Activity Introduction

Quick summary: In this English lesson, students will explore the role of place as a way of helping to understand the importance of Aboriginal and Torres Strait Islander connection to Country. Students will begin by reading and reflecting on a children’s book about connecting to Country and watching and analysing a clip that features the author of the book. They will then think about a place that is important to them and create a written piece that describes their relationship to this place. Students will then create an illustration to support their written piece and will share these with the class.

Created in partnership with education specialists, OfficeMax and the Teter Mek foundation: a national program around the preservation of Aboriginal and Torres Strait Islander culture. Products purchased from the OfficeMax Teter Mek range contribute to the funding of this program.

 

 

Learning intentions:

  • Students will understand how some Aboriginal and Torres Strait Islander people know and care for Country.
  • Students will understand how some people are connected to places.

21st century skills:

Australian Curriculum Mapping

Content descriptions: 

Year 5 English

  • Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)
  • 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

  • Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)
  • Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)
  • 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: EN3-1A, EN3-2A, EN3-7C.

General capabilities: Literacy, Critical and Creative Thinking, Intercultural Understanding.

Cross-curriculum priority: Aboriginal and Torres Strait Islander histories and cultures

Relevant parts of Year 5 English Achievement Standards: Students analyse and explain literal and implied information from a variety of texts. Students listen and ask questions to clarify content. Students develop and explain a point of view about a text, selecting information, ideas and images from a range of resources. Students create imaginative, informative and persuasive texts for different purposes and audiences.

Relevant parts of Year 6 English Achievement Standards: Students analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students listen to discussions, clarifying content and challenging others’ ideas. Students explain how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences.

Topic: NAIDOC Week. 

Unit of work: Celebrating Culture – Years 3-10

Time required: 60+ mins.

Level of teacher scaffolding: Medium – oversee activities and guide students in discussions.

Resources required: Student worksheet (one copy per student). Copy of Welcome to Country by Aunty Joy Murphy and Lisa Kennedy or device capable of presenting a website to the class. Drawing materials or devices to create computer-based graphics or animations.

Keywords: Welcome to Country, children’s book, Aunty Joy Murphy, Lisa Kennedy, Indigenous Australians, Country.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions:

  • Students will understand how some Aboriginal and Torres Strait Islander people know and care for Country.
  • Students will understand how some people are connected to places.

Success criteria: Students can…

  • ... analyse a text.
  • ... listen to and engage with a text spoken in a language other than English.
  • ... work collaboratively.
  • ... create a narrative text.
  • ... create illustrations that support a narrative text.
  • ... engage in group discussions.

Teacher content information: This resource was produced in partnership with the OfficeMax who is a proud supporter of the Teter Mek Foundation. The Teter Mek foundation is a national program around the preservation of Aboriginal and Torres Strait Islander culture. In this lesson, students will engage with the stories of Aboriginal and Torres Strait Islander women or groups of women, and celebrate the invaluable contributions they have made - and continue to make - to our communitie

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Student Worksheet

Thought starter: "You only take from the land what you can give back." - Aunty Joy Murphy

Learning About Country

Thinking about the book Welcome to Country, record your answers to the following questions:

What did you see in this book? What is this book about?

What does this book make you think about?

How do the images in this book support the story?

What does this book make you wonder? What questions does this book leave you with?

 

Connections To Nature

Read the Thought Starter: "You only take from the land what you can give back." - Aunty Joy Murphy

Spend some time working independently to answer these question, recording your thoughts in Column A of the table below:

Question Column A Column B
What do you think this quote means?
Do you agree with this quote? Why or why not?
What does this quote make you think or wonder about?

Once you have answered the question independently you can then team up with a classmate to discu

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