indigenous integrated unit

8/2/2019 Indigenous Integrated Unit

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Integrated Unit: Indigenous AustraliansAmanda Gray (3267830)

Stage: OneKLAs: 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;

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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, musicand 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 budsPaint shirtsPaints in earthy colours (reds, browns, yellows, blacks etc.)

Newspaper to cover desksPrevious 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 INDICATORSEnglish:

Talking and ListeningTS1.1 Communicates with an increasing range of people for a variety of purposes onboth familiar and introduced topics in spontaneous and structured classroomactivities.

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

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Is able to give simple directions, e.g. to go to the next classroom/thelibrary

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 groupand class discussions.

TS1.2 Interacts in more extended ways with less teacher intervention, makesincreasingly confident oral presentations and generally listens attentively.

Is aware of how gesture and facial expression may show interest or lackof interest on the part of the listener in some cultures

As a listener, usually maintains eye contact, if culturally appropriate, withspeaker

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 classdiscussions.

ReadingRS1.5 Reads a wider range of texts on less familiar topics with increasingindependence and understanding, making connections between own knowledge and

experience and information in texts. Speculates on the behaviour of characters in stories and discusses ownbehaviour 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 andinformation 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 andcomprehending texts.

Reads a variety of more complex literary and factual texts includingthose found in websites.

Uses a number of sources for information, including software, books andthe internet.

Uses different parts of a text to access information

Locates information from a variety of texts.Writing

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WS1.9 Plans, reviews and produces a small range of simple literary and factual textsfor 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 questionsseeking elaboration and clarification.

Begins to exploreWS1.10 Produces texts using the basic grammatical features and punctuationconventions 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, quotationmarks, 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 ofuniform size, shape, slope and spacing

uses lower- and upper-case letters of consistent size and formation inNSW Foundation Style

writes letters in proportion to each other

Uses finger movements to control the pencil while sliding forearm acrossthe 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 capslock

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HSIE:Change and Continuity

CCS1.1 Communicates the importance of past and present people, days and eventsin their life, in the lives of family and community members and in other communities.

Retells the original stories associated with traditions of their family andcommunity, 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 andidentifies 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 localcommunity.

Gathers information about the Aboriginal peoples that live/lived in theircommunity

CulturesCUS1.3 Identifies customs, practices, symbols, languages and traditions of theirfamily and their families.

Identifies and describes the groups that individuals belong to, includingfamily, class and school groups, sporting groups, a community, religiousgroups, a language group

Identifies the significant people they know that belong to differentgroups, 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 thelanguage/s spoken at home, religion/s, traditions, practices, customs,celebrations and stories

Explains ways in which family members learn from each other aboutcustoms and traditions, e.g. through songs, dances, Dreaming stories

Identifies characteristics that make Indigenous families different orsimilar to their own

Identifies languages spoken in the school and other communities andparticipates in activities that involve using a different language

Participates in activities that involve the communication of culturalsymbols, 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 artworksand dance.

EnvironmentsENS1.5 Compares and contrasts natural and built features in their local area and theways in which people interact with those features.

Examines the values that people place on natural features e.g. shelters,food sources.

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Expresses feelings for particular environments and why they have thesefeelings.

Recognises Aboriginal peoples special relationship with the land.ENS1.6 Demonstrates an understanding of the relationship between environmentsand people.

Identifies ways in which people depend on the environment e.g. shelter,

food. Suggests ways of caring for the environment and ways they cancontribute.

Recognises that Aboriginal people have interacted positively with theenvironment 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 othersrequirements for art making.

Experiments with the properties of different paint media such as the typeof 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 theirmaking of art.

VAS1.4 Begins to interpret the meaning of artworks, acknowledging the roles of artistand audience:

Recognises that artists explore the world in a particular way in how theyapproach their art making and in the artworks they create (such asrepresenting images of Dreaming stories).

Music

MUS1.1 Sings, plays and moves to a range of music, demonstrating an awareness ofmusical concepts.

