102085 Aboriginal and Culturally Responsive Pedagogies

Group: 1:30pm Grevillea

Jacqueline Bryson 17883304
Stu Holt 16142581
Elizabeth Barnott 17493101
Sandy Sedrak 17548540
Jay Ennion 19115359

Unit of Work: Respecting Peoples and Place; The Royal Botanic

Gardens Sydney Site Study

Site Description
The Royal Botanic Gardens Sydney is a site of significant cultural and historic significance to both Aboriginal and Post-Colonial

Australia. As the site of the arrival of the first British fleet, Farm Cove has a rich and complicated history for students to explore the

impacts of British colonisation on the first Australians, particularly the traditional owners of the Sydney city area, the Cadigal.

The Royal Botanic Gardens Sydney is a 30Ha public garden run by the Royal Botanic Gardens and Domain Trust. The modern

day gardens are known as one of the most important botanic institutions in the world and act as a living resource for education, citizen

science and conservation. A significant role of the gardens and its Aboriginal guides and educators is drawing special attention to the

significance of the Aboriginal heritage of the site which is recognised through the Cadi Jam Ora: First Encounters display, Aboriginal

Heritage Tours and education programs.

 The Royal Botanic Gardens is home to many plants that are of significance to the Cadigal people and other nations. The

combination of living specimens and Aboriginal Heritage tours serve to educate visitors on the traditional uses, processes and

sustainable practices of Aboriginal food production and consumption.

Unit Rationale
The site visit to the Royal Botanic Gardens is embedded in the unit of study Respecting People and Place: The Royal Botanic

Gardens. This cross-curricular 10 hour unit is underpinned by the 8 Aboriginal Ways of Learning, a pedagogical framework that enables

teachers to bring Aboriginal perspectives to the fore by using Aboriginal learning techniques. Of particular significance to the unit is a

non-linear investigation of food, with a focus on the Black Bean tree. As a vehicle for developing students’ respect for Aboriginal and

Torres Strait Islander perspectives, the non-linear black bean tree study also builds students’ understanding that respect is a

fundamental value of Aboriginal culture. The unit has been developed for Stage 4 English, History, Geography, PD/H/PE and TAS.

The 10 hours of classroom work for the unit are not inclusive of the site visit, with individual KLAs conducting two 60 min lessons

arranged around the site visit, as appropriate. The timing, arrangement and activities of these lessons is provided in the unit outline.

Student activities to be undertaken at the site visit are provided to the right, and explicit links between these activities and learning

outcomes (explanation of the site as stimulus) are provided in relevant lesson plans.

Given the focus of the unit on Aboriginal Pedagogy, it is important that teachers and students engage in culturally appropriate

ways. The unit has been developed in consultation with Lee Carr, a Wiradjuri educator and guide of the Garden’s Aboriginal Heritage

Tour. The unit has been developed around Lee’s central message of the need for communicating respect both within and for Aboriginal

culture. For educators, it is important to note that such consultation is essential prior to the implementation of this (or similar) unit.
Unit Program

Group Allocations - Lesson Plans

Group member Lesson Outline Curriculum area covered and link to your site
plan
number
X/10

Jacqueline Bryson 1/10 History (K-10 Stage 4) Depth Study 6 Expanding Contacts: Aboriginal and Indigenous
Peoples, Colonisation and Contact History.

The history of the colonisation of Australia in 1788 and the impact on Aboriginal culture from
Aboriginal and non-Aboriginal perspectives.

Links to The Royal Botanic Gardens Sydney:

Storytelling of the history of colonisation, the Cadigal culture and land links to food by Indigenous
community members (AECG, Royal Botanic Gardens Aboriginal guide, Cadigal community elder);
as well as using primary and secondary visual texts, images and symbols to inquire about different
experiences and events from the past about the site.

Stu Holt 3/10 Geography (K-10 Stage 4) Landscapes and Landforms

Mapping exercise documenting the change in shoreline of Farm Cove. Students identify ancient
geography of what is now Sydney Harbour, the shoreline as it was at the arrival of the British
invasion, and the current shoreline including the 1816 sea wall.

Links to The Royal Botanic Gardens Sydney:

 Situated in the Royal Botanic Gardens, students will identify the location and geographic features
of Farm Cove. This will be elaborated on during the site activity at the gardens.

Elizabeth Barnott 8/10 English (K-10 Stage 4).

Following on from the site visit and previous English lesson (lesson 5), students will create a class
newspaper by writing news articles about their experiences at the Royal Botanic Gardens, Sydney.
In the previous lesson, students deconstructed a news article as preparation for this lesson where
they will reconstruct their own articles using the same scaffold.

Links to the Royal Botanic Garden Sydney: Students will be using knowledge they gleaned
from the site visit in the construction of their articles. They have also been given a focus question
of: “How do the Royal Botanic Gardens Sydney recognise and respect Aboriginal culture?” to
ensure they engage with the site.

Sandy Sedrak 6/10 PDHPE (7-10 Stage 4). Individual and Community Health

4.6 A student describes the nature of health and analyses how health issues may impact on
young people.

Students make links through the nutrition of Indigenous foods by designing healthy meal plans that
incorporate native ingredients.

