Activity Introduction

wwa-country-caring-for-country-photoframeQuick summary: This lesson is based on the film Who We Are: Brave New Clan – Country/Place. Through a range of literacy-based activities, students will explore the relationships some Aboriginal and Torres Strait Islander people have with Country and how with their connection comes a responsibility to care for Country. Student will research how Aboriginal and Torres Strait Islander cultural knowledge is being used to protect Australia’s fragile environment. Students are asked to think about the ways they personally care for their environment, and are then asked to create a community service campaign based around the theme ‘We are all caretakers’.

Narragunnawali logo 160This lesson is produced in partnership with Cool Australia and the Narragunnawali: Reconciliation in Schools and Early Learning 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:

  • How do some Aboriginal and Torres Strait Islander people know and care for Country?
  • In what ways might Aboriginal and Torres Strait Islander people be caretakers of our environment?
  • Why should we all be caretakers of our environment?
  • How can we all look after our environment?

21st century skills:

wwa 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:

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)

Year 4 English

  • 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

  • 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

  • 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, EN2-2A, EN3-2A.

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 contribute 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 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. Device for creating audio or video recordings such as a tablet or camera. Drawing materials.

Digital technology opportunities: Digital sharing capabilities.

Keywords: Aboriginal and Torres Strait Islander people, Country, environment, caretakers.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

wwa-country-caring-for-country-photoframeTeacher preparation

Overarching learning goal: Students will recognise that Aboriginal and Torres Strait Islander people are caretakers of Country. Students will understand that we should all be caretakers of our environment and that there are many ways we can look after our environment and the places that are important to us.

Teacher content information: Aboriginal and Torres Strait Islander communities have always held a responsibility for caring for Country throughout Australia. There are many cultural protocols and practices still in use today to protect, care for, and maintain the health, strength and wellbeing of the land.

Today, traditional knowledge is used in conjunction with modern technologies and scientific research to develop innovative approaches to land and sea management that are receiving national and international recognition.

The The National Museum of Australia's On Country exhibition and Cool Australia's Cool Burning unit are great resources for expanding te

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Student Worksheet

Thought Starter: Why should we all care for the places where we live?

Watch the Who We Are: Country/Place film. Your teacher will stop the film at the following points:

  • At 3:56 - James spent time in Portland, Victoria working for Green Corps. Green Corps is a type of work experience. Job seekers work for Green Corps to learn new skills and gain experience, and at the same time help to conserve and restore the Australian environment.
  • At 5:22 - Harry is studying to become a civil engineer. He intends to use his knowledge to help protect the Torres Strait Islands from rising sea levels.

As you are watching, make a note of interesting or important points in relation to the topic of caring for Country that you observe at these points.

Who We Are: Country/Place (http://bit.ly/1WBeOCM)

Notes about caring for Country:

 

Reflection

Think about what you learnt about how Aboriginal and Torres Strait Islander people care for Country and answer the following questions:

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