Brave New Clan - Country/Place - Holistic Belief Systems

Australian curriculum content descriptions:

Year 4 HASS:

• The diversity of Australia’s first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies) (ACHASSK083)
• The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability (ACHASSK089)
• The different cultural, religious and/or social groups to which they and others in the community belong (ACHASSK093)

Year 4 English:

• Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
• 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)

Year 5 English:

• Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
• 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:

• Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
• 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)

Syllabus outcomes: GE2-2, GE2-3, EN2-11D, EN2-10C, EN2-2A, EN3-8D, EN3-7C, EN3-2A, EN3-7C.

Relevant parts of Year 4 HASS achievement standards: Students identify the interconnections between components of the environment and between people and the environment, and 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 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 and contribute actively to class and group discussions.

Unit of work: Who We Are: Brave New Clan – Country/Place.

Time required: 60 mins.

Level of teacher scaffolding: Medium – oversee discussion, lead students in activities.

• Student Worksheet – one copy per student OR computers/tablets to access the online worksheet
• Device capable of presenting a website to the class
• Dreaming story that tells the creation of a place in your local area or of a special landmark (visit your school library or look online for a Dreaming story
• Dust Echoes: Ancient Stories, New Voices is a good resource).
• Poster making materials

This lesson is designed to build students’ competencies in the following skills:

• Critical thinking
• Collaboration
• Empathy
• Communication
• Creativity
• Cultural understanding
• Ethical understanding
• Problem solving
• Global citizenship

This lesson is produced in partnership with Cool Australia and the Narragunnawali: Reconciliation in Education 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.We respectfully caution Aboriginal and Torres Strait Islander peoples that this resource may contain images and names of people who have passed away.