Unit of Work 102085:

Site Details: Red Hands Cave- Blue Mountains National Park at Glenbrook.

Site Description: Red Hands Cave is located in the Blue Mountains National Park, the site showcases Indigenous rock art. The red, orange and white ochre stencils and prints along with human figures and other motifs on the sandstone wall is a gallery of fine art. It is believed that is was painted between 500 and 1600 years ago. The artists would chew a mixture of ochre and water and then blow it over a hand resting on the wall, forming a stencil. A hand represents a connection about people, country and culture. It is believed that the site was a ceremonial cave, which was used for the initiation of young warriors. The custodians of the land surrounding the cave are the Darug people and the Gundungurra.

Group member Lesson plan number X/10

Outline Curriculum area covered and link to your site

1 Taylor Spencer 2/10 HPE

2 Gemma Hanlon 4/10 HPE

3 Lauren Hage 8/10 English

4 Anuradha Anand 10/10 Mathematics

Unit description

Students learn Bushwalking guidelines, safety and teamwork. They work on understanding the Darug language and understanding the storytelling tradition. There are lessons about the physical and living world around the Red Hands Cave as well as incorporating Indigenous understandings into mathematics to estimate heights and angles as well as volumes.

Resources

Virtual site study website: “Perspectives on Place”http://perspectivesonplace.weebly.com

Mathematics Volume worksheets: http://www.mathworksheets4kids.com/volume.php

Online guide to plant foods: http://www.survival.org.au/bushfood_all.php

Baker, M. & Corringham, R. (1995). Native plants of the Blue Mountains (1st ed.). Winmalee, NSW: Three Sister Publication.

Baker, M. & Corringham, R. (1988). Birds of the Blue Mountains (1st ed.). Winmalee, N.S.W.: Three Sisters.

Low, T. (1988). Wild food plants of Australia (1st ed.). North Ryde, NSW, Australia: Angus & Robertson Publishers.

Isaacs, J. (1989). Bush food: Aboriginal Food & Herbal Medicine (1st ed.). Frenchs Forest, N.S.W.: New Holland Publishing Australia Pty Ltd.

Stockton, E. (1993). Blue Mountains dreaming: the aboriginal heritage (1st ed.). Winmalee, NSW: Three Sisters Productions.

Clarke, P. (2011). Aboriginal People and their Plants (1st ed.). Sydney: Rosenberg Pub.

Local community resources including AECG, Land Council, ASPA. Information on local historical sites, including from the local council and the local historical society.

Australian Sports Commission. (2009). Yulunga: Traditional Indigenous Games. Retrieved from http://www.ausport.gov.au/__data/assets/pdf_file/0017/402191/SP_31864_TIG_resource_FINAL.pdf

Whittle, R. (2015). Fit for life! : Health & physical education: Years 9/10 : Teacher resource book (1st ed.).10 lesson x 60 minutes

Targeted outcomes

English- Responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and

pleasure (EN5-1A), Selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning (EN5-3B).

HPE- Perform and refine specialised movement skills in challenging movement situation (ACPMP099), Devise, implement and refine strategies demonstrating leadership and collaborative skills when working in groups or teams (ACPMP105), Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106), Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural built environment (ACPPS097), Evaluate own and other’s movement compositions, and provide and apply feedback in order to enhance performance situations (ACPMP100), Devise, implement and refine strategies demonstrating leadership and collaborative skills when working in groups or teams (ACPMP105), Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106), Evaluate own and other’s movement compositions, and provide and apply feedback in order to enhance performance situations (ACPMP100), Devise, implement and refine strategies demonstrating leadership and collaborative skills when working in groups or teams (ACPMP105), Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106).

Science- Appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them (SC5-1VA), Explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions related to contemporary issues (SC5-13ES), Processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions (SC5-7WS), Presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations (SC5-9WS), Analyses interactions between components and processes within biological systems (SC5-14LW).