Links to the Royal Botanic Garden Sydney:

Through the guide, students experience the nutritional food sources of the Cadigal people and
students design healthy meal plans using their native ingredients as the Cadigal people did while
also experiencing the taste of some native ingredients.

Jay Ennion 10/10 TAS - Technology (Mandatory) Years 7 - 8

Design related content and Essential content - Media Technologies
 Graphical exercise where students create their own interpretive sign (story) using information and
knowledge gained throughout the unit. Students select a topic of focus relating to the Black Bean
tree and communicate information through graphical, symbolic and written formats to an audience.

Links to The Royal Botanic Gardens Sydney:

Knowledge gained from site visit and Aboriginal Tour Guide is a primary source of information/
content for the interpretive sign. Reference is made to the significance of the Black Bean tree to
Cadigal people. Final artefact (Interpretative sign) will be gifted back to Aboriginal community
representative and the Royal Botanic Gardens for future educational purposes.

Unit description Resources

Students learn about the loss of autonomy
through invasion and colonisation. They learn
about the experiences of the local Aboriginal
community
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.

History
● ICT- Smart board.
● Powerpoint/google doc slides for glossary and visual aid, instructions and
lesson sequence.
● Research questions printed with instructions to give to students for
extension/gifted and talented activity.
● Royal Botanical Gardens Sydney resources - primary and secondary texts,
images and symbols such as written extracts, images/photographs, paintings,
drawings, maps, diary entries, primary and secondary sources.
● Department of Education and Training, Professional Support and Curriculum
Directorate. (2003). Quality teaching in NSW public schools. Retrieved from
Time allocation 10 ´ 60-minute lessons http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf.
 ● Source analysis booklet for Jigsaw activity.
● Timer (access on youtube). https://youtu.be/W9kVd-OKMzs.
● NSW Education Standards Authority (2012). NSW syllabus for the Australian
curriculum: History K-10 syllabus. Retrieved from
http://syllabus.nesa.nsw.edu.au/hsie/history-k10/.
● Clarke, M., Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.).
Frenchs Forest, Australia: Pearson.

Geography
● ICT- SMART BOARD
● Powerpoint
● Royal Botanical Gardens Sydney resources - primary and secondary texts,
images, maps and symbols.
● Department of Education and Training, Professional Support and Curriculum
Directorate. (2003). Quality teaching in NSW public schools. Retrieved from
http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf
● Chalk
● Mapping templates
● Value analysis matrix
● Black Bean Tree Value Scaffold

PDHPE
- PowerPoint
- Lemon Myrtle drink prepared prior to class
- Cups
- List of native ingredients/foods from site visit for differentiated students
- Meal Plan Worksheet for differentiated students.
- Jigsaw puzzle
- Black beans YouTube video link:
https://www.youtube.com/watch?v=hEOAJM42MA4
TAS
● Computer Lab
● Adobe Indesign
● Plus , Minus Interesting (PMI) worksheet for site activity
● Indesign templates, images, cheat sheets etc.

English
● ABC Bush Tucker at the Royal Botanic Gardens article:
http://www.abc.net.au/news/2016-02-24/aboriginal-bush-tucker-at-royal-
botanic-gardens/7195630
● ‘Deconstruct a news article’ handout
● ‘Site study research plan’ handout
● NSW Education Standards Authority (2012). NSW syllabus for the Australian
curriculum: English K-10 syllabus. Retrieved from:
http://syllabus.nesa.nsw.edu.au/english/english-k10/content-and-outcomes/
Targeted outcomes

History
HT4-2: Describes major periods of historical time and sequences events, people and societies from the past.
HT4-6 uses evidence from sources to support historical narratives and explanations.
HT4-7 identifies and describes different contexts, perspectives and interpretations of the past.

Geography
GE 4-1 locates and describes the diverse features and characteristics of a range of places and environments
GE 4-2 describes processes and influences that form and transform places and environments
GE 4-4 examines perspectives of people and organisations on a range of geographical issues

English
EN4-3B: Uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and
contexts.
EN4-5C: Makes effective language choices to creatively shape meaning with accuracy, clarity and coherence

PDHPE
4.6: A student describes the nature of health and analyses how health issues may impact on young people.
4.11 selects and uses communication skills and strategies clearly and coherently in a range of new and challenging situations.
4.13 demonstrates cooperation and support of others in social, recreational and other group contexts.
4.16 clarifies the source and nature of problems and draws on personal skills and support networks to resolve them.

TAS
Technology (Mandatory) Years 7- 8
Design Related Content (Pg. 22)
4.1.1 applies design processes that respond to needs and opportunities in each design project
 4.1.2 describes factors influencing design in the areas of study of Built Environments, Products, and Information and
Communications
Essential Technologies - Specific Content: Media Technologies (Pg. 33)
4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of
design Projects

