated programming. (2017). retrieved from:
https://syllabus.nesa.nsw.edu.au/support-materials/differentiated-programming/
Targeted outcomes

English:
EN5-1A Responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and
pleasure.

EN5-4B Effectively transfers knowledge, skills and understanding of language concepts into new and different contexts.

EN5-5C Thinks imaginatively, interpretively, creatively and critically about information and increasingly complex ideas and arguments to respond to and compose
texts in a range of contexts.

EN5-8D Questions, challenges and evaluates cultural assumptions in texts and their effects on meaning.

ENLS-2A Communicates for a variety of purposes, audiences and contexts.

ENLS-3A Selects and uses language to communicate according to purpose, audience and context

ENLS-5A Recognises and uses visual texts, media and multimedia for a variety of purposes, audiences and contexts.

ENLS-7A Uses strategies to obtain meaning from an interpret a range of texts.

ENLS-9A Composes texts for a variety of purposes and audiences

History:
HT5-2 Sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia.

HT5-3 Explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and Australia.

HT5-6 Uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia.

HT5-8 Selects and analyses a range of historical sources to locate information relevant to an historical inquiry.

HT5-9 Applies a range of relevant historical terms and concepts when communicating an understanding of the past.
HT5-10 Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences.

HTLS-2 Demonstrates an understanding of time and chronology.

HTLS-3 Investigates how people lived in various societies from the past.

HTLS-4 Explores the features of a particular society or time.

HTLS-6 Explores the significance of people and events in the past.

HTLS-9 Recognises different perspectives of people, events and issues.

HTLS-10 Explores the significance of changes and developments in the past.

Drama:
5.1.1 Manipulates the elements of drama to create belief, clarity and tension in character, role, situation and action.

5.3.1 A student responds to, reflects on and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions.

5.2.3 Employs a variety of dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies to create dramatic meaning.

5.3.3 Analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts and terminology.

LS.2.1 Explores dramatic forms and theatrical conventions

LS2.2 Participates in the preparation of drama works and theatrical productions

LS3.3 Recognises that drama and theatre performances can communicate meaning and ideas.
SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT
OBJECTIVES
Lesson 1 English EN5-1A Responds to and composes increasingly
sophisticated and sustained texts for
understanding, interpretation, critical analysis,
imaginative expression and pleasure.
Students learn to analyse ideas, information,
perspectives, contexts and ideologies and the
ways they are presented in increasingly
demanding, sustained imaginative, informative
and persuasive texts.
EN5-4B Effectively transfers knowledge, skills
and understanding of language concepts into
new and different contexts.
Students learn to apply existing knowledge,
skills and understanding about language to
access and express increasingly complex
information and ideas for new purposes,
audiences and contexts.
ENLS-5A recognises and uses visual texts, media
and multimedia for a variety of purposes,
audiences and contexts.
ENLS-6A uses strategies to obtain meaning from speech techniques in the speech. The teacher will use
and interpret a range of texts
INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO
8 WAYS
Lesson Overview: Learning Maps:
Through this lesson, students use the Apology speech to Explicitly
mapping/visualising
Australias Indigenous peoples as a stimulus. Students will processes. Explicit
read this speech, and will create a visual representation of visualising processes in
the lesson.
the speech in order to consolidate understandings and
interpretations that students have. This lesson will build
foundational knowledge for students on the speech,
allowing for this knowledge to be built upon by other lessons
Non-Verbal: Applying
in this unit of work. intra-personal and
kinaesthetic skills to
Students will analyse the speech, working individually or in thinking and learning.
groups to create a visual representation of the Apology Students communicate
non-verbally through
speech, including their perspective on the impacts of the the lesson
speech. Students are encouraged in this lesson to
incorporate background knowledge, and personal and
cultural knowledge surrounding Indigenous people and
Aboriginal cultural perspectives. Symbols and Images:
Using images and
Content: metaphors to
Students will listen to the speech, watching the video, and understand concepts
and content. Students
will then use knowledge from prior learning to analyse the use symbols and
images as a means of
PowerPoint to go through the meaning of the speech, learning and
contextualising the speech, utilising student background representing ideas.
knowledge (developed in history classes). Students will then
use their devices, or use materials provided to create a
visual representation of the speech, which students will
discuss with each other at the end of the class. The teacher
through this discussion will question students on the
justification for choices, and how their created
representation conveys the meaning of the speech.
 Assessment for learning:
Assessment in this lesson will be formative, with the teacher
using observation to assess student engagement, and assess
the inclusion of students in the classroom. The visual
representations, along with the discussion at the end of the
lesson, will allow for the teacher to assess the depth of
student understanding, and also allow for the teacher to
ensure that the outcomes of the lesson have been met.

