Aboriginal & Culturally Responsive Pedagogies

102085
Assignment 2: Collaborative Unit of Work

Brown Snakes:
Ali Al-Wahab 19453213
Ben Carter 17975487
Laura Bennett 18046205
Matthew Munzo 17822099
Tala Machlouch 18334685

Contents
Overview of site ................................................................................................................................................................................................................... 2
Organisation of Unit of Work ..................................................................................................................................................................................... 3
Unit of work ............................................................................................................................................................................................................................ 6
Community Engagement .............................................................................................................................................................................................. 27
Overview of site

Kamay Botany Bay National Park: Reframing Guriwal as an Indigenous Space of the Eora

Site Details:
Kamay Botany Bay National Park is a heritage listed and protected site located in the La Perouse and Kurnell region of Sydney. The
focus of this site study is the La Perouse area which is located on the northern headland of the National Park. Upon the entrance to
Kamay at the Southern starting point of Anzac Parade is Cann Park which is reputable for its red snake Pit. Cann Park contains a range of
historical sites such as Bare Island, Cape Banks Aquatic Reserve, shipwrecks and coastal/bush walks which have captured and preserved
the Indigenous connection to the land.

Site Description:
Within Cann Park lays the Henry Head Walking track which begins at the end of Congwong beach and stretches across several
kilometres. Upon entering the historical bushland coined as ‘Happy Valley’ due to its successful integration of white and Indigenous
persons together at the time of the Great Depression, it becomes evident that the site contains an abundance of significant Indigenous
knowledge and practices. The walking trail contains several opportunities for students to explore Indigenous knowledge, stories and
practices as it contains a range of native flora, fauna, coastal views, and archaeological evidence such as middens and rock carved baths.
At each point during the walking track, students are able to see the importance of Indigenous connection and custodianship to land
through their resourceful and sustainable practices as the flora and fauna informed every aspect of their daily lives such hunting, seasonal
awareness, food, sanitation, health and leisure activities. The site is accessible for all teaching areas and reframes the colonial history of
Kamay due to Captain Cooks first contact with the land, the controversy of terra nullius and inscription point. The site study aims to
remove the ‘white colonial historical-washing’ of a site that is significant to Indigenous identity both positively through their connection
to the land prior to colonisation and post due to its impacts. By encouraging students to view historical sites alternatively and reflect on
the impacts of colonisation, their ethical and intercultural understanding can be enhanced in order to take positive steps on the pathway to
reconciliation.
Organisation of Unit of Work
Group member Lesson plan Outline Curriculum area covered and link to your site
number X/10
Tala Machlouch 5/10 English: The English syllabus emphasises on the importance of story sharing and decoding in
18334685 order to understand the experiences of individuals and collective groups. The ‘Eight
Ways’ model is significantly useful for the English subject as students are required to
explore non-literal languages such as the non-verbal, symbols and images through
story sharing and deconstruct/reconstruct processes. Students are encouraged to
utilise ‘learning maps’ to construct visual maps of stories and their understanding of
texts. The site study provides students insights into ‘Happy Valley as they enter the
walking track and provides them with an alternative perspective on the contacts
between Indigenous persons and white communities. Students are not provided a
utopian image of whites and Indigenous people together sharing their skills,
resources and knowledge. Students are encouraged to engage in a range of creative
writing and visual learning maps using symbols and images based on their
imagination of what the valley would have been like. Indigenous and non-indigenous
persons will also be provided the opportunity to utilise Aboriginal English to
establish it as a legitimate form of language in their descriptions and fulfil the
standards and legislation in order to promote Indigenous identities in the classroom.
Students are to use the knowledge gained during the site study, their background
knowledge and high order thinking. This fulfils the curriculum focus of Indigenous
perspectives, intercultural understanding and empathetic understanding.
Ali Al-Wahab 6/10 PDH/PE: The PDHPE syllabus encourages students in Stage 4 to explore the factors which