Lesson Sequence
SYLLABUS SYLLABUS KEY OUTCOMES/ INTEGRATED TEACHING, LEARNING CONNECTIONS TO 8
OBJECTIVES CONTENT AND ASSESSMENT WAYS
 History (K-10) Define the concepts of Lesson Overview: (pre-site visit to the
Lesson 1 Stage 4. invasion, occupation, Royal Botanic Gardens, Sydney. Link to
colonisation and website https://www.rbgsyd.nsw.gov.au/).
Develop HT4-2: settlement In this lesson, students will be introduced
knowledge and Describes to the Stage 4 Depth Study 6,
understanding major periods Describe the main Expanding Contacts: Aboriginal and
of ideas, of historical features of the chosen Indigenous Peoples, Colonisation and
movements, time and Indigenous culture prior History. This lesson aims to assess
people and sequences to colonisation. students’ background and cultural
events that events, knowledge about the colonisation of
shaped past people and Australia, settlement at the Royal Botanic
civilisation, the societies from Gardens as well as developing a deep
modern world the past understanding about the Cadigal people,
and Australia. culture and life at the site prior to
colonisation in preparation for the
students to visit the site later on in the
unit (Department of Education and
Training, Professional Support and
Curriculum Directorate, 2003). This
lesson is to be planned, prepared and
team taught in conjunction with a Cadigal
Aboriginal elder/Aboriginal community
mentor/AECG member or Aboriginal Tour
Guide at the Royal Botanic Gardens.

Before the lesson commences, the

Aboriginal community member is
welcomed to provide acknowledgement
to country and to the traditional owners of
the land.
Content:
- Organise the classroom by removing all
the desks to the back and side of the
room and ensemble the chairs into a
large yarning circle or circle solution
space.

Hook activity and introduction to lesson.

- Have multiple printed historical and
contemporary images of the Sydney
Royal Botanic Gardens, images of
Sydney Cove before and after
colonisation, farming land, colonial
buildings, flora and fauna at the site, the
ocean, sea wall, Lachlan Macquarie's
wall, the First Fleet and Government
House etc., and place them sporadically
in the middle of the circle.
- Instruct students to pick one image from
the selection. In a clockwise direction,
students are asked individually why they
picked those images and what the
significance/connection of the image
means to them. (Ensure students know
that there are no wrong answers and that
they can elect to pass from talking if they
want to).
- As students are storytelling and
communicating about why they picked
certain images using their background
and cultural knowledge; team teach with
the Cadigal Aboriginal elder/Aboriginal
community mentor/AECG member or
Aboriginal Tour Guide at the Royal
Botanic Gardens through inquiry
methods, storytelling and yarning to
define colonisation, invasion, occupation
and settlement.

- The second half of the lesson will be

undertaken by the Cadigal Aboriginal
elder/Aboriginal community
mentor/AECG member or Aboriginal Tour
Guide at the Royal Botanic Gardens, who
will yarn to students about the Cadigal
culture, society and way of life on the site
(now known as The Royal Botanic
Gardens) before British colonisation and
settlement. Students will learn about the
food and plant based diet that the
Cadigal people replenished on, how they
respected their resources, the land and
animals as well as their culture and
initiation ceremonies before colonisation.
Students will also learn about the
negative effects that colonisation had on
the Cadigal people, the depletion of
resources and disrespect that farming
had on their land.

Differentiation:
- EAL/D learners:
Have glossary and definitions displayed
on the ICT board (as well as provide a
hard copy) for students to refer to as well
as images next to the definitions to aid
visual understanding.This also helps
students who have lower reading
abilities. Instructions and lesson
sequence should also be displayed on
the board in short concise sentences to
cater to students who may have anxiety
or Autism Spectrum Disorder.

- Gifted and Talented (G&T):

Ask students to investigate/research the
reasons why England invade Australia
and what are the History Wars in
Australia? (Have students present their
information to the class as a way of
creating a student learning approach.
Students have the choice to work in pairs
and present information through
storytelling, presentation, learning maps
or artwork).

Assessment for learning: Formative

assessment will be achieved through
observation, joint class discussion,
storytelling, and yarning.

Royal Botanic Gardens site link: The

Royal Botanic Gardens site is linked with
this lesson through the use of primary
images/photographs of the site, flora and
fauna and links to the land and Cadigal
culture by a Cadigal Aboriginal
elder/Aboriginal community
mentor/AECG member or Aboriginal Tour
Guide at the Royal Botanic Gardens.

Lesson plan provided by: Jacqueline

Bryson, 17883304
 History (K-10) Using a range of Lesson overview: This lesson aims to
Lesson 2 Stage 4. sources, describe some build on students’ background and
of the differing cultural knowledge through a non-linear
Develop skills HT4-6 uses experiences of contact connection of ideas and knowledge about
to undertake evidence between Aboriginal and the site from student-centred learning
the process of from sources Torres Strait Islander and regulation activities (Department of
historical to support peoples and non- Education and Training, Professional
inquiry historical Aboriginal peoples Support and Curriculum Directorate,
narratives 2003). Using the process of historical
and inquiry, open-ended questioning and
explanations evidence from primary and secondary
HT4-7 sources of and about the site; students
identifies and are able to understand different
describes interpretations of history from Aboriginal
different and non-Aboriginal perspectives, respect
contexts, and disrespect of the site land and the
perspectives way the Cadigal people utilised every
and resource on the land, specifically the
interpretation Black Bean Tree. This lesson is to
s of the past. prepare students for their site visit to the
Botanic Gardens and to develop higher-
order thinking skills and questions to
develop and ask on the day of the visit.
This lesson is to be planned and
prepared in conjunction with a Cadigal
Aboriginal elder/Aboriginal community
mentor/AECG member or Aboriginal Tour
Guide at the Royal Botanic Gardens.

