Integrated Unit

Connected Communities
Bourke Public School gets Connected!

Stage 2/3
Term 2 2015

Rationale:
This Integrated Unit of work Bourke Public School Gets Connected1 provides opportunities for students
to explore learning in various ways but with a culturally appropriate theme. The unit has been designed to
embed Aboriginal and Torres Strait Islander perspectives across various Key Learning Areas of Human
Society and Its Environment, English, Mathematics and creative Arts; for the stage 2/3 students in the
Learning Centre (LC) at Bourke Public School.
Through this unit students will develop their geographical understandings about Australia and its states
and territories. They will learn about significant natural and man-made landmarks. They will develop
understandings about Aboriginal and Torres Strait Islander culture through a study of places that are
important to them. They will develop the understanding that special places need to be preserved and
protected. The learning experiences are aimed at assisting students further their knowledge and
understanding of the local Aboriginal and Torres Strait Islander history around Bourke and involving the
local community and family. It allows students to undertake varied learning experiences on a journey of
self-discovery, community exploration and engagement and historical research with Aboriginal elders. It
also provides the opportunity to build peer relationships and family relationships and explore their own
totems and the deep and significant meaning they had to their family heritage and now them. The
learning experiences aim to engage students in work with an Aboriginal theme with hands on, engaging
learning experiences that encourages them to learn in a different learning environment other than just the
classroom.
Many key competencies are embedded in the learning experiences, including analysing and organising
information, communicating ideas and information, working with others and using technology. The
worksheets are highly scaffolded to support learners who have less developed skills but still invite students
to extend their learning. The integrated unit has a number of elements from the NSW Department of
Education and Training Quality Teaching Model (2006) which have been addressed, including deep
knowledge and deep understanding, in that students are highly focussed on specific areas of aboriginal
culture; and problematic knowledge, as students are asked to examine concrete facts, but then to look at
various views on the causes and solutions to the problem. The lessons offer social support, with paired
work and students invited to share their website discoveries with the class. The worksheets provide
explicit criteria and high expectations. Connectedness is apparent in the relationship between the
material and what students experience in their own lives.
Elements of Blooms taxonomy (Woolfolk and Margetts, 2010, p.468) include knowledge and
comprehension in the set tasks, with analysis and synthesis a feature of the question regarding the writing
tasks. It is envisaged that these lessons, as part of a wider unit theme on Aboriginal culture, would provide
a stimulating and engaging experience for students.

Class Context
The Learning Centre (LC) at Bourke Public School consists of eight students that have fairly significant
behavioural issues in a learning environment and problematic issues at home. The class includes4 S2 and 4
S3 students all with varying academic ability levels. Most students use avoidance as their main coping
mechanism to steer away from set tasks when feeling uncomfortable which results in a verbal outburst
either towards the teacher or another student. This then encourages the other students to become
involved and results in a number of physical altercations occurring between students. Therefore the
teacher and SLSO then spend a large amount of their time resolving the physical altercations and calming

students down and they lose a large amount of learning time as all students become off task. Therefore
more modelling, reinforcing PBL rules, 1 to 1 encouragement and hands on engaging activities are required
throughout lessons. All students know the daily structured routine of the school well, particularly recess
and lunch breaks. They find it difficult to cope with continuous work between breaks and regularly ask to
have free time on the computer or go for a game of basketball.
The class will have two teachers and one SLSO assisting and supporting students when needed. I will direct
the teacher and SLSO at the beginning of the lesson on where I will require them to provide additional
support. The students have mild learning disabilities due to the ongoing nature of their behavioural issues
and missing fairly large amounts of school in the past. Therefore heavy scaffolding and verbal/ written
step-by-step procedures will be provided as a whole class and reinforced at each group before and during
the students commence the lesson.

Behaviour Management
All lessons embody a positive teaching approach to behaviour management. Verbal reinforcement,
encouragement and praise for students who are actively engaged and remained focussed on the task are
given throughout every lesson. Encouraging all students to actively participate and share ideas and
thoughts will occur.
At the beginning of the lesson the students will be informed that the class will be involved in lots of hands
on activities which will involve us in outside classroom work, excursions and not just learning in the
classroom. PBL will be reinforced and the appropriate behaviour which is expected will be thoroughly
discussed with all students. Good behaviour will be rewarded on the Point system and blueys will be
provided for good behaviour of students and for productive thought on the totem worksheets. If students
finish early them they will be directed to continue working on their Aboriginal Culture Booklets.

Unit Duration: 6 weeks

Connected Communities
Outcomes and indicators:
English:
EN2-1A: Communicates effectively for a variety of audiences and purposes using increasingly challenging topics,
ideas, issues and language forms and features.
participate in and contribute to discussions, clarifying and interrogating ideas, developing and
supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
EN2-2A: plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and
language.
Develop and apply contextual knowledge: discuss aspects of planning prior to writing, eg knowledge of topic,
specific vocabulary and language features
Understand and apply knowledge of language forms and features: 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(ACELY1682, ACELY1694)
Stage 3
EN3-2A: composes, edits and presents well-structured and coherent texts.
Develop and apply contextual knowledge: explore and analyse the effectiveness of informative and
persuasive devices in texts

understand and use the key elements of planning, composing, reviewing and publishing in order to meet the
increasing demands of topic, audience and language
Understand and apply knowledge of language forms and features: 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 (ACELY1704, ACELY1714)

Creative Art
VAS2.3: Acknowledges that artists make artworks for different reasons and that various interpretations are possible
talks and writes about the meaning of artworks in terms of how subject matter realistically represents things
in the world.
Shows and understanding and appreciation for Aboriginal Art.

