Name: Kerryn AgnewStudent No. 11533562

Subject Code: EEB419Due Date: 18/10/2013

Action plan template

Goal A – Engage Indigenous student in school environment
Objective – Improve attendance at school and in classroom participation by Indigenous student
Strategy / Activities / Timeline / Person/s responsible / Resource requirement/cost / Evaluation
Ensure teacher’s cultural bias is not impacting student interactions /
  • Reflective practices on one’s own cultural identity, attitudes and beliefs
  • Engage in ongoing professional development regarding Indigenous Australian culture
/ Ongoing / Teacher / Personal reflection diary
Additional qualifications and / or Indigenous study
Change pedagogy to ensure more culturally inclusive delivery of curriculum /
  • Engage AEA regarding best practices in Australian Indigenous learning including 8 Aboriginal Ways of Learning strategy
  • Incorporatethis knowledge and 8 Aboriginal Ways of Learning strategies across all key KLAs and within new unit of work
/ Ongoing / Teacher / AEA / AEA input / Improvement in Indigenous student attendance and in classroom participation
Engage local community Elders and seek out input /
  • Engage AEA in process and discuss relevant local Elder contacts
  • Engage local Aboriginal Education Advisory Group
  • Engage local Elders about unit design and invite participation at school level if willing
/ Prior to Unit implementation / Teacher / AEA / AEA input
Local Indigenous Elders
AEAG
Unit design for presentation / Feedback from community Elders
Engage parents and seek input /
  • Engage student’s parents for input into unit and learning strategies
  • Set an informal meeting offsite at local location and invite local Elders and Australian Indigenous parents to review unit design and strategies and provide feedback and input. Invite participation in unit delivery if willing.
/ Prior to Unit implementation / Teacher / Principle / Parents community / Unit and pedagogy design for presentation
Local venue (not school) and invitations / Feedback from parents
Unit of work regarding Indigenous Identity that celebrates Indigenous culture /
  • Get approval for Incursion
  • Permission notes for participation
  • Book performers
/ Following agreement from parents and Elders on Unit design / Teacher / Principle / $10 / student
Or possible participation from local Indigenous community depending on willingness / Improvement in Indigenous student attendance and in classroom participation
Goal B – Create a classroom and school environment where cultural diversity is respected and celebrated.
Objective – Educate all students on richness of Indigenous history and culture within Stage 2 class
Strategy / Activities / Timeline / Person/s responsible / Resource requirement/cost / Evaluation
Unit of work regarding Indigenous Identity / As outlined above
Presentation of learning to school and greater community /
  • Get Principle approval for Celebration Day and schedule timing
  • Invitations to school community and local Elders – in person and via school newsletter
/ Once Unit timing has been determined / Teacher /
  • Performance space
  • Invitations
  • Ingredients for food preparation
/ Feedback from Indigenous community and school
Indigenous Australia | History Stage 2 / Duration 10 weeks
(1.5 hours per week for 8 weeks plus 1 incursion, 1 school presentation)
Unit overview
Students learn about Australian Indigenous pre-colonial history and culture, cultural geography, and contemporary Indigenous culture.
Video overview link:

