Quick summary: This lesson is based on the film Who We Are: Brave New Clan – Culture. This lesson focuses on the topic of cultural expression and sharing of knowledge. Through a range of literacy-based activities, students will explore how some of the hosts of the film value knowledge in their own cultures. Students then look at the importance of storytelling for knowledge transfer and maintenance in Aboriginal and Torres Strait Islander cultures. Finally students create their own story that can be shared in a yarning circle.
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.
- How do some of the hosts of the film talk about the importance of sharing knowledge?
- What is a ‘songline’ and how does it relate to the transfer and maintenance of knowledge?
- How has colonisation affected knowledge sharing?
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.
Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures OI.5, OI.6.
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)
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 – Culture.
Time required: 65 minutes (may be competed as homework)
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. Space to conduct a yarning circle. Students need to create an image of an animal/plant/place: this can be hand drawn, a photo they have taken themselves, a collage of images found online, or created on a desktop publishing program.
Digital technology opportunities: Digital sharing capabilities.
Keywords: Aboriginal and Torres Strait Islander people, Country, culture, language, pride, stories.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.