Integrated Unit: Indigenous Australians Amanda Gray (3267830) Stage: One KLAs: English, Human Society and its

Environment, Creative Arts. Duration: 15 hours of work over 8 lessons. Rationale: This unit Indigenous Australians was developed to teach students about the culture of Aboriginal and Torres Strait Islander people. The unit encourages students to explore and understand the similarities more than the differences between their culture and that of Indigenous Australians. Students are encouraged throughout the unit to participate in discussions and to voice opinions. In these discussions, open-ended questions should be used to probe students understanding of the concepts and change any misconceptions students may have. The content of this unit has been chosen to ensure no breaches of Indigenous culture by allowing the wrong people or sexes to hear things they are forbidden to according to Indigenous cultural laws. All video clips, audio tracks and Dreaming stories included have been chosen as they are able to be viewed by any persons. This unit integrated the Key Learning Areas of English, Creative Arts and Human Society and its Environment into a series of sequential lessons that will lead to an understanding of the different aspects of Indigenous culture. This table was used as a means of displaying the content of the integrated unit Indigenous Australians, as it is clear and easy to follow. It also shows the learning activities, resources and outcomes on the same page to make it easier for any teacher to implement. Unit Overview: Students learn about: Who indigenous people are- both Aboriginal and Torres Strait Islander people; The family and community structures of Indigenous peoples; Local Aboriginal groups; Indigenous languages and common words associated with the Thurawal language; The relationship between Indigenous people and the land; The importance and uses of the land to Indigenous Australians; Traditional Indigenous food sources; The importance of Dreaming stories and the role they play in Indigenous culture; Modern and traditional Indigenous artworks; The symbolisms used in traditional artworks; The importance of corroborees in Indigenous culture; 1

The role of music, singing and dance in corroborees and Indigenous culture.

Students are given the opportunity to: Develop an understanding of Indigenous culture; Compare their culture to that of Indigenous Australians; Listen to different Indigenous languages; Research local Indigenous groups using internet websites; Develop an appreciation of the environment and explore its uses; Explore bush food by creating their own bush tucker recipe; Explore Indigenous spirituality by creating their own version of a Dreaming story; Explore and create traditional artworks; Participate in and explore traditional Indigenous celebration through singing, music and dance. Resources: My Mob (Board of Studies NSW, 2008). Going for Oysters (Adams, 1993). Gumbaynggirr Family worksheet (See Appendix One). List of common Thurawal words (see Appendix Two). Toonkoo and Ngaardi (Australian Museum, 2004). Why the Stories are told (Australian Museum, 2004). Gulaga Dreaming Story printout (Australian Museum, 2004). Indigenous Artworks PowerPoint (see Appendix Three) Symbols of Indigenous Artworks worksheet (see Appendix Four). Art paper for each student (22 sheets) Paintbrushes and cotton buds Paint shirts Paints in earthy colours (reds, browns, yellows, blacks etc.) Newspaper to cover desks Previous artworks and maps of students local area. Celebrating (Briggs & Harvey, 2004). Maningrida Traditional Music Compilation CD- new (Ididjaustralia, 2007a). Traditional instruments from music store cupboard: clapping sticks, Moon Dreaming- Gurrngarawurluk (Blekbala Mujik, 1995) Music Appreciation worksheet (see Appendix Five). Peter Atjpurrki with dance group | Darwin Festival 2007 (Ididjaustralia, 2007b). OUTCOMES AND INDICATORS English: Talking and Listening TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities. Gives personal recounts about familiar events Provides a brief retelling of a familiar story Recounts real or imagined events in logical sequence Presents a biography of a family member to a group Follows a short procedure, e.g. instructions for a simple task 2

 Is able to give simple directions, e.g. to go to the next classroom/the library Listens to and follows a brief set of instructions Uses a comment or a question to expand on an idea in a discussion Expresses a point of view about texts read, heard or viewed. Listens to attentively and converses with others to share ideas or give information Talks about familiar, real and imagined topics. Listens to and shows respect for the contributions of another in group and class discussions. TS1.2 Interacts in more extended ways with less teacher intervention, makes increasingly confident oral presentations and generally listens attentively. Is aware of how gesture and facial expression may show interest or lack of interest on the part of the listener in some cultures As a listener, usually maintains eye contact, if culturally appropriate, with speaker Follows instructions on how to complete an activity. Expresses a personal point of view and listens to the viewpoint of others Listens and contributes frequently to small-group interaction Initiates topics in group discussion Attempts to involve others in a discussion Listens and contributes to class discussions on various topics Uses turn-taking, questioning and other behaviours related to class discussions. Reading RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts. Speculates on the behaviour of characters in stories and discusses own behaviour in similar situations Uses a number of sources for information, including pictures, posters, CD-ROMs, signs, labels, books Makes connections between own knowledge and experience and information in texts Follows computer interactive directions Finds specific information in factual texts including CD-ROMs Comprehends simple expressions of point of view Begins to read texts about less familiar topics. RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts. Reads a variety of more complex literary and factual texts including those found in websites. Uses a number of sources for information, including software, books and the internet. Uses different parts of a text to access information Locates information from a variety of texts. Writing 3

WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. Writes a simple statement or short text for different purposes Combines ideas in writing Uses a framework to make notes, e.g. matrix, flowchart, semantic map Reads own writing aloud and makes some corrections to clarify meaning Writes short recounts of personal experience Writes basic procedures Contributes to joint construction of texts Uses word processors to create texts. Reads own writing to the teacher or a peer Reads own writing to a variety of audiences and responds to questions seeking elaboration and clarification. Begins to explore WS1.10 Produces texts using the basic grammatical features and punctuation conventions of the text type. Uses different types of verbs (action, thinking, seeing, feeling) in own writing Uses past tense relatively consistently in literary texts Uses most common punctuation marks, e.g. spaces between words, lower-case and capital letters, full stops Uses creative word play in the writing of literary texts Usually uses capital letters at the beginning of sentences Usually uses full stops at the end of sentences Experiments with other punctuation marks, e.g. commas, quotation marks, question marks. WS1.12 Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology. uses correct pencil grip and maintains correct body position forms most letters of the alphabet correctly and appropriately tries to write clearly in straight lines, from left to right, using letters of uniform size, shape, slope and spacing uses lower- and upper-case letters of consistent size and formation in NSW Foundation Style writes letters in proportion to each other Uses finger movements to control the pencil while sliding forearm across the page. experiments with computer functions uses functions when editing accurately uses words associated with computers, e.g. keyboard, screen, cursor, mouse, disk, space bar types sentence/s without assistance recognises letters on the keyboard uses computer software to create texts recognises simple conventions, e.g. space bar for spaces, shift and caps lock 4

HSIE: Change and Continuity CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities. Retells the original stories associated with traditions of their family and community, including Dreaming stories, religious stories, recounts, narratives Explains why a personal, family or community event is important Recognises Aboriginal peoples as the first Australians Locates some Aboriginal place names found in the local area and identifies the meanings and origins attached to them. Talks about the lives of people from different cultural backgrounds, specifically Indigenous Australians. CCS1.2 Identifies changes and continuities in their own life and in the local community. Gathers information about the Aboriginal peoples that live/lived in their community Cultures CUS1.3 Identifies customs, practices, symbols, languages and traditions of their family and their families. Identifies and describes the groups that individuals belong to, including family, class and school groups, sporting groups, a community, religious groups, a language group Identifies the significant people they know that belong to different groups, such as elders Identifies events that they attend with a particular group, e.g. celebrations Recognises the importance of flags and other symbols to cultural identity Gives information about their own family background, including the language/s spoken at home, religion/s, traditions, practices, customs, celebrations and stories Explains ways in which family members learn from each other about customs and traditions, e.g. through songs, dances, Dreaming stories Identifies characteristics that make Indigenous families different or similar to their own Identifies languages spoken in the school and other communities and participates in activities that involve using a different language Participates in activities that involve the communication of cultural symbols, practices and customs, e.g. music, song, artworks, dance Identifies local Aboriginal place names and stories about the land Listens to Aboriginal stories and songs and views Aboriginal artworks and dance. Environments ENS1.5 Compares and contrasts natural and built features in their local area and the ways in which people interact with those features. Examines the values that people place on natural features e.g. shelters, food sources. 5

 Expresses feelings for particular environments and why they have these feelings. Recognises Aboriginal peoples special relationship with the land. ENS1.6 Demonstrates an understanding of the relationship between environments and people. Identifies ways in which people depend on the environment e.g. shelter, food. Suggests ways of caring for the environment and ways they can contribute. Recognises that Aboriginal people have interacted positively with the environment for a long time. Creative Arts: Visual Arts VAS1.2 Uses the forms to create artworks according to varying requirements: Thinks about how they can interpret the teachers or others requirements for art making. Experiments with the properties of different paint media such as the type of paintbrush and other ways to apply paint (cotton buds). VAS1.3 Realises what artists do, who they are and what they make: Talks about some of the symbols and techniques artists use in their making of art. VAS1.4 Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience: Recognises that artists explore the world in a particular way in how they approach their art making and in the artworks they create (such as representing images of Dreaming stories). Music MUS1.1 Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts. Plays music using body percussion, percussion instruments and selfmade sound sources to explore the concepts of duration, dynamics, tone colour and structure Explores simple aspects of musical concepts in their singing, playing and moving activities, e.g. changing the dynamics, changing the tempo, the effects of changing instruments, arranging musical material in a different order. MUS1.2 Explores, creates, selects and organises sound in simple structures Creates simple musical compositions, with a sense of spontaneity, that are variations on known material and material that is new Explores ways of varying known musical material, e.g. hanging the words, adding actions or body percussion, performing the song at a different tempo, performing the material using different dynamics, using different instruments/sound sources to play the material or using different instruments/sound sources in different sections, exploring vocal qualities in their singing activities, creating instrumental accompaniments Explores ways of making different sounds on instruments or sound sources 6

