Unit of Work 102085: Linking Aboriginal Culture Across Curriculums

Site Details: Red Hands Cave, Blue Mountains National Park, NSW, Australia

Site Description: Red Hands Cave is a site of significant cultural significance, located in the Glenbrook area of the Blue Mountains National Park. It is
accessible via Red Hands Cave loop walking track. It is one of the biggest examples of Aboriginal art in the Blue Mountains. Although it is thought to have
been painted between 500 and 1600 years ago, the vibrant, earthy colours of red, yellow and white combine to make a stunning collage to this day. The
cave is made of sandstone and showcases a variety of hand stencils.

Group member Lesson plan Outline Curriculum area covered and link to your site
number X/10
Luke Ranieri 1, 2, 5, 8 Design & Technology
17698506
Greg Manton 1, 3, 6, 9 PDHPE
19058160
Mohammedshehzad Shaikh 1, 4, 7, 10 Science
18960466

Link to Poster File: https://drive.google.com/open?id=1jPTqMLJEmC398un6T7jHbJXmvsNm8TGC

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ROSELLAS: Luke Ranieri 17698506, Greg Manton 19058160, Mohammedshehzad Shaikh 18960466
 Unit description:
The unit has been developed to fully utilise the features and benefits of the site,
in which the various opportunities that the Red Hands Cave presents can be
incorporated into students’ learning. Through Science, PDHPE and Design &
Technology, the site provides opportunities for the unit to effectively develop
the key skills of understanding and respecting Aboriginal and Torres Strait
Islander cultures. Our site has integrated various key mediums, tools and
components that benefit all students’ engagement and learning such as the
cross-curriculum priorities, differentiation and appropriately addressing the
Australian Institute for Teaching and School Leadership standards.
Within Science, students use the understandings that are developed and built
through both physics and environmental science to allow for the opportunity to
develop knowledge and understanding about nature, development, use and
influence of science, and the scientific concepts, ideas and principles related to
the Physical World, Earth and Space, the Living World and the Chemical World.
Furthermore, it is through the unit that students directly engage in the process
of understanding and mean making through transference of information across
mediums and contexts.
In regard to PDHPE, students are to reflect on the narratives surrounding
Aboriginal people and Red Hands Cave to reflect how rites of passage,
challenges and culture influence health for both themselves and Aboriginal
people.
Students are also to consider how the area surrounding Red Hands Cave can be
utilised to create physical activity opportunities for different age groups. Finally,
ROSELLAS: Luke Ranieri 17698506, Greg Manton 19058160, Mohammedshehzad Shaikh 18960466
Resources:
Australian Professional Standards for Teachers (AISTL). (2019). Retrieved from
https://www.aitsl.edu.au/teach/standards
8 Aboriginal Ways of Learning Factsheet. (2012). Retrieved October 21, 2019,
from https://www.painaustralia.org.au/static/uploads/files/8-aboriginal-ways-
of-learning-factsheet2-wfklwmnralub.pdf
8 Ways. (2019). Retrieved from https://www.8ways.online/
New South Wales Department of Education. (2018). Aboriginal education policy.
Retrieved from https://education.nsw.gov.au/policy-library/policies/aboriginal-
education-and-training-policy
NSW Education Standards Authority. (2018). Personal Development, Health and
Physical Education Years 7–10 Syllabus. Retrieved October 14, 2019, from
https://educationstandards.nsw.edu.au/wps/wcm/connect/2f657694-dc52-
48ba-a440-9256e92c00e3/pdhpe-k-10-syllabus-2018-
pdf.pdf?MOD=AJPERES&CVID=
NSW Education Standards Authority. (2019a). Science Years 7 – 10 Syllabus.
Retrieved October 14, 2019, from
https://educationstandards.nsw.edu.au/wps/wcm/connect/57e31750-9802-
4808-a6ce-7a3c2df0ff04/science-years-7-10-syllabus-
2018.pdf?MOD=AJPERES&CVID=
NSW Education Standards Authority. (2019b). Design and Technology 7 – 10
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 students will reflect upon the energy expenditure of accessing Red Hands Cave Syllabus. Retrieved October 14, 2019, from
their knowledge of Aboriginal games to examine the role physical activity, https://www.educationstandards.nsw.edu.au/wps/wcm/connect/3adb11cc-
outdoor recreation and sport play in the lives of Australians and investigate how 5ff8-457a-9d82-a9107921d60c/design-and-technology-7-10-2019-syllabus-
this has changed over time. pdf.pdf?MOD=AJPERES&CVID=