Mathematics
Students: identify, visualise and quantify measures and the attributes of shapes and objects, and explore
measurement concepts and geometric relationships, applying formulas, strategies and geometric reasoning in the
solution of problems
MA2-1WM: uses appropriate terminology to describe, and symbols to represent, mathematical ideas
MA2-17MG: uses simple maps and grids to represent position and follow routes, including using compass
directions
MA3-17MG: locates and describes position on maps using a grid-reference system
Learning Experience 1
Students:
Create and interpret simple grid maps to show position and pathways (ACMMG065)
use given directions to follow routes on simple maps
use and follow positional and directional language (Communicating)
use grid references on maps to describe position, eg 'The lion cage is at B3'
use grid references in games (Communicating)
identify and mark particular locations on maps and plans, given their grid references
discuss the use of grids in real-world contexts, eg zoo map, map of shopping centre (Reasoning)
Learning Experience 2 and 3
Students:
Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)
use a compass to find north and then east, south and west
use N, E, S and W to indicate north, east, south and west, respectively, on a compass rose
use an arrow to represent north on a map
determine the directions north, east, south and west when given one of the directions
use north, east, south and west to describe the location of a particular object in relation to another object on a
simple map, given an arrow that represents north, eg 'The treasure is east of the cave'
use NE, SE, SW and NW to indicate north-east, south-east, south-west and north-west, respectively, on a compass
rose.
determine the directions NE, SE, SW and NW when given one of the directions
use north-east, south-east, south-west and north-west to describe the location of an object on simple maps,
given a compass rose, eg 'The tree is south-west of the sign'

Human society and Its Environment

HT3-2: Describes and explains the different experiences of people living in Australia overtime.
HT2-4: Describes and explains effects of British Colonisation in Australia.

develop knowledge and understanding about the nature of history and key changes and developments from the
past.
develop knowledge and understanding about key historical concepts and develop the skills to undertake the
process of historical inquiry.

Contributes to decision-making processes in the class and school

Investigates current local community issues and concerns
Examines a variety of systems that have been designed to meet needs in communities and identifies the
advantages and disadvantages of their use.

Learning Sequence/ Week:

Week 1
HSIE - Our place, our heritage - What are communities and where are they? Looking at Aboriginal
communities around our area.
English - Ngemba Language exploration Traditional vs modern procedural making in language.
Week 2
HSIE - My story, your story, our story - Identifying the community- Exploring our community and our
history, Local Aboriginal history from community elders
Maths - lesson sequence Learning about direction in and around our community
Week 3
HSIE - Field Trip Learning Mens business at Crompton Downs
HSIE - Interviewing and exploring elders and community organisations in Bourke
English - Crompton Downs recounts
Week 4
HSIE/English - My totem My Family
Creative Arts - Aboriginal Local Art
Week 5
HSIE - We are one - Field Trip Building relationships at Mount Gundabooka
HSIE - Community Citizenship- How can we connect with the community?
Creative Arts - Aboriginal Local Art
Week 6
Creative Arts - Aboriginal Local Art
English - Mount Gundabooka Dreamtime stories
Celebration!!

Students will learn about:

- Local Aboriginal culture
- Features within the local community
- Changes that have occurred within our local community over time (from an Aboriginal elders
perspective)
- Natural features located on maps around or in our community
- Advantages and disadvantages of systems within the community
- Build relationships and understand healing
- Undertake Traditional mens business and learn about self respect
- Become embedded within the Ngemba language and Aboriginal experiences
- Explore services within our local community
- Explore and navigate around our local community
- Build knowledge and understanding of Aboriginal culture and history
- Build understanding about their own culture and heritage

Students learn to
- Identify and name local, natural, built and heritage features within their community
- Locate and name the states, capital cities and major features within Australia
- Locate our community on a map of Australia and identify important features near our community.
- Identify what makes a community
- Name community services and facilities within our community
- Understand the difference between goods and services
- Identify possible consequences of changes within a community
- Identify the different types of communities that exist within communities
- Identify the important roles different communities have in ensuring our whole community
functions
- Recognise the similarities and differences between communities
- Identify how we contribute to our community
- Learn history and knowledge of the local Bourke community
- Learn about self respect, self importance, family heritage and history and build/heal relationships

Assessment:
Assessment of Learning (Formative Assessment) - Communities within communities
Assessment for Learning (Summative Assessment)- Unit Checklist
- Activities throughout unit
- Design Task
- Assessment Test

Quality Teaching:
Deep Knowledge Deep Understanding Background Knowledge Cultural Knowledge
Metalanguage Problematic Knowledge Higher Order thinking
8Ways;

QUALITY TEACHING FRAMEWORK & 8 WAYS

Intellectual Quality:
Deep knowledge: the knowledge being addressed in the Integrated Unit of work develops critical thinking processors
to build upon prior knowledge. The learning experiences focus on a number of key concepts integrating both English,
Creative arts, maths and HSIE lessons to form rich and engaging tasks. All learning experiences were designed to
actively engage students in thinking that requires them to organise, reorganise, analyse, synthesise and evaluate
knowledge and information.
Cultural knowledge: The cultural knowledge the students are exposed to throughout the Unit of work encourages
deep understanding and higher order thinking, this build on their current background knowledge. The engagement
with local aboriginal elders and community people enrich the experience for all students and allow students to
develop deeper cultural understanding and overall knowledge.
Quality Learning Environment
Engagement: Students were engaged in the lessons provided majority of the time because the lessons were not
classroom based, explicit, implicit and student-centred enabling the students to be autonomous learners.
High expectations: Throughout all lessons expectations of students and learning were modelled and introduced.
Different ways of thinking and creativity were positively rewarded and encouraged.
Significance
Knowledge integration: All lessons were sequential and built upon previous lessons including HSIE, English and
creative Arts. The lessons were designed to build base knowledge for the students as they had very limited prior
knowledge of the subject area being taught.