Australian Museum Link:

This lesson links to the museum, as through the lesson
students develop an understanding of the speech, which
students can develop further through interaction with the
exhibit of the museum.

Cross-Curricular/ General Capabilities:

Aboriginal and Torres Strait Islander histories and cultures
Ethical Understanding
Literacy
Information and communication technology capability
Intercultural understanding

Differentiation
This lesson will be scaffolded for EALD learners, and through
the use of the lesson to complete the task, Low-SES students
are supported through the use of the devices and apparatus
that is readily available in the classroom. Gifted and talented
students are supported through the task allowing for
students to extend themselves, with the discussion
providing a platform for these students to defend and
explain their choices in visually representing the speech.
Lesson 2 History HT5-2 Sequences and explains the significant Lesson Overview: Story Sharing:
patterns of continuity and change in the This lesson plan will allow students to build upon their prior Approaching learning
through narratives.
development of the modern world and knowledge about Aboriginal and Torres Strait Islander The introductory
Australia. perspectives about the Apology and civil rights activism. The activity utilises story
Students learn to explain the purpose and lesson utilises formative assessment to gain an sharing to provide
significance of early twentieth-century understanding of student awareness on the issues of students with different
perspectives of the
Aboriginal activism for Aboriginal and Torres Aboriginal civil rights activism before the visit to the past
Strait Islander peoples. Australian Museum.

HT5-6 Uses relevant evidence from sources to Content:

support historical narratives, explanations and Student will view a video on the Apology by Kevin Rudd as a
analyses of the modern world and Australia. lesson introductory activity. Afterward students will
Students learn to explain the purpose and undertake a decade study, which allows students to build Learning Maps:
significance of early twentieth-century knowledge on continuity and change for Aboriginal and Explicitly
Aboriginal activism for Aboriginal and Torres Torres Strait Islander civil rights. The activity is the building mapping/visualising
processes.
Strait Islander peoples. of a timeline, which will then be pieced together and shared
The visual maps
with an Aboriginal Elder later in the term. This lesson created by students
provides background information and lays foundations for forming a timeline
HT5-10 Selects and uses appropriate oral, the museum visit. creates explicit
written, visual and digital forms to mapping and
visualisation.
communicate effectively about the past for Assessment for Learning:
different audiences. The assessment for learning is formative which will be
Students learn to explain the purpose and assessed through the timeline activity in the classroom
significance of early twentieth-century Google Doc which will be shared with all students and will be
Aboriginal activism for Aboriginal and Torres reviewed by the classroom teacher before the visit.
Strait Islander peoples. Throughout the course of the lesson, the teacher will Non-linear: Producing
employ the use of observation as an assessment measure. innovations and
understanding by
HTLS-2 Demonstrates an understanding of time Australian Museum Link: thinking laterally.
Allowing students to
and chronology This lesson plan lays strong foundations for the museum conduct and create
visit, as it builds students' knowledge on Aboriginal and their own
HTLS-9 Recognises different perspectives of Torres Strait Islander civil rights activism. understanding of the
people, events and issues. past creates new
Cross-Curricular/ General Capabilities: knowledge and
innovative thinking.
Aboriginal and Torres Strait Islander histories and cultures
Civics and Citizenship
Ethical Understanding

Differentiation:
 Provisions have been taken throughout this lesson by
accommodating for students who may find the lesson
activities to challenging. Furthermore, extension activities
have been prepared for this lesson to provide further
stimulus for students who successfully complete class tasks
easily.

