Brave New Clan - Country/Place - Tuning In

Brave New Clan - Country/Place - Tuning In

Lesson 1 of 4 in this unit

  • Primary
  • Year 3 - 6
  • English
  • Humanities and Social Sciences
  • Aboriginal and Torres Strait Islander Histories and Cultures
  • Social
  • Equality
  • Human Rights
  • Indigenous Education
  • ...

Lesson summary

This lesson is based on the film Who We Are: Brave New Clan – Country/Place and part of an inquiry unit. Students reflect on the importance of place as a way to build understanding of Aboriginal and Torres Strait Islander people’s connection to Country. They consider places that are important to them personally and how these places affect who they are. Students will begin by engaging in a class discussion around some possible reasons why places are special to people. They will then use an image of a place that is special to them to create a postcard that details why this place is special. They will then share their postcard in a group and work together to find similarities between places and discuss why places are important to people.

Essential questions:

  • Why are places important to people?
  • What places are important to me and why?
  • How do places affect who we are?
  • How do we feel when places that are important to us are harmed or damaged?

Lesson guides and printables

Lesson Plan
Student Worksheet
Teacher Content Info

Lesson details

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.

Australian curriculum 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.

Cross-curriculum priority:

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

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.

Resources required

  • Student Worksheet – one copy per student OR computers/tablets to access the online worksheet
  • One Blank Postcard Template for each student
  • Butcher’s paper, textas
  • Students need to bring in a photo of a place that is significant to them

Skills

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

  • Communication
  • Empathy
  • Social skills
  • Collaboration
  • Ethical understanding

Additional info

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.

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