19453213 contribute to the health and performance of individuals, specifically athletes. The
syllabus requires students to explore the sporting identities of Indigenous persons
and this also incorporates the cross-curriculum priority of Indigenous perspectives.
As students undertake the site study, they will investigate the nutrient dense foods
Indigenous persons ate, their physical activities for both leisure and sustainability,
sanitation and how these factors assisted in the sustainability and health of
Indigenous persons historically. The daily practices and cultural knowledge of
Indigenous persons has informed the practices of athletes in this modern-day age due
to their connection with land and the needs of the human body. Students will be
given the opportunity to compare and contrast the practices of Indigenous persons
 with athletes. Grant (tour guide) declared that the archaeological steps of Indigenous
persons around Kamay Bay exceeded the gate of Usain Bolt.
Ben Carter 17975487 7/10 History: The history syllabus explores the colonisation of Australia, from the viewpoint of
Indigenous Australians. In particular, this unit uses historical inquiry processes to
explore the concept of Terra Nullius, along with the impacts this has on Indigenous
Australians. Furthermore, this unit will use Kamay Botany Bay National Park as a
case study of the application of Terra Nullius, with students analysing multiple
sources to determine its legality. By referring back to their site visit and the
information gained there, as well as the examination of sources, students will learn
that a variety of Indigenous cultures inhabited the land before the arrival of
Europeans. Additionally, students will also explore the connection that the
Indigenous people of La Perouse had to their land, prior to the arrival of Europeans.
Following this, students will investigate the ramifications of Terra Nullius and the
dispossession of Indigenous people from La Perouse. In order to achieve this, the
history curriculum will focus on the case study of Kamay Bay, exploring how the
removal of Indigenous people from their lands has resulted in a loss of local
knowledge. Importantly, the history curriculum in this unit utilises the “Eight Ways”
model, ensuring that all students have equitable access to the content. In particular,
the history curriculum employs the “deconstruct/reconstruct” aspect of the “Eight
Ways” model, which helps students develop their historical inquiry skills. Therefore,
the history curriculum uses the Kamay Botany Bay National Park as a case study,
exploring the ethical and legal application of Terra Nullius. This learning is
reinforced through the implementation of the “Eight Ways” model, resulting in a unit
that engages and challenges students.
Laura Bennett 8/10 Geography: The Geography syllabus aims to understand how the role, functions and
18046205 importance of the environment and its interrelationship to human experience and
action. The study of geography is therefore ecological and place-based and has a
continual goal of linking content to local land and place. The ‘Eight Ways’ model is
significantly relevant for the discipline as it creates the greatest level of access for all
learners while simultaneously developing both student and teacher Indigenous
cultural competence. Within this unit students are encouraged to follow the processes
of learning though learning maps which are directed by relevant ‘do now’ content
which provides opportunities to connect previously learned content while also
previewing further content. The content within the 8th lesson plan encourages
students to use knowledge the gained from the site study to examine the
 environmental and human processes form and transform landscapes and landforms.
Students use this knowledge and additional geographical terms/concepts from the
lesson to communicate the land-linked geographical issue and create a real-life
purposeful proposal of action to encourage sustainability within the context.
Matthew Munoz 17822099 10/10 Food Technology: The Food Technology Syllabus Focus Area: Food in Australia examines
the impact that migration and foreign settlement has had on the food eaten in
Australia. The history of food in Australia is explored with an additional focus on bush
tucker which is consumed by Indigenous communities, both past and present, how the
European settlement effected the food consumed by Indigenous communities and vice
versa, and how this has had long-last effects on contemporary Australian eating
patterns. Students will be given the opportunity to develop their understanding on how
Indigenous communities lived off the land in a sustainable manner and maintained the
health of their communities and environment through traditional practices such as fire
farming. The content in the 10th lesson plan will give students the chance to create
their own meal utilising ingredients which will be found in the Kamay Botany
National Park site study, this will give an insight and cultivate authentic learning about
the type of foods eaten by the local Indigenous communities of the national park and
how they utilised the land to fulfil their nutritional requirements.
Unit of work