MUS1.3 Uses symbol systems to represent sounds. Recognises symbols to represent sounds and speed, e.g. hand signals to represents slowing down. MUS1.4 Responds to a range of different music, expressing likes and dislikes and the reasons for these choices. Shows preference for particular pieces of music or styles of music and discusses what features of the music are appealing or are not appealing. Dance DAS1.1 Performs dances demonstrating expressive qualities and control over a range of locomotor and non-locomotor movement. Identifies safe dance practice in warm-ups, moves with care in the designated dance space and with respect for individual personal space Uses a range of body parts and shapes with expressive intention, e.g. making shapes to convey animals and events Uses movement with control, confidence, awareness of skilful techniques and a range of expressive qualities, e.g. transferring weight to and from the floor, landing facing different directions, twisting slowly Presents simple movement combinations in a dance devised collaboratively Uses movement combinations adapted from a dance in a particular cultural or historic context, e.g. the movement patterns used in an indigenous dance. DAS1.2 Explores and selects movement using the elements of dance to express ideas, feelings or moods. Uses the elements of dance to explore movement ideas based on a theme, such as the telling of a Dreaming story Shows imagination in selecting movement following exploration, e.g. chooses two contrasting ways to show different animals Works collaboratively as a class member to explore and select movement to express ideas, feelings, moods and events, e.g. discussing, practising and presenting ideas such as running and stopping together to convey a feeling of lost and frightened. DAS1.3 Gives personal opinions about the dances and their purpose that they view and/or experience. Observes and identifies the elements of dance that they have explored in the creating and performing activities After viewing a live dance or videoed dance, talks about the ideas, feelings or moods communicated and relates these to the movement content, costume, set, music and physical location of the performance Considers and describes the structure of a dance, e.g. its beginning, middle and end Talks about who dances, and reflects on why people dance (Indigenous Australians dance to tell stories and celebrate); draws or talks about the dance intent.

Outcomes Learning Sequence Lesson One: Introduction to Indigenous Australians (2 hrs) English: TS1.1 TS1.2 WS1.9 WS1.10 WS1.12 HSIE: CCS1.1 CUS1.3 Introduce the term Indigenous and explain its meaning in terms of the Aboriginal and Torres Strait Islander peoples of Australia. Ask students what they already know about Indigenous Australians. Explain to students it is one of the oldest living cultures in the world and Aboriginal peoples were the first Australians. Show students the Aboriginal Flag and discuss the symbolism of both the shapes and colours. Show students the Torres Strait Islander Flag and discuss its symbolisms. Also show a map of the Torres Strait Islands and show its location in relation to both Australia and Wollongong. Ask student why it might be important for these cultures to have their own flag. Show a map of Australia that identifies the many different Aboriginal language groups and ask students why they think there are so many different groups. Introduce the term language group and discuss some of the different languages used by Indigenous Australians. Link this to the number of languages some of the students speak at home. Students listen to the audio track My Mob, first in Gumbaynggirr, then in English. Replay the audio tracks allowing time for students to note down the words for family members on the worksheet: Gumbaynggirr Family. Discuss who students think of when they hear the word family. Ask students who is in their family, the number of siblings, cousins etc. Compare the students families to one another and discuss the differences in terms of size and who they consider family. Introduce and discus Aboriginal and Torres Strait Islander families and how their family can include entire communities. Introduce the terms elder and mob. Read the book Going for Oysters and discuss the family members involved in the story. Ask the students what they think cousin-sister means. Also ask why they think Grandad had to be asked for permission/what role do they think he plays in the family (elder)? Are there any similarities between the family in the book and any of the students families? Students then create a short story of their own that involves the members of their family going on a trip somewhere. Students should write about the roles each person in their family has in their story. Assessment: Formative assessment: Observation matrix (see Assessment One). Resources: Audio Track: My Mob (Board of Studies NSW, 2008). 8

Book: Going for Oysters (Adams, 1993). Gumbaynggirr Family worksheet (See Appendix One). Lesson Two: The Thurawal people of the Illawarra (1 hrs) English: TS1.1 TS1.2 RS1.5 RS1.6 WS1.9 WS1.10 WS1.12 HSIE: CCS1.1 CCS1.2 CUS1.3 Discuss with students the meanings of the Aboriginal names of places in the local area (e.g. Minnamurra: plenty fish; Unanderra: place of larrikins; and Towradgi: sacred site etc.). Introduce the Thurawal people to students by showing a map of the area they lived in. Discuss that the origin of this Indigenous groups name is from the name of their language and show students examples of common words in that language. In pairs, students research the Thurawal people to see what information they can find. Students should use the different spellings for Thurawal (Dhurawal and Dariwal) Introduce the Wadi Wadi people, a smaller language group within the Thurawal people. Explain to students that this group of Indigenous Australians lived on the east coast from Wollongong to Shoalhaven. Give a brief history of this language group including information such as significant areas, their shelters, clothing, (including hairbelts and shell necklaces etc.), and the games children played. Ask students what they may have made some of these items from (shelter, clothing, balls for games etc.) Ask students to imagine what it would be like to live in Australia as part of the traditional Wadi Wadi language group. Students should think about the things they would see and the games they could play. Students then write a story detailing a day in the life of a Wadi Wadi language group member. Assessment: Formative assessment: Observation matrix (see Assessment One). Resources: List of common Thurawal words (see Appendix Two). Lesson Three: Indigenous Australians and the Land (2 hrs) English: TS1.1 TS1.2 RS1.5 RS1.6 WS1.9 WS1.10 WS1.12 HSIE: CCS1.1 Outside: Introduce the concept of country and land in terms of Indigenous culture. Include Aboriginal and Torres Strait Islander relationships with the land and the role the land has in the shaping of their history (Dreaming stories). Explore the feelings students have toward the land. Ask students to close their eyes for one minute. After the time is up, ask students what they heard (people, cars, birds, dogs barking, the trees rustling etc.); link to country, land and nature. Discuss the obligation of looking after the land that Indigenous Australians have as part of their culture and why. Talk about the traditional ways Aboriginal and 9