Content:
Prior to the commencement of the
lesson, arrange the desks to allow five or
six (depending on the number of students
in the class) students to work in groups at
each table.

- Do Now Activity (Hook): Connect the

previous lesson (see lesson 1 above),
where students developed deeper
knowledge about colonisation, invasion,
settlement, the Botanic Gardens site and
the Cadigal culture by displaying a
primary source image/photograph of the
Arthur Phillip statue in the Botanic
Gardens. Ask students to participate in a
think-pair-share and discuss their
thoughts and opinions about the source
using inquiry questions such as “who,
what, where, when, why and so what?”
The purpose of this activity is to allow
students to put their deeper knowledge
and ideas together to create new
knowledge.
-Bring students back into a whole-class
discussion about what they learnt about
in the previous lesson and how their
background knowledge contributed to
their analysis of the Arthur Phillip (statue)
primary source image. Ask students to
share their ideas and knowledge with the
class and ask open-ended questions to
evoke higher-order thinking and analysis
about the statue and what it represents
about colonisation and interpretations of
the past.

- The second half of the lesson will

consist of a revised primary and
secondary source based jigsaw activity.
Allocate students into mixed ability
groups, allocating one student to be a
leader of each group.
- Each group is given different primary
and secondary sources to analyse based
on the Botanic Gardens such as
Aboriginal and non-Aboriginal
perspectives and interpretations of the
site, images of the site pre and post
colonisation, flora resources such as the
black bean tree, the grass tree, the red
gum tree carving and fauna connections
such as the whale mural. Additionally,
include sources to convey land clearing,
the first farm at Farm Cove and personal
accounts from settlers about how the
colony was starving. Ensure to use a
variety of sources such as written
extracts, images/photographs, paintings,
drawings, maps, diary entries, primary
and secondary sources.
- The groups are to analyse the sources
and collaborate with their peers to
develop ideas and information to develop
responses to specific questions in their
source analysis booklets. Students are
given time to analyse their source and
respond to the questions together before
a timer rings (use ICT board/youtube
countdown timer) and the leaders are to
move clockwise to a new group and
teach their peers about their source. The
groups also have to teach the new leader
at their table about their source, filling out
the source booklet as they go and so on
until all leaders are back to their original
groups.

- Bring students back to whole-class

discussion and ask each group what their
source/s was about, how their source/s
contribute to the historical narrative of the
site. Additionally, explanation about
colonisation and the different
interpretations and perspectives that are
being conveyed about the past. Ask
students to yarn about the Cadigal
connection and respect of the land,
compared to how the colony
disrespected the land, depleted Cadigal
resources and how the Cadigal people
utilised flora and fauna (e.g. The black
bean tree).
Differentiation:
The revised jigsaw activity is
differentiated to meet the needs of
students with multiple learning styles and
needs. Students are allocated into mixed
ability groups, enabling students to build
upon each other’s strengths and
knowledge as well as confidence and
leadership skills. The activity has been
differentiated to ensure that bodily-
kinesthetic learners are able to use the
physical classroom space to move to
different desks and sources. Visual-
spatial learners are able to process and
connect new ideas and information from
a variety of visual primary and secondary
sources as well as being able to see a
timer counting down minutes on the ICT
board, and students with verbal-linguistic
skills are able to communicate their
knowledge and ideas effectively and
collaboratively through student-centred
learning. Instructions and lesson
sequence should also be displayed on
the board in short concise sentences to
cater to students who may have anxiety
or Autism Spectrum Disorder.

Assessment for learning: Formative

assessment will be achieved through
observation of group work activities on
how students communicate their ideas,
work collaboratively and cooperatively
and develop their skills in self-direction
and self-regulation.

Royal Botanic Gardens Sydney site

link: The Royal Botanic Gardens site is
linked with this lesson through the use of
primary and secondary sources from and
about the site, pre and post colonisation.
 Geography Students investigate Lesson Overview
Lesson 3 different landscape and Introduction to the geography of Farm
GE 4-1 the geomorphic Cove, Port Jackson. Using chalk on the
locates and processes that create basketball court, students will construct
describes the distinctive landforms; scale map of the area, identifying
diverse examination of ONE significant contemporary and historic
features and landscape and its features including:
characteristic distinctive landforms. Original shoreline at 1788
s of a range 1848-1879 Sandstone Sea Wall
of places and Students investigate the Colonial Farm
environments aesthetic, cultural,
spiritual and economic Content
GE 4-4 value of landscapes and Lesson begins in classroom with activity
examines landforms for people, briefing prior to moving to basketball
perspectives including Aboriginal and courts. During briefing students are split
of people and Torres Strait Islander into groups of teachers choosing. Each
organisations Peoples; investigate the group tasked with adding a layer of
on a range of aesthetic, cultural, information to the map:
geographical spiritual and economic Grid references & key
issues value of landscapes and 1788 Shoreline
landforms for people, Colonial farm
including Aboriginal and 1848 sea wall
Torres Strait Islander Contemporary features of the garden
Peoples; identification of
how a landscape can Student groups will be provided with a
have economic value for relevant source for their required data
different people. addition, and will be provided time to
scale this data onto an image of the
basketball court. Students will also be
provided with a colour coded chalk.
Outside these drafts will be transferred
onto the collaborative map on the court.
Students will be instructed that some
information will be dependent on others,
for instance, the grid group will be
required to provide reference points for
the rest of the data.

