2019

Red Hands Cave

Red Hands Cave

102085 ABORIGINAL & CULTURALLY RESPONSIVE PEDAGOGIES SUMMER A 2019

Brianna King 18141027, Katelyn Osborne 18364008, Carly James 19266347, Madeleine Clarke 18063631, Danielle Shepherd 17451635, Jiarn Vasington 17544968, Zachary Harris 17978675

WESTERN SYDNEY UNIVERSITY | Kingswood Campus

Table of Contents
3 Introduction

4 Acknowledgement

5 Australian Institute for Teaching and School Leadership Standards

8 Dance Stage 5

11 English Stage 4

15 English Stage 5

19 Geography Stage 4

23 History Stage 4

28 History Stage 5

31 Music Stage 4

Red Hands Cave pg. 2

Introduction
During this unit of work as a group of seven, we strived to complete a well-encompassing unit that looks to
include a number of subjects to help enhance the experience of teaching and learning an Aboriginal site, the
culture and the significance of the Aboriginal People that inhabit the land. As a group, we were looking to
create an environment that was first and foremost safe, but also engaging and challenging for the students.
We agreed that it was important to create an environment that encouraged practical work as well as theory
and, in that sense, we were looking to take risks to allow that we would stir up the minds of the students to
allow them to question the content in hopes that they would learn in a mature manner.

We came together as a group to develop a unit that would educate students about the Aboriginal Site aptly
named ‘Red Hands Cave’. As a group, we ventured to the site ourselves so that we were able to experience
the site ourselves. During the trek itself, there are several different sections of the map which help to make
for a useful lesson. There are lessons that include musical instruments as well as interpretive dance that are
effective in delivering both curriculum and syllabus requirements, and also engaging the students in the
activity themselves.

We decided on the unit surrounding Red Hands Cave because we agreed that it was close in proximity to
the school, as well as an interesting and genuine site to visit. As a group, we stressed the importance
cultural sensitivity and respecting the Inhabitants, the Site and the Land. It was also important that we
provided a well-structured unit that was easy to interpret so that the students would remain engaged and
interested in the topic.

Please enjoy the unit.

Red Hands Cave pg. 3

Acknowledgement
As a group, we would like the opportunity to pay respects to the Dharug people who are the traditional
custodians of the land where The Red Hands Cave is located. We pay our respects to the elders both past,
present, and emerging as they hold the memories, stories culture and knowledge of the land. We are
extremely respectful and thankful for the opportunity to visit this sacred, traditional Indigenous space. We
are thankful for the opportunity in being allowed to visit this space to further our own Indigenous
knowledge, with the intention that we can pass this information on to the future generation of learners
within our classroom.

Red Hands Cave pg. 4

Australian Institute for Teaching and School Leadership Standards

2.1 Content and teaching Strategies of the teaching area 2.5 Know and understand literacy and numeracy teaching strategies and their application in
Throughout the lesson plans provided there are numerous amounts of teaching strategies that allow the teaching
teaching areas
area specific content to be taught. The teaching strategies between the lesson plans vary from theory based to
Across our five teaching areas, each teacher has implemented significant literacy and numeracy strategies within
practical based. Each teaching area requires specific teaching strategies in order for the content knowledge to be
their key learning area. Within theory-based subjects, such as History, English and Geography, students are exposed
taught. For example, in the dance lesson to teach the content there are two teaching strategies. Strategy one is a
to multiple literacy activities as a means of generating discussions, writing and thinking about Red Hands Cave.
theory-based approach and strategy two is a practical approach, which allows students to learn the content through
Practical based subjects such as Dance and Music include numerical teaching strategies to ensure students
movements. The more theory based subjects such as History, Geography and English had teaching strategies that
understand the beats required within each learning sequence and pattern. Applying these strategies varies
are more focused on teaching the content via literacy means rather than practical based. Each teaching area has
depending on the ability of each group of students, but can be easily modified to ensure the quality learning of all
provided specific teaching strategies that coincide with the content.
children.