Plays music using body percussion, percussion instruments and self-made sound sources to explore the concepts of duration, dynamics, tonecolour and structure

Explores simple aspects of musical concepts in their singing, playingand moving activities, e.g. changing the dynamics, changing the tempo, theeffects of changing instruments, arranging musical material in a differentorder.

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 thewords, adding actions or body percussion, performing the song at a differenttempo, performing the material using different dynamics, using differentinstruments/sound sources to play the material or using differentinstruments/sound sources in different sections, exploring vocal qualities intheir singing activities, creating instrumental accompaniments

Explores ways of making different sounds on instruments or soundsources

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MUS1.3 Uses symbol systems to represent sounds.

Recognises symbols to represent sounds and speed, e.g. hand signalsto represents slowing down.

MUS1.4 Responds to a range of different music, expressing likes and dislikes and thereasons 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.DanceDAS1.1 Performs dances demonstrating expressive qualities and control over a rangeof locomotor and non-locomotor movement.

Identifies safe dance practice in warm-ups, moves with care in thedesignated 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 skilfultechniques and a range of expressive qualities, e.g. transferring weight toand 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 particularcultural or historic context, e.g. the movement patterns used in an indigenousdance.

DAS1.2 Explores and selects movement using the elements of dance to expressideas, feelings or moods.

Uses the elements of dance to explore movement ideas based on atheme, 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 selectmovement to express ideas, feelings, moods and events, e.g. discussing,practising and presenting ideas such as running and stopping together toconvey a feeling of lost and frightened.

DAS1.3 Gives personal opinions about the dances and their purpose that they viewand/or experience.

Observes and identifies the elements of dance that they have exploredin 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 movementcontent, 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 (IndigenousAustralians dance to tell stories and celebrate); draws or talks about thedance intent.

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Outcomes Learning Sequence

English:TS1.1TS1.2WS1.9WS1.10WS1.12

HSIE:CCS1.1CUS1.3

Lesson One: Introduction to Indigenous Australians (2 hrs)

Introduce the term Indigenous and explain its meaning in terms of theAboriginal and Torres Strait Islander peoples of Australia. Ask students whatthey already know about Indigenous Australians. Explain to students it is one ofthe oldest living cultures in the world and Aboriginal peoples were the firstAustralians.Show students the Aboriginal Flag and discuss the symbolism of both theshapes and colours.Show students the Torres Strait Islander Flag and discuss its symbolisms. Alsoshow a map of the Torres Strait Islands and show its location in relation to bothAustralia and Wollongong. Ask student why it might be important for thesecultures to have their own flag.

Show a map of Australia that identifies the many different Aboriginal languagegroups and ask students why they think there are so many different groups.Introduce the term language group and discuss some of the differentlanguages used by Indigenous Australians. Link this to the number oflanguages some of the students speak at home.Students listen to the audio track My Mob, first in Gumbaynggirr, then inEnglish. Replay the audio tracks allowing time for students to note down thewords for family members on the worksheet: Gumbaynggirr Family.

Discuss who students think of when they hear the word family. Ask studentswho is in their family, the number of siblings, cousins etc. Compare thestudents 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 howtheir family can include entire communities. Introduce the terms elderand mob.

Read the book Going for Oysters and discuss the family members involvedin the story. Ask the students what they think cousin-sister means. Also askwhy they think Grandad had to be asked for permission/what role do they thinkhe plays in the family (elder)? Are there any similarities between the family inthe 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 roleseach 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).

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Book: Going for Oysters (Adams, 1993).Gumbaynggirr Family worksheet (See Appendix One).

English:TS1.1TS1.2RS1.5RS1.6WS1.9WS1.10WS1.12

HSIE:CCS1.1CCS1.2CUS1.3

Lesson Two: The Thurawal people of the Illawarra (1 hrs)

Discuss with students the meanings of the Aboriginal names of places in thelocal area (e.g. Minnamurra: plenty fish; Unanderra: place of larrikins; andTowradgi: sacred site etc.).Introduce the Thurawal people to students by showing a map of the area theylived in. Discuss that the origin of this Indigenous groups name is from thename of their language and show students examples of common words in thatlanguage.