Lesson plan provided by: Rachel Foster

Lesson 3 Drama Outcome 5.1.1 A student manipulates the Lesson Overview: Community Links:
elements of drama to create belief, clarity and This drama lesson is constructed around experiential Centring local
viewpoints, applying
tension in character, role, situation and action. learning that will assist in students learning to appreciate learning for community
Students learn to use appropriate terminology cultural diversity through exploring elements of Drama with benefit. Research
to discuss and write about dramatic activities special attention on characters and roles. Through this provides insight to
while making drama. lesson the activities serve to prepare students for the visit to local Aboriginal
cultures and their
Students learn about the use of drama the Australian Museum, allowing for students when at the
conduits of
terminology to express ideas. museum to conduct a performance piece that highlights a communication.
respectful relationship between Indigenous and non- Discussion and
Outcome 5.3.1 A student responds to, reflects Indigenous cultures. appreciation for
on and evaluates elements of drama, dramatic identity/community
diversity create a
forms, performance styles, dramatic techniques Content: positive climate for
and theatrical conventions. Activity one: Individual research will provide students reconciliation and
Students learn to recognise and discuss insight to local Aboriginal cultures and their conduits of change in dominant
elements of drama in a variety of drama communication. Stimulus for this research component will discourse.
activities for dramatic meaning be student selected rather than appointed thus promoting
Students learn about the identification and a positive learning environment through engaging self-
importance of the elements of drama that managed learning.
together create dramatic meaning and
audience engagement Activity two: Group, pair and share activity that focuses on Non-linear: Producing
the broadening of student scope of knowledge. This activity innovations and
LS2.2 participates in the preparation of drama is experiential learning will link to the elements of drama understanding by
thinking laterally.
works and theatrical productions styles, conventions and play building. The teacher will lead Students will utilise
the group, pair, share activity into an understanding of their new knowledge
LS3.3 recognises that drama and theatre protocols outlined in appendix 2, Considering Protocols to construct a written
performances can communicate meaning and (BOSTES, Working with Aboriginal Communities, 2008. p. 10- response bringing
together their research
ideas. 12) and link to elements of drama, styles, conventions and
play building. and new knowledge.

Activity 3: Written reflection documenting knowledge and

understanding of previously outlined protocols (BOSTES,
2008) and existing frameworks relating to communication
with and within Aboriginal cultures.

These three activities serve to prepare students for their visit

to the Australian Museum Aboriginal exhibition and to
appreciate the sensitivities and perform a respectfulness so
often absent from relationships between Indigenous and
non-Indigenous cultures.

Assessment for learning: Student learning will be assessed

by their accuracy and effectiveness in their discussion and
written reflection. Teacher will look for knowledge of
Aboriginal culture, protocols and links to dramatic theory
and practice. The assessment in these lessons will be
conducted through the use of observation as students
engage in activities, and the use of directed questioning
through the group-pair-share activity.

Australian Museum Link:

Students attending 'Australian Museum' will interact with
visual stimulus such as Aboriginal portraits, video, sound,
and artefacts in an environment embodying a supportive
promotion of Aboriginal culture. Through the exploration of
the Museum's Aboriginal exhibition students will identify
elements of the exhibition which correlate to the Elements
of Drama and lead to a more informed and accurate play
building improvisation workshop in lesson 10.
understanding of drama and ritual to Aboriginal people and
the significant role of drama in fostering cross-cultural
understanding (BOSTES, 2003, p.15).
Individual research will provide students insight to local
Aboriginal cultures and their conduits of
 communication.

Cross-Curricular/ General Capabilities:

Aboriginal and Torres Strait Islander histories and cultures
Critical and Creative Thinking
Intercultural Understanding

Differentiation:
This lesson focuses on differentiation by allowing students to
either produce a written reflection or another form of
reflection dependant on their level of understanding.
Moreover, EALD student will be provided with a scaffolding
template to produce their written reflection to guide them.
Higher achieving students will be posed with a critical
question which will require them to construct a response.
SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO
OBJECTIVES 8 WAYS
Lesson 4 English EN5-1A responds to and composes increasingly Lesson Overview: Story sharing:
sophisticated and sustained texts for This lesson will focus on investigating and researching Approaching learning
through narratives
understanding, interpretation, critical analysis, Aboriginal poetry. The students will be broken up into This activity
imaginative expression and pleasure. groups and will be allocated a piece of Aboriginal poetry. utilises story sharing
Students learn to analyse and explain the ways Students will annotate and investigate the meaning, through Aboriginal
language forms and features, ideas, audience and poetic devices of the poem and will then poetry and provides
perspectives and originality are used to shape present their findings to the class. These responses will then students with different
perspectives of the
meaning. be shared in a Google Doc and placed on the Google past.
Classroom therefore resulting in students having access to
EN5-8D questions, challenges and evaluates multiple annotated and investigated versions of Aboriginal
cultural assumptions in texts and their effects pieces of poetry.
on meaning.
Students learn to analyse how the construction Content:
and interpretation of texts, including media Students will be broken up into groups and given a piece of Community links:
Centring local
texts, can be influenced by cultural perspectives Aboriginal poetry, students will be required to annotate and
viewpoints, applying
and other texts. investigate the meaning, audience and poetic devices of the learning for community
piece. Before students commence this task, a poem will be benefit.
ENLS-2A communicates for a variety of analysed as a class and students will be guided throughout This lesson focusses on
investigating
 purposes, audiences and contexts. the task. Students will then present their findings to the Aboriginal and
class and will then be shared into a Google Doc which will be Indigenous poetry,
allowing students to
ENLS-7A uses strategies to obtain meaning from uploaded to the Google Classroom. gain knowledge of
and interpret a range of texts. community
Assessment for learning: viewpoints.
This lesson is intended to provide formative feedback and
assessment for students. However, this task can be made
summative if needed for assessment purposes. Feedback is
to be given to students regarding further improvement
areas.