The last five minutes will be spent looking

at features of/evaluating the map.

Differentiation
Differentiation occurs in the complexity of
the mapping to be done. Gifted &
Talented students provided with more
complex tasks through the allocation of
groups (see lesson plan). EAL/D learners
catered for through the focused use of
visual/numeracy strategies.

Assessment for Learning

Students create a map that contrasts
different time periods and identifies
significant geographic features of the
site.

Royal Botanic Gardens Sydney Site

Link
Map location is in the Gardens.
Contemporary geographic features are
 identified from the Royal Botanic
Gardens map.

Lesson plan provided by Stu Holt

16142581

SYLLABUS SYLLABUS KEY OUTCOMES/ INTEGRATED TEACHING, LEARNING CONNECTIONS TO 8

OBJECTIVES CONTENT AND ASSESSMENT WAYS
 PDHPE (7- Healthy Food Habits: Lesson Overview:
Lesson 4 10) Stage 4 - Cultural and social During the site student’s will learn about
meanings of food: black beans and other native food
4.6 A student Recognise the cultural sources. This lesson will introduce
describes the and social influences on students to a native food source and how
nature of food choices. Aboriginals prepared it, as well as, how it
health and compares to other cultures and social
analyses how factors.
health issues
may impact Content:
on young
people. Students complete jigsaw puzzle of a
black bean.
4.16 clarifies
the source Watch video about black beans from the
and nature of Botanic Gardens website.
problems and Video Link:
draws on https://www.youtube.com/watch?v=hEOA
personal JM42MA4
skills and
support Students list the types of foods they eat
networks to at home and how they are prepared.
resolve them Students then compare that to how
Indigenous people prepared the black
beans.

Reflection & class discussion: Could you

wait days to prepare a meal?
How does the preparation of the black
beans differ from how you prepare food
at home?
Could you wait days to prepare a meal?

Think, Pair, Share: What cultural and

social factors affect the characters below.
Scenario’s:
1. Jason chose to have his birthday at
McDonalds after his parents told him he
can choose any restaurant.

2. Mustafa is Egyptian and goes on a

school camp but has trouble finding food
he wants to eat. Most of the food is fried
or stewed. Mustafa does not often eat
this kind of food at home.

3. Waide is of Aboriginal descent. His

family grows their own vegetables in the
garden and prepare them at home.

Differentiation:
Students are given a picture of what their
jigsaw puzzle looks like and copy the
picture to complete the puzzle.

Assessment for Learning:

Think, pair, share of the scenarios, where
students share their ideas to the class of
social and culture differences and factors
that influence a variety of food cultures

Royal Botanic Gardens Sydney Site

Link:
Students will see and learn firsthand
about the black beans that the Cadigal
people used to prepare and eat.
Students will also see how the
Indigenous culture varies from their own.
 English K-10 Content: Lesson Overview:
Lesson 5 (Stage 4). Students will be defining the features of a
Engage with the news article while engaging with the
Outcome: language and structures Aboriginal content and culture within the
of texts in meaningful, modeled example by the ABC concerning
EN4-3B: contextualised and bush tucker at the Royal Botanic
Uses and authentic ways Gardens, Sydney.
describes
language Content:
forms, Students will be given an article from the
features and ABC about the Indigenous educator
structures of program at the Royal Botanical Gardens.
texts
appropriate to Link to article:
a range of http://www.abc.net.au/news/2016-02-
purposes, 24/aboriginal-bush-tucker-at-royal-
audiences botanic-gardens/7195630
and contexts.
After students have read through the
article individually, the teacher will read it
aloud. Students will be asked to circle or
underline any parts of the article that they
find interesting, know something about,
or didn’t know about beforehand. This will
then be discussed during a joint class
discussion of bush tucker and the
importance of having an Indigenous
educator at the RBG. The teacher will
ask students if they know of any plants
that were used by the Aboriginal people
that they can name or tell the class
about. (Students have been discussing
the black bean in other lessons during
this unit of work).

Student’s will be now introduced to the

main features and elements of a news
article:

1. Lead sentence: Grab and hook your

reader right away.
2. Introduction: Which facts and figures
will ground your story? You have to tell
your readers where and when this story
is happening.
3. Opening quotation: What will give the
reader a sense of the people involved
and what they are thinking?
4. Main body: What is at the heart of
your story?
5. Closing quotation: Find something
that sums the article up in a few words.
6. Conclusion (optional—the closing
quote may do the job)

Students will then be given a scaffold in

which they can deconstruct the article
into its above elements. Students are to
be reminded that not all of these
elements may be represented in each
story.
Students will now be introduced to their
task for the site study. They will be using
what they have learnt today to write their
own news article about Indigenous
culture during their visit to the RBG.
Students will be required to take notes
during the site study to then bring to the
following english lesson in order to
construct their articles. Their focus
questions is: “How do the Royal Botanic
Gardens Sydney recognise and respect
Aboriginal culture?”

Differentiation: The teacher can provide

further scaffolded resources and
definitions if required.

G&T students can use ICT resources (if

available) to research other articles on
bush tucker or the Royal Botanic
Gardens and deconstruct these also.
They can then compare both
deconstructed articles and see which
elements are present or not present in
both.

