Activity Introduction

wwa-people-tuning-in-photoframeQuick summary: This lesson is based on the film Who We Are: Brave New Clan – People. Students look at the things that make them who they are and how they are similar and different to the people around them. Students are asked to think about who and what is important to them and how this influences them. They will then engage in a group activity that examines the value in the diversity between themselves and their classmates.

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:

  • Who am I?
  • How are we similar?
  • How are we different?
  • How can understanding who I am help me to understand other people?

 21st century skills:

tuning in people 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 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)
  • Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)

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)
  • Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

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)
  • Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
  • Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

Syllabus outcomes: EN2-10C, EN2-2A, EN3-7C, EN3-2A, EN3-7C, EN3-1A.

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. They listen for and share key points in 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. They listen to discussions, clarifying content and challenging others’ ideas.

Topic: Who We Are: Brave New Clan

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

Time required: 60 mins (+ 10 mins preparation)

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. Each student will need a photo of themselves pasted/printed onto the middle of an A4 piece of paper with the heading WHO AM I? (see sample here). Butcher’s paper, textas.

Digital technology opportunities: Digital sharing capabilities.

Keywords: Aboriginal and Torres Strait Islander people, identify, self, similarities, difference.

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-tuning-in-photoframeTeacher preparation

Overarching learning goal: Students will identify some of the things that make them who they are. They will recognise the ways that they are similar and different to the people around them. Finally, students will recognise that understanding themselves better will help them understand other people.

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 Australia and most of the islands, including Tasmania, Fraser Island, Palm Island, Mornington Island, Groote Eylandt, Bathurst and Mel

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Student Worksheet

Reflection

Think about what you looked at in this lesson and complete the table below:

I used to think ...

But now I think ...

...
 
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