Activity Introduction

wwa-people-family-community-photoframeQuick summary: This lesson is based on the film Who We Are: Brave New Clan – People. Through a range of literacy-based activities, students will explore the importance of family and community for the hosts and themselves. They explore the concept of kinship and how Aboriginal and Torres Strait Islander kinship can differ from their own understanding of family. Students then create a family portrait that communicates their own experiences of family to the class.

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 important is family to the hosts in the film?
  • What is kinship?
  • How can Aboriginal and Torres Strait Islander kinship differ from non-Indigenous understandings of family?

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 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 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 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 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 – 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. Each student will need a photo of their family pasted/printed onto the middle of an A4 sheet of paper. This could be done prior to or during this activity.

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-family-community-photoframeTeacher preparation

Overarching learning goal: Students will understand that family is important to Aboriginal and Torres Strait Islander people. Students will recognise that definitions of family vary between people and cultures.

Teacher content information: Aboriginal and Torres Strait Islander peoples have complex systems of family relations, or kinship systems, that can vary between communities, but that are consistently central to the way in which culture and identity is passed on, and society is organised.

Aboriginal and Torres Strait Islander kinship systems can differ quite significantly from non-Indigenous understandings of family. They determine the formation, management and communication of relationships. Kinship systems also delineate the roles, rights, and responsibilities within relationships. For example, kinship systems may govern who marries who, as well as behaviour patterns in both ceremonial and everyday contexts.

kaylah family quote

Skin systems are an example of a corresponding

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Student Worksheet

Thought starter: What is family?

Watch this video and as you watch, make a note of important or interesting points relating to the topic of Family and Community.

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

Interesting and important points relating to Family and Community

THINK PAIR SHARE - Family

1. THINK - Use what Josh says (1:59) and the shots of Josh with his family (0:18) to answer the following question:

What does family mean to Josh and why?

PAIR AND SHARE - Once you have answered these questions, turn to a classmate and share your answers.

  • How are your answers similar?
  • How are your answers different?

You may amend your answers once you have finished your discussion.

Once complete your teacher will ask you to share your ideas with another pair or with the class.

2. Take note of how Kaylah talks about her families (2:14); the family from her dad’s side and the family from her mum’s side. Using what Kaylah says and the shots of Kaylah’s families work i

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