Outcomes (NSW Board of Studies, 2012, p12)
HT22 describes and explains how significant individuals, groups and events contributed to changes in the local community over time
HT25 applies skills of historical inquiry and communication
Assessment Overview
Students undertake a number of assessment including classroom observation, group tasks, individual creative writing, individual artwork work and a group performance. Assessment items are marked with an (A) as they occur.
Content / Teaching, learning and assessment activities / Resources
Lesson 1:
Indigenous Australians, geography and languages
Students are introduced to the following concepts:
  • Indigenous people were the first Australians with a rich, diverse culture that has existed for thousands of years.
  • Aboriginal people have lived in and around the local area for a long time before the town were built and still have links to the local areas.
  • Some parts of daily life for some Indigenous Australians of have changed over time.
This lesson introduces students toIndigenous Australian geography and to the richness and diversity of Aboriginal languages, now and before colonisation, and to the way in which some words have become part of everyday English. / Present concepts of Indigenous, culture and Australia.
Present a learning map of the unit (Appendix A) and have students brainstorm collectively what they know about Indigenous Australian culture based on the map. This prior knowledge is added to the learning map.
Indigenous Australian map is presented and discussed, and students review in the context of place names today.
Students learn about Aboriginal place names in NSW and their meaning.In groups, students map the location of at least 5 places (ABC, 2013c). (A)
KLA Integration
Maths: Mapping skills
Science: Investigation using tool e.g. Atlas
8Ways Integration (“8 Aboriginal ways of learning”, 2013)
/ Indigenous map of Australia (ABC, 2013c)
List of Indigenous Place Names in NSW (Aboriginal Heritage Office, 2013)
Indigenous languages
(State Library of QLD, 2012)
Map of NSW
Atlas
Lesson 2:
The Dreaming
Students explore The Dreaming as a way of AustralianIndigenous knowing. Students experience Indigenous stories and oral history. Students learn how Indigenous Australians use stories to explain how things happened, their connections to land and animals, and to teach lessons and pass on knowledge. / Students watch a Dreaming story video. As a group, discuss the story and why it might have been told. Introduce the concepts of The Dreaming and oral versus written. Show students a range of stories about The Dreaming and ask them to guess what the story is about e.g. How Brolga Became A Bird and How The Waratah Became Red.
Students design their own Dreaming story to explain an event or phenomena using art and words. (A)Brainstorm some ideas as a class e.g. Why doesn’t an emu fly? Why doesn’t a Koala have a tail? Why does it rain?
KLA Integration
English: Reading and creative writing
Creative Arts: Drawing
8Ways Integration (“8 Aboriginal ways of learning”, 2013)
/ “Kannenner the Brave”
(Aboriginal Nations Australia Pty Limited, 2012).
Dreaming stories
(Australian Government, 2008)
Lesson 3:
Connections to land
Students draw links between geography and language, The Dreaming and Australian Indigenous spiritual connections to land. / Students read a story about Indigenous Australian’s connection to land. Students brainstorm as a group how their home makes them feel and the words are added to a word wall. (A)
Students create a poster using a variety of art materials and words to create a representation of what home means to them. (A)
KLA Integration
Creative Arts: Poster creation
English: Language
8Ways Integration (“8 Aboriginal ways of learning”, 2013)

/ Picture Books: “Special Land” (Notley & Kowanyama State School, 2009)
Art materials and poster board
Lesson 4:
Traditional Indigenous food
Students investigate the practical aspects of living on the land and Australian Indigenous food. / Student read a story about traditional bush food and watch a video about kids trying Indigenous food. Students taste a variety of traditional bush foods and follow some simple recipes using these foods. (A)
KLA Integration
Science: Following processes, learning about the living world.
Maths: Measurement
8WaysIntegration (“8 Aboriginal ways of learning”, 2013)
/ Picture Book: “Tucker”
(Notley, Urquhart & Aunty Wendy’s Mob, 2009)
Video: “Bush Foods” (ABC, 2013b)
Simple Recipes
(State of Western Australia, 2008)
List and collection of local Indigenous foods in Sydney region
(The Royal Botanic Gardens & Domain Trust, n.d.)
Lesson 56:
Australian Indigenous art
Students explore the transfer of knowledge and spiritual practices of Australian Indigenous people through art, dance, song and storytelling, past and present. / Students compare and contrast a variety of Indigenous creative arts including rock paintings, dot paintings, traditional symbols, traditional music and dance and modern Indigenous music. Questions for reflection: What is similar? What is different? What is the intention of the art form? To transfer knowledge, convey a story, entertain?
Students chose an Indigenous art technique or combination of techniques to tell a story or impart some knowledge about themselves. (A)
KLA Integration
Creative Arts: Painting, music
8WaysIntegration (“8 Aboriginal ways of learning”, 2013)


/ Music:
“Aboriginal Dance 1”
(OzPix, 2008, January 20)
“Storm v Warriors - Anzac Day Indigenous Performance, April 25, 2011” (Melbourne Storm, 2011, May 9)
“Yothu Yindi Treaty ARIA 2012” (mnipp, 2012, December 3)
"Home" (Cassar-Daley, 2011, December 12)
Visual Art:
Rock art
(Ku-ring-gai Council, 2011, November 6)
Indigenous artworks and artefacts
(National Gallery of Australia, 2013)
Lesson 7:
Incursion – A day of Indigenous Culture
Students reflect on their new knowledge and add insight through a practical real-world experience with Indigenous Australians. / Students will learn from Indigenous teachers and participate in dances, songs and artwork creation, and learn about and handle traditional tools and instruments from a variety of Aboriginal Nations (Koomurri Management, 2006).
KLA Integration
Creative Arts: Painting and dancing.
Science: Observation and investigation.
8Ways Integration (“8 Aboriginal ways of learning”, 2013)



Lesson 8:
Indigenous traditional games
Students learn and play Indigenous Australian games as part of their school sport requirement. / Students learn and play a variety of traditional Indigenous games.
KLA Integration
PH: Sport
8Ways Integration (“8 Aboriginal ways of learning”, 2013)
/ Sports information cards
(Australian Sports Commission, n.d.)
Balls
Lesson 9 & 10:
Reflecting on learning & extension in areas of interest
Students incorporate their knowledge gained during the unit and the incursion, and focus on one area for further in-depth exploration through preparation for a celebration day. / Students use the learning map from the start of the unit to reflect on their new knowledge.
Students work in groups towards the cultural celebration day,
Including:
  • performing an Indigenous Dreaming story based on skills learnt during the Incursion and stories studied during the unit of work
  • preparing food using traditional Indigenous ingredientsto serve
  • adding to the learning map to display complete learning picture.(A)
KLA Integration
Creative Arts: Performance.
English: Presentation skills.
8WaysIntegration (“8 Aboriginal ways of learning”, 2013)