Any student who has been identified as having a learning difficulty that needs some form of in class support has an adjusted learning plan. Students need
for support is categorised into one of the following types of adjustments.

Supplementary (Sup)- Provision of some personalised adjustments is given, so learning can occur within a classroom setting.
Substantial (Sub)- Frequent individual instruction and regular direct support or supervision given for learning to occur at the students ability level.
Extensive (Ext)- Modified learning programs, activities and assessment occurs with intensive individual instruction to ensure students learning demonstrates some development of
skills, competencies and achievement of learning outcomes.

Student
Code
125

Student
Adam
Edwards

Adjustment
Required
Sub

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Week
KLA
1
HSIE

Anthony
Orcher

Sup

Braidyn Smith
Concept

Sup

Our place, Our

heritage:
What are
communities
and where are
they?
Looking at
Aboriginal
communities
around our
area.

Learning Adjustment
*Highlight parts of program adjusted
When working individually requires 1 to 1 support to explain
activity further and assist him to commence the task.
Needs behavioural support to remain on task and not engage in
fighting with other students
Needs behavioural support to remain on task and not engage in
fighting with other students. Needs assistance to commence a set
task.
Student
Teaching Strategies
Assessment
Code
Adjusted
Strategy

On a map of Australia, discuss/point out:

Main cities and physical features
States/ territories
Regions, landscapes, rivers, mountains and places students
are familiar with
Add labels, photographs and pictures to create a display/
collage
Discuss Aboriginal place names and nations.
Using the 3 maps, have students use atlases and the class displays
to label them correctly.
Discuss the meaning of the term community. Copy into books- A
community can be thought of as a group of people who live in the
same area and/or who share some things in common. E.g. family
community, school community
After students have finished this task, have them complete their
title page for the unit.

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Map 1-Cities/
towns
Map 2- Features
around Australia
Map 3Aboriginal Place
names

Resources
(Specific needs)
SLSO - 1 to 1 support
SLSO/teacher
SLSO/teacher

QT

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Title page

Communities
within
communities
(Formative
Assessment)

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8 Ways

Evaluation

Boys were really

engaged and took
quite an interest.
Adam needed
SLSO help but still
engaged in the
task. Most boys
didnt have a lot
of knowledge of
basic Australia
but excited to
learn. Good
understanding of
community and
actually specified
there is
community and
then Aboriginal
community and
we discussed the
difference of how
these work and
the different help
given. A positive
outcome

Optional- As a class create a feature wall with an enlarged map of

Australia to add pictures and towns to each week during the term,
creating a collage

1
English

2
HSIE

Ngemba
Language
exploration:
Traditional vs
modern
procedural
making in
language.

My story, your
story, our
story Identifying the
community-

Introduce procedural writing: Making Johnny cakes in Ngemba

language.
Students will be seated around the main bench on the
kitchen
Teacher will show a short you tube film on making Johnny
cakes in Aboriginal language.
Teacher will discuss structure and elements of procedural
writing and show on smart board.
Aboriginal language teacher will assist in teaching
students Ngemba words of the procedure.
Teacher focuses on and discusses the nouns first: objects
and ingredients.
Each utensil and ingredient is discussed and students
repeat the word together, in language.
Discuss Language
Active Ingredients (nouns) flour, water, fire, bowls, spoon/stick,
griddle iron Measures 1 handful, 2 cups, etc.
Adjectives: Yummy/yucky, burnt, hot, soft/hard.
Verbs: Commands or directions: make, take, stir, light, turn, eat,
etc.
Cultural words: Traditional flour, other traditional foods.
Previous knowledge For example: experience at home, numbers,
measures, size.
Teacher models procedure writing on smart board, talking
and discussing steps with the students. Each student is
encouraged to actively contribute to the class procedural
writing.
Teacher composes a word bank on the whiteboard of
nouns/adjectives/verbs and Ngemba language learned.
Students are introduced to Local Aboriginal history
Show on IWB: Local Aboriginal photographs
You tube - watch the local video of Ngemba people talking about
their history.
Introduce our guest elder for the lesson and then involved in a

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Procedural
writing - SWS

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Community
Slide show

Community

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WOW! The boys

were so wrapped
in this lesson and
the language
teacher was so
excited to be part
of it! They really
took to the
language
component and
happily
completed the
procedural
writing. I must
say they also
really loved
making,
discussing and
particularly
eating the Johnny
cakes. So did a
number of the
executive staff
who found their
way down to
watch our lesson.
After today I
think it may be
the start of many
kitchen and
garden lessons!

I cannot believe
how engaged the
boys were with
this learning
experience they
even wanted to
eat lunch in class

Exploring our
community
and our
history, Local
Aboriginal
history from
community
elders

quick review about our previous lessons, to recap. Students are

then shown a photograph of an Aboriginal only students in a
classroom and asked a variety of questions, such as:
Tell me about what you see in this photo?, Tell me about when
this photo was taken, how long ago?, discuss the culture of the
people in the photo, lets talk about why there are only Aboriginal
people in the classroom what are your thoughts? etc.
This will lead the discussion to the facts:
1950
The first formal schooling for Aboriginal children in the Northern
Territory is provided. Lack of facilities is rationalised by the claim
that children "beyond the age of 10 couldn't keep up with white
children anyway".

videos of local
people

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Student
workbooks

Aboriginal children assimilate into NSW local schools, if all other

parents agree.
1967
The Commonwealth Referendum passes. This ends constitutional
discrimination and all Aboriginal people are now counted in the
national census. It also means that the Federal Government can
now legislate for Aboriginal people in the states and share the
responsibility for Aboriginal Affairs with state governments. All
states except Queensland, abandon laws and policies that
discriminate against Aboriginal people. The first census fully
including Aboriginal people is in 1971.

and keep going!