Australian Museum Link:

This lesson links to the museum as it allows students to
develop an understanding of Aboriginal and Indigenous
poetry and employing knowledge learnt through previous
lessons. This lesson exercises strong foundations for the
museum visit.

Cross-Curricular/ General Capabilities:

Aboriginal and Torres Strait Islander histories and cultures
Ethical Understanding
Literacy

Differentiation:
In this lesson plan, differentiation has been provided by
accommodating students who complete the task easily with
an extension worksheet on Aboriginal poetry. This
worksheet asks students to write a short poem, using
knowledge gained from previously annotated poems.
Students who find the lesson activities challenging will be
given extra assistance from teacher to ensure all provisions
are taken.

Lesson 5 History at HT5-8 Selects and analyses a range of historical Lesson Overview: Land Links: Place-based
Visit terms and concepts when communicating an This lesson is taken place at the museum visit and will learning, linking
content to local land
understanding of the past. require students to undertake an inquiry investigation and place. This lessons
Students learn to explain the purpose and utilising the worksheet made and shared with students to revolves around the
museum visit requiring
significance of early twentieth-century collate their ideas and understanding. students to use the
Aboriginal activism for Aboriginal and Torres land to form their
Strait Islander peoples. Content: inquiry based learning.
Students will be given a worksheet with preloaded questions
HT5-9 Applies a range of relevant historical requiring student to conduct inquiry based research about
terms and concepts when communicating an Aboriginal and Torres Strait Islander civil rights activism. This
understanding of the past. lesson builds upon the skills and knowledge students
Students learn to explain the purpose and acquired from the Pre-Visit Lesson. Symbols and Images:
Using images and
significance of early twentieth-century
metaphors to
Aboriginal activism for Aboriginal and Torres Assessment for learning: understand concepts
Strait Islander peoples. The completed worksheet will be sent to the teacher who and place. Students
will use this as a mode of formative assessment and which will be required to
can also be built into a summative assessment if required. take photos and use
the images to
HT5-10 Selects and uses appropriate oral, complete the inquiry
written, visual and digital forms to Australian Museum Link: task, which will create
communicate effectively about the past for The museum visit is vital for students to complete the meaning and
different audiences. inquiry based investigation on Aboriginal and Torres Strait understanding through
symbols and images.
Students learn to explain the purpose and Islander civil rights activism. Students will utilise the
significance of early twentieth-century exhibitions at the museum to build understanding and first-
Aboriginal activism for Aboriginal and Torres hand knowledge to complete their inquiries.
Strait Islander peoples.
Cross-Curricular/ General Capabilities: Deconstruct/
HTLS-3 Investigates how people lived in various Aboriginal and Torres Strait Islander histories and cultures Reconstruct: Modelling
societies from the past Civics and Citizenship and scaffolding,
working from wholes
Ethical Understanding to parts.
HTLS-6 Explores the significance of changes and
Personal and Social Capability Students will be
developments in the past scaffolded through the
Differentiation: worksheet provided to
them to conduct their
Provisions have been taken throughout this lesson by inquiry research
accommodating for students who may find the lesson
activities too challenging. Furthermore, extension activities
have been prepared for this lesson to provide further
stimulus for students who successfully complete class tasks
 easily.
Lesson 6 English EN5-4B Effectively transfers knowledge, skills Lesson Overview: Non-linear: Producing
and understanding of language concepts into In this lesson plan, students will use artefacts from the innovations and
understanding by
new and different contexts. exhibition as a stimulus to produce a creating writing piece. thinking laterally.
Students learn to apply existing knowledge, This lesson will focus on utilising the museum visit and Students will use their
skills and understanding about language to encourages students to demonstrate their understanding own
access and express increasingly complex and knowledge of Indigenous perspectives. understanding to
create new knowledge
information and ideas for new purposes,
of the past.
audiences and contexts. Content:
Students will use the images (uploaded to a Google
EN5-5C Thinks imaginatively, interpretively, document) extracted from the museum to create a creative
creatively and critically about information and writing piece. Students will work individually to complete
increasingly complex ideas and arguments to this task and must use prior knowledge and knowledge Symbols and Images:
respond to and compose texts in a range of gained from site study to effectively engage in this lesson. Using images and
contexts. metaphors to
Students learn to describe and explain qualities Assessment for learning: understand concepts
and place.
of language in their own and others' texts that The completed creative writing piece will be handed to the Students are required
contribute to the enjoyment that can be teacher for formative marking. The teacher will also use to use the images from
experienced in responding to and composing observation through the course of the lesson as a formative the museum visit to
texts. assessment measure. create their own
stories, which creates
understanding through
EN5-8D Questions, challenges and evaluates Australian Museum Link: images and symbols.
cultural assumptions in texts and their effects The museum visit is essential for students to complete this
on meaning. creative writing task. Students will use to museum visit to
Students learn to analyse how the construction build understanding of Indigenous perspectives.
and interpretation of texts, including media
texts, can be influenced by cultural perspectives Cross-Curricular/ General Capabilities: Story Sharing:
and other texts. Critical and Creative Thinking Approaching learning
through narratives.
Ethical Understanding
ENLS-3A Selects and uses language to Students are
Personal and Social Capability connected through
communicate according to purpose, audience stories to provide
Aboriginal and Torres Strait Islander Histories and
and context. different perspectives
Cultures
of the past.
ENLS-9A Composes texts for a variety of Intercultural Understanding
purposes and audiences
Differentiation:
Differentiation has been provided throughout this lesson
plan by allowing students who may be struggling with the
creation of a creative writing piece to create a visual
presentation or to write a piece of poetry to convey their
understanding and ideas. Furthermore, for students who
advance through this activity quickly will be required to
write a PEEL paragraph in response to a question utilising
knowledge gained through the museum visit.