Lesson 11:
Cultural Celebration of Indigenous learning
The unit of work culminates in a presentation to the school community and parents. / Students present, as a group, their learning map and Indigenous story performance to the school community and parents, and share food made with traditional ingredients. (A)
KLA Integration
Creative Arts: Performance.
English: Presentation skills.
8Ways Integration (“8 Aboriginal ways of learning”, 2013)


Appendix A

Example Learning Map for Unit of Work (Adapted from Aboriginal Australia Art & Culture Centre, n.d.)

Learning maps evolve over the course of the unit to map learning, demonstrate prior knowledge and show new knowledge connections.

Reference List

8 Aboriginal ways of learning. (2013). Retrieved October 2, 2013, from the 8 Ways Wiki:

ABC. (2013a). Aboriginal Languages 1. Retrieved from

ABC. (2013b). Bush food[Video file]. Retrieved from

ABC. (2013c). Indigenous map of Australia. Retrieved from

Aboriginal Australia Art & Culture Centre. (n.d.) Dreamtime chart. Retrieved from

Aboriginal Heritage Office. (2013). Aboriginal languages around the north of Sydney. Retrieved from

Aboriginal Nations Australia Pty Limited. (2012). Kannenner the Brave. The Dreaming, 5(5) [DVD]. Retrieved from

Australian Government. (2008). The Dreaming. Retrieved from

story/dreaming

Australian Sports Commission. (n.d.). Yulunga: individual games. Retrieved from

Beresford, Q. & Partington, G. (Eds.). (2003) Reform and resistance in Aboriginal education – The Australian experience.Western Australia:

University of Western Australia Press.

Cassar-Daley, T. (2011, December 12) Home[Video file]. Retrieved from

Eckermann, A., Dowd, T., Chong, E., Nixon, L., Gray, R., & Johnson, S. (2010). Binan Goonj: bridging cultures in Aboriginal health (3rd ed.)

Chatswood: Churchill Livingstone/Elsevier Australia.

Gibson, S. (1993) Culture and Learning a Divisive Link.Aboriginal Child at School. 21(3), 43-51. Retrieved from

Harrison, N. (2011). Teaching and learning in Aboriginal education (2nd ed.). Australia: Oxford Press

Koomurri Management. (2013). Education programs for schools and institutions. Retrieved from

Ku-ring-gai Council. (2011, November 6). Aboriginal heritage sights and sounds - Northern Sydney[Video file]. Retrieved from

Melbourne Storm. (2011, May 9). Storm v Warriors - Anzac Day Indigenous performance, April 25, 2011[Video file]. Retrieved from

Mnipp. (2012, December 3). Yothu Yindi Treaty ARIA 2012[Video file]. Retrieved

National Gallery of Australia. (2013). Aboriginal & Torres Strait Islander art. Retrieved from

Notley, W. Kowanyama State School (2009). Special land. Clayton South, Victoria: Blake Education.

Notley, W., Urquhart, N. & Aunty Wendy’s Mob (Musical Group). (2009). Tucker. Clayton South, Victoria: Blake Education.

NSW Board of Studies. (2012).History K–10 (incorporating Science and Technology K–6) syllabus. Retrieved from

O’Shane, M. & Bickford, J. (1991). Hand in hand: Integrating Indigenous education: A report on Aboriginal and Torres Strait Island school

students and education. Cairns: Commonwealth of Australia

OzPix. (2008, January 20). Aboriginal Dance 1[Video file]. Retrieved from

Rose, D.B. (1996). Nourishing terrains: Australian Aboriginal views of landscape and wilderness. Canberra: Australian Heritage Commission.

Santoro, N., Reid, J., Crawford, L. and Simpson, L. (2011). Teaching Indigenous Children: Listening To And Learning From Indigenous Teachers.

Australian Journal of Teacher Education. 36(10), Article 5. Retrieved from

SCRGSP (2011). Overcoming Indigenous disadvantage: Key indicators 2011: overview. Retrieved from

State Library of Queensland. (2012). Aboriginal and Torres Strait Islander languages.

State of Western Australia. (2008). Feeding your mob with fruit and veg: Bush tucker tips!

The Royal Botanic Gardens & Domain Trust. n.d. Aboriginal bush foods. Retrieved from

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