Assessment for learning: Informal

assessment will be achieved through
joint class discussion.
Royal Botanic Gardens Sydney site
link: The Royal Botanic Gardens site is
linked with this lesson through the use of
the ABC article and specific mentioning
of flora found in the gardens.
 TAS Design Related Content ● Teacher explains purpose of this
Site Visit 4.1.2 describes factors station in relation to unit and future
🔺🔺🔺🔺 influencing design in the activity where students create their
🔺🔺🔺🔺 areas of study of Built own interpretive signage
🔺🔺🔺🔺 Environments, Products,
🔺🔺🔺🔺 and Information and ● Students listen to presentation by
Communications Royal Botanic Garden Aboriginal
Education Officer on how indigenous
people of the Sydney area used
plants for food

● Teacher gives quick recap on design

principles, form, aesthetics and
function from previous lessons

● Students identify 3 examples of

interpretive signage that display or
communicates information or
significance of native plants to Cadigal
and Aboriginal people. Students take
photos and complete a PMI on each
example. Link to Resource

● The activity concludes with students

sitting in a yarning circle and
discussing their findings and how they
would design and create their own
interpretational signage to
communicate information or stories of
native plants in the Royal Botanic
Gardens and their significance to
Aboriginal people.
 Geography Students investigate the Lesson Overview
Lesson 6 aesthetic, cultural, Students investigate the aesthetic,
GE 4-2 spiritual and economic cultural, spiritual and economic value of
describes value of landscapes and the Royal Botanic Gardens Sydney.
processes landforms for people, Building on the maps created last lesson,
and including Aboriginal and physical geographic features are
influences Torres Strait Islander investigated with reference to their
that form and Peoples; identification of cultural and economic significance.
transform how a landscape can
places and have economic value for Content
environments different people. Lesson opens with discussion of what is
meant by economic and cultural value of
a landscape.

Do Now activity: Definitions are provided

for students to copy: “With relation to
geographic landscapes, value is a
measure of the benefit provided by an
environment to the people who use it.
The value of a landscape can be
evaluated economically, with respect to
the monetary (money) value of land,
culturally, with respect to the ideas,
customs, and social behaviour of a
particular people or society, and
spiritually, relating to or affecting the
human spirit or soul as opposed to
material or physical things.”

Teacher explains that as we have looked

at how the physical features of the
Garden has changed over time, so too
has its value. “So how do we evaluate
this?”

Teacher explanation: discuss these

values with relation to the park as a
whole. Then focus on individual aspects
of the park.

Joint construction (scaffold): Teacher

provides and example image of a view of
the Garden and an evaluation scaffold
(on whiteboard or smartboard depending
on resources). This image should be of
the Black Bean tree, as it is the
interconnected focus.

The scaffold should include:

Description, what are we looking at.
Economic Value.
Cultural Value.
Spiritual Value.

For each item, two columns detailing

Aboriginal/non-Aboriginal perspectives
should be provided. These will form a
matrix.

Groups: In groups, students will be

provided with a matrix and a choice of
images of the Royal Botanic Gardens.
 Groups selce an image and construct an
analysis of the value of their choice.

Groups report back and teacher leads a

discussion of findings.

Differentiation
The matrix may have guiding/prompting
questions for lower ability students.
Gifted and talented students to be
directed to more challenging images/
deeper analysis (as per Blooms).
Assessment for Learning
Students produce an evaluation of the
economic, cultural and spiritual value of
the Royal Botanic Gardens.

Royal Botanic Gardens Sydney Site

Link
Lesson investigates the cultural and
economic value of the Royal Botanic
Gardens from 3 perspectives; pre-
invasion, British colonial, and
contemporary Australia.

SYLLABUS SYLLABUS KEY INTEGRATED TEACHING, LEARNING AND CONNECTIONS TO 8 WAYS

OBJECTIVES OUTCOME ASSESSMENT
S/
CONTENT
 PDHPE (7- Healthy food Lesson Overview:
Lesson 7 10) Stage 4 habits: Students identify 5 native food sources from the
- Nutritional garden plants and how they can be incorporated to
4.6: A student requirement make a healthy meal plan for the modern family.
describes the s
nature of - The Content:
health and relationship Students try lemon myrtle drink.
analyses how of food Students describe the taste of lemon myrtle,
health issues habits to nutritional aspects, and health benefits.
may impact health
on young - Cultural Students design a realistic healthy meal plan based
people. and social on what they would eat in a week.
meanings of
4.11 selects food In groups of 3-4, students list at least 5 native
and uses ingredients.
communicatio Students then create a weeks worth healthy meal
n skills and plan using 5 native ingredients that they learnt
strategies about in the site visit.
clearly and
coherently in Students answer the following questions in relation
a range of to the recognising and respecting the Indigenous
new and culture.
challenging
situations 1. How does the Indigenous culture differ from your
own?
2. What characteristics of the Indigenous foods and
culture do you see?
3. How has the Indigenous culture shaped your way
of thinking of the foods they eat?
Students present their meal plans and choose one
question from above to answer each.

Differentiation:
Provide student/s with native ingredients and a
drawn up table for a meal plan.

Assessment for learning:

Presentation of meal plans and a reflective question
from above to answer.

