Rationale:

The main aim of this unit of work is to increase student understanding, respect and appreciation of Aboriginal and Torres Strait Islander peoples’ culture and
way of life in a safe and supportive learning environment. This is important as a deeper understanding and appreciation will work towards professional standard
two which refers to building reconciliation between Indigenous and non-Indigenous people (New South Wales Education Standards Authority [NESA], 2018).
In order to achieve reconciliation, knowledge and appreciation must begin as soon as possible in their secondary education. Thus, I have chosen to target stage
four, year seven students studying story telling through visual literacy in English. By starting their learning of Aboriginal and Torres Strait Islander peoples and
their culture early on, cross-curricular links can be made as it acts a foundation to their study of Rights and Freedoms (1945 – Present) in year 10 history.

In order to effectively understand and appreciate Aboriginal and Torres Strait Islander peoples’ culture and way of life, I have decided to incorporate a variety
of learning strategies to cater for the learning needs for a diverse range of students. For instance, stories told through visual literacy in the texts “The Rabbits”
by Shaun Tan and “My Place” by Nadia Wheatley and Donna Rawlins have been elected. These texts express cultural knowledge through narrative story telling
in the two mediums of images and text to enrich student learning (New South Wales Department of Education and Training [NSW DET], 2003). Additionally,
oral story telling has been included in the unit of work in lessons three and four where students have the opportunity to listen to the stories of a local elder and
the tour guide on the Bangabaoui School Education Program. This form of oral story telling acts as a catalyst for students to tell their own stories and draw
from their own background and cultural knowledge (Yunkaporta, 2009). These forms of storytelling are a part of lived history as they bring the history and
content that the students have learnt to life. Students will have the opportunity to draw connections between then and now as hearing someone tell their story is
a much richer experience than reading about historical events from a text book (NSW DET, 2003).

The types of activities that will be conducted are designed to assess knowledge retainment and understanding through various strategies but to also challenge
students with higher order thinking. The activities range from modelled to guided and independent work with earlier activities focusing on remembering and
recalling information whereas the last activity pushes students to create their own work. For instance, in the first lesson, students are required to read and
understand content from their research. However, the last major activity requires students to adopt higher-order thinking to deconstruct the work of the
composers and to reconstruct and create a work of their own (NSW DET, 2003; Yunkaporta, 2009). The last major activity acts as a creative outlet for students
to express their own stories about their connections to culture and people. Overall, a variety of learning strategies such as pair work, group work and the use of
information and communications technology have been implemented to enrich student learning and understanding.

Overall, the unit of work aims to achieve outcomes from a range of syllabi. In the English K-10 syllabus, students will be able to achieve objective D, outcome
8 where a student “identifies, considers and appreciates cultural expression in texts” EN4-8D (Board of Studies New South Wales, 2012, p. 46). Also in the
English K-10 syllabus, students will be able to achieve the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures. More
specifically, students will focus on the cross-curriculum priority organising ideas of OI.2, OI.5 and OI.8 (Australian Curriculum, n.d.). In order to assess
students’ ability to achieve these outcomes, a learning portfolio is used. After each lesson, students will write a prompted or independent reflection on the
content and skills of the lesson or they will summarise their learning in their portfolios which will be marked at the end of the unit.
 Unit Outline/Description Unit duration Class context

In this unit, students will learn about and appreciate Aboriginal and Torres Strait Islander culture and 10 hours • Year 7
people. Students will achieve this through a 10 hour English unit about story telling through visual • English
literacy. Students will have the opportunity to read and listen to stories by Shaun Tan, Nadia Wheatley • Mixed ability
and Donna Rawlins and elders from the local community and Tribal Warriors. • South-western Sydney

Big ideas/Key concepts Why does this learning matter?

• Aboriginal peoples were the first people to live on the nation and that
they are the rightful owners of the land
• Aboriginal and Torres Strait Islander peoples have a strong
connection to land
• Aboriginal and Torres Strait Islander peoples have strong connections
to community
• Meaningful learning can occur through story telling
• Reconciliation between Indigenous and non-Indigenous peoples
The main objective from this unit of work is to create a wealth of knowledge
and appreciate in students in order to achieve reconciliation between
Indigenous and non-Indigenous people in Australia. A sense of cultural
competency and reconciliation can be achieved by studying Aboriginal and
Torres Strait Islander peoples’ culture, ways of life, beliefs and history.
Students need to understand that the events that occurred many years ago still
affects people to a large magnitude. It is also highly effective for students to
learn through different mediums such as images, texts and oral story-telling.
By connecting to country, students will have a more enriched learning
experience.

