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.
- 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
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.
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.