Mathematics- Applies formulas to find the volumes of right pyramids, right cones, spheres and related composite solids (MA5.3-14MG), Applies formulas to find the surface areas of right pyramids, right cones, spheres and related composite solids (MA5.3-13MG), Investigates the relationship between numerical variables using lines of best fit, and explores how data is used to inform decision-making processes (MA5.3-19SP), Uses and interprets formal definitions and generalisations when explaining solutions and/or conjectures (MA5.3-1WM), Generalises mathematical ideas and techniques to analyse and solve problems efficiently (MA5.3-2WM), Uses deductive reasoning in presenting arguments and formal proofs (MA5.3-3WM), Applies Pythagoras’ theorem, trigonometric relationships, the sine rule, the cosine rule and the area rule to solve problems, including problems involving three dimensions (MA5.3-15MG)

SYLLABUS OBJECTIVES

SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO 8 WAYS

Lesson 1:

Introduction to the “Red Hands Cave” and the Darug Language

Lauren Hage

17436830

English Selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning (EN5-3B)

In this lesson students will be introduced to the Red Hands Cave, situated in the Blue Mountains National Park using the virtual site study website created specifically for this unit. Students will watch the ABC Splash video “Learning Darug, Aboriginal language of Sydney.” During the video students will be asked to take notes on three discussion questions. Students will then participate in a Think, Pair, Share activity in order to convey their answers.

Students will then be asked to use the websites “Dharag Dalang” and “Creative Spirits” to research the Standard Australian English translations of Darug words. Students then create posters of these words and their translations to be displayed around the classroom.

Assessment- Participation in the Think, Pair Share activity, collection of posters.

Lesson 1 HPE Devise, implement and refine strategies demonstrating leadership and collaborative skills when working in groups or teams (ACPMP105)

This lesson focuses on teamwork and will further develop student’s abilities to understand the importance of teamwork. The lesson will allow students to recognise the process of developing a team, as well as examine the required skills for being part of a team.

Teamwork

Taylor Spencer 17530327

Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106)

Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural built environment (ACPPS097)

Students will be asked to complete a number of team building challenge activities throughout the lesson, which require students to work and communicate as a team and will help build strong relationships.

All activities are kinaesthetic and hands on whilst also connecting to teams.

Assessment – Participation – Teacher Observation

Lesson 3:

Bushwalking- Campsite selection

Gemma Hanlon 13714811

HPE Evaluate own and other’s movement compositions, and provide and apply feedback in order to enhance performance situations (ACPMP100)

Devise, implement and refine strategies demonstrating leadership and collaborative skills when working in groups or teams

This lesson furthers student’s content knowledge by discussing factors hat need to be considered in order to choice a safe and appropriate campsite.

Students are to complete the pitching a tent activity in small groups. After completing this they will move onto the blindfold tent game. This requires students to use the skill from the previous activity but will be blindfolded and will be helped by a classmate with guidance. Safety considerations are required for this task making sure that all teams are at a safe distance from each other.

(ACPMP105)

Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106)

All activities are kinaesthetic and hands on. The aim of this lesson is for student’s to work in as a team to achieve a common goal.

Lesson 4:

Bushwalking- Route Planning and emergency procedures & Planning the route.

Gemma Hanlon 13714811

HPE Evaluate own and other’s movement compositions, and provide and apply feedback in order to enhance performance situations (ACPMP100)

Devise, implement and refine strategies demonstrating leadership and collaborative skills when working in groups or teams (ACPMP105)

Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106)

This lesson furthers student’s knowledge about safety while bushwalking. An activity about the different walking track grades is to be completed, and then fill out a table provided for a walking track in the Blue Mountains national park (Red Hands Cave track).

These activities are place-based learning and link content to local land and place, through researching walking tracks within the Blue Mountains, particularly Red Hands Cave track.

Class participation is used as class assessment. Worksheets will be collected at the end of the class to be counted towards the students overall yearly mark.

Lesson 2

Bushwalk to Red Hands Cave

Taylor Spencer 17530327

HPE Perform and refine specialised movement skills in challenging movement situation (ACPMP099)

Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106)

Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural built environment (ACPPS097)

Students will visit the Blue Mountains National Park, where they will bushwalk for for approximately 10minutes on a grade three walking track to Red Hands Cave. Onsite a Darug Elder will visit the group and discuss the history of the Red Hands Cave. Questions are encouraged from students to gain a better understanding of the people and place/country.

Students will participate in physical activities and cultural practices such as traditional and contemporary Indigenous games.

Students will also draw from prior knowledge from previous lessons throughout the unit – history, safety, and teamwork.