2.2 Content selection and organisation

3.3 Use teaching strategies; include a range of teaching strategies
The lesson plans provided have all factored into having lessons that are either at the start of the topic area or are
In order to incorporate a variety of teaching strategies, there has been a centralised focus on appealing to all
at the later half of the topic area. This is due to the fact that the content specifically chosen to that lesson plan in
learners within each class by implementing a number of the 8 Ways strategies. Four or more of the 8 Ways
placed into learning and teaching sequence. The lessons either have noted that there have been previous lessons
strategies have been implemented per key learning area to ensure that students have the opportunity to receive
beforehand or will have lessons following the lesson provided and explain why that lesson is sequenced where it is.
new knowledge in different ways. Students benefit from the exposure to different styles of learning, which can be
For example, the dance lesson is placed as the first lesson and is noted that the next lessons will follow from the
shown in the excellence of the work they produce. Students are provided with non-verbal and non-linear activities,
current lesson in order to continue building the students’ knowledge on that topic and will eventually lead to an
which may be different in comparison to their standard lessons. Working with learning maps and story sharing
assessment. The music lesson however has built on from previous lessons and would assume that the students
further emphasises how the implantation of a range of teaching strategies promotes inclusivity of all learners and
have come into this lesson with prior knowledge that would help assist the students in the topic area. All lessons
provides quality learning for students.
have selected content that has been organised into an effective teaching and learning sequence.
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote
student’s engagement
reconciliation between Indigenous and non-Indigenous Australians
Within the key learning areas of English, Geography, Dance, Music and History, the lessons have focused on student
All the lesson plans provided are aimed at promoting reconciliation between Indigenous and non-Indigenous
engagement and self-regulation. Following the site visit to Red Hands Cave, the created lesson plans have adopted
Australians through understanding and respecting Aboriginal and Torres Strait Islander people. Each lesson
a sustained approach whereby the students are exclusively responsible for their own learning. Based on their
provided has respectfully addressed the importance of Aboriginal and Torres Strait Islander communities. The
collection of evidence and engagement with the site, students are now expected to analyse their findings through
history lesson plans address the background knowledge surrounding the Red Hand Cave as well as Aboriginal and
communication and gain knew knowledge. Their ability to interact both verbally and non-verbally will be
Torres Strait Islander culture and communities. Having knowledge that is respectful and understanding allows for
determined by their varying levels of engagement within the sequence of the lessons and their effectiveness in
a promotion in the relationship between Indigenous and non-Indigenous Australians which can further any future
collecting evidence to assist with their learning. These strategies should contribute to a broader understanding of
relationships and understanding between the two communities. The lessons allow for exploration of Aboriginal and
Aboriginal culture and spirituality.
Torres Strait Islander histories, culture and languages in a respectful manner.

Red Hands Cave pg. 5

 multiple media rather than creating a westernised style of story writing that focuses on the use of text. Lastly, in the
8 Ways Learning
stage 4 Music classes students continue to focus on hands-on, independent, student directed activities to create
This cross-curricular unit of work has been developed using 8 Ways of Learning pedagogical approach to assist the
Bullroarers using trial and error process to develop an instrument they are satisfied with, rather than creating a
learning needs of Indigenous and non-Indigenous students within secondary education (Yunkaporta, 2009). Across
product that is a replication of the teachers own creation.
each key learning area, the 8 ways approach has been interwoven to deliver lessons that have a strong focus on
deep knowledge, story sharing, land links, communication with local communities and Aboriginal Elders, learning Symbols and Images
Stage 4 History students engage with symbols and images by documenting their knowledge and
through visual images, non-verbal, non-linear methods of deconstruction and reconstruction. The following
experiences at Red Hands Cave through the images they have taken of the Aboriginal site to use these
information highlights how each of the eight ways of learning is addressed within the unit.
within the lesson’s activities. Within stage 4 English, students use a range of images from Red Hands Cave and My
Story Sharing Place to develop their connection to place, understand the importance and meaning of particular images and then
Within the stage 4 and 5 History classes, students will be focused on sharing their personal and cultural
use these to create their own images that reflect their own identity. Students also focus on the use of symbols and
knowledge of place based on their experiences on the Aboriginal site visit to Red Hands Cave. The stage 4
images within stage 5 English by using images, videos, audio, notes, drawings and symbols of Red Hands Cave to
Geography lesson will engage in story sharing through allowing students to bond on mutual and differing experience
construct a multimedia story of their experiences, learning, journey and connection to land when they were on
shared at Red Hands Cave to develop student relationships, share their connections with the land and
country. Students are also encouraged to adapt or recreate Aboriginal symbols to construct symbols are symbolise
simultaneously improve their literacy and comprehension based skills. Stage 5 Dance students are also involved in
their own journey and learning on country.
story sharing through a focus on Bangarra Dance Theatre and their use of narratives that are displayed through
performance and body movements. Story sharing is further explored within stage 4 and 5 English classes by using Land Links
The stage 4 English lessons ask students to explore selected images in an attempt to understand and create
images and visual prompt cards to encourage discussions in the yarning circles and to build on students’ prior
a sense of meaning throughout the different cultural experiences around place. Students spend time
knowledge and begin developing students’ ideas for their stories and identity maps.
discussing and analysing the connection between land and identity, which assists them in creating their own piece
Learning Maps that reflects their identity through place, experiences and people. Within the stage 4 Geography lesson focuses on
Throughout the unit of work students will use be delving into pathways of knowledge, mapping their
connection to the land and developing a response to the significance of Red Hands Cave. Having to focus as a group
learning and journeys from the site visit and using these processes to visualise their learning. Within the
on one specific place is a vehicle for understanding the land as having an inextricable connection between
History stage 5 lesson visuals are used through the map provided, as well as visual photos taken on the Red Hands
Aboriginal people and the sustainability of spirituality. Within the stage 4 Music lesson, students engage with
Cave walk. This allows learners to follow the journey and the adventure as well as to see first-hand how the Axe-
different wood types (native and non-native) and how each of these will produce differing sounds. This activity will
Sharpening Grooves were originally used. Visuals are found within a select few videos during the lesson to help
help explain and portray why certain cultures may have a connection to instruments, for example, how they are
document how an Axe-Sharpening Station would have been used, and how this compares to the manufacturing of
unique to their home and hold significance to this culture. The stage 5 English lessons sees students using multiple
Axes in Australian society today.
media that they recorded on site to establish a story of their experiences, connection and journey at Red Hands
Cave. Students also use natural artefacts from the school grounds such as leaves, bark, rocks, soil and flowers within
Non-verbal
Non-verbal learning is addressed within stage 4 History lessons through a kinaesthetic and hands-on their multimedia-based story as a representation of artefacts that they could not take from the Aboriginal site. The