Royal Botanic Gardens Sydney site link:

Students use notes they took from the guide during
the site visit in order to complete their healthy meal
plans incorporating native food sources the Cadigal
people ate.

Lesson plan provided by Sandy Sedrak

17548540
 English K-10 Content: Lesson Overview:
Lesson 8 (Stage 4). Following on from the site visit and previous lesson,
Create students will create a class newspaper by writing
Outcomes: imaginative, news articles about their experiences at the Royal
informative Botanic Gardens, Sydney. In the previous lesson,
EN4-5C: and students deconstructed a news article as
Makes persuasive preparation for this lesson where they will
effective texts that reconstruct their own articles using the same
language raise issues, scaffold.
choices to report
creatively events and Content:
shape advance The teacher will have written instructions for a ‘do
meaning with opinions. now’ activity written on the whiteboard. This will ask
accuracy, students to write down the most interesting thing
clarity and they discovered during their article research at the
coherence Royal Botanic Gardens Sydney. Students will then
be asked to share this with the person next to them.

The teacher will outline the lesson and explain

again that students will be writing a news article.
Students will use the information they gathered
during their site visit to write an article about
Aboriginal history and land use at the site, and why
they believe this is important. Students were given
a focus question during the last lesson for their
research during the site visit. This was: “How do the
Royal Botanic Gardens Sydney recognise and
respect Aboriginal culture?”

Students will use scaffolds provided by the teacher

to plan the construction of their articles before
writing them. This will ensure their articles have at
least 4 of the 6 main features of a news article.
Students can choose to work in groups or
individually. The teacher may choose to alter this
arrangement depending on the class.

When the students are finished, they will present

their articles during an in-class expo. During the
expo, the tables will be moved to the outside of the
room so all students can sit in a circle around the
room. Each group or individual student will then
present their article. This will include listing how
they incorporated the features of a news article,
what they’re article is about, and how their research
from the site visit informed their writing.

Differentiation: Students are given the opportunity

to choose whether to work individually or in groups.
However, the teacher may decide to place all
students in groups if there are any students who
would particularly benefit from this, or who would be
disadvantaged by working alone.
Students will be provided with all the necessary
scaffolds to assist them in the construction of their
articles.

Assessment for learning: Students are producing

a creative piece of writing which will be collected by
the teacher for further analysis.
 Royal Botanic Gardens Sydney site link:
Students will be using knowledge they gleaned from
the site visit in the construction of their articles.
They have also been given a focus questions of:
“How do the Royal Botanic Gardens Sydney
recognise and respect Aboriginal culture?” to
ensure they engage with the site.

Lesson plan provided by Elizabeth Barnott -

17493101

SYLLABUS SYLLABUS KEY INTEGRATED TEACHING, LEARNING AND CONNECTIONS TO 8 WAYS

OBJECTIVES OUTCOMES/ ASSESSMENT
CONTENT
 Technology Lesson Overview:
Lesson 9 (Mandatory) Students recap their experiences of the visit to
Years 7 - 8 the Royal Botanic Gardens and presentation by
Students will Aboriginal Tour Guide. Students then discuss
develop: Design their research/ evaluation of interpretative
knowledge, Related signage examples at the Royal Botanic Gardens
understanding Content and develop success criteria for their own
and appreciation 4.1.1 applies Establish a interpretive signage. Finally, students will select
of and skills in design design process the focus and purpose of their interpretive
design processes, processes that responds signage and collate the necessary primary and
design theory and that respond to an identified secondary sources to create their sign in the
the work of to needs need and following lesson.
designers and opportunity
opportunities Content:
in Establish - Teacher recaps purpose of site visit in
each design criteria for relation to unit and future activity where
project successful students create their own interpretive
achievement of signage that informs viewers about the Black
needs and Bean Tree.
opportunities
- Class inquiry/ discussion on site visit and
Evaluate Black Bean Tree..
design Q.) Where was the Black Bean tree located in
processes the RBG?
Q.) What is its botanical name?
Examine Q.) What is it Cadigal name?
factors Q.) Whats is its significance to Cadigal people?
affecting Q.) What is the Black Bean predominantly used
design in the for in cooking?
areas of study Q.) What is toxic about the beans?
4.1.2 of Built Q.) What is the process to remove the toxins
describes Environments, and prepare the Black Bean?
factors Products, and Q.) what happens if the toxins are not removed?
influencing Information
design in the and - Teacher briefly recaps with class on design
areas of Communicatio principles, form, aesthetics and function from
study of Built ns previous lessons.
Environment
s, Products, Evaluate the - Students complete their PMI worksheets and
and appropriatenes upload to Google Classroom.
Information s
and of specific - Class discussion on findings from PMI’s and
Communicati design development of class criteria for success for
ons solutions interpretative signage
for different
cultural groups - Students select a focus for their interpretative
including signage and purpose of signage i.e:
Aboriginal and - Facts, stats and figures
Torres Strait - The Black Bean as a food source for
Islanders and Cadigal people
other - The process of Black Bean preparation
Indigenous - The significance to Cadigal people
peoples
Homework Task:
Students collate primary and secondary
resources and develop content/ text for next
lesson.

Differentiation:
High Ability: Students are encouraged to select
and focus on multiple connected concepts,
processes, meanings and significance for their
sign and to cater for a variety of audiences.