Lastly Design & Technology, is developed for students to learn about Aboriginal
and Torres Strait Islander Peoples' understanding of the environment and the
ways that traditional knowledge and Western knowledge can be
complementary. Students learn that there are different ways of interacting with
the environment and how this can influence sustainability. Students also
explore the role of design in meeting the needs of individuals, groups and
environments. It was the aim to make sure that all lessons flowed, interrelated
and gave purpose to the students undertaking these studies.
NSW National Parks and Wildlife Service. (2019). Retrieved from
https://www.nationalparks.nsw.gov.au/things-to-do/aboriginal-sites/red-hands-
cave
Price, K. (2nd Ed). (2015). Aboriginal and Torres Strait Islander education: An
introduction for the teaching profession. Port Melbourne, Australia: Cambridge
University Press
Wilson, K., & Wilks, J. (2015). Australian Indigenous higher education: politics,
policy and representation. Journal of Higher Education Policy and
Management, 37(6), 659-672.

Time allocation 10  60-minute lessons

Targeted outcomes:

PDHPE:

PD5-1 assesses their own and others’ capacity to reflect on and respond positively to challenges.
PD5-3 analyses factors and strategies that enhance inclusivity, equality and respectful relationships.
PD5-6 critiques contextual factors, attitudes and behaviours to effectively promote health, safety, wellbeing and participation in physical activity.
PD5-7 plans, implements and critiques strategies to promote health, safety, wellbeing and participation in physical activity in their communities.

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ROSELLAS: Luke Ranieri 17698506, Greg Manton 19058160, Mohammedshehzad Shaikh 18960466
 PD5-8 designs, implements and evaluates personalised plans to enhance health and participation in a lifetime of physical activity.
PD5-10 critiques their ability to enact interpersonal skills to build and maintain respectful and inclusive relationships in a variety of groups or contexts.

Science:

SC5-5WS produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively.
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively.
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions.
SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems.
SC5-10PW applies models, theories and laws to explain situations involving energy, force and motion.
SC5-14LW analyses interactions between components and processes within biological systems.

Design & Technology:

DT5-1 analyses and applies a range of design concepts and processes.

DT5-2 applies and justifies an appropriate process of design when developing design ideas and solutions.
DT5-3 evaluates and explains the impact of past, current and emerging technologies on the individual, society and environments.
DT5-4 analyses the work and responsibilities of designers and the factors affecting their work.
DT5-5 evaluates designed solutions that consider preferred futures, the principles of appropriate technology, and ethical and responsible design.
DT5-6 develops and evaluates creative, innovative and enterprising design ideas and solutions.
DT5-7 uses appropriate techniques when communicating design ideas and solutions to a range of audiences.
DT5-8 selects and applies management strategies when developing design solutions.
DT5-9 applies risk management practices and works safely in developing quality design solutions.
DT5-10 selects and uses a range of technologies competently in the development and management of quality design solutions.

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ROSELLAS: Luke Ranieri 17698506, Greg Manton 19058160, Mohammedshehzad Shaikh 18960466
 SYLLABUS SYLLABUS KEY INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO 8 WAYS
OBJECTIVES OUTCOMES/
CONTENT
Lesson 1 Cross Curriculum. Students are briefed on what is expected of them at Red Hands Cave:
Bus travel from school to Park entrance. Brief recess.
Pre-Site PDHPE, Science, Further Bus travel to Red Hands Cave car park which will provide the
Introduction Design & Technology. basis for and the beginning of the first on-site science lesson.
Walk to Red Hands Cave.
Design & Technology class analyse the sites facilities, infrastructure and
design. Assessing durability, aesthetics, function and other design aspects
of the site.
On site PDHPE lesson which provides narrative of Red Hands Cave
significance.
Complete Red Hands Cave trail walk, this provides data for post-site
PDHPE lesson.
Lunch at Park entrance.
The science teacher and class discuss the site visit and apply what they
have learnt to their curriculum area.
Bus trip back to school.

Students are given a map of Red Hands Cave and its surrounding areas
and draw over it to create a learning map of their planned visit to Red
Hands Cave.