The students
knew that
Aboriginal people
had suffered
hardship but they
had never
discussed or been
shown it in
context with
pictures. There
were a few
emotions and
difficult questions
asked, a lot also
by Miss T. The
boys became a
bit emotional but
also so proud of
their culture and
discussed how
important it was
for them to learn
this in more
detail and
discussed that all
students should
know more about
the real
Aboriginal history
of Australia. This
learning
experience was
great and made
for excellent
conversations

http://australianmuseum.net.au/indigenous-australia-timeline1901-to-1969
Discuss with students how old their parents are try to link that
this was occurring when their parents were young so it wasnt
that long ago. Discuss their thoughts and ideas about this.
Discuss what it would be like if this was still occurring today!

2
Maths

Lesson
sequence:
(over 3 learning

Learning experience 1:
Teacher to introduce topic of position: Brainstorm prior
knowledge of students.

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Google Earth

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I was very
nervous about
these learning
experiences as I

experiences)

Learning
about
direction in
and around
our
community

Students are given a map of the Bourke area and we discuss

language such as: position, location, map, plan, street directory,
route, grid, grid reference, legend, key, scale, directions and
compass.

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Map of Bourke
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SSD

Students are given a local map of the Bourke area and we discuss
landmarks we can find. Teacher models and example and
students are encouraged to look for co-ordinates and use
language e.g. G7 is mount Gundabooka.
Teacher then uses the IWB to show students an interactive map
of Bourke through google maps.
Using N,S,E,W and hands on activities which incorporates ICT.
Where am I?
In pairs students then guide their partner around the
room using position language and NSEW. Support of SLSO
and teachers are divided between groups.
Once teacher is confident students are capable and
providing sensible instructions they are allowed to move
to the playground.

Learning experience 2:
Teacher provides students with map of Bourke and asks all
students to locate Bourke Public school and the set coordinates.
Each student is then told to identify their house and the
set coordinates.
Students are encouraged to each explain how to get from
Bourke Public School to their house using correct
positional language.
Teacher then puts up eight question directions on the
IWB. Students need to use their map and direction
knowledge to locate set places in Bourke.
Students write answers in their workbooks
Teacher and SLSO provide support as required.
Students are provided incentive rewards for each answer
they provide at end.

Students using
compass and
direction

Question and
answer session

Student
workbooks

PMI chart

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had seen the

boys reluctance
towards maths! I
admit it took us a
while to warm up
but once we got
started the boys
were very
interested and
engaged
particularly as it
was based on
Bourke and
different
landmarks and
features around
Bourke. I
delivered the
lesson more in
the context as we
were all getting
to play games
while learning for
maths and this
assisted the
students to
engage better.
Adam needed
SLSO 1 to 1
support the most.
Anthony was
excellent as was
Shaylan and
Dreyshon.
Braidyn had to be
refocused a few
times but actively
engaged in the
activity. Their
favourite part
was Where is Ms
Gordon? and this
continued to be a
daily started
event for maths
but they were
equally excited
when the
Principal Miss
Pennell came and
they got to play a
game with her.
They really liked

the treasure
hunt, I think Mr
Vozzo did to even
though our
directions had to
be adjusted
slightly it was a
great experience
and the boys
were able to
work
cooperatively and
display what they
had leanrt.

Students are asked to provide answer to each question and

discuss together as a class.
Where is Ms Gordon?
Teacher writes directions on the board of where she is
hiding in Bourke. Students then need to use the map and
their knowledge to locate her. Its a where is Wally? type
game. Reward points are offered for the first person or
team to find her.
Learning experience 3:
Teacher will inform the students about the activity we will do in
groups.
Students are divided into groups supportive ability and
learning pairs.
Rules are refreshed about behaviour around the school as
other students are learning.
A teacher and SLSO is allocated to support each group.
Students are provided a map of BPS and a compass.
An envelope and answer sheet are provided to the
teacher/SLSO of each group.
Students undertake a treasure hunt around BPS following
compass directions and solving mathematical problems together
to get their next clue until they reach the point and locate a
TREASURE.
Afterwards
Teacher does a class PMI chart with students to get an
understanding of their interest in the position lessons.
Teacher asks Principal to visit class at end of lesson to
allow class to show and discuss all the concepts they have
learnt across the various maths lessons.
The lesson ends and they play a game with Principal
Where is Miss Pennell? she gives them directions and
they need to locate her in Bourke.

3
HSIE

HSIE Field
Trip
Learning

Learning experience 1:
Crompton Downs Field Trip (Thursday 4 June 2015)
Itinerary, bus booked, notes signed, risk assessment, variation of

Observation of
engagement in
task.

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about adding this
to the unit but so
excited it was

Mens
business at
Crompton
Downs
HSIE
Interviewing
and exploring
elders and
community
organisations
in Bourke

routine, costings sheet all completed and provided to Principal

and approved.
Depart Bourke Public School at 7.00am and pack recess and lunch
to cook. Students will be cooking Johnny cakes for them and
visitors and using direction around the bush with Aboriginal
mentor/guide.
Students engage with 3 male Aboriginal elders in traditional mens
business and learn about weapons, nature and how it was used
many years ago. They undertake a journey about respect for
others and self-respect.
Learning Experience 2:
Within a community we have services and facilities. What is the
difference between them?
A service is when something is performed for you while a facility is
a place or piece of equipment supplied for you to use like a
product.
On a community walk or through discussion of students
experiences, ask students to observe and list the variety of
facilities that community members share, eg libraries, drains,
street, rubbish bins. Students could then draw associations
between these facilities and the need of community members. Do
this by writing facilities community members share in a bubble
and brainstorm what we share as a community.
Then talk about the services in our town, students write services
in a bubble and brainstorm the services that are available in our
community, laundry, taxi, garbage collection, street cleaning, etc..
Arrange for students to interview 3 guests who provide
community services or facilities (Police, AMS and 2 Aboriginal
elders)
Student- devised questions to acquire information about: What
service they provide and for whom?
Why they provide the service or facility?
How they obtain funding and how they operate?
Have students write questions into their workbooks.
Collate information from the interviews on the smartboard

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List of
community
facilities/
services
resources
created and
written in theme
books

Interviews
conductedquestions
written in
workbooks
information
collated as a
class on a chart.