Lesson plan provided by: Sheridan Boyd

SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO 8
OBJECTIVES WAYS
Lesson 7 Elder Visit This lesson is geared to provide students Lesson Overview: Community Links:
with the ability to gain experiences, Students have the opportunity to share with the local Centring local
viewpoints, applying
English stories, cultures and histories from the Aboriginal community what they have learned in class, and learning for community
local Aboriginal Community. what they have created in class (such as the poetry in benefit. Students will
History English, the timeline in History, and performances in benefit greatly from a
Therefore, this lesson will be across Drama). Students will be able to ask questions and share local Aboriginal
community member
Drama English, History and Drama used as an in their experiences about what they have learned about
visit. Through this visit
school learning experience and Torres Strait Islander histories and cultures. This lesson will students will be able to
replacing scheduled lessons for this day. also provide opportunity for students to interact with share projects and work
personal cultural history of the Elder, being able to ask that reflect their cultural
questions and learn more about the Aboriginal community. understanding about
Aboriginal and Torres
Strait Islander
Content: The visit will occur across the whole school day communities, cultures
and will be linked to each curriculum area with dedicated and histories. This visit
time to share knowledge across English, History and will collaborate between
History, English and
Drama. Students will learn personal knowledge and Drama where this unit
histories from culturally specific sources and personal draws its lesson plans
perspectives from the local Aboriginal community. from and will provide
students with valuable
Australian Museum Link: This lesson and visit from the personal experience and
story sharing.
local Aboriginal community pulls together the importance
of the museum visit. The knowledge and understanding
that the students have experienced and learned to share in
their experiences and stories with the local Aboriginal
community.
Story Sharing:
Cross-Curricular/ General Capabilities: Approaching learning
through narrative:
Aboriginal and Torres Strait Islander histories and
Students will learn and
cultures gain valuable insight into
Intercultural understanding Aboriginal and Torres
Civics and Citizenship Strait Islander culture
and histories through
storytelling and story
sharing between the