Design and Technology class are given the D&T1 resource to research
and fill out for homework and is required for the site visit.
Lesson 2 Design & Technology DT5-1 Students to complete D&T1 resource prior to visit. Students to have
DT5-2 completed some light research into the traditional custodians of the site
On-Site Visit DT5-3 land; the Darug people.
Client site
DT5-5
visit, and
research DT5-6 Students are given the following resources for completion at site:
Resource D&T2: Site Description, Resource D&T3: Site Evaluation,
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ROSELLAS: Luke Ranieri 17698506, Greg Manton 19058160, Mohammedshehzad Shaikh 18960466
 gathering for DT5-7 Resource D&T4: Site Adjustments, and Resource D&T5: Site
design brief. DT5-9. Measurements.

The resources require students to demonstrate deep rather than

unspecific understanding of what students are learning. The tasks and
resources require students to analyse and present alternative
perspectives and solutions to demonstrate how their knowledge relates
to their understanding of the tasks. The resources use and require the
use of metalanguage in various contexts. i.e. function, aesthetics,
durability etc. The tasks require students to form groups of 4 and use the
resources to support one another for the future lesson work. Students
communicate their understanding in elaborate and substantial ways. The
tasks require students to build from an understanding of the links
between subjects, as the resources build on knowledge gained from
previous years in Geography, History, Visual Arts, Mathematics, Science
and TAS (Wood, Metal, Graphics, D&T, Agriculture). This communication
can be written, oral, and artistic. Students use the site and resource, to
access deep knowledge, focusing on a number of key concepts and ideas
within D&T, requiring the articulation of relationships between and
amongst concepts. This is scene in the resources. Students demonstrate
autonomy and initiative when completing the resources, within teachers’
visual distance, with exceptional behaviour expected on such a culturally
important site. Respects must be shown at all times.

Students learn to:

Document the details of the site visit. Evaluate the site in terms of design
aspects. Develop a design brief for a system/environment. Use site visits
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ROSELLAS: Luke Ranieri 17698506, Greg Manton 19058160, Mohammedshehzad Shaikh 18960466
 to add to the design process in detail, offering a more refined solution in
the future. Apply their drawing and sketching skills to the context of a
site.

Students learn about:

The Red Hands Cave site and the Dharug people. The application of
design knowledge and skills to an environment and ecosystem. Using the
design process beyond the scope of the standard materialistic consumer
market. Using a site visit to add value to the design process.

Lesson 3 PDHPE PD5.1, Students are told the story of how Red Hands Cave was created as a
PD5.3, ceremonial spot for the Darug people and the painting of their hands as a
On-Site Visit PD5.10 rite of passage to Darug warriors.
Health, Students are to then reflect on this story and consider how cultural
Wellbeing & beliefs and practices surrounding transitions to adulthood differ between
Relationships. cultures. Finally, students are to reflect on different aspects of culture
which may positively or negatively influence health, wellbeing and self-
identity differently for different identities.
This lesson can be differentiated by assigning different aspects of culture
to differing ability levels. Students may be assigned cultural
norms/stereotypes, peers, family, social and mainstream media.
Lesson 4 Science SC5-14LW Students conduct a preliminary research about the site and the Dharug
SC5-10PW people before the visit to the site.
On-Site Visit SC5-6WS
Gathering Observation & Data Collection
Data & Students participate in data collection about the time taken, distance
Observational travelled and speed of the vehicle to reach the Red Hand Caves.
recording.
Discussions
The teacher facilitates a discussion about the different points that the
students need to keep in mind during their visit at the site.
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ROSELLAS: Luke Ranieri 17698506, Greg Manton 19058160, Mohammedshehzad Shaikh 18960466
 Observation and Data Collection
Using the second resource provided by the teacher the students collect
data about the different components at the site. Students record data
and click pictures at the Aboriginal site.
The teacher shall then facilitate student to use these data to develop an
understanding about the ecosystem and relationship between speed and
acceleration.
Lesson 5 Design & Technology DT5-7 Students apply what they have gathered to the design process in class. A
lesson is spent with students to gather what each student and team have
Post-Site come up with, and to fill any missing gaps in students’ resources.
Research
Sharing and Student form a conversation circle at start and each student goes around
Gathering the circle, saying one thing they found interesting or didn’t know before
the visit that they found out at the site. Students also go around the
circle and discuss the findings they have found e.g. trees are missing
above the cave, railings are dilapidated etc.