Notebook

Posters created
and displayed in
the room

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successful. The
boys learnt so
much about
themself and
their culture, as
did I, Miss T and
Dougie. This field
trip was truly
successful and
showed me that
taking learning
outside the
classroom can
have
astronomical
outcomes for
students with
their learning. I
was very proud of
all the boys and
their behaviour
towards our
elders and
learning!

The interviews
the boys
composed and
active discussion
they entered with
our guests was
great. Hey were
really interested
in learning and
the learning and
discussion
allowed them to
produce some
magnificent
posters!!

notebook file for analysis and discussion.

Discuss with Aboriginal elder how the community and
organisations have changed in Bourke over time. Discuss their
views thoughts about all the new services
Brainstorm/discuss some of the events/ consequences that cause
change in a community. E.g. Population, flood, fire, disaster,
drought, sickness, tourism etc.. How does this affect some
services or facilities in town and how would this change the
community if they were not available. (Use the sheet or copy
table format into books)
After considering the affects certain events have on services and
facilities in the community, how could we as members of the
community become more responsible and cooperative for our
community. Brainstorm some ideas together on the smartboard.
Students are to design a poster to inform others of how they can
be a responsible and cooperative community member- must be
eye catching and easy to read.

3
English

English Crompton
Downs
recount

Introduce recount writing: Our Trip to Crompton Downs.

Teacher will discuss trip with students and brainstorm on
the board.
Teacher will discuss structure and elements of writing a
recount and show on smart board.
Teacher focuses on and discusses the nouns, verbs,
adjectives.
Teacher composes a word bank on the whiteboard of
nouns/adjectives/verbs.
Discuss Language
Discuss Cultural words
Teacher models recount writing on smart board, talking and
discussing steps with the students. Each student is encouraged to
actively contribute to the class recount.
Students write their recount of Crompton Downs trip in their

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Recount writing
- SWS

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The recount
writing lesson
was slow but
after we started
discussing the
trip the
excitement grew
and the boys
then became
eager to
complete their
recounts. The
scaffolding
techniques
greatly assisted
their writing.
Adam attempted
his writing solely
and didnt refuse
to write, SLSO
provided support
but he composed
of a page

workbooks. SLSO, Teacher to provide assistance.

4
HSIE/English HSIE/English My totem My
Family

Discuss with students what objects and people the students

value. Brainstorm this on the whiteboard.
Discuss with students and explain how Aboriginal people have
totems - A totem is an animal, plant or object believed to be
ancestrally related to a person. It can be represented in nature in
the form of a large rock, tree, hill or river. A manmade emblem
such as a wooden pole or decorated object may be used to
represent it.
Listen to the interview with an Aboriginal elder regarding totems.
http://ab-ed.boardofstudies.nsw.edu.au/go/710/science/units/story-1/cultural-background
Show the IWB pictures collected of Aboriginal totems.
Explain to students they are going to make their own totems. The
totems will reflect the things they value.
Teacher demonstrates the worksheet with her totem and values
and beliefs as an example.
Students complete their worksheet: Aboriginal totems.
Students present their totem to the class and explain what it
means to them.

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137

Worksheet:
Aboriginal
Totems

Notebook

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recount of his
trip. Amazing
effort!
Tyrell, Anthony
and Shaylan
made a fabulous
effort and
produced 2 pages
of writing of their
recount. I
happily sent
them to the
Principal with
their books and
they received a
Principal award
sticker and some
great
commendation!
Loved this lesson
but was surprised
at the little
knowledge the
boys knew about
their own
heritage and
family history.
None of them
knew their
totems but were
excited to know
what they were.
I used my
example as a
scaffold and we
encouraged the
boys to talk and
write about their
family values and
beliefs they know
and select an
animal that they
feel reflects them
and their family
the best.
NOTE need to
speak with Phil
Sullivan about
this so we can
encourage
exploration of
this on our
Gundabooka trip.

4
Creative
Arts

Creative Arts - Brainstorm how Aboriginal art originated rock art, totems, bark
paintings, body art.
Aboriginal
Local Art

Observation
Participation
Cooperation
Finished
painting

Investigate original materials and methods used by Aboriginal

people paint mixed from organic materials, paint blown from
the mouth, applied using fingers and hands and dotted with fine
sticks.
View Aboriginal Art. Describe the story behind each painting and
discuss what techniques were used.
Look at the traditional Aboriginal Art symbols used, as shown at:
http://www.aboriginalartonline.com/culture/symbols.php

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Design Task:
Students undertake a field trip to Bourke Aboriginal Art gallery to
Aboriginal Elder Bryan Smith. Bryan will show the boys how to
create a canvas from scratch for them to paint. He will discuss
Aboriginal Art and his paintings, what made him passionate and
respect.

Altered the
lesson but still
engaged and
successful
outcomes
reached by the
students
Again surprised
about the boys
limited
knowledge of
Aboriginal Art.
Boys were
excited about the
field trip to the
Aboriginal art
gallery and
meeting Bryan
Smith. All boys
well behaved and
engaged. Off to a
good start!

Students will undertake several field trips to the art gallery and
create a class story with Bryan that they will paint together.
Students will present their painting to the school once completed.