Unit description Resources

The unit reframes the historical narrative of Kamay Botany Bay National
Park, in order to remove the ‘white colonial historical-washing' of an · Australian Institute for Teaching and School Leadership. (2017).
Indigenous site, which is significant to Indigenous identity and heritage. The Australian Professional Standards for Teachers. Retrieved from:
National Park is significant for Australia’s (Indigenous) colonial history due
to Captain Cooks discovery of La Perouse and inscription point which https://www.aitsl.edu.au/docs/default-source/general/australian-professional-
initiated a series of colonial practices. This resulted in a loss of cultural standands-for-teachers-20171006.pdf?sfvrsn=399ae83c_12
knowledge, cultural identity and the interconnectedness of Country and Place
for Indigenous communities. This unit encourages students to view this · Department of Education, Employment and Workplace Relations.
historical site through an Indigenous perspective, exploring the Indigenous (2010). What Works. The Program: Core Issues 5: Engagement. Retrieved
knowledge and narratives which are embedded within the Henry Head
from
Walking track in order to explore the ramifications of colonisation.
Colonisation has undermined Indigenous knowledge of the land, flora, fauna, http://www.whatworks.edu.au/upload/1250830979818_file_5Engagement.pdf
sustainable practices and interracial interactions. Therefore, this unit utilises
Eight Ways of Learning to cultivate and support a strong cultural identity for · Kadoo Tour Group
Indigenous Learners as well as incorporate Westernised pedagogies to create
authentic and transformative learning experiences for all learners. This also · La Perouse: The place, the people and the sea : A collection of writing
promotes intercultural and empathetic understanding in order to take positive by members of the Aboriginal community. (1988). Canberra: Aboriginal
steps on the pathway to reconciliation. The site study and unit learning Studies Press.
activities focus on Indigenous practices, culture, knowledge and Identity
through the connection to land in order to reframe the site as one which is not · Local community resources including AECG, Land Council, ASPA.
defined by its colonial history and instead by the forms of knowledge which
existed thousands of years ago and which have been undermined. The ten Information on local historical sites, including from the local council and the
cross-curricular lessons focus on the notion of ‘reframing’ La Perouse and local historical society.
acknowledging Indigenous knowledge through incorporating aspects of the
site study, the syllabus and the Eight Ways of Learning pedagogy. · Quality teaching in NSW public schools. An assessment practice guide.
(2006). Retrieved from
https://stjohnsprimarystaff.wikispaces.com/file/view/asspracg.pdf
Time allocation: 10 x 60-minute lessons
 · Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface
(PhD thesis). James Cook University. Retrieved from.
https://researchonline.jcu.edu.au/10974/4/04Bookchapter.pdf

*Classroom resources are listed within the individual lesson plans

*Site study booklet attached to the end of the unit outline

Targeted outcomes:
History:
HT4-5: identifies the meaning, purpose and context of historical sources
HT4-6: Uses evidence from sources to support historical narratives and explanations
HT4-8: locates, selects and organises information from sources to develop an historical inquiry
HT4-10: Selects and uses appropriate oral, written, visual and digital forms to communicate about the past

English:
EN4-5C: Thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts
EN4-8D: Identifies, considers and appreciates cultural expressions in texts
EN4-3B: Uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts
EN4-7D: demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it

Geography:
GE4-1: locates and describes the diverse features and characteristics of a range of places and environment
GE4-2: describes processes and influences that form and transform places and environments
GE4-5: discusses the management of places and environments for their sustainability
PDHPE:

Food Technology:
FT4-1: demonstrates hygienic handling of food to ensure a safe and appealing product
FT4-5: applies appropriate methods of food preparation
FT4-6: relates the nutritional value of food to health
FT4-7: identifies the factors that influence food habits and relates them to food choices
FT4-10: uses appropriate techniques and equipment for a variety of food purposes

LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
Lesson 1 History Content: The lesson acts as an initial introduction to Kamay Botany Bay
Depth Study  use the process of National Park and emphasises its importance for both Indigenous
1: historical history pre-invasion and Australia’s colonial history. Teacher
Investigating investigation to outlines that the intent for the lesson is to explore the National Park
through a colonial perspective by investigating the
the Ancient examine at least ONE
impacts/controversy of the ‘inscription point’ as evidence of Captain
Past historical controversy Cook’s discovery.
or mystery
 investigate what these Virtual tour of Captain Cook’s landing spot:
sources reveal about https://www.nationalparks.nsw.gov.au/things-to-do/historic-
Australia's ancient buildings-places/captain-cooks-landing-place
past  Students conduct a virtual tour of Captain Cook’s landing
spot as a class/individually and discuss the concept of ‘terra
nullius’ and how Captain Cook’s landing implicated the First
Peoples of Australia.
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
HT4-6: Uses evidence from Students respond to a series of questions such as: Why is
sources to support referring to this area as a ‘landing spot’ controversial? What
historical narratives and do you think made this coastline an ideal landing spot?
explanations What do you think would have been more appropriate? etc
HT4-10: Selects and uses
appropriate oral, written, Inscription point:
visual and digital forms  Class discussion on the inscription point which was named
and erected by Australian Philosophical Society to mark the
to communicate about
first landing spot of Captain Cook’s Endeavour.
the past
 Students are provided a copy of the inscription point:
https://www.captaincooksociety.com/home/detail/inscription-
point-kurnell-botany-bay-nsw-australia
 Students are provided time to read it individually and are
instructed to annotate any words, symbols or ideas which
come to mind while reading it. Class is then to read it out
loud and discuss its controversial aspects and implications for
Indigenous interconnectedness to Country and Place, Culture
and Identity.
Students are to use their empathetic understanding,
cultural sensitivity and background knowledge to recreate
the plaque at the inscription point. Their recreation is to
criticise the inscription point, the notion of ‘discovery’,
discuss the implications of Captain Cook’s landing spot and
its implications for Indigenous persons.
 Teacher is to model and showcase an example of one.
Students are to share their creations with the class and their
peers.
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
Teacher to consolidate learning and purpose of the site study. Teacher to
emphasise that as a class we are undertaking the study to look at Kamay
Botany Bay National Park through exploring Indigenous
interconnectedness to Country and Place, Culture and Identity. In order to
promote reconciliation, we must acknowledge Indigenous ways of teaching
and knowledge which existed thousands of years ago and which were
implicated/undermined by Captain Cook’s landing spot.