In pairs, students research the Thurawal people to see what information theycan find. Students should use the different spellings for Thurawal (Dhurawaland Dariwal)Introduce the Wadi Wadi people, a smaller language group within the Thurawalpeople. Explain to students that this group of Indigenous Australians lived onthe east coast from Wollongong to Shoalhaven. Give a brief history of thislanguage group including information such as significant areas, their shelters,clothing, (including hairbelts and shell necklaces etc.), and the games childrenplayed. 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 thetraditional Wadi Wadi language group. Students should think about the thingsthey would see and the games they could play. Students then write a storydetailing a day in the life of a Wadi Wadi language group member.


Resources:List of common Thurawal words (see Appendix Two).

English:TS1.1

TS1.2RS1.5RS1.6WS1.9WS1.10WS1.12

HSIE:CCS1.1

Lesson Three: Indigenous Australians and the Land (2 hrs)

Outside:Introduce the concept of country and land in terms of Indigenous culture.

Include Aboriginal and Torres Strait Islander relationships with the land and therole the land has in the shaping of their history (Dreaming stories). Explore thefeelings students have toward the land.Ask students to close their eyes for one minute. After the time is up, askstudents what they heard (people, cars, birds, dogs barking, the trees rustlingetc.); link to country, land and nature.

Discuss the obligation of looking after the land that Indigenous Australians haveas part of their culture and why. Talk about the traditional ways Aboriginal and

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CUS1.3ENS1.5ENS1.6

Torres Strait Islanders look after the land such as fire-grazing. Include thepositive impact Indigenous Australians had on the environment. Discuss withthe students why it is important for everyone to look after the environment andthe ways in which they can help to care for the land (picking up rubbish, notwasting water etc.).

Discuss reasons the land is important for Indigenous Australians, in particularas a source of shelter and food. Ask students to look around the schoolplayground 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 offthe land. Ask students what they think Indigenous Australians ate and how theygot their food. Introduce the terms hunting, gathering and bushtucker/bushfood. Also discuss the traditional ways of preparing and cooking the food toensure 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 studentsabout the different bush foods. From this site student create a list of ingredientsto be used in a Bush Tucker Recipe.Students then create a set of steps they would use to create a delicious bushtucker recipe with those ingredients. Remind students to use traditionalmethods of cooking such as fire. These recipes can then be published on thecomputer.**During this activity, stress to students that they must not try to eat any ofthese things themselves as the majority of the plants can be poisonous if notprepared 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 tobe immersed in the land they are taking abut.


Resources:

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

Lesson Four: Dreaming Stories (1 hrs)

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

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http://www.mjhall.org/bushtucker/index.htmhttp://www.mjhall.org/bushtucker/index.htm


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WS1.12

HSIE:CCS1.1CUS1.3

parents or grandparents.

Listen to the narration of the Dreaming story Toonkoo and Ngaardi from theYuin-Monaro people of far south NSW. Explain to students that this story tells ofhow the Yuin-Monaro people believe the creeks and rivers were made, thecreation of the boomerang and the origin of the red waratah. After listening tothe audio clip, ask student why it would be important for this Dreaming story tobe told. Then, listen to the track Why the stories are told to hear anIndigenous view on the question.Read aloud the Dreaming story Gulaga and highlight some of the key wordsand language used (Dreaming, sacred, totem, mother mountain, the namesused, speech etc.) and explain their meanings.

Students then create their own form of a Dreaming story that explains howMount Keira could have been formed. They should be creative and use thesame language as traditional Dreaming stories.

Students share their stories with the class and discuss why they thought MountKeira 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)

Discuss the use of artwork in Indigenous culture for highlighting issues in theircommunity, telling stories about the past (Dreaming stories) and an expressionof their culture. Discuss in terms of cave paintings and modern artworks. Watchthe Indigenous Artworks PowerPoint and discuss each image shown interms of what time period it was made, what it is made from, why the artistcreated that artwork.