approach to learning by doing, and through student directed learning. Students are also involved in non- entirety of the stage 5 History lesson focuses on being at the Red Hands Cave. Being at the location of the cave and

verbal learning in stage 4 Geography classes through basing class activities on thinking about the importance of the the Axe-Sharpening station allows the learning to become more 'real' and 'relevant' to what is being taught. Stage 5

cultural site and reflecting on their individual experiences which they can then use to later communicate their Dance incorporates Land Links through students’ creation of movements that link their experiences from the land

journey at Red Hands Cave. Stage 5 Dance students are engaged in non-verbal learning within the unit by focusing and nature surrounding Red Hands Cave and relate content to their movements created in class. Danielle has her

on sequences of movements, dance and performance to depict their stories. Within the English stage 5 lessons, students discover the significance of Red Hands Cave to the traditional custodians of the area.

students engage in kinaesthetic, hands on, non-verbal learning where they are able to construct a story using

Red Hands Cave pg. 6

Non-linear
The stage 4 Geography lesson focused on non-linear learning by ensuring different activities blended
together within the lesson to provide students with a bigger picture of understanding Aboriginal spirituality
and the land. The student’s then focus on one place to develop understanding, which eventuates to the creation of
integral knowledge for all students. The stage 4 Music lesson displays this learning through a process of trial and
error, where students work through a process of innovations and understanding of a pre-built Bullroarer to create
their own. They are not necessarily trying to replicate the Bullroarer exactly but create something they’re happy
with and that has a sustained sound. The stage 5 English lesson engages in non-linear learning by encouraging
student stories and methods of construction to be non-linear, by creating a story that has no clear beginning or end.
But to create a story that is of a cyclical nature and represents a continuous and complex non-linear learning
pathway. Within the stage 5 Dance lesson incorporates non-linear pathways of learning by ensuring students
connect their lesson to their experiences at Red Hands Cave and use this to create their movements and
performances. Students also work together and share their different experiences to understand new knowledge.
Deconstruct Reconstruct
Within the stage 4 English lesson students analyse and unpack the idea of identity and connection through
places and experiences. The students will discuss their experiences within The Red Hands Cave and Nadia
Wheatley’s My Place and look specifically at how place and experiences can impact ones’ own identity. Students will
spend time reconstructing their own representation of their identity through ‘mapping’ out what they believe
makes them unique. Stage 4 Music lesson utilises the deconstruct and reconstruct learning strategy through
exposing students to a pre-built Bullroarer, displaying how it works and what it is made from. Students are then
expected to create their own Bullroarer without specific instruction on what makes the best sound, or what shape
will make what sound. It is through their own problem-solving process that students develop their own instrument.
The stage 5 History lesson also displays this by breaking down the idea of how Aboriginal axes were formed, how
they were sharpened and what they were used for.
Community Links
The stage 5 English lesson included community links by providing students the opportunity to have
discussions and yarn local Aboriginal community members and the schools Aboriginal Education Officer.
This allowed the students to learn more about Red Hands Cave and Aboriginal peoples’ social, cultural, spiritual and
historical knowledge and the relationship to land. Students also have the opportunity to bring their new knowledge
home to families or mobs by showing their families the multimedia stories they have created and sharing new
information learnt from their site visit and discussions with Aboriginal Elders, the teacher, and peers. This can act as
a means to bring the community closer to the school and encourage families to be involved in the student’s
education at school by having greater connection to the local area and placing importance on students learning
from the land. The stage 5 Dance lesson also focuses on community links by students gaining greater in-depth
knowledge of the community and local knowledge from the contexts of Bangarra Dance Theatre. This interaction
allows students to transfer their developing knowledge of the local community, the land, and experiences they had
on country into storytelling through movements and performance.
References
Yunkaporta, T., & McGinty, S. (2009). Reclaiming Aboriginal knowledge at the cultural interface. Australian Educational
Researcher, 36(2), 55-72.
8 Aboriginal Ways of Learning Factsheet. (2012). Retrieved January 21, 2019, from
https://www.painaustralia.org.au/static/uploads/files/8-aboriginal-ways-of-learning-factsheet2-wfklwmnralub.pdf
Red Hands Cave pg. 7
Dance
Stage 5