CUS1.3 ENS1.5 ENS1.6

Torres Strait Islanders look after the land such as fire-grazing. Include the positive impact Indigenous Australians had on the environment. Discuss with the students why it is important for everyone to look after the environment and the ways in which they can help to care for the land (picking up rubbish, not wasting water etc.). Discuss reasons the land is important for Indigenous Australians, in particular as a source of shelter and food. Ask students to look around the school playground for areas that could be used as a natural shelter (trees for shade; bushes to hide from animals etc.). Next, explore the ways Aboriginal and Torres Strait Islanders gathered food off the land. Ask students what they think Indigenous Australians ate and how they got their food. Introduce the terms hunting, gathering and bush tucker/bush food. Also discuss the traditional ways of preparing and cooking the food to ensure it was safe for consumption. Library computer room: In pairs, students go on the website http://www.mjhall.org/bushtucker/index.htm (Larapinta Public School, 2001)-a site created by Indigenous primary students about the different bush foods. From this site student create a list of ingredients to be used in a Bush Tucker Recipe. Students then create a set of steps they would use to create a delicious bush tucker recipe with those ingredients. Remind students to use traditional methods of cooking such as fire. These recipes can then be published on the computer. **During this activity, stress to students that they must not try to eat any of these things themselves as the majority of the plants can be poisonous if not prepared correctly (such as the Candle Nut which is poisonous when raw).** Students can share their completed recipes with their peers if they want to. NB: This lesson should be done outside if weather permits to allow students to be immersed in the land they are taking abut. Assessment: Formative assessment: Observation matrix (see Assessment One). Resources: Lesson Four: Dreaming Stories (1 hrs)

English: TS1.1 TS1.2 RS1.5 RS1.6 WS1.9 WS1.10

Ask students to think about how history and knowledge is passed down to them. How do they know about their country, family and culture (books, school etc.)? Discuss with students what a Dreaming story is and its place in Aboriginal and Torres Strait Islander culture as a means of communicating and sharing knowledge. Introduce the terms Dreaming and Dreamtime. Ask students if they have any traditions, stories or special things passed down form their 10

WS1.12 HSIE: CCS1.1 CUS1.3

parents or grandparents. Listen to the narration of the Dreaming story Toonkoo and Ngaardi from the Yuin-Monaro people of far south NSW. Explain to students that this story tells of how the Yuin-Monaro people believe the creeks and rivers were made, the creation of the boomerang and the origin of the red waratah. After listening to the audio clip, ask student why it would be important for this Dreaming story to be told. Then, listen to the track Why the stories are told to hear an Indigenous view on the question. Read aloud the Dreaming story Gulaga and highlight some of the key words and language used (Dreaming, sacred, totem, mother mountain, the names used, speech etc.) and explain their meanings. Students then create their own form of a Dreaming story that explains how Mount Keira could have been formed. They should be creative and use the same language as traditional Dreaming stories. Students share their stories with the class and discuss why they thought Mount Keira could have been formed that way. Assessment: Formative assessment: Observation matrix (see Assessment One). Summative assessment: Quiz (see Assessment Two). Resources: Audio Track: Toonkoo and Ngaardi (Australian Museum, 2004). Audio Track: Why the Stories are told (Australian Museum, 2004). Gulaga Dreaming Story printout (Australian Museum, 2004). Lesson Five: Artworks and Cave Paintings (3 hrs)

English: TS1.1 TS1.2 RS1.5 RS1.6 HSIE: CUS1.3 Creative Arts: VAS1.2 VAS1.3 VAS1.4

Discuss the use of artwork in Indigenous culture for highlighting issues in their community, telling stories about the past (Dreaming stories) and an expression of their culture. Discuss in terms of cave paintings and modern artworks. Watch the Indigenous Artworks PowerPoint and discuss each image shown in terms of what time period it was made, what it is made from, why the artist created that artwork. In pairs, students then research the symbols used in traditional Indigenous paintings such as those used to represent things in the environment (meeting place, water, man, sitting-down place, footprints and the travelling sign). Student must then recreate these symbols on the worksheet Symbols of Indigenous Artworks. Back in the classroom, students use their list of symbols to create an artwork of their local area. They must use the symbols to show the features of their local area and can include the way they travel to school. Students have previously made maps of their local areas and how they get to school. These can be used as a model for this artwork if they are having trouble visualising their local area. 11