5
HSIE

HSIE: We are
one
HSIE: Field
Trip Building
relationships
at Mount

We will explore the concepts of multiculturalism and Australian

identity. Begin by exploring the question who are Australians?
recognising that the Aboriginal and Torres Strait Islander people
have lived in Australia for more than 60,000 years. Students
identify their own cultural backgrounds and the migration stories
of other people, leading to an appreciation that as Australians we
come from many different cultural backgrounds.

125
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137

Observation
Participation
Cooperation

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An emotional
rollercoaster ride
of discovery!
How else do I
evaluate this
learning
experience.
Highly productive
and successful.
After the anger

Gundabooka

5
Creative
Arts

Brainstorm with students how traditions and customs are carried

through families from one generation to the next.
Ask students to list some customs or beliefs they have in their
family. Write these on the whiteboard.
Discuss student knowledge about Aboriginal Dreamtime and its
role in the Aboriginal culture.
Explain to student that they are going to view a Dreamtime story
Tiddalick the Frog.
https://www.youtube.com/watch?v=0y3Ta5xcKV4
Class views the animated dreamtime story.
Brainstorm what the story was about and what it means?
Read the storys Synopsis found on the webpage and where the
story comes from.
Discuss how the animation represented the story and what
techniques were used.
Explain to students we are undertaking a field trip with our
parents, this is a bonding/healing trip and building stronger
relationships, during this trip we will explore ourselves and our
parent, nan, pop, uncle, carer deeper and talk about family and
importance of family. We will discuss our family heritage and
create our own dreamtime story together. During the week we
will spend time writing the Dreamtime story we created with our
adult and share.

Creative Arts Design Task:

nd
Aboriginal Students undertake their 2 field trip to Bourke Aboriginal Art
gallery to Aboriginal Elder Bryan Smith. Bryan has shown the boys
Local Art
how to create a canvas from scratch for them to paint. Today he
will discuss Aboriginal Art and his paintings, what made him
passionate and respectful. He will then discuss with boys their
story and plan out their family/class and create a story and show
them how to paint it. They will select colour groups they want to
use and complete the background colour.
Students will undertake several field trips to the art gallery and
create a class story with Bryan that they will paint together.
Students will present their painting to the school once completed.

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Observation
Participation
Cooperation
Finished
painting

Design Task
Assessment

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and tears we had

such great
healing and
learning and
connection
between the
students and
their family
members.

Boys again
excited to go
back to the
Aboriginal Art
Gallery. Did a
reminder of the
rules and
expectations of
them while in the
community.
Boys engaged
great in creating
the story about
themself and
their class for
their painting and
listening to
Bryans about his
paintings and
stories. They

CK
5
HSIE

Community
CitizenshipHow can we
connect with
the
community?

Have a class discussion and brainstorm about what they see

as important to the Bourke community.
Why is it important?
What service or facility does it provide?
Who uses it?
Is it valued?
How can we be cooperative community members to build
connections between our school and community, pride in
our community, buying locally, etc.. What else is important
to our community?
Have students complete the final assessment test. This will
gain students knowledge from lessons throughout the unit

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137
Final
Assessment Test
(Summative
Assessment)

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were very keen

to start painting
the background.
I was worried
that the boys
may not engage
to well with this
learning
experience
particularly given
the assessment
test. Again they
surprised me and
happily
participated and
were able to
demonstrate all
the knowledge
they had learnt
thus far. What
struck me most
was even if they
didnt know they
were not scared
or embarrassed
to have a go at
answering. This
showed me really
how far they
have all come for
the class 5 weeks
ago. Very proud
and all students
completed the
assessment test
and I was happy
to see that they
all ticked the box
that they have
enjoyed the Unit

Adam had
support from
SLSO and Braidyn
limited support
from CRT.

6
Creative
Arts

Creative Arts Design Task:

rd
Aboriginal Students undertake their 3 field trip to Bourke Aboriginal Art
gallery to Aboriginal Elder Bryan Smith. Bryan has shown the boys
Local Art

Observation
Participation
Cooperation
Finished
painting

how to create a canvas from scratch for them to paint. He has

discussed Aboriginal Art and his paintings, what made him
passionate and respectful.
He has discussed with the boys their story and planned out their
family/class to create a story. They have completed the
background colour, today students will complete their story into
painting mode.

Design Task
Assessment

English
Mount
Gundabooka
Dreamtime
story
CELEBRATION!

Students have undertaken a field trip with their parents, this was
a bonding/healing trip and building stronger relationships, during
this trip students explored themselves and their parent, nan, pop,
uncle, carer deeper and talked about family and importance of
family. They discussed their family heritage and created their
own dreamtime story.
Today we will spend time writing the Dreamtime story we created
with our adult and share.
Introduce writing: Dreamtime story.
Teacher will discuss trip with students and brainstorm on
the board.
Teacher will discuss structure and elements of writing and
show on smart board.
Teacher focuses on and discusses the nouns, verbs,
adjectives.
Teacher composes a word bank on the whiteboard of

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Boys very
enthusiastic to
commence their
own painting.
The boys took on
Bryans
suggestions very
well and worked
cooperatively
together to
complete their
project.

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Students will present their painting to the school once completed.