Teacher to discuss the excursion etiquette for the site study.

Lesson 2 Site Study Content: Excursion
 describe an  Students completing a site study of Kamay Botany Bay
Australian site which National Park. Students will attend this site study as a cohort,
has preserved the working collaboratively throughout the day when completing
heritage of Aboriginal their tasks. Students will be reminded to act professionally
and Torres Strait and politely throughout their excursion, showing respect to
Islander peoples their tour guides, classmates, teachers and the general public.
 locate and describe a
variety of sources for Site study booklet
ancient Australia, e.g.  Students will complete a site study booklet which covers all
animal and human of the curriculum areas relevant to this unit.
remains, tools,
middens, art and Data collection and site study participation
stories and sites  Students taking pictures, recording relevant information in a
related to the log, as well as engaging in discussions with tour guides,
Dreaming teachers and peers.
 investigate what these
sources reveal about
Australia's ancient
past
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT

HT4-8: locates, selects and

organises information
from sources to develop
an historical inquiry
Lesson 3 Geography Content: This lesson aims to consolidate the knowledge and learning from the
 description of the site study visit to Kamay Botany Bay National Park. The activities
Landscapes cultural and spiritual aim to encourage students to reflect on Indigenous
and value of landscapes interconnectedness to Country and Place, Culture and Identity. The
Landforms: or landforms in key purpose of this lesson is to acknowledge Indigenous ways of
Value of different places teaching and knowledge learnt on the site study and create a learning
landscapes map which students can refer to throughout the unit.
and GE4-1: locates and describes
landforms the diverse features Key inquiry question: why and how do Indigenous peoples value
and characteristics of Kamay Botany Bay National Park?
a range of places and
environments
GE4-2: describes processes Yarning Circle:
and influences that  Teacher instructs students to sit in a circle and are reminded
form and transform of yarning circle protocols. Teacher asserts that all
places and individuals are equal and respected, students should be
environments reminded that respectful listening is key for this activity.
GE4-5: discusses the Remind students that this is an opportunity to present stories
management of and opinions and explore ideas with peers.
places and  Teacher initiates discussion about the site study –the
environments for interconnectedness and value of the site study to Indigenous
their sustainability peoples
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT

Journal Activity/Cross-curriculum learning:

 Teacher provides students with targeted outcomes for this
unit and instruct students to write 1-2 sentences that link
aspects discussed in the yarning circle to each of the outlined
key learning areas
*Teachers discretion to use this as a jigsaw/collaborative
activity or for students to work individually depending on
class ability and demographic
*Activity may need scaffolding which can be done so
through continual class discussion and a deeper explanation
of key learning areas and targeted outcomes

Visual Representation – Botanical Cards:

 Teacher asks students to recall information of native flora
from the Henry Head walking track from the site study
 Students are provided with a partially completed botanical
cards about several of the native flora to the area. Botanical
cards include the scientific and common name, and a short
description
 Students must use knowledge from site study to draw a
picture/diagram of the flora and describe the Aboriginal uses
of the plant
Lesson 4 PDHPE Content The following lesson is a practical PDHPE lesson that encourages
Participate in a variety of students to reflect upon their site study knowledge while integrated
movement activities to the practical skills of the syllabus. During the site study students
demonstrate and enhance explored traditional physical activities which are a part of
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
Movement, body control, body Indigenous leisure and sustainable living activities. Students
Skill and awareness, object interacted with the types of flora which were incorporated into
Performance manipulation, anticipation traditional Indigenous games including; running, hiding, sprinting
and timing and jumping etc. Students explore how Indigenous persons utilised
 practise and refine their bodies in hunting and fishing to gather food and resources.
fundamental and
specialised movement Yarning circle:
skills in predictable  Students will gather in a yarning circle and discuss the
and dynamic learning learning intentions of the lesson and the relevance to the
environments ‘Kamay Botany Bay National Park’ site visit. Explore how
 participate in the skills used in the games emulate the skills required by the
movement activities local Indigenous community, such as speed and agility, spear
that demonstrate and throwing, running, and hunting.
reinforce the transfer
Warm up activity 1:
of skills across  Teacher will call out traditional Indigenous dance moves and
different movement students will perform them.
contexts Warm up activity 2:
 demonstrate
movement skills  Students will play a modified version of Marco-polo. One
student will have their eyes closed and have to roll a soft ball
through a range of
at the legs of students who will reveal their position by
experiences, blowing on the leaves of a Blueberry Lily, which creates a
including rhythmic whistling sound traditionally used to ward off snakes.
and expressive
movement, Wana:
individual/group/team
physical activities,  A short piece of stick was placed on the ground to represent a
nhoba (baby). The designated player defends their nhoba
initiative/challenge from the incoming balls being rolled by other players
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
physical activities,
aquatics, and lifelong Jumpinpin:
physical activities  One player is nominated as the ‘fisherman’ and the other
players spread around the playing area. The fisherman is
armed with a soft gator skin ball or soft sponge ball. On a
PD4-4: refines, applies and
given signal he or she begins to ‘hunt’. The fish are
transfers movement eliminated when they are hit below the shoulders with an
skills in a variety of underarm throw.
dynamic physical
activity contexts Buroinjin:
PD4-5: transfers and adapts  The aim is for a player of one team to run as far as possible
solutions to complex with the ball and cross over a line at the other end of the
field. He or she attempts to do this without being touched by
movement challenges
an opponent (Australian Sports Commission, 2008)

Lesson 5 English Content This lessons focus is on the importance of historical story telling
 Compose texts using through a range of perspectives (English textual concept) by
alternative, creative focusing on the site study knowledge of ‘Happy Valley’. Students
and imaginative ways observed the physical surroundings of Henry Head Walking track
of expressing ideas, and listened to the stories of Indigenous elders which discussed their
recognising, valuing interactions with non-Indigenous communities during The Great
and celebrating Depression. The lesson aims to provide students the opportunity to
originality and explore positive interactions between Indigenous and non-
inventiveness Indigenous communities. This enables students to explore the
Indigenous interconnectedness to the site through Country and Place,
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
 Explore the Culture and Identity. It encourages students to reflect upon the
interconnectedness of knowledge Indigenous communities had and shared with those who
Country and Place, joined them in ‘Happy Valley’.
People, Identity and
Culture in texts Warm up re-call activity:
including those by  Students are provided either an Indigenous symbol card or
Aboriginal and Torres descriptor card and are provided a few minutes to find the
Strait Islander authors corresponding card. Students must then work together to find
 Recognise and a direct link to their site study knowledge of ‘Happy Valley’.
Students are then to share their example with the class.
explain differing
Teacher may need to project the correct matches on the board
viewpoints about the in order for students to assess if they successfully matched
world, cultures, themselves correctly.
individual people and
concerns represented Yarning circle activity:
in texts  Protocols of the Yarning circle
 Develop a sense of  Students are to discuss the importance of history and stories
personal style and including a range of perspectives on indigenous history and
taste in composition the interactions between Indigenous and non-Indigenous
and response communities.
 Perspective definition: ‘’ Perspective is a lens through which
we learn to see the world; it shapes what we see and the way
EN4-5C: Thinks we see it. The lens can clarify, magnify, distort or blur what
imaginatively, creatively, we see’’ (NSW Department of Education, 2016, p.1)
interpretively and Key discussion questions
critically about
1. Why does the information we learnt about ‘Happy Valley’
information, ideas and
arguments to respond to challenge us and our perspectives on contacts?
and compose texts
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
EN4-8D: Identifies, 2. How did the Indigenous peoples respond to those that joined
considers and appreciates them?
cultural expressions in 3. What types of knowledge/skills did they share? Why is this
texts
perspective important?
EN4-3B: Uses and describes
4. What can we learn about the Indigenous connection to
language forms, features
Country through focusing on Happy Valley?
and structures of texts
5. How did the Indigenous people view the effects of the Great
appropriate to a range of
Depression? (Hunger and famine etc)?
purposes, audiences and
contexts
Students provided scaffold to write, draw or scribble on.
(Resource attached in lesson plan)

Writing activity:
 Students are to imagine they have been requested to compose
a creative and imaginative description of ‘Happy Valley’ so
it can be displayed on the site information board which they
seen on the tour from a Non-Indigenous /European
Perspective. Students are to write from a new perspective to
highlight the unity of both Indigenous and non-Indigenous
community and how Indigenous knowledge was shared.