NB: This lesson should take place in the school library to utilise the data projector and enable all students to be able to see the PowerPoint, and to use the computers. Assessment: Formative assessment: Observation matrix (see Assessment One). Summative assessment: Students artwork (see Assessment Three). Resources: Indigenous Artworks PowerPoint (Appendix Three) Symbols of Indigenous Artworks worksheet (Appendix Four) Art paper for each student (22 sheets) Paintbrushes and cotton buds Paint shirts Paints in earthy colours (reds, browns, yellows, blacks etc.) Newspaper to cover desks Previous artworks and maps of students local area. Lesson Six: Celebrations (1 hrs) English: TS1.1 TS1.2 RS1.5 RS1.6 WS1.9 WS1.10 WS1.12 HSIE: CUS1.3 Discuss with students the importance of celebrating to Aboriginal and Torres Strait Islander peoples and the reasons/events for celebrating including initiation ceremonies, mourning ceremonies and arranging marriages. Introduce the term corroboree. Link to celebrations the students have been a part of and the reasons for these celebrations. Also, discuss with students the fact that some celebrations can only be witnessed by certain people and the reasons for this. Ask students if they know of any celebrations they have been involved with in which this was also the case, for example weddings are mostly for family members and friends only. Show students images of Aboriginal and Torres Strait Islander people celebrating in the book Celebrations and discuss the traditional dress being worn and what they are celebrating. When discussing body decoration, link this to the paints used by Aboriginal and Torres Strait Islander peoples in artworks (the materials used to create the paints). Ask students if there are any celebrations they have attended in which they dress-up for, or have worn something they dont usually wear. Students then write a story outlining one of their favourite celebrations. They should include what happened at the event, if they dressed-up or not, their favourite moment and why they were celebrating that particular event/day. Students then share their stories and discuss the similarities and differences between the each others celebrations and those celebrated by Aboriginal and Torres Strait Islander peoples. Assessment: Formative assessment: Observation matrix (see Assessment One).

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Resources: Book: Celebrating (Briggs & Harvey, 2004). Lesson Seven: Celebrations - Songs and Music (2 hrs) English: TS1.1 TS1.2 WS1.9 WS1.10 WS1.12 HSIE: CUS1.3 Creative Arts: MUS1.1 MUS1.2 MUS1.3 MUS1.4 Discuss the importance of music and singing in the corroborees of Aboriginal and Torres Strait Islander people. Introduce the term Yidaki (Yolngu word for didgeridoo), the origins of the instrument and its use in corroborees. Also discuss the materials from which traditional instruments are made from. Listen and watch the video Maningrida Traditional Music Compilation CD new (indidgaustralia, 2007) which uses some traditional Indigenous instruments and ask students if they recognise, or can guess what some of the instruments may be. As a class, look at the different traditional instruments available and explore the sounds they make. Allow students time to explore and play the instruments. In groups of 5, each group chooses an instrument to play. The teacher then conducts the groups to create a soundscape using hand gestures for louder, softer, faster and slower. Students do not have to use an instrument, but can clap their hand or stamp their feet etc. as well. Discuss the importance of singing in Indigenous corroborees and how the music previously discussed is used to accompany the singers voices. Also discuss the use of the voice as an instrument. Listen to the track Moon Dreaming- Gurrngarwurluk, a modern Indigenous song by Blekbala Mujik. Explain the meaning of the song words and how it tells the story of Gurrngarawurluk, the Dreaming story of the moon. Discuss how it uses traditional instruments and syllabic lyrics, along with modern instruments and the English language. Discuss some of the reasons the musicians may have chosen to do this. Link this to favourite musicians of the children, exploring whether their song lyrics tell a story as well. Individually, students complete a music appreciation worksheet. NB: This lesson should take place in the school library to utilise the data projector and enable all students to be able to see the video. Assessment: Formative assessment: Observation matrix (see Assessment One).

Resources: Maningrida Traditional Music Compilation CD- new (Ididjaustralia, 2007a). Traditional instruments from music store cupboard: clapping sticks, Audio Track: Moon Dreaming- Gurrngarawurluk (Blekbala Mujik, 1995) Music Appreciation worksheet (Appendix Five).