6
English

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137

Writing SWS
Dreamtime
story created
and put into
book

Class
presentation

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Students so
proud to present
their stories they
wrote and
developed with
their families.
Still loads of tears
and emotions but
a wonderful
ending
celebration to a
great Unit of
work

nouns/adjectives/verbs.
Discuss Language
Discuss Cultural words
Teacher models writing her Dreamtime story on smart board,
talking and discussing steps with the students.
Students commence their own Dreamtime story writing.
After lunch Students will have their families members attend a
class party/celebration and present their Dreamtime stories they
have written

Evaluation:
In the development of the Integrated Unit of work: Bourke Public School Gets Connected!I met with the classroom teacher and Deputy Principal to discuss
my ideas and rationale for completing an integrated unit which involved a far amount of learning outside of the classroom and school environment. I
discussed with them that I believed it would be highly purposeful and engage students so that they undergo a large amount of learning, mainly without even
realise they are learning. Given the significant behaviour issues within the classroom and that students are regularly suspended within the LC for outburst
and regular non-compliance with work which has a large amount to do with outside of school issues I was of strong belief this Unit may give the boys some
direction and really engage them within the learning process.
I had never been on this class before and was familiar with some of the students and their families but not overly knowledgeable about the students. It took
a bit to get to know the students behaviour issues and triggers, however after three days I had taken significant notes. I then came to the understanding that
the permanent class teachers strategies for behaviour management were very different to what I wanted to utilise as the boys seemed pretty much nonresponsive to her strategies. So I arranged a meeting to discuss my ideas with the teacher and that they were fairly different to hers to see how she felt
about me introducing a behaviour incentive point scheme which was based on small rewards of in class dollars, what we could call LC dollars. The teacher
was a bit hesitant but agreed to allow it to see if it had any possibility of working. I decided to use the LC dollars collected to allow the boys to purchase small
NRL gifts, the school had a large number of wrist bands, key chains, footballs etc so the boys accumulated points for positive behaviour in class and then used
the dollars to purchase their preferred merchandise. I created a table and displayed on the wall where we recorded the daily points the boys accumulated
and also developed a poster which identified the amount of LC dollars the students would require to purchase their desired reward. Reflecting on this after 3
days the behaviour incentive scheme worked really well, the boys were extremely responsive to collecting points and soon realised that completing set work
and good behaviour resulted in receiving points. It became a daily challenge between them to see who the daily winner would be at the end of the day. This
winners name went on the board which was surrounded by stars! I was extremely happy that this worked, although it didnt create angels in the 8 boys it
provided enough to begin to developing changing behaviour and attitudes towards learning. With this change under my belt I felt a lot more certain that the
integrated unit of work was going to be more successful so I actually didnt start the Unit of work until week 2 and this was a positive decision as it allowed
for me to have the behaviour incentive scheme in place and see some behaviour and attitude change in a positive way first, then I spoke to the boys about
the Unit of work we would be doing together over the next 5 weeks. The boys were very excited about the Unit and asked a lot of questions, it allowed me to

Also identify that with our field trips they were dependent on behaviour, so the boys understood if their behaviour was extremely bad then they may not be
allowed to attend the set field trip.
Creating the Unit specifically the HSIE about our local community was a highly successful choice as the boys were extremely interested to learn about the
local history of Bourke and explore it further and the local landmarks and features we have in our area. A number of the boys hadnt been to places such as
Mount Gundabooka and Mount Oxley but were very engaged in hearing about their history. The boys were very responsive to learning from our Aboriginal
elder guests within the classroom as were they with the police officers and health worker. To my surprise they were very respectful and thoroughly engaged,
they asked so many questions particularly to our elder and police. I believe the boys have possibly been raised to fear the police, however the visit may have
been successful in breaking down barriers as they were very interested in the role and asked a large number of questions to clarify issues further so they had
a better understanding. Equally interesting for them was the Aboriginal elder talking about his times as a little boy and how different things were, the boys
were able to apply the Aboriginal history we had learnt to what he was saying as in his times they still had laws were Aboriginal people couldnt go to school,
pubs etc and they were faced with sever racism. It was a very moving lesson and powerful discussion the boys undertook with him. I was extremely proud of
them and their continued excellent and respectful behaviour throughout the whole learning experience.
This really set the scene for our Mens business field trip to Crompton Downs and the boys really enjoyed assisting to prepare for this. A large number of
boys hadnt had the opportunity to go bush and learn about their history so they were a little excited, and quite nervous let me tell you. They were worried
about getting lost so we decided we could take our compasses with us and apply the techniques we had learnt in our maths lessons about direction and
finding our way. This was also a great time consumer for the 2 hour bus trip to Crompton Downs, the boys discussed the direction we were heading and
guessed where certain things were along the way. It was a great little trip with everyone getting along quite well and boys being very respectful towards each
other.
The mens trip was very successful and the boys spent hours in the bush with the elders showing them how they tapped trees to carve out weapons, they
actually cut a tree out to make a boomerang. Also they learnt about different trees and bushes and how they offered medicine, water and food and how to
look for different animals tracks to help them in tracking and successfully tracked down a kangaroo. The LC boys then prepared lunch by cooking sausages,
kangaroo tail and making Johnny cakes for themself and the elders. After lunch the boys had a smaller session discussing heritage and learning about respect
for self and family. The boys were great this whole trip as we were worried they may get bored and start to act out with different behaviours but the trip and
learning was taken well and they were thoroughly engaged, I think psychologically exhausted as 6 of them slept all the way home to Bourke.
The Learning experiences with the students exploring their heritage and totems, was a great follow on from the Crompton Downs trip the week before. The
boys still had such focus and understanding about respect and took a real interest in exploring their family totems. It was unfortunate that none of the
students had a good understanding of their Aboriginal heritage and did not actually know if they had a family or individual totem. So to compensate I
showed my example I had pre-completed as a scaffolding method to encourage them to just think about their family now and what animals they would apply
as their totems. The boys took really well to this, but it provided me information to take on board and that I needed to encourage this discussion and
exploration further on our Gundabooka trip where the boys family members were attending with them.
The community citizenship learning experience allowed me to see that the boys were taking in the learning across the previous 4 weeks and the boys started
to show that they were really understanding our local community and they all had a great attempt at the assessment task. I was highly impressed as their
was little arguments and the boys began to just start the work when provided, this was a really exciting event from their previous attitude to studies. The
boys showed such interest in Aboriginal culture even the Dreamtime stories discussed and I was worried they may not engage in the dreamtime lesson with
their family member on the Gundabooka trip, but this trip was amazing. It allowed the boys to have a first-hand guided experience from Phil Sullivan, local

