Activity Introduction
Quick summary: This lesson is based on the film Who We Are: Brave New Clan – Country/Place. This lesson focuses on Aboriginal and Torres Strait Islander people’s connection to Country. Students investigate some of the ways that Aboriginal and Torres Strait Islander communities may experience and express connection to Country. Students then identify the places where the hosts of the Who We Are: Brave New Clan films come from, creating posters to share information about these places. They then look at Aboriginal and Torres Strait Islander place names around Australia and for their local area. Students think about a place that is significant to them and their families and create a story about this place.
This lesson is produced in partnership with Cool Australia and the Narragunnawali: Reconciliation in Education team at Reconciliation Australia. We acknowledge and pay respect to the past, present and future Traditional Owners, Custodians and Elders of this nation and the continuation of cultural, spiritual and educational practices of Aboriginal and Torres Strait Islander peoples.
We respectfully caution Aboriginal and Torres Strait Islander peoples that this resource may contain images and names of people who have passed away.
Essential questions:
- What are some of the ways that connection to Country is expressed by the hosts in the film?
- Where do the hosts of the Who We Are: Brave New Clan films come from?
- What is the origin of some Aboriginal and Torres Strait Islander place names?
- What is the Aboriginal or Torres Strait Islander name for your local area and what is the origin of this name?
- What are the names of the Aboriginal or Torres Strait Islander groups that have custodianship of the land, sea, sky and waterways in your area?
21st century skills:
Australian Curriculum Mapping
The films and lessons presented in Who We Are: Brave New Clan have been designed to align with the organising ideas of the Australian Curriculum’s cross-curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures. Use of the film in a classroom setting will build teachers’ and students’ knowledge of, understanding and respect for Aboriginal and Torres Strait Islander histories, cultures, contributions and ways of life.
General capabilities: Intercultural Understanding, Ethical Understanding, Critical and Creative Thinking, Literacy.
Cross-curriculum priority:
- Aboriginal and Torres Strait Islander Histories and Cultures OI.2 – Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place.
Content descriptions:
Year 4 HASS
- The diversity of Australia’s first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies) (ACHASSK083)
- The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability (ACHASSK089)
- The different cultural, religious and/or social groups to which they and others in the community belong (ACHASSK093)
Year 4 English
- Create literary texts that explore students’ own experiences and imagining (ACELT1607)
- Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
Year 5 English
- Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)
- Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
Year 6 English
- Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)
- Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
Syllabus outcomes: GE2-2, GE2-3, EN2-10C, EN2-2A, EN3-7C, EN3-2A, EN3-7C.
Relevant parts of Year 4 HASS achievement standards: Students identify the interconnections between components of the environment and between people and the environment, and describe factors that shape a person’s identity and sense of belonging.
Relevant parts of Year 4 English achievement standards: Students create texts that show understanding of how images and detail can be used to extend key ideas, and actively to class and group discussions.
Relevant parts of Year 5 English achievement standards: Students create imaginative, informative and persuasive texts for different purposes and audiences, and contribute actively to class and group discussions, taking into account other perspectives.
Relevant parts of Year 6 English achievement standards: Students create detailed texts elaborating on key ideas for a range of purposes and audiences, and contribute actively to class and group discussions.
Topic: Who We Are: Brave New Clan
Unit of work: Who We Are: Brave New Clan – Country/Place.
Time required: 60-70 mins.
Level of teacher scaffolding: Medium – oversee discussion, lead students in activities.
Resources required: Student Worksheet – one copy per student OR computers/tablets to access the online worksheet. Device capable of presenting a website to the class. A large (at least A3 sized) map of Australia that you can write on. Poster making materials.
Digital technology opportunities: Digital sharing capabilities.
Keywords: Aboriginal and Torres Strait Islander people, Country, culture, place names, custodians.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.