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Lesson Eight: Celebrations - Dances (1 hrs) English: TS1.1 TS1.2 WS1.9 WS1.10 WS1.12 HSIE: CUS1.3 Creative Arts: DAS1.1 DAS1.2 DAS1.3 Discuss and explain the importance of dance in corroborees. Include the meanings behind the dances and their importance in passing down information just like retelling Dreaming stories. Explore the picture of the Aeroplane Dance in the book Celebrations. Discuss the costumes and body paint, the gestures and the possible story behind the dance. Next watch the video clip Peter Atjpurrki with dance group | Darwin Festival 2007 and again ask student what they think the dance is representing. Discuss the emotions the dance provoked, the costumes, music and location of the performance. Replay the video clip and when the dancers get members of the audience to go up on stage and join in, allow the students to stand and try out the dance moves as well. Read aloud one of the Dreaming story the students created in a previous lesson. Collaboratively create a set of dance moves that could be used to tell the story to an audience. Practice the dance moves and perform for another class, teacher or parents. Ensure students perform a warm-up activity before doing the dance to avoid injuries and reiterate the importance of warming up. Encourage students to use dance moves they saw in the video clip. Students then perform this short dance to a buddy class. NB: This lesson should take place in the school library to utilise the data projector and enable all students to be able to see the video. Assessment: Formative assessment: Observation matrix (see Assessment One). Summative assessment: Students performance (see Assessment Four). Resources: Peter Atjpurrki with dance group | Darwin Festival 2007 (Ididjaustralia, 2007b).

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Situational Analysis: Stage/Year: Stage One/ Year Two Number of students in class: 22 (10 Boys, 12 Girls)

Class Timetable: Monday News Literacy Block (reading groups) 10:3 0 11:0 0 11:4 5 12:1 5 1:00 1:25 1:55 Spelling words Diary writing Lunch Fitness Maths Music Recess COGs unit Lunch Maths Tuesday News Literacy Block (reading groups, Handwriting) Wednesday News Literacy Block (reading groups, story writing) Fitness Lunch Scripture Maths

Term 2 Thursday News Literacy Block (reading groups, writing, grammar) Friday News Sport

9:00 9:15

Lunch Maths

Lunch Maths

Recess COGs unit / Art

Recess Junior Assembly

COGs unit Recess COGs unit

RFF Recess K-6 Assembly RFF

Impact of timetable on integrated unit: Each of the lessons in the integrated unit Indigenous Australians, goes for at least 1 hours. In the above class timetable there are no 1 hour or more blocks free for it to be put into practice. Therefore, it is up to the implementing teachers discretion as to when the unit will be applied. A suggestion for its implementation could be during the COGs timeslot in the afternoons.

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Daily Routines: News and themed news in the mornings. When leaving the classroom, students stand in two lines at the door and wait for the teacher. They must repeat the class rule When we walk, we dont talk, before walking to their destination. Medical considerations: One student occasionally gets nose bleeds. There is a routine in place that the student understands and is aware of and involves getting a tissue, notifying the teacher, and then going to the first aid officer in the office. Two students are asthmatic. The school has in place an emergency routine that involves a member of the class taking a red block (hanging low and near the door to the classroom with the class number on it) to the office which alerts them that there is a problem. This can be employed in any emergency situation including asthma attacks. Learner considerations: One student is an ESL learner and needs some guidance during activities. The student meets three times a week for a reading session with a helper. The students level of English is quite high and so only some assistance is required. Prior knowledge: Students have just completed a COGs unit on their local area. They have had no previous lessons on Indigenous Australians. Classroom layout: Students sit it 3 table groups. The teacher has chosen where each student sits to ensure there are students of varying ability on each table group. The teachers desk is at the back of the classroom and there is a large amount of floor space available for activities.

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Technologies available: In the classroom there are two computers available for use and both have access to the internet and various software. Each classroom also has access to its own CD player and an OHP is shared between two classrooms. In the school, the library hold two computer rooms each with 12 computers. There is a roster system and generally one room is reserved for early stage one and stage one, while the other room is reserved for stage two and stage three. These computers also have internet access and various computer softwares including Microsoft Word. The school library also has access to a projector and laptop so that presentations can be seen. This technology can also be used to show video clips so that every student is able to see it. Classroom management strategies in place: The school has a sticker system in place to encourage appropriate behaviours. Teachers are encouraged to give out a small sticker to students who have worked hard, done something nice for someone or displayed good behaviour etc. This is then placed into the students Spoton book which contains a grid for the stickers. When students have reached a certain number of stickers they receive a Bronze, Silver, or Gold award and a canteen voucher. Other methods of encouragement and rewards include stamps on students work and verbal praise. Discipline strategies in the classroom include a warning system in which students are given a verbal warning first, and then their name goes on the board. If the student then receives two crosses against their name they get a lunchtime or recess detention. If they continue to display the same behaviour, they are placed into a buddy class (a stage 3 classroom) where they must sit and quietly do work. Students can have their name, or a cross, rubbed off the board if they display appropriate behaviours. At the end of each day, all names are rubbed off. 17

The school rules are displayed in the classroom and students are expected to know and follow them at all times.

Other observations: There is a lot of students work placed up around the classroom including artworks and written stories. As well as news, students are given the opportunity to share any interesting information they have found out about the theme of their COGs unit. It is expected that each student will participate in this at some stage throughout the unit and the teacher reminds students who have not participated. There is a lot of environmental print in the classroom including large posters outlining the text-types. There is a book shelf and beanbag in the back of the classroom which students may use in free time or if they finish work early. Each student their own tray against the wall of the classroom which holds their books and school materials as having items under their desk often proved to be a distraction. There are two students in the class that often finish their work before the rest of the class. As a result, the teacher has developed a workbook for them that includes a number of Mathematics and English related questions and puzzles/games. The students know that when they have finished their work, they go straight on and work in these books. There is a large storeroom of art supplies (amongst other KLA materials) that includes paints, newspaper, palates, paintbrushes and other art materials.