Presentation (resource included)

 Includes the purpose of the task, what their writing
component needs, the correct terminology and writing tips.
Students are to be provided access or a copy to this.

Students are to select one of seven focus choices for the writing
activity which are listed on the last page of the PowerPoint
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
presentation. (e.g. sharing of knowledge and skills, activities of
Indigenous persons)
 Students are to compose their creative, factual and
imaginative pieces and share it with a peer to provide
constructive feedback.
 Group task: Students are to create groups of 7, including
a person from each of the focus topic. Students are to read
their writing piece aloud to one another within their groups,
in the specified number order. Volunteer groups are to share
their composition with the class. Students are to submit their
books to the teacher in order for their individual pieces to be
put together as a whole piece for their books.

Reflection activity:
 Teacher to ask students how they felt writing from a different
perspective and giving those who might read their creative
text a whole new perspective on the first contacts between
people.
 Students are to journal: How does learning about ‘Happy
Valley’ and the site study contribute to Indigenous
communities?
Lesson 6 PDH/PE Content This lesson will develop the students understanding of the impacts of
 Health related Indigenous peoples participation in sports and physical activity.
components of fitness Links will be made to show the importance of being physically fit
o cardio- living in the ancient Australian terrain. Students will also have to
respiratory
identify the difference and similarities between the physical ability
o muscular
strength of Indigenous athletes and Indigenous hunters. This will be done
through a research task, comparing the Indigenous hunting (learnt
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
o muscular during the site study - Kamay Botany Bay National Park), and an
endurance Indigenous athlete of their choice. This task acknowledges the
o flexibility importance of physical health related components of fitness and its
o body
essentialness for both athletes and Indigenous hunting.
composition

Class discussion:
 Teacher directed questioning; students encouraged to
PD4-9: describes the benefits
consider;
of a balanced lifestyle
o The purposes of carved rock baths including;
and participation in
sanitation, washing of food, maintaining personal
physical activity
hygiene, have a constant supply of clean drinking
PD4-10: explains how
water and clean foods that they have hunted.
personal strengths and
o How fitness was a large part of Indigenous culture
abilities contribute to
due to the physical requirements needed to live on
enjoyable and
rugged terrain as seen in the images.
successful participation
o the physical strength of Indigenous people who were
in physical activity
able to carve and create a baths and filtration systems
out of solid rock.
o day to day activities like walking and hiking up steep
hills helped develop muscles leading to greater more
efficient hunters allowing for greater diet leading to a
more well-nourished individual.

Student Research:
 Students are to research an Indigenous athlete of their
choosing and compare them with the physical ability of
Indigenous hunters learnt at the site study
 Students must compare:
o Dietary intake
o Body composition
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
o Sanitation levels

Research Task
 Students are to choose 1 Indigenous athlete (preferably the
same one from the previous task), or of their liking. Students
are to complete the provided scaffold answering questions
about that specific athlete. The scaffold will include 7 parts
including
o Name
o Age
o Sports competed in
o Years in competition
o Career statistics
o Biography
o Timeline of the players career

Logo design activity:

 This activity is used to show the wide range of Indigenous
governing bodies in sports that create pathways for young
Indigenous talents to reach the top of their preferred sorts
o Students are shown different governing Indigenous
sport bodies logos.
o Students are then to create their own logo for any
chosen sport and explain why the design resonates
with the Indigenous community.
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
Lesson 7 History Content This lesson explores the theme of terra nullius with a focus on
Depth Study  use the process of Kamay Botany Bay National Park, using it as a case study to analyse
1: historical the application of terra nullius. In order to achieve this, students will
Investigating investigation to be required to examine and analyse a number of texts and sources.
the Ancient examine at least ONE The lesson culminates with a creative response task, which requires
Past historical controversy students to construct an imaginative piece of work, describing the
or mystery initial contact between Captain Cook and Indigenous people, from
an Indigenous perspective. Importantly, students are required to use
HT4-5: identifies the the information gained from sources and the site study as inspiration
meaning, purpose and for their response.
context of historical
sources Yarning Circle:
HT4-6: uses evidence from  Teacher reminds students of the yarning circle protocols
sources to support  Students will explore their prior knowledge of ‘Terra
historical narratives and Nullius’, discussing what they think this term means, as well
explanations as its implications for Indigenous Australians (Mills,
HT4-8: locates, selects and Sunderland & Davis-Warra, 2013).
organises information
from sources to develop Text Analysis:
an historical inquiry  Students explore the concept of ‘Terra Nullius’ and how it
was applied to dispossess Indigenous Australians of their
land. Additionally, it will also be explored how the Mabo
land rights case has challenged the legality of ‘Terra Nullius’.