Middle Ability:
Students are encouraged to select 2 - 3
connected focus areas and create a multi-
purpose interpretative sign for audiences.

Low Ability:
Students encouraged to select a single focus for
their sign, the purpose of which is to
communicate basic information.

Assessment for learning:

Informal assessment will be achieved through:
- Teacher observation of student engagement
and on task behaviour
- Student participation in inquiry and classroom
discussion
- Feedback from students
- Review of complete PMI activity sheet
- Students chosen focus and purpose of their
interpretative sign

Royal Botanic Gardens Sydney site link:

Knowledge gained from site visit and Aboriginal
Tour Guide is a primary source of information/
content for the interpretive sign. Reference is
made to the significance of the Black Bean tree
to Cadigal people.
 Technology Describe the Lesson Overview:
Lesson 10 (Mandatory) factors Students integrate their background knowledge,
Students will Years 7 - 8 affecting new information from site visit, photos and cross
develop: design in the curricula knowledge to create an interpretative
knowledge, Design development of sign (story). The sign will function as an
understanding Related each design educational resource communicating information
and appreciation Content project about the Black Bean tree as an example of the
of and skills in 4.1.2 traditional uses, processes and sustainable
design processes, describes Evaluate the practices of Aboriginal food production and
design theory and factors appropriatenes consumption.
the work of influencing s
designers design in the of specific Content:
areas of design - Teacher recaps discussion on PMI’s and
study of Built solutions previously determined criteria for success
Environment for different
s, Products, cultural groups - Students use Indesign to design and create
and including and interpretive sign (story) to communicate
Information Aboriginal and their selected focus of the Black Bean tree i.e:
and Torres Strait - Facts, stats and figures
Communicati Islanders and - The Black Bean as a food source for
ons other Cadigal people
Indigenous - The process of Black Bean preparation
peoples - The significance to Cadigal people

- Students upload completed interpretative signs

to Google Classroom
- Next lesson students will form a yarning circle
and discuss their sign with the class and
Aboriginal community representative.

Differentiation:
 Select and use High Ability:
techniques Students design their own interpretive signage
appropriate for and communicates multiple connected
knowledge of and Essential the purposes concepts, processes, meanings and significance
skills in Technologie of a design in various graphical, symbolic and written
researching, s - Specific project formats.
experimenting, Content
generating and Media Middle Ability:
communicating Technologie Students use provided template that
creative design s communicates 2 - 3 connected focus areas
ideas and 4.3.1 applies through varied formats.
solutions a broad
range of Low Ability:
contemporar Students use provided template and
y and communicate a single focus area using basic
appropriate text or images.
tools,
materials Assessment for learning:
and Informal assessment will be achieved through:
techniques - Teacher observation of student engagement
with and on task behaviour
competence - Student participation in inquiry and classroom
in the discussion
development - Feedback from students
of design - Review of completed interpretive sign
projects
Royal Botanic Gardens Sydney site link:
Knowledge gained from site visit and Aboriginal
Tour Guide is used in conjunction with
secondary sources to describe a traditional
 process used by Cadigal people to process the
Black Bean.

Lesson plan provided by

Jay Ennion - 19115359

Acknowledgment/Welcome to Country: Upon entry to the Gardens, an acknowledgment of/welcome to country (as appropriate) will
be provided by an Aboriginal guide form the Gardens. This protocol will identify the gardens as being on Cadigal country. The
Aboriginal guide(s) will introduce themselves and explain their role.

The following activities will be completed by students as a circuit. There is no fixed order.

1. Geography: At the 1816 Sea Wall at Farm Cove, students will hear a talk from the Aboriginal guide regarding the history and
significance of the sandstone and lime sea wall at farm cove. Students will identify the following significant features: sandstone
quarried from local sources, lime stolen from Aboriginal middens around Port Jackson, reclaimed land and destruction of Farm Cove
mud flats, used for Aboriginal men's business/initiation.

2. PD/H/PE: At the farm garden and surrounds, the Aboriginal guide will explain how various plants found in the garden were used
for sustenance. The explanation of food preparation will also identify Aboriginal cultural aspects of these processes. Students will
take notes and be provided with the opportunity to taste a sample of various plants.

3. English: At the beginning of the day, students will be given a scaffold for their research task which would have been outlined in
their previous lesson. Throughout the site study students will be prompted to take notes and ask questions as research for their in
class articles. These articles are to be completed in their next lesson. At the English station, time will be permitted for students to
work together, ask questions, share and consolidate knowledge, or begin writing their articles. Teachers should facilitate this
accordingly.

4. TAS: At this station, students are to explore and identify 3 different examples of interpretive signage that display or communicate
information or significance of native plants to Aboriginal people. Students take photos and complete a PMI (Plus, Minus & Interesting)
on each example. Students are given a PMI worksheet and take photos of each example and complete the worksheet. Students will
also be prompted to critique various elements of their chosen examples in relation to design principles, aesthetics, effectiveness of
communication and cultural significance.

5. History: Students are asked to use their prior knowledge and understanding of Aboriginal culture to engage respectfully with the
differing elements of the gardens tour. Students will be prompted to ask culturally respective questions and make their own non-
linear connections between what they have been learning during class and what they experience at the site. This will be completed
by students as a personal reflective exit slip to be completed by the end of site visit.