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Assessment One:
This observation matrix is an ongoing, formative assessment tool. During, or after, each lesson in the unit the matrix should be filled out to provide a visual guide as to which skills the students have acquired throughout the unit. The first __ observations are useful for all lessons, however, there are also specific observations for each of the eight lessons and these are labelled on the matrix. There are only a few observations to assess for each lesson as this can be a time consuming method to do for the whole class. Teachers should only mark those appropriate for the student and the lesson. A = Always Name of Student: Observations Contributes to class discussions Listens to others in discussions Behaves appropriately in learning situations Completes set work Lesson One Observations Begins to understand who Indigenous Australians are (discussions) Begins to identify similarities and differences between themselves and Indigenous Australians (discussions and reading) Recognises that there are different family structures to their own (discussions and writing) Begins to understand the roles of people in families (writing task) Lesson Number 1 2 3 4 5 6 7 8 M = Most of the time S = Sometimes R = Rarely

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Lesson Two Observations Begins to recognise local Indigenous names for areas (discussions) Recognises who the local Indigenous groups were (discussions) Researches and finds appropriate information on local Indigenous groups Recognises how things have changed from when Indigenous people were the only ones living on the land (story writing). Lesson Three Observations Recognises how important the land is to Indigenous Australians (discussions) Has an awareness of their surrounding environment and how it makes them feel (listening and discussions) Understands some of the uses of the environment (locating and discussions) Researches and finds appropriate information on bush foods. Writes a procedure using the correct language features and structure Lesson Four Observations Understands the importance of Dreaming Stories (discussions) Locates and understands some of the key words used in Dreaming Stories 21

Creates a Dreaming story using common words and ideas as traditional Dreaming stories. Lesson Five Observations Identifies Indigenous artworks (PowerPoint images) Understands the symbolism in Indigenous artworks (discussion, research and created artwork) Researches and finds appropriate information on the symbols in Indigenous artworks. Lesson Six Observations Understands the importance of celebrating in Indigenous culture (discussions) Recognises the similarities and differences to celebrations the students have been involved in Understands the reasons people celebrate different event Lesson Seven Observations Understands the role of music in Indigenous celebrations (discussions) Uses a range of instruments to create sounds Recognises hand gestures for creating a soundscape Understands the importance of singing in Indigenous celebrations (discussions) Recognises that music and singing can tell stories

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Lesson Eight Observations Understands the importance of dance in Indigenous celebrations (discussions) Recognises that dance moves can represent animals, event and feelings Participates in creating and performing a dance

Outcomes Being Assessed: TS1.1 TS1.2 WS1.10 CCS1.1 CCS1.2 CUS1.3 ENS1.5 ENS1.6 VAS1.3 VAS1.4 MUS1.1 MUS1.3 DAS1.1 DAS1.2

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Assessment Two:
This summative assessment tool is a quiz that is designed to assess what students have learned in the unit up to, and including, lesson four. It is designed using true/false, multiple choice and matching question and answer activities. It is assessing which students have met the HSIE outcomes: CCS1.1, CCS1.2, CUS1.3, ENS1.5 and ENS1.6. NAME:

___________

Circle whether the following statements are true or false: 1. Aboriginal and Torres Strait Islanders have different flags. True / False

2. Indigenous families only include the children and their parents. True / False

3. Dreaming stories are just told to children to get them to sleep. True / False

4. Indigenous Australians have a special relationship with the land. True / False

5. Many of the suburbs in our local area have Indigenous names. True / False

Circle the best answer to the following questions: 1. Indigenous Australians: a) Have one of the oldest cultures in the world b) Speak many different languages c) Include both Aboriginal and Torres Strait Islander people d) All of the above 2. Our local Indigenous group is the: a) Wollongong tribe

b) Thurawal and Wadi Wadi people d) Im not sure 3. Why are Dreaming Stories important to Indigenous Australians? a) because they are a way for the history of Indigenous people to be passed down. b) because they are good to listen to c) because they didnt have television or computers 4. Traditional Indigenous food included: a) Whatever they could find in the fridge b) Both the plants and animals found on the land c) Only the plants found in the bush 5. Indigenous Australians used the land for: a) Growing plants b) Picnics and holidays c) Food, shelter, clothing and paint colours. Match the word to its meaning: Elder Wadi Wadi Group of Indigenous Australians - family. Senior Indigenous men and women. They are very important in Indigenous culture. Dreaming Stories Traditional food hunted and gathered by Indigenous Australians. It includes different plants and animals from the bush. Mob Local Indigenous group. They lived along the East coast from Wollongong to Shoalhaven. Bush Tucker Stories that tell the history of Indigenous culture and spirituality.

