Activity Introduction

wwa-people-australias-first-people-photoframeQuick summary: This lesson is based on the film Who We Are: Brave New Clan – People. Students will look at how the hosts in the film introduce themselves by referring to Country and the language of their parents and grandparents. Students then investigate the flags and language groups of Aboriginal and Torres Strait Islander people. Finally, students are asked to write a short story or personal reflection about their own family’s connection to place.

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:

  • What are some of the ways that Aboriginal and Torres Strait Islander people identify themselves?
  • What do Aboriginal and Torres Strait Islander flags look like and what do they mean?
  • What does an Aboriginal and Torres Strait Islander languages map look like and how does it compare to other maps?

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:

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 different cultural, religious and/or social groups to which they and others in the community belong (ACHASSK093)

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: 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, make presentations and contribute 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,  make presentations which include multimodal elements for defined purposes, 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, make presentations and contribute actively to class and group discussions.

Topic: Who We Are: Brave New Clan

Unit of work: Who We Are: Brave New Clan – People.

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. Five sticky-notes for each group of students. Students will need to access the AIATSIS Map of Indigenous Australia – you could print copies for students or invite them to access it online. One copy of Map of Australia – Outline for each group of students. Device for making an audio or video recording, such as tablet or camera.

Digital technology opportunities: Digital sharing capabilities.

Keywords: Aboriginal and Torres Strait Islander people, culture, language, family, community.

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-people-australias-first-people-photoframeTeacher preparation

Overarching learning goal: Students will recognise the way some Aboriginal and Torres Strait Islander people identify themselves. They will understand what Aboriginal and Torres Strait Islander flags look like and what they mean. They will recognise that there are a wide range of Aboriginal and Torres Strait Islander languages, and will be able to recognise features of an Aboriginal and Torres Strait Islander languages map.

Teacher content information: There are two distinct Indigenous groups in Australia: Aboriginal peoples and Torres Strait Islander peoples. It is important to note that there is significant diversity within these groups, and that there is no single ‘Aboriginal’ or ‘Torres Strait Islander’ identity.

An Aboriginal person is someone who is of Aboriginal descent, who identifies as an Aboriginal person, and is accepted as such by the community in which they live, or are connected to. The traditional lands of Aboriginal peoples are mainland Austra

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Student Worksheet

Thought starter: What communities are you a part of?

Watch this video and answer the questions below. As you are watching, make a note of new, interesting or important keywords.

Who We Are: People (https://youtu.be/TxPWd_0z3Ng)

Keywords:

What did you find interesting or surprising about this video?

What are you unsure about? What would you like to know more about?

Kaylah and Josh talk about family as including people who are blood related and those who aren't. How does this compare to your understanding of family?

Reflection

Write a short story or a personal reflection piece about either:

  • The place where your parents and/or grandparents were born and raised OR
  • About a place that is special to your family.

This story or reflection piece needs to include information about:

  • How your family is connected to this place
  • The location of this place
  • Any special or interesting features about this place
  • Whether or not you have visited this place; and if yes, how wa
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