Students will be exposed to the natural built environment, which will allow students to navigate through challenging movement situations at time on the track.

This activity involves working with land and nature; it is hand on and highlights community links.

Assessment – participation – teacher observation

Lesson 6:

Working Scientifically,

Exploring the Physical World around Red Hands Cave

Anuradha Anand

Science SC5-1VA: appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around themSC5-13ES: explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions related to contemporary issuesSC5-7WS: processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusionsSC5-9WS: presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations

This lesson will focus on the rocks and materials found around the Red Hands cave and the materials that could have been used to do the hand stencilling and what new methods are available today as well as their impact.

The lesson starts with small hands on activity where students complete the activity- hand stencilling, on a big poster using food colouring and using the method the Darug people used at the site (i.e. blowing the colour out of their mouths around their hands). A community elder will be present to demonstrate and provide narratives around this activity.

The teacher will point out interesting rocks and plants around the cave along with the Elder, and suggest ideas to the students who will then be asked to provide a research paper which effectively hypothesizes the materials used the hand stencilling, where they came from, the method used for hand stencilling and what new methods are available today and whether they are better or worse than the methods used at the time, and how they would impact the environment. Students will also need to explain their reasoning, with proof from on-site photographs and gathered from journals, books, etc, as to why the stencils have survived untouched and almost perfect condition to

18508491 this date.

Participation and the research paper will be used as Assessment tools.

Lesson 7

Working Scientifically,

The Living World around Red Hands Cave

Anuradha Anand

18508491

Science SC5-1VA: appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around themSC5-14LW: analyses interactions between components and processes within biological systems

This lesson focuses on the living world around the cave.

This lesson will be done on site while the students are camping and trekking to the Red Hands Cave.

Students will need to identify the different trees, lichen, moss, etc that grow around there as well as identify any animals or insects pictured there. Texts and a list of websites will be provided in the camp, following the walk, to help with the identification. Students are to take pictures and include it into their portfolio of information regarding the Red Hands cave, which will be included as their assessment. Students are encouraged to research further, through websites, return site visits, and communicating with elders and community people. A community Elder will be present to help with any questions pertaining to the natural and aboriginal links to the living world around the site. The elder, at his or her discretion, can provide a short narrative of the living world around the cave and how it was used in the stories or daily lives of the Darug people.

Students will also need to identify any interactions within the ecosystem (such as symbiotes, parasites, etc) as well as hypothesize/tell a story about how these were used by the Indigenous peoples camping around the cave, with

references, which substantiate these hypotheses. They will submit a portfolio of information about the Living World at the site along with their hypotheses and proofs.

Assessment tools: Portfolio submission and teacher observation of participation.

Lesson 8:

Exploring “Place” Through Oral Storytelling

Lauren Hage

17436830

English Responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure (EN5-1A)

Selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaning (EN5-3B)

Students will explore the importance of ‘place’ within themselves, a sample of Indigenous poetry and the Red Hands Cave. Students will participate in a close reading activity of two poems, both teacher guided and in small groups. Students will then be asked to consider the different perspectives of “place” connected to the Red Hands Cave and construct their ideas in a Think, Pair, Share activity. They will then group their ideas together in a whole class mind map.

In groups of two or three, using the Darag word posters that were created in lesson 1, students are asked to create their own short poem about the Red Hands Cave. Students will then use the podcast software, Garageband, to record and share their oral stories/poems with their classmates.

Assessment- Participation in close reading activity – teacher observation.

The Garageband podcasts will be collected and marked, counting towards students’ overall grade.

Lesson 9:

Working Mathematically,

Estimating measurements based on light

Anuradha Anand

18508491

Mathematics MA5.3-1WM: uses and interprets formal definitions and generalisations when explaining solutions and/or conjecturesMA5.3-2WM: generalises mathematical ideas and techniques to analyse and solve problems efficientlyMA5.3-3WM: uses deductive reasoning in presenting arguments and formal proofsMA5.3-15MG: applies Pythagoras’ theorem, trigonometric relationships, the sine rule, the cosine rule and the area rule to solve problems, including problems involving three dimensions

The focus of the lesson will be trigonometry and the Pythagoras theorem.