Assessment Three:
This summative assessment tool is a marking rubric to be used in the assessment of student artwork produced in lesson five of the unit. This assessment will target the Creative Arts outcome: VAS1.2; and the HSIE outcome: CUS1.3. A = Always M = Most of the time STUDENT: Criteria Has interpreted the task correctly. Researches and locates traditional symbols used in Indigenous artworks. Recognises and reproduces traditional Indigenous patterns, colours and shapes used in artworks. Uses symbols appropriately to show features in their local area. Can identify and explain the symbols in their paintings in relation to what they represent in their local area. Uses a range of colours and techniques for applying the paint in their artwork. Comments: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ A M S R S = Sometimes R = Rarely

Assessment Four:

This summative assessment tool is a marking rubric to be used in the assessment of a dance performance. This assessment covers the Creative Arts outcomes: DAS1.1 and DAS1.2. A = Always M = Most of the time STUDENT: Criteria Has interpreted the task correctly. During development of dance moves, student participated and showed imagination in creating dance moves. Worked collaboratively with class members. Participates in warm-up activity. Uses a range of body parts and shapes with expressive intention. Uses movement with control, confidence, and an awareness of skilful technique. Comments: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ A M S R S = Sometimes R = Rarely

Assessment Five:
This is an assessment tool to be used by the teacher to assess the success of the unit. It has been taken from the unit of work Workers in the Community written by Belinda Usher (2007). It

takes the form of an on-going evaluation of the lessons and an overall reflection of the success of the unit as a whole. Unit of Work Evaluation On-going Evaluation Agree Partially Agree Disagree Not Sure

Preparation Did I prepare realistic and achievable lessons? Did I use appropriate content? Did I select appropriate resources? Did I use appropriate teaching strategies? Communication Did I give clear and appropriate instructions? Did I model correct written communication? Did I make effective use of non-verbal communication? Did I encourage and listen to learner initiatives? Implementation Did I use appropriate introductory procedures? Did I motivate children? Did I question effectively? Did I respond to feedback? Did I use positive reinforcement? Did I share classroom talk between myself and students? Did I maintain effective pacing? Was timing appropriate for the lessons? Did I recognise and provide for individual differences? Did I use appropriate closing procedures? Classroom Management Did I establish and maintain effective management strategies? Did I demonstrate ability in coping with learning situations, transitions and student movement? Did I anticipate potential problems and adjust teaching accordingly? Did I set realistic goals for learner behaviour? Comments

Reflective Evaluation Were the objectives achieved?

Did learners demonstrate attainment of unit outcomes? What other learning was demonstrated? Were assessment strategies appropriate? Were learners able to extend learning? Why were learners successful / unsuccessful? Were learners able to relate learning to prior experience and give examples of new learning from own experience? Reflection for further learning What further planning will consolidate attainment of syllabus outcomes? What new learning directions have emerged? How does this learning impact beyond the classroom? What worked and why? What didnt work and why? What I would change?

References:
Adams, J. (1993). Going for Oysters. Ashton Scholastic: Sydney.

Australian Museum (2004). Full Story List. Available URL: http://www.dreamtime.net.au/dreaming/storylist.htm (Accessed 2nd September, 2008). Blekbala Mujik (1995). Blekbala Mujik. Caama Music. Music track Moon DreamingGurrngarawurluk is available to listen to at: http://www.myspace.com/caamamusic Board of Studies NSW (1998). Human Society & Its Environment k-6 Syllabus. Sydney, NSW: Board of Studies NSW. Board of Studies NSW (2006a). Creative Arts K-6 Syllabus. Sydney, Australia: Board of Studies NSW. Board of Studies NSW (2006b). English K-6 Syllabus. Sydney, NSW: Board of Studies NSW. Board of Studies NSW (2008). My Place. Available URL: http://k6.boardofstudies.nsw.edu.au/linkages/IntegratedUnits/aboriginal/myplace_init.html (accessed 28th August, 2008). Briggs, S. & Harvey, B. (2004). Celebrating. Scholastic Education: Litchfield. Ididjaustralia (2007a). Maningrida Traditional Music Compilation CD- new. Available URL: http://au.youtube.com/watch?v=1ID86UIivvk (accessed 3rd September, 2008). Ididjaustralia (2007b). Peter Atjpurrki with dance group | Darwin Festival 2007. Available URL: http://au.youtube.com/watch?v=amvGj-HhKS (accessed 2nd September, 2008). Larapinta Public School (2001). Our Bush Tucker Website. Available URL: http://www.mjhall.org/bushtucker/index.htm (Accessed 22nd September, 2008). New South Wales Institute of Teachers (2008). Professional Teaching Standards. Available URL: http://www.nswteachers.nsw.edu.au/IgnitionSuite/uploads/docs/Professional%20Teaching %20Standards.pdf (Accessed 8th September, 2008). Usher, B. (2007). Unit of Work- Workers in the Community. EDPS202. Faculty of Education, University of Wollongong. Wollongong City Council (2008). Aboriginal History. Available URL: http://www.wollongong.nsw.gov.au/library/aboriginalhistory.asp (Accessed 25th August, 2008).