Activity Introduction
Quick summary: This lesson is based on the film Who We Are: Brave New Clan – Culture. This lesson focuses on the topic of resilience of Aboriginal and Torres Strait Islander cultures. Students learn about some of the significant dates in Australia’s history that have affected Aboriginal and Torres Strait Islander cultures. Students then look at how hosts of the films express pride in their cultures, and consider the role of pride in the survival of culture. Student enquire into how the hosts, and other Aboriginal and Torres Strait Islander people, are finding meaningful ways to keep their culture strong. Finally, students are asked to explore and share their own experiences of resilience.
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:
- How has colonisation impacted Aboriginal and Torres Strait Islander cultures?
- What is resilience?
- What role do pride and resilience play in preserving culture?
- How are the hosts finding meaningful ways to keep their culture strong?
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.6 – Aboriginal and Torres Strait Islander Peoples live in Australia as first peoples of Country or Place and demonstrate resilience in responding to historic and contemporary impacts of colonisation.
General capabilities: Intercultural Understanding, Ethical Understanding, Critical and Creative Thinking, Literacy.
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
- Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
- 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, EN3-8D, 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 – Culture.
Time required: 90 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. Host quotes about resilience of culture. Paper and pens for creating timeline.
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.