In pairs, students then research the symbols used in traditional Indigenouspaintings 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 ofIndigenous Artworks.

Back in the classroom, students use their list of symbols to create an artwork oftheir local area. They must use the symbols to show the features of their localarea and can include the way they travel to school. Students have previouslymade maps of their local areas and how they get to school. These can be usedas a model for this artwork if they are having trouble visualising their local area.

English:TS1.1TS1.2RS1.5RS1.6

HSIE:CUS1.3

CreativeArts:VAS1.2VAS1.3VAS1.4

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NB: This lesson should take place in the school library to utilise the dataprojector and enable all students to be able to see the PowerPoint, and to usethe 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 budsPaint shirtsPaints in earthy colours (reds, browns, yellows, blacks etc.)Newspaper to cover desksPrevious artworks and maps of students local area.

English:TS1.1TS1.2RS1.5RS1.6WS1.9WS1.10WS1.12

HSIE:CUS1.3

Lesson Six: Celebrations (1 hrs)

Discuss with students the importance of celebrating to Aboriginal and TorresStrait Islander peoples and the reasons/events for celebrating includinginitiation ceremonies, mourning ceremonies and arranging marriages. Introducethe term corroboree. Link to celebrations the students have been a part of andthe reasons for these celebrations. Also, discuss with students the fact thatsome celebrations can only be witnessed by certain people and the reasons forthis. Ask students if they know of any celebrations they have been involved within 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 peoplecelebrating in the book Celebrations and discuss the traditional dress beingworn and what they are celebrating. When discussing body decoration, link thisto the paints used by Aboriginal and Torres Strait Islander peoples in artworks(the materials used to create the paints). Ask students if there are anycelebrations they have attended in which they dress-up for, or have wornsomething they dont usually wear.

Students then write a story outlining one of their favourite celebrations. Theyshould 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 differencesbetween the each others celebrations and those celebrated by Aboriginal andTorres Strait Islander peoples.


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Resources:Book: Celebrating (Briggs & Harvey, 2004).


HSIE:CUS1.3

CreativeArts:MUS1.1MUS1.2MUS1.3MUS1.4

Lesson Seven: Celebrations - Songs and Music (2 hrs)

Discuss the importance of music and singing in the corroborees of Aboriginaland Torres Strait Islander people. Introduce the term Yidaki (Yolngu word fordidgeridoo), the origins of the instrument and its use in corroborees. Alsodiscuss 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 Indigenousinstruments and ask students if they recognise, or can guess what some of theinstruments may be.

As a class, look at the different traditional instruments available and explore thesounds they make. Allow students time to explore and play the instruments. Ingroups of 5, each group chooses an instrument to play. The teacher thenconducts the groups to create a soundscape using hand gestures for louder,softer, faster and slower. Students do not have to use an instrument, but canclap their hand or stamp their feet etc. as well.

Discuss the importance of singing in Indigenous corroborees and how themusic previously discussed is used to accompany the singers voices. Alsodiscuss the use of the voice as an instrument.Listen to the track Moon Dreaming- Gurrngarwurluk, a modern Indigenoussong by Blekbala Mujik. Explain the meaning of the song words and how it tellsthe story of Gurrngarawurluk, the Dreaming story of the moon. Discuss how ituses traditional instruments and syllabic lyrics, along with modern instrumentsand 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 dataprojector and enable all students to be able to see the video.


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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HSIE:CUS1.3

CreativeArts:DAS1.1DAS1.2DAS1.3

Lesson Eight: Celebrations - Dances (1 hrs)

Discuss and explain the importance of dance in corroborees. Include themeanings 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 storybehind the dance. Next watch the video clip Peter Atjpurrki with dancegroup | Darwin Festival 2007 and again ask student what they think thedance is representing. Discuss the emotions the dance provoked, thecostumes, music and location of the performance.

Replay the video clip and when the dancers get members of the audience to goup on stage and join in, allow the students to stand and try out the dancemoves as well.