Lesson 8 History Post HT5-2 Sequences and explains the
Visit significant patterns of continuity and
change in the development of the
modern world and Australia.
Students learn to explain the purpose
and significance of early twentieth-
century Aboriginal activism for
Aboriginal and Torres Strait Islander
peoples.
HT5-3 Explains and analyses the motives
and actions of past individuals and
groups in the historical contexts that
shaped the modern world and Australia.
Students learn to explain the purpose
and significance of early twentieth-
century Aboriginal activism for
Aboriginal and Torres Strait Islander
peoples.
HT5-8 Selects and analyses a range of
historical sources to locate information
relevant to an historical inquiry.
Students learn to explain the purpose
and significance of early twentieth-
century Aboriginal activism for
Aboriginal and Torres Strait Islander
peoples.
students and the local
Aboriginal community.
Lesson Overview: Symbols and Images:
Student will create a visual presentation this lesson to Using images and
metaphors to understand
share with the class their inquiry based research task concepts and content.
completed from the museum visit. Students will share the Students will utilise the
images they collected and explain the links they made images from the
through their inquiry about Aboriginal and Torres Strait museum to create their
visual presentations.
Islander civil rights activism.
Content:
Students will use PowerPoint, Prezi or PowToon (other
modes can be used get permission from teacher first) to
create a visual presentation on their inquiry based Deconstruct/Reconstruct:
research. Modelling and
scaffolding, working from
Assessment for learning: wholes to parts. Students
will use their knowledge
The presentations will be used as either formative or and information from
summative assessment, this task allows students to share the museum visit to
their ideas and understanding. The teacher will also deconstruct and
employ the use of observation through the lesson. reconstruct their
perceptions and ideas
about Aboriginal and
Australian Museum Link: Torres Strait Islander
Students will use the information and knowledge gained civil rights activism.
from the museum visit to complete the tasks from this
lesson.
Cross-Curricular/ General Capabilities:
Personal and Social Capability
Aboriginal and Torres Strait Islander histories and

HTLS-4 Investigates how people lived in
various societies or time.
HTLS-10 Uses a variety of strategies to
locate and select information for an
historical investigation.
Lesson 9 English Post EN5-1A Responds to and composes
Visit increasingly sophisticated and sustained
texts for understanding, interpretation,
critical analysis, imaginative expression
and pleasure.
Students learn to consider and analyse
the ways their own experiences affect
their responses to texts.
EN5-4B Effectively transfers knowledge,
skills and understanding of language
concepts into new and different
contexts.
Students learn to appreciate and value
the ways language concepts, ideas and
information can be shaped and
transformed for new and different
contexts.
ENLS-2A Communicates for a variety of
purposes, audiences and contexts.
ENLS-9A Composes texts for a variety of
purposes and audiences.
cultures
Ethical Understanding
Differentiation:
Provisions have been taken throughout this lesson by
accommodating for students who may find the lesson
activities to challenging. Furthermore, extension activities
have been prepared for this lesson to provide further
stimulus for students who successfully complete class tasks
easily.
Lesson Overview: Symbols and Images:
This lesson focuses on students using understandings and Using images and
metaphors to understand
knowledge that has been developed through the unit, and concepts and content.
through the museum to create a Blackout poem, that Students use images and
conveys the understandings that the students have about metaphors as a means of
Indigenous peoples and cultures. understanding and
representing ideas.
Content:
Through the lesson, students will use the Apology to
Australia's Indigenous people's speech as a canvas for
creating a 'blackout poem'. Through this lesson, students Deconstruct/Reconstruct:
are encouraged to convey their interpretations and Modelling and
understandings in a highly creative manner to demonstrate scaffolding, working from
understanding of the unit so far. The focus of the activity is wholes to parts. Students
explicitly deconstruct
for students to create a highly original and imaginative
and reconstruct ideas,
work that allows for their understandings to be and justify why they
represented, drawing upon the learning from all lessons have made the choices
and the museum visit in the creation of this. that they have.
Assessment for learning:
Assessment in this lesson will be formative, with the
teacher employing observation to ensure that students
Non-Linear: Producing
understand the task, and that students understand the innovations and
task, and that students are included in the learning. understanding by
Assessment will also be provided through students finished thinking laterally.
poems at the end of the lesson. Students put different
Australian Museum Link: ideas together to create
This lesson links to the museum through the fact that new knowledge in the
lessons.
students will utilise images, and understandings that they
have attained through the museum to create their
blackout poem. This can include the use of pictures, or
through the use of using the artefacts in the museum as a
stimulus for creating the poem.