Target Outcome ACARA CCP Links Resources

EN4-8D: Identifies, considers and
appreciates cultural expression in
texts
OI.2: Aboriginal and Torres Strait Islander communities • “The Arrival” by Shaun Tan
maintain a special connection to and responsibility for • “My Place” by Nadia Wheatley and
Country/Place. Donna Rawlins
• “Appropriate Terminology,
OI.5: Aboriginal and Torres Strait Islander Peoples’ ways of life Representations and Protocols of
are uniquely expressed through ways of being, knowing, Acknowledging Aboriginal and Torres
thinking and doing. Strait Islander Peoples” by Flinders
University
OI.8: Aboriginal and Torres Strait Islander Peoples' family and • Kahoot
kinship structures are strong and sophisticated. • Excursion worksheet for the Bangabaoui
School Education Program
Lesson Learning Activities Resources
1 (2 hours) • Portfolios
• Acknowledgement of Country • Blank paper
• Introduction (5 mins): Teacher introduces the topic that the students will be studying for the next two • Vocabulary Match
weeks. Students are notified that they will be studying about Aboriginal and Torres Strait Islander worksheet
culture through the picture books “The Arrival” by Shaun Tan and “My Place” by Nadia Wheatley and • Appropriate
Donna Rawlins Terminology,
• Introduction to learning portfolios (5 mins): Students are introduced to their learning portfolios. At Indigenous
the end of each lesson, students will reflect on their learning which will be prompted through guided Australian Peoples
questions. worksheet
• What I Think I Know (5 mins): In the first page of their portfolios, students fill out a “What I think I • ICT access
know” brainstorm where they write down all the prior knowledge that they have about Aboriginal and
Torres Strait Islander culture.
• Snowball (5 mins): Students then complete a snowball activity where they anonymously write down a
question on a scrap piece of paper, scrunch it up and throw it to the front of the room. This allows
students to have any of their questions answered without fear of judgement. The teacher will collect the
questions and provide answers in the next lesson.
• Vocabulary match (20 mins): students are to match key vocabulary from a word bank to relevant
definitions. Examples of key words are: Welcome to Country, Acknowledge of Country, Stolen
Generation, Terra Nullius, colonisation, segregation, assimilation, integration, self-determination and
reconciliation.
• Terminology (10 mins): Teacher tells students what the appropriate and less appropriate terms are when
referring to Aboriginal and Torres Strait Islander peoples.
• ICT Research about nations in Australia (20 mins): Students conduct a research activity about the
different nations in Australia. Students complete a worksheet about the nations of Australia by
answering a set of questions.
• Collaborative Timeline (40 mins): In groups, students will be given two important events of
Aboriginal history with the corresponding years. Some of the events include tent embassy and Gough
Whitlam pouring returning the land rights to Vincent Lingiari. In their groups, students research key
information about the events and fill out their timeline cards. When completed, the class will
collaboratively create a timeline with the important events in Aboriginal history. Throughout the making
of the timeline, each group will present their findings and the teacher can fix any misunderstandings. The
timeline can be placed on a wall in the classroom or digitalised and sent to all students.
• Learning portfolio (10 mins): Students write an entry in their learning portfolios reflecting on what
they learnt today. Content as well as how their feelings and reactions towards the lesson is recorded.
2 (2 hours) • Blank paper
• Snowball questions answered (~10 mins): Questions from the previous lesson are answered and a class • Kahoot quiz
discussion is conducted if needed. • Margin questions
• Recap of visual techniques (15 mins): Students have already studied visual techniques and these for the front cover
techniques will be recapped and tested through a Kahoot quiz. • “The Rabbits” by
• “The Rabbits” by Shaun Tan (~ 1 hr 10 mins) Shaun Tan
o Prediction (20 mins): Students are given a copy of the front cover accompanied with margin • ICT access
questions to prompt thought about certain elements of the front cover e.g. How are the rabbits • GoogleDocs
dressed and what could their costume express about their character?. Students conduct these • Learning portfolios
discussion in pairs then teacher brings the class back for an oral discussion about the front cover.
Students’ predictions are written on the board.
o Reading (~5 mins): Books will be distributed one between two and the students will look on as
the teacher reads the book out loud.
o Visual analysis and comprehension questions (40 mins): A GoogleDoc is available where a table
for visual analysis and a set of comprehension questions are included for each double page
spread. Teacher will lead a collaborative analysis of the first double page spread and add it to the
table. Then, the class will collaboratively answer the set of comprehension questions. For the
remaining 14 double page spreads, students will be divided into groups and assigned two double
page spreads. In their groups, students must conduct a visual analysis, add that information to the
respective table and answer the comprehension questions.
o Class discussion about the visual analysis and comprehension questions (20 mins): Each double
page spread is addressed. Students share their findings for each double page spread and answers
to the comprehension questions. GoogleDoc can be printed off and given to the students if
required.
o Questions (~5 mins if needed): Teacher takes any questions that the students have.
• Learning Portfolio (5-10 mins): Students reflect on their learning for the day which is prompted by
questions such as “What text was explored today?”, “In what ways was the text linked to the history of
Aboriginal and Torres Strait Islander peoples?”.

3 (1 hour) • Portfolios
• Guest speaker (~1 hr): Local elder is introduced to the class. Students will have the opportunity to
listen to their stories and ask questions.
• Personal Reflection (~5 minutes if time permits): Students reflect on their guest speaker experience in
their learning portfolios. If there is no time, that is set for homework.
4 (2 hours • Bangabaoui
approx. • Bangabaoui School Education Program (~ 2hrs not including travel time): Students have the excursion worksheet
excluding opportunity to travel to Be-lang-le-wool on a cruise vessel to learn about, appreciate and gain a deeper • Portfolios
travel time understanding of traditional Aboriginal family life and cultural identity. The education program works
and breaks) towards summarising what the students have learnt over the past three lessons and introducing
knowledge that is special to the nation.