Aboriginal elder who knew all the boys and their families and the difficulties they had faced. I discussed the purpose of our journey prior with him and he
added an amazement to the whole experience, telling Ngemba dreamtime stories at different parts of the trip about ancestors and development of Bourke
and communities around us. He took time to review the respect journey and touched on the healing process as he knew all the families he spoke in depth
with all boys and their family members. Significantly he identified that Tyrell and his mum Jocelyn needed healing as he had recently lost his grandfather and
his mother had been undergoing treatment in Sydney all year for cancer. There had been a significant strain on their relationship and Tyrell had lost a bit of
guidance as his father had been doing some time in jail. There were tears and a bit of anger but very controlled by Phil allowed them to talk through what
had been occurring and it resulted in them in a highly emotional hug but showed us the start of re-building their relationship. The other student was Braidyn
Smith, his mother has 8 children and his father had been in jail for 8 months and recently released. He turned up for the excursion and had no family
member so we delayed the trip by 30 minutes and I went with Phil to his house to speak with his father to encourage him to come along. After 20 minutes
we finally convinced Tony to come along particularly for Braidyn and Phil spoke to him about his own inner healing he needed to do and this was a good time.
Phil gave his whole heart to Braidyn and Tony when it was their turn in the healing circle his father broke down and discussed all the hardships he had faced
and his family and how he felt like he had let down his whole family, especially Braidyn. Braidyn broke down as well and the pair were in tears for a long
time, Uncle Phill kept talking them through their hardships and they finally found a connection and hugged for a very long time! This was a particularly
emotional part of my teaching experience and I feel like I learned so much about my students and their families during this time I also learned a lot about
myself and that sometimes people can judge students so wrong when they dont really know what happens in all aspects of their lives. The connectedness
that this learning experience displayed was amazing and I have never achieved anything before as a teacher, but now I know I need to ensure I aim for this
type of connection in all my classrooms. This trip allowed the boys to build and repair relationships and also allowed them to achieve absolutely fantastic
Dreamtime stories that they wrote and then presented at our end of Unit celebration. The family members who attended the presentation saw how proud
the boys were of their achievements and I think the boys we so proud within themselves. I definitely know this because the behaviour incentive I started
continued throughout the 6 weeks but all the boys forgot about the money and collecting the prizes it became more of a self determination journey to
achieve as many points as they could more like self competition and wanting to push themselves harder. They made me very proud!
The maths and English lessons developed utilising the same theme allowed for the students to be so engaged, particularly in maths and learning about
direction and applying it to the Bourke community, the boys were so excited about this and have previously been very very reluctant to engage in
Mathematics. They particularly loved the game of Where is Ms Gordon? and wanted to continue to play it daily whenever we did mathematics. My lecturer
Les Vozzo was present for the maths lessons and the final lesson of our treasure hunt and was highly impressed at the high level of engagement the boys
displayed in the topic. The English lessons I chose to incorporate as the teacher emphasised how difficult it was to get the boys to write anything, they were
very self conscious and reluctant to write. So the learning experiences I developed were fun, such as the making Johnny cakes and the recount of our trip
and writing our Dreamtime story. As they were an integral part of our Unit they were writing about and the scaffolding I used supported them they were not
reluctant at all to produce the required writing. They really enjoyed the procedural writing task therefore we factored in more kitchen and garden lessons
over the 6 weeks so the boys got to cook and then write their procedures. It was positive because it also filled their bellies and we aimed to ensure we
cooked on Thursday and Fridays so the boys definitely knew we were cooking and their attendance all week was great!
The Aboriginal Art experience I felt was the gloss coat of paint on the Unit, it really allowed the boys the opportunity to understand Aboriginal art and how to
paint with meaning. Bryan Smith the Aboriginal elder was really good with the boys and engaged them in his discussions about his own paintings and the

wider gallery. The patience he showed and understanding towards the students was exceptional and emphasised to the boys how important painting is to
our culture and self healing. He showed them step by step to help them understand how to create a canvas and together to build and create their story. He
was quite impressed with the boys final product as none of them had any previous experience in painting stories or knowledge of how to paint significant
meaning on canvas. I was very proud when the boys presented their canvas on assembly to the Principal and school to be hung in the school. It really
showed me how they have all grown so much across the Unit and varied learning experiences and how they have a deeper understanding and respect for
each other. They stopped the belittling and teasing behaviour of each other and became responsible young men. The hardest part of this experience for me
was ending my practicum as I felt I had really began to connect with all the boys and they were learning, trying so hard and just discovering the talents they
really had. They were overcoming great obstacles in their personal lives and persevering with the tasks at hand and their engagement level was amazing!!
They all made me so proud and also so sad to leave at the end of term
Although I am sure there could be suggestions for improvement of this Unit I cannot think of any as the outcomes were a lot better then I had ever predicted
and the learning experiences all had successful outcomes event thought there were tears and heartache at times it was in a positive and motivational way. It
has taught me a lot professional and that flexibility is always required as a teacher, but the utmost importance is getting to know your students not just on a
superficial level in rural remote Aboriginal communities such as Bourke you need a deeper understanding of your learners and their families to be able to
ensure you really engage them in learning experiences in the correct way.

Appendices
1. Communities within communities (Formative Assessment)
2. Worksheet: Aboriginal Totems
3. Design Task Assessment
4. Final connected communities Assessment Test (Summative Assessment)
5. Connected communities assessment checklist

References
NSW Department of Education. (2006). About quality teaching. Retrieved March 3, 2011, from http://www.det.nsw.edu.au/proflearn/areas/qt/qt.htm
Woolfolk, A. & Margetts, K. (2010). Educational psychology (2nd ed.). Frenchs Forest: Pearson Australia.