Students share their photos they have taken on a communal projector,

showing other students what they had captured at the site. Students and
teachers have a shared Google Drive folder, where all students can
upload photos, and share other documents for the site. Students spend
this lesson as a sharing exercise.
Students are given a template for a design brief. They are to use this for
homework to start researching and developing a design brief for future
project.
Lesson 6 PDHPE PD5-6 Groups of students are required to research the areas surrounding Red
PD5-7 Hands Cave to design a day of physical activities that could be conducted
Post-Site PD5-8 in this area. This aims to further their knowledge of the community whilst
Healthy, Safe they explore a variety of lifelong physical activity options available to
& Active them both outside of a formal sporting context. Students are to reflect
Lifestyles how others may view these activities, and what may encourage/prohibit
them from undertaking such activities.
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ROSELLAS: Luke Ranieri 17698506, Greg Manton 19058160, Mohammedshehzad Shaikh 18960466
 This lesson can be differentiated by differing demographics to who the
“others” are, based on ability level. Students may be assigned peers,
children, younger/older adults or families as “others”. Finally, students
will modify their activities to meet the perceived concerns of their
assigned demographic.
Lesson 7 Science SC5-10PW Diagnostic Assessment
SC5-7WS The teacher carries out a diagnostic assessment for the topic speed,
Post-Site distance, displacement and time through convergent questioning.
Research Think Pair Share
Sharing and The teacher asks the students to finish Worksheet 1 that was provided at
Learning. the excursion. The teacher then facilitates a discussion to enhance the
understanding of the students for the topic. The teacher provides a map
of the site with pathway to develop an understanding of displacement.
Teacher Lecture using Visual Aids
Teacher provides an explanation about relation between acceleration
and speed to the students using PowerPoint.
Students note down the information from the slides.
Adjustment: The teacher makes the PDF of PowerPoint slides and
worksheets available to the students through Google Classroom.

Lesson 8 Design & Technology DT5-1 Students start their design briefs by stating the client and the site.
DT5-2 Students work in their teams/groups to find a problem or set of issues
Design Brief DT5-3 that are at the site in terms of a product, system or environment.
development, DT5-4 They are to research this issue and start to develop possible design
and problem DT5-5 solutions.
identification. DT5-6
DT5.7 Students are given paper, pens, pencils and texture to illustrate or sketch
DT5-8 what they are thinking, communicating their ideas to their fellow peers.
DT5-9 Students are given the choice to use laptops/computer for research, and
DT5-10 to do any modelling on 3D CAD software (e.g. SketchUp) for developing
design ideas or recreating the site from the measurements they had
taken on the visit.

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ROSELLAS: Luke Ranieri 17698506, Greg Manton 19058160, Mohammedshehzad Shaikh 18960466
 Students are to continue on this path for several more lessons, as this
will be used as part of a Project Based Learning (PBL) assessment.
Lesson 9 PDHPE PD5-2 During the site visit, students used a fitness app to record heart rate,
PD5-8 energy expenditure on their phone when trekking from Red Hands Cave
Post-Site to the end of the walking track.
Healthy, Safe Prior to the lesson, students are to have analysed this data, compare it to
& Active recommended daily physical activity and considered the positives and
Lifestyles. negatives of fitness apps as a form of personalised health information.
Students will be randomly called upon to raise key points that they had
considered.
The class will then be divided to debate the pros and cons of fitness apps.
Additionally, students will debate how they believe physical activity
today may differ from the past.
Students can be given different points to debate based on difficulties
surrounding that point and differing abilities.
Students are required to take notes, during this debate.
Lesson 10 Science SC5-14LW Class Discussions
SC5-8WS The teacher facilitates a discussion about the flora, fauna and abiotic
Post-Site components that the students observed and recorded at the site.
Research Predict Explain Observe
Sharing and The teacher asks students to investigate based on the data collected how
Learning. the components form the eco-system at the site.
Students then participate in the food web string activity.
After the activity as a class students identify the importance of different
parts of the eco-system and interactions that take place.
Diagnostic Assessment takes place throughout the lesson as the teacher
observes the response of students during the lesson about eco-system
and its components.

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ROSELLAS: Luke Ranieri 17698506, Greg Manton 19058160, Mohammedshehzad Shaikh 18960466