Source Analysis & Inquiry-Based Framework:

 Students analyse a source that depicts Botany Bay.
 Students are required to respond to this source through a
number of deep questions, which link directly back to their
site study. These questions prompt students to consider the
ethical and legal imperatives that were ignored in the
application of Terra Nullius, in La Perouse. These methods
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
of inquiry require students to draw on prior knowledge,
recalling information from previous lessons, as well as their
site study. The inquiry-based framework creates learning
content that is deeply engaging for students, positioning them
as historians through the analysis of sources, which they then
interpret; thus, giving them a deep understanding of the
content (Boas, 2016).

Source Analysis & Creative response:

 Students will now analyse an excerpt from Captain Cook’s
diary.
 Students are to produce a creative response to the source they
have just analysed. Research suggests that providing students
with agency over their learning can increase their
engagement with the content, which in turn increases their
learning outcomes (Clark & Nye, 2017).

Lesson 8 Geography Content This lesson aims to provide students with the opportunity to explore
 assessment of the the practice of Aboriginal and Torres Strait Islander peoples use of
Landscapes contribution of fire stick farming as a process of environmental management and
and Aboriginal and Torres sustainability. Students use the data and information collected from
Landforms Strait Islander the site study to examine the use of fire for Indigenous peoples,
Peoples’ knowledge including the discussion of tour guides about the impact of current
to the use and environmental strategies employed at the site. This lesson
management of an encourages students as active citizens whom take part in the
Australian landscape conversation of sustainability and environmental management that
or landform acknowledges and includes Indigenous perspectives.
Teacher facilitates class discussion about the environmental
GE4-1 locates and describes management of Kamay Botany Bay National Park, highlighting the
the diverse features and use of firestick farming for sustainability.
characteristics of a range
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
of places and Opening Activity:
environment  Students are provided with ‘do now’ task that has specific
GE4-2 describes processes instructions and a sample. Task aims to build literacy skills
and influences that form through the creation an acrostic poem of the word ‘firestick.’
and transform places and
environments Collaboration:
GE4-5 discusses the  Think-Pair-Share: Outline the ways that humans use fire?
management of places  Create list on the board of answers from students
and environments for  Teacher to model a Venn diagram and ask students to
their sustainability categorise the differences and similarities of the uses of fire
for Indigenous and non-Indigenous peoples.

Text Analysis:
 Students’ read through Firestick Farming by Mark
O’Connors and highlight the reasons for firestick farming
that they can identify within the poem.
 Students should recall the advantages of firestick farming
involving flora and fauna specific the large area of the
walking track shown to the students in the guided tour.

Poster/Advertisement Activity:
 Students work either individually, in pairs, or groups of 3 or
4 to create a poster or advertisement that promotes firestick
farming as a sustainable practice specific to the site study.
Explicit quality criteria are given through the form of a
checklist including; bold and eye-catching title, advantages
of firestick farming, flora and fauna that will be affected by
the use of firestick farming, persuasive language, and, any
acknowledgements/references.
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
Lesson 9 English Content This lesson brings together the learning that students have
 draw on experience to experienced over the whole unit. The lesson focuses on
consider the ways the the Giriwal people and how they were dispossessed from their lands
'real world' is in La Perouse. In order to achieve this, students will analyse
represented in the Oodgeroo Noonuccal's Municipal Gum, as well as Kevin Rudd’s
imaginary worlds of apology speech. Students will be required to use these texts as a
texts, including framework to explore the experiences of the Giriwal people. The
imaginative literature, lesson will conclude with students being divided into groups and
film, media and completing a collaborative task. This task will see the groups
multimedia texts compare the aforementioned texts, with what they have learned
 recognise and explain throughout the unit and on their site study. Groups will present their
differing viewpoints findings to the class.
about the world,
cultures, individual Revision activity
people and concerns  Teacher summarises the different key points that students
represented in texts have learnt throughout this unit. In particular, teacher will
 explore the highlight the learning that students experienced during the
interconnectedness of site study, emphasising the important connection that
Country and Place, Indigenous people of La Perouse have to Kamay Botany Bay
People, Identity and National Park.
Culture in texts
including those by Poetry analysis
Aboriginal and Torres  Students read, listen to and analyse the poem Municipal
Strait Islander authors Gum, written by Oodgeroo Noonuccal. In this task, students
will explore the symbolism used in the poem. Particularly,
EN4-7D: demonstrates students will analyse how the text illustrates the deprivation
understanding of how of culture experienced by Indigenous peoples, due to
texts can express aspects dispossession. Students will be provided with a scaffold to
of their broadening world assist them in the completion of this task. The scaffold will
and their relationships name some poetic techniques used by Noonuccal in her
within it poem. Students will be required to provide an example of
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
EN4-8D: identifies, where this poetic technique is used, and then explain its
considers and appreciates effect.
cultural expression in
texts Inquiry based learning
 Students respond to the following inquiry questions:
o How does this poem emphasise the important cultural
connection Indigenous people have with the land?
o According to the poem, what happens when this
connection is broken?
o In what ways is this poem reflective of what
happened to the Indigenous people of La Perouse?
o Create your own question and respond to it.