Cross-Curricular/ General Capabilities:

Aboriginal and Torres Strait Islander histories and
cultures
Ethical Understanding
Literacy
Information and communication technology
capability
Intercultural understanding

Differentiation:
Differentiation is provided in this lesson through students
having multiple ways of achieving the task, and through
the fact that the tasks are scaffolded, and through the
exemplars that the teacher provides in the lesson.

Lesson plan provided by: Benedict Stone

SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT
OBJECTIVES
Lesson 10 Drama Post Visit 5.1.1 manipulates the elements of
drama to create belief, clarity and
tension in character, role, situation
and action.
Students learn to: explore
roles/characters and relationships
through improvisation techniques
within fictional situations and
dramatic action
Students learn about: the
presentation of ideas in stimulating
ways to provoke audience thought
5.2.3 employs a variety of dramatic
forms, performance styles, dramatic
techniques, theatrical conventions and acknowledging. Offers which are made must be accepted
technologies to create dramatic
meaning.
Students learn to: create a dynamic
actor-audience relationship in a
variety of performance situations.
Students learn about: a variety of
ways to perform dramatic works
according to audience and purpose.
5.3.3 analyses and evaluates the
contribution of individuals and groups actor and spectator. Systems of power, respect and
to processes and performances in
drama using relevant drama concepts gain empathy and understanding of a wide variety of
and terminology.
Students learn to: recognise and
discuss elements of drama in a variety
of drama activities for dramatic
meaning
INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO 8
WAYS
Lesson Overview: Non-verbal: Applying
Through the site visit, students have experiences an intra-personal and
kinaesthetic skills to
interactive text that is rich and diverse and also received thinking and learning.
an Indigenous guest speaker who offered Aboriginal Elements of Drama such
community links, allowing for an authentication of as symbolic gesture and
knowledge and learning for students. This lesson will imagery are used in
conjunction with
involve learning through play building and improvisation
metaphors to
focusing on roles, characters and dramatic meaning. understand and embody
concepts relating to
Content: Aboriginal culture and
Activity one: performance.
10 minutes: Cultural diversity and protocols through
exploring elements of Drama with special attention on
characters and roles. In pairs play 'offer and accept' paying
attention to listening, feeling, understanding and
Learning Maps: Explicitly
and reciprocated with another offer. Students are mapping/visualising
encouraged to explore cultural diversity. processes. Students will
utilise their skills and
understanding through
Activity two: processes for
20 minutes. Based on the principles of Boal's Theatre of performance and
the Oppressed. Teacher initiates theme which students spectating. A written
instantaneously create a representative tableau. Tableau reflection will solidify
their new knowledge.
progresses into dramatic action which explores Aboriginal
issues. Half the class are and 'spectator's the other actors.
Change every 10 minutes, until students have all played
hierarchy will be explored. Through role play students will
Deconstruct/Reconstruct:
characters while refining their skills in manipulating Modelling and
elements and styles of drama. scaffolding, working from
wholes to parts. This
lesson integrates the
Activity three: previous lessons and
20 minutes. A written reflection must provide insight into brings together the
Students learn about: recording their
ideas in a drama workbook or in other
forms such as oral/aural, visual
representation, discursive, written or
word- processed forms
LS.2.1 explores dramatic forms and
theatrical conventions
LS.1.2 A student explores a variety of
play building activities
how their performed interpretations of Aboriginal culture information and skills
has developed through individual research project, the students have
learned.
museum, excursion and guest speaker in relation to
dramatic theory and practice.
Assessment for learning:
Making and performing will be assessed on performance
choices time, tone, character/role, space and sound
students will perform their sociocultural understandings of
interactive communications between cultures and values
to create dramatic meaning. The teacher will side coach,
encourage and share feedback as the activities progress
thus informing and empowering students.
Australian Museum Link:
Site as an Aboriginal text to inform and authenticate
performance choices and theoretical reflections.
Cross-Curricular/ General Capabilities:
Civics and Citizenship
Aboriginal and Torres Strait Islander histories and
cultures
Personal and Social capability
Differentiation:
This lesson provides differentiation through the practical
elements of this lesson the level of performance required
by students is scaffolded for different levels of student's
ability. Moreover, the written reflections are again
scaffolded for EALD students and also geared to challenge
higher achieving students.
Lesson plan provided by: Greg Jeffery