Read aloud one of the Dreaming story the students created in a previouslesson. Collaboratively create a set of dance moves that could be used to tellthe story to an audience. Practice the dance moves and perform for anotherclass, teacher or parents. Ensure students perform a warm-up activity beforedoing 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 dataprojector 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: Term 2

Monday Tuesday Wednesday Thursday Friday

9:00 News News News News News

9:15 Literacy Block

(reading

groups)

Literacy Block

(reading

groups,

Handwriting)

Literacy Block

(reading

groups, story

writing)

Literacy Block

(reading groups,

writing,

grammar)

Sport

10:3

0

Spelling words

Diary writing

Fitness

11:0

0

Lunch Lunch Lunch Lunch Lunch

11:4

5

Fitness Maths Scripture Maths Maths

12:1

5

Maths Maths

1:00 Music COGs unit RFF

1:25 Recess Recess Recess Recess Recess

1:55 COGs unit / Art COGs unit Junior

Assembly

COGs unit 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 Spot-

on 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 theyget 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.

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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 M = Most of the time S = Sometimes R = Rarely

Name of Student:

Observations Lesson Number

1 2 3 4 5 6 7 8Contributes to class discussions

Listens to others in discussions

Behaves appropriately in learning situationsCompletes 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)

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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 groupsRecognises 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

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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

soundscapeUnderstands 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


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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 Group of Indigenous Australians - family.

Wadi Wadi 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.


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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

S = Sometimes R = Rarely

STUDENT:

Criteria A M S R

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 forapplying the paint in their artwork.

Comments:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Assessment Four:


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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

S = Sometimes R = Rarely

STUDENT:

Criteria A M S R

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:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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


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takes the form of an on-going evaluation of the lessons and an overall reflection of the success

of the unit as a whole.

On-going Evaluation

Unit of Work Evaluation Agree PartiallyAgree

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-verbalcommunication?

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 andstudents?

Did I maintain effective pacing? Was timingappropriate for the lessons?

Did I recognise and provide for individualdifferences?

Did I use appropriate closing procedures?

Classroom Management

Did I establish and maintain effective managementstrategies?

Did I demonstrate ability in coping with learningsituations, transitions and student movement?

Did I anticipate potential problems and adjustteaching accordingly?

Did I set realistic goals for learner behaviour?

Comments

Reflective Evaluation

Were the objectives achieved?


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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 fromown 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.


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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 Dreaming-Gurrngarawurluk 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 StudiesNSW.

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. AvailableURL: 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).
http://www.dreamtime.net.au/dreaming/storylist.htmhttp://www.myspace.com/caamamusichttp://k6.boardofstudies.nsw.edu.au/linkages/IntegratedUnits/aboriginal/myplace_init.htmlhttp://au.youtube.com/watch?v=1ID86UIivvkhttp://au.youtube.com/watch?v=amvGj-HhKShttp://www.mjhall.org/bushtucker/index.htmhttp://www.nswteachers.nsw.edu.au/IgnitionSuite/uploads/docs/Professional%20Teaching%20Standards.pdfhttp://www.nswteachers.nsw.edu.au/IgnitionSuite/uploads/docs/Professional%20Teaching%20Standards.pdfhttp://www.wollongong.nsw.gov.au/library/aboriginalhistory.asphttp://www.dreamtime.net.au/dreaming/storylist.htmhttp://www.myspace.com/caamamusichttp://k6.boardofstudies.nsw.edu.au/linkages/IntegratedUnits/aboriginal/myplace_init.htmlhttp://au.youtube.com/watch?v=1ID86UIivvkhttp://au.youtube.com/watch?v=amvGj-HhKShttp://www.mjhall.org/bushtucker/index.htmhttp://www.nswteachers.nsw.edu.au/IgnitionSuite/uploads/docs/Professional%20Teaching%20Standards.pdfhttp://www.nswteachers.nsw.edu.au/IgnitionSuite/uploads/docs/Professional%20Teaching%20Standards.pdfhttp://www.wollongong.nsw.gov.au/library/aboriginalhistory.asp

indigenous integrated unit

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