Collaborative – Jigsaw Activity

 Students individually read through Kevin Rudd’s 2008
apology speech
 Divide students into several groups and assign a section of
the text to each group
 Teacher instructs that students must draw connection
between the speech, Oodgeroo Noonuccal's poem and the site
study.
 Students work to compare the common themes present across
all three texts and use the inquiry questions as a basis.
 The groups will present their findings the rest of the class,
enabling them to act as expert learners

Teacher will consolidate the learning, reinforcing the common

themes found throughout the different texts and the site study.
Teacher will remind students of the importance of local Indigenous
knowledge in maintaining the land, as well as sustaining Indigenous
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
cultures. Teacher will link this with the next lesson, which will see
students cooking traditional food of the Giriwal people.
Lesson 10 Food Content Key inquiry questioning:
Technology  investigate the use  Teacher will ask key inquiry questions to gauge students
and nutritional values initial understanding and set foundational knowledge for later
of bush tucker in the lesson:
Food in ingredients o How did local Indigenous communities manage to
Australia  modify a recipe(s) to keep seasonal fruit growing all year round?
include bush tucker o What are the nutritional benefits of the ingredients
ingredients found on the site-study (finger limes, wattle seeds)?
 appropriate selection o How did the Indigenous utilise fire farming?
of equipment and o How did the Indigenous help European settlers with
techniques used in their nutritious native foods?
food preparation
 demonstrate safe and Cooking practical: Damper
hygienic work  Students will follow the learning map version of a recipe on
practices how to cook traditional Indigenous damper. Students will
 assess the nutritional also crush wattle seeds to sprinkle on the end product.
implications for Students will be provided with finger lime jam to spread on
Aboriginal and/or their damper. Ensure links between ingredients and site-study
Torres Strait Islander are clearly established.
Peoples of introduced
foods Kamay Botany National Park Food Tech worksheet:
 As damper is cooking in the oven, students will complete the
FT4-1: demonstrates provided worksheet to re-cap information learnt on the site
hygienic handling of food study and the significance of La Perouse to the local
to ensure a safe and Indigenous community, and reinforce the knowledge
appealing product presented in the inquiry questioning.
FT4-5: applies appropriate
methods of food
preparation
LESSON KEY RELEVANT SYLLABUS INTEGRATED TEACHING AND LEARNING ACTIVITIES CONNECTIONS
SEQUENCE LEARNING OUTCOMES AND (Resources attached to individual lesson plans) TO 8 WAYS
AREAS CONTENT
FT4-6: relates the nutritional
value of food to health
FT4-7: identifies the factors
that influence food habits
and relates them to food
choices
FT4-10: uses appropriate
techniques and
equipment for a variety
of food purposes
Community Engagement
For this unit of work, we would like to acknowledge the Dhawraral Aboriginal community, those past and present for allowing us to experience
Indigenous history, knowledge and practices on Guriwal (La Perouse). The tour was conducted through ‘Kadoo Tours’ and was led by caretakers
Grant Hyde, Tim Ella and his daughter. They provided us an array of knowledge, reflection points and discussed Indigenous protocols for
interacting with the land. We were privileged to partake in and Indigenous ochre ceremony and to be accepted on Country. The tour guides
emphasised on the importance of using the knowledge we gained on the site study to influence change and promote reconciliation. Consultation
is essential as is the Working with Aboriginal Communities guide (2009) as it establishes cultural protocols and the necessary cultural awareness
and sensitivity needed for consulting Indigenous communities. To conduct a tour or find out more information, appropriate protocols need to be
undertaken by contacting Kadoo Tours.