BRIANNA KING
18141027
Lesson Plan Students are to break into 6 groups of 3 and choose one point from the
mind map and create dance movement with that point.

*Possible movements that the students can discuss are movements of:
Topic Area: Stage of Learner: Syllabus Pages: • The trees
Close look at speeches Stage 5 – Year 10 P. 28 (Electronic) • Any water ways
• The hand prints on the cave
• Any animals they saw (birds, bugs, etc.)
Date: Location Booked: Lesson Number: 15 Mins • The stairs/steep track
31/01/19 Performing Arts Centre (PAC) 1/4 • The bridges
Printing/Preparation:
The students are then to come together and share the movements they
Time: Total Number of Students: • Print Red Hand Cave Map x18
have created. The students are then to decide the order in which the moves
1 hour 18 • Bangarra PowerPoint
should be placed in to create a short sequence of movements.
• Bangarra dance clips
*The sequence of the moves should be aligned with the map of the ‘Red
Syllabus Outcomes Students Learn About Students Learn To Hand Cave’s Trail’.

• Link movements to create a sequence Students are to copy down notes from PowerPoint presentation about the
• Transitions and sequencing
• Explore, discuss, reflect, analyse and Bangarra Dance Theatre.
Outcome 5.3.1: A student movement.
refine movement sequences.
describes and analyses • How dance is a reflection of
• Identify and describe the context of a Students are to watch the start of the Bangarra Dance Theatre company’s
dance as the the society from which it
dance. educational workshop and take notes on Aboriginal dance movements and
communication of ideas emerges, including Aboriginal
• Use a range of technologies, including how the sequence can represent a story.
within a context. and Indigenous and other
the internet, to facilitate dance- *Samples of videos to use are attached in the resources section.
cultures.
related research.
This activity involves the teacher playing segments of a production from the
Time Teaching and Learning Actions 8 Ways Link 25 Mins
company. The students are then to discuss what they feel that segment is
trying to portray/communicate
Settle class, ask students to get out their books and write the learning
intentions on the board whilst the teacher marks the roll. *This knowledge and understanding will come in handy for further study in
this topic area as the students will be able to create a dance, which
Learning Intentions: represents their own experiences and allows their dance movements to
5 Mins
1. Discuss and share notes on excursion to Red Hands Cave convey their journey/story.
2. Discuss and create movements that a reflective of Red Hands Cave
experience. Students will then continue this video at the start of the next lesson.
3. Watch Bangarra Dance Theatre video on Aboriginal movements.

Students are asked to each perform one movement from the lesson in order
Students are to copy the ‘Red Hand Cave’ into a mind map from the board 5 Mins
to recap what the movement is and what it represents.
into their books.

Students in pairs are then to discuss their experiences and write any
important terms or any important visuals they saw. Students are then to How am I measuring the outcomes of this lesson?
come up to the board and write down what they have discussed.
10 Mins
The class is then to go through each point and discuss each in detail Learning Outcome Method of Measurement and