The lesson starts with a narrative of how the sun and its light at different times of the day and in different seasons would have directed how and when the Indigenous peoples did the hand stencilling. A Darug elder will present the story of how a session of stencilling occurred.

The lesson will continue with students estimating the height of a tree based on shadow and sunlight and the time of day with the guidance of the teacher and Elder. This lesson will occur outside the classroom.

Students will then form groups and will give numerical approximations of time of day and season that the light would have been best inside the cave along with a justification for their data. Students will then access the website, http://perspectivesonplace.weebly.com, with a virtual tour of the cave, including its measurements, altitude, and surroundings will have been provided to them. Their approximations and justifications will need to

be given in the form of a submitted presentation, which will be presented in a later class.

Participation and presentations will be used as assessment tools

Lesson 10:

Working Mathematically, Understanding volumes

Anuradha Anand

18508491

Mathematics MA5.3-14MG: applies formulas to find the volumes of right pyramids, right cones, spheres and related composite solidsMA5.3-13MG: applies formulas to find the surface areas of right pyramids, right cones, spheres and related composite solidsMA5.3-19SP: investigates the relationship between numerical variables using lines of best fit, and explores how data is used to inform decision-making processes

This lesson starts with a group activity where students are shown computer modelling of volumes, and complete volume calculations in a worksheet.

This lesson continues outdoors, where the students create a cave-like formation within the school property using the length, width, and height measurements provided by the teacher as well as photographs and a virtual cave tour provided through a website that is looked at prior to arrival in class. Material such as sticks, cloth/tarp, and measuring tape will be provided.

The students then hypothesize number and measure of pyramids, cylinders, spheres, cones, etc by which they will approximate the volume of the cave, under the guidance of the teacher. Following this, they will need to decide how many people could have fit in there at a time and give a convincing argument through a mode of their

choice (presentation, research paper, virtual graphics, etc) to prove their case, and provide their estimate of volume of the cave as well as number of people who can fit in an online forum where they can compare amongst each other

Participation, worksheet responses, answers on the online forum and argument through mode of their choice will all be used as assessment tools.

PART A: PREPARATION AND STRATEGIES

Year:

9

Syllabus section:

State 5 Australian PDHPE Curriculum

Unit Name:Perspective On Place

Lesson Topic:Bushwalking, Indigenous culture and games.

Duration: 60 minutes

Prior knowledge/skills required

Students have previously explored and developed the skills to recognise safe bushwalking practices, the importance of planning and safety when bushwalking and how to prepare before starting a bushwalk.

Resources (Attach classroom ready resources/worksheets students will be using, including relevant pages from textbooks)

2-3 balls – different sizes and shapes

4 cones

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality1.1 Deep knowledge

1.2 Deep understanding

1.3 Problematic knowledge

1.4 Higher-order thinking

1.5 Metalanguage

1.6 Substantive communication

2. Quality Learning Environment2.1 Explicit quality criteria

2.2 Engagement

2.3 High Expectations

2.4 Social Support

2.5 Students’ self regulation

2.6 Student direction

3. Significance3.1 Background knowledge

3.2 Cultural knowledge

3.3 Knowledge integration

3.4 Inclusivity

3.5 Connectedness

3.6 Narrative

How are Quality Teaching (QT) elements achieved in the lesson?

QT element Indicators of presence in lesson

3.2

3.4

The activities played throughout the lesson have been created around the cultural knowledge of Indigenous people. The discussions and games give students a further understanding of the culture. Allows for recognition of other cultures.

All activities require the active participation of all students.

Visiting the site of the Red Hands Cave allows students to explore and apply knowledge beyond the classroom.

3.5

PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes: (number/s and descriptor)

ACPMP099- Perform and refine specialised movement skills in challenging movement situation

ACPMP106- Transfer understanding from previous movement experiences to create solutions to movement challenges

ACPPS097- Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural built environment

Students learn to:- Understand the importance of planning and safety

when bushwalking. - Appreciate and celebrate the beauty of the world’s

oldest continuous living cultures.

- Explore personal, community and group identities.

- Create strong connections between cultures and identities and appreciate the lived experiences of Indigenous people.

Students learn about:- The richness of Indigenous people modes of

communication and ways of living and being.

- Developing an appreciation and understanding of uniquely Australian connections between People and Country/Place.