5 (2 hours) • “My Place” by

• Introductory post-it note activity (20 mins): Three pieces of butcher’s paper are placed around the Nadia Wheatley and
room. One question will be written on each piece of butcher’s paper. On the first will be, “Where is Donna Rawlins
“home”?”, on the second will be, “Who do you associate with “home”?” and “How does being “home” • 3 pieces of
make you feel?”. Students are given 3 post it notes each and are required to write responses to each butcher’s paper
question and stick them on the respective butcher’s paper when they are done. • Post-it notes
• Class discussion of post-it note activity (10 mins): Teacher will go through each question and draw on • A3 paper for their
the responses from the students. Students have a chance to contribute any extra comments and thoughts. double page spreads
• Link back to “place” (5 mins): Teacher talks about how Aboriginal and Torres Strait Islander peoples • Colour
have strong links to their land, country and place. pencils/textas
• “My Place” by Nadia Wheatley and Donna Rawlins (1 hr 25 mins)
o Reading (20 mins): “My Place” is read as a class with students taking turns to read.
o Reiteration of significance of place (5 mins)
o “My Place” double page spread (1 hr): Students create their own double page spread about their
“place”. Students are shown an exemplar. Students can draw back to their responses from the
post-it note activity to guide their work. Students must follow the layout of the double page
spreads in the book e.g. drawing of the community, pictures of their families/friends and written
text about their place.
• Homework: students conduct research about their home

6 (1 hour) • Double page

• My Place (30 mins): Students have 30 minutes to complete their “My Place” double page spread. spreads
• Gallery Walk for “My Place” (10 mins): Students stand up and place their double page spreads on the • Colour
floor in a circle or line in the classroom. In silence, read and look at each double page spread that is laid pencils/textas
out. • Portfolios
• “What I know now” (15 mins): Students individually fill out their “What I know now” chart in the first
page of their learning portfolios. These can be shared with the class if willing. Teacher ends the lesson
and unit of work with a talk to reiterate the importance of learning about Aboriginal and Torres Strait
Islander peoples’ culture and ways of life.
 Evaluation of the unit of work

In order to evaluate the unit of work, I will consider:

• Learning portfolios and “What I think I know” and “What I know now”

By considering learning portfolios and the “What I think I know” and “What I know now” charts, it will be evident whether or not students have
been able to comprehend and apply their knowledge of Aboriginal and Torres Strait Islander peoples’ culture and way of life.

• Consult Aboriginal Student Support Officer or a local community elder

It would be of great benefit if the Aboriginal Student Support Officer is willing to look over the unit of work. If not, consulting a local community
elder or someone from the local Aboriginal Education Consultative Group would also suffice. This is important and these particular people will be
able to identify whether or not the unit of work is appropriate and if the content is correct.

• Peer observation

Peers will observe the lessons and note any constructive criticism, feedback and suggestions. At times, it is difficult to reflect on your own
teaching so having a peer in the room solely dedicated to observing your teaching practises will be beneficial to your own teaching practises and
the learning experience of your students.

• Japanese lesson study

If possible, the unit of work will be taught by two teachers with one class starting one lesson behind the other. Teacher A begins first and teacher
B observes the class noting any constructive criticism or notes. After the lesson, teacher A and B sit and discuss the feedback and make
adjustments so that teacher B can adopt those changes to their class. Then, teacher B will conduct the lesson and teacher A will observe and take
more notes. After that, the feedback for the first lesson will be taken into consideration and changes may be made for the unit of work. The same
process will occur for subsequent lessons and theoretically, teacher B’s lessons will be more refined as teacher A’s lessons will become “test
runs”.
References:

Australian Curriculum Assessment and Reporting Authority. (n.d.) Australian curriculum:

Aboriginal and Torres Strait Islander histories and cultures. Retrieved
from https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-
priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/

Board of Studies New South Wales. (2012). English k-10 syllabus. Sydney,
Australia: Author.

Department of Education and Training. (2003). Quality teaching in NSW public

schools. Canberra, Australia: Author.

Flinders University. (n.d.) Appropriate terminology, representations and protocols of

acknowledgement for Aboriginal and Torres Strait Islander Peoples. Retrieved from
the Flinders University website: http://www.flinders.edu.au/staff-development-
files/CDIP%20documents/CDIP%20Toolkit%202015/2_%20Appropriate%20Termin
ology,%20Indigenous%20Australians.pdf

New South Wales Education Standards Authority. (2018). Australian professional standards
for teachers. Sydney, Australia: author.

Yunkaporta, T. (2009). Aboriginal Pedagogies at the Cultural Interface. Draft Report for
DET on Indigenous Research Project conducted by Tyson Yunkaporta, Aboriginal
Education Consultant, in Western NSW Region Schools, 2007-2009. Darlinghurst:
DET.