- Cultural practise such as traditional Indigenous games.

Timing Lesson content Student activity Teacher activity

5 Mins Acknowledgement of country Conduct acknowledgement of country.

This is a way that all people can show awareness and respect for Indigenous culture and heritage and the on going relationship owners have with their land. This demonstrates respect dedicated to the traditional custodians of the land.

This can be done by anyone who believes it is the right thing to do – student or teacher.

The teacher will ask the group if there is anyone who would like to conduct the acknowledgement of country and if no volunteers the teacher will deliver the acknowledgement. This can be done by anyone who believes it is the right thing to do – student or teacher.

Conduct acknowledgement of country.

This is a way that all people can show awareness and respect for Indigenous culture and heritage and the on going relationship owners have with their land. This demonstrates respect dedicated to the traditional custodians of the land.

10 mins Bushwalk to the site Students will bushwalk for approximately 10 minutes on a grade three walking track to Red Hands Cave from where the bus will drop the group off. Students will be exposed to the natural built environment which will

Teacher will navigate group to the site, making multiple stops along the way.

allow students to navigate through possibly challenging situations for some. The walk to the site will allow students to understand why in previous lessons there was a focus on planning and safety around bush walking and ensuring appropriate equipment was packed.

Keep a close eye on all students taking regular headcounts.

Discuss the importance of the Indigenous cultural identity and highlight the need for understanding the impact of culture. Encourage all students to be proud of their own culture as well as celebrating others.

Teacher to have resources required for further activities.

- 1-3 balls

- 4 cones

- set of coloured tags (not essential)

20 mins

Welcome to country by Darug Elder as well as discussion surrounding the histories, cultures and languages of Indigenous people.

Students are introduced to the Darug elder who will give the welcome to country.

Students listen and respect the welcome.

Elder discusses the history, beliefs, culture, communities, connections between people and country/place.

Students ask questions and engage in discussion about the site and its surroundings.

Introduce Darug Elder, ensure all students are listening and showing respect.

Teacher encourages students to engage and ask questions about the site and its surroundings.

Teacher may help the students with a few questions for the Elder.

30 Mins

Indigenous ball game

boogalah

‘boo-ga-la’

(Australian Sports Commission, 2009).

Ball game played by both genders.

Traditionally the ball (boogalah) was made of sewn-up kangaroo skin. This is a team catching and throwing game. Totem refers to team.

Students make two even lines.

Each line is given a team name either Darug or Gundungurra.

-All players start in the middle of the designated playing area.

-The teacher throws the boogalah into the air and the payer who catches it moves with their totem (team) to stand in the middle of the playing area.

-The other team form a circle around the inside team.

-The boogalah is thrown high into the air and

Teacher asks students to line up into two even lines. Line one is team Darug and the other line team Gundungurra.

-The teacher throws the boogalah into the air.

-Monitor contact.

-Give feedback – good job, high throws, be careful, swap teams lets go, call for the boogalah.

all players attempt to catch it for their team.

-Players in the circle cannot move to catch the boogalah until it is thrown in the air.

-If players from the outside team catches it, the teams swap places and now the other team is on the outside circle.

-Scoring – the team keeping the boogalah in play the longest or the highest number of times during the game is the winner.

- Variation – introduce more balls, different sizes or shapes.

35 Mins Indigenous ball game

buroinjin

‘bur-oin-jin’

(Australian Sports Commission, 2009).

This game was played with a ball made of kangaroo skin which was called buroinjin. The size was smaller than a soccer ball and stuffed with grass, sewn with tendons. This game is a running-and-passing ball game.

Students remain in the same teams as previous game.

-The buroinjin is thrown into the air in the middles of the playing area to being.

-The aim is for a player of one team to run as far as possible with the ball and cross over the line at the end of the area (zone), without being touches by an opponent.

-No offsides.

-No set positions.

-The buroinjin can be thrown in any direction, must only be thrown from one player to another.

-The game is played by running and passing.

-As soon as a player with the buroinjin is touched, it has to be thrown up and away in the air by the player touched, same player cannot re-catch it.

With 4 cones mark out a line at each end of the designated playing area (zone).

- Referee.

-Monitor contact.

-Give feedback – teams ready, keep moving, watch for other players, run and pas, call the touches, keep going, play on.

-Scoring – a point is scored once a player runs past the line marked end zone. The game is then restarted in the middle of the area, thrown high into the air.

-Variation – when a team gains possession, players must always run towards the longest end of the playing field. The opposing team gains possession if the ball is dropped.

45 Mins

Indigenous ball game

pukamitjal

‘puka-mit-jal’

(Australian Sports Commission, 2009).

Grass and or leaves were rolled into a ball and bound with hair-string or a piece of fishing net to create a ball like shape. This game

Students reman in the same teams as previous game.

-One team makes two lines facing each other, then takes ten steps apart from each other creating a playing area in between them. The pukamitjal is thrown back and forth to team mates.

-The other team stands in the middle of the two lines, attempting to intercept the passes.

-If a pass is dropped, intercepted or goes past the players on the line, the team that is

Instruct students where to stand.

-monitor contact

-give feedback – teams ready, start passing, quick passes, pass to a free player, change over.

-Variations – make three teams – have a rotation of one team that sits out for a

is a keep-away throwing and catching ball game.

responsible swaps over with the team in the middle.

-Change over occurs if the pukamitjal is held for more than 3 seconds.

-Players must be at least 1 metre from the player on the line.

number of plays or a few minutes.

55 Mins

Bushwalk back to drop off point

and travel back to school

Students will bushwalk for approximately 10 minutes on a grade three walking track from Red Hands Cave to where the bus dropped the group off. Students will be exposed to the natural built environment which will allow students to navigate through possibly challenging situations for some. Students will need to be cautious of their surroundings.

Teacher will navigate group back to the pick up location, making multiple stops along the way.

Keep a close eye on all students taking regular headcounts.

PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?

Learning outcome Method of measuring and recording

ACPMP099- Perform and refine specialised movement skills in challenging movement situation

ACPMP106- Transfer understanding from previous movement experiences to create solutions to movement challenges

ACPPS097- Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural built environment

Bushwalk to the site on a grade three track – may be challenging for some students, allows for connections between people and country/place.

The traditional Indigenous games are a build on from one another – developing team work, ball games, catching and throwing.

The discovery and promotion through the onsite Elder discussion and interaction to own and others’ connection to community of the Darug people and the natural built environment in which students will bushwalk through.

Links to next lesson

The next lesson of the unit focuses on the rocks, plants and materials found around the Red Hands Cave. Today’s lesson links with

this as students have walked the site and may be able to recall materials.

AISTL graduate standards and evidence that this lesson achieves this standard.

AITSL Standard Evidence within this lesson

1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

2.4 Demonstrate broad knowledge of, understanding and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

Discussion of the importance of Indigenous cultural identity and the highlight of the need for understanding the impact of culture. Encouragement to all students to be proud of their own culture as well as celebrating others. Indigenous students are encouraged to explore their cultural identity through storytelling and games. The activities allow for full inclusion of both Indigenous and non Indigenous students, as it incorporates the culture, cultural identity and linguistic background of Aboriginals through the learning of traditional games.

By visiting the Indigenous site allows for Indigenous students to feel a sense of respect by others for visiting, breaks down barriers and allows non Indigenous students to gain an incite to another world they may not have experienced before.

All students gain a better understanding of history, culture and language by visiting, listening and exploring the site visited. Engaging in indigenous team activities further promotes reconciliation between Indigenous and non-Indigenous Australians. Reconciliation is also promoted through the onsite discussion lead by the Darug Elder and the connections between people and country and place. The also allows for greater cultural awareness.

WHS considerations

Safe learning environment where all students and teachers respect one another.

Clear and unobstructed area for students to engage in traditional Indigenous games.

First aid equipment is essential in case a student requires first aid attention.

Providing appropriate information, training and instruction to facilitate safe and productive work and learning environments (Department of Education and Training, 2013).

References

AITSL. (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Australian Sports Commission. (2009). Yulunga: Traditional Indigenous Games. Retrieved from http://www.ausport.gov.au/__data/assets/pdf_file/0017/402191/SP_31864_TIG_resource_FINAL.pdf

Department of Education & Training. (2013). Work Health and Safety (WHS) policy. Retrieved from https://education.nsw.gov.au/policy-library/policies/work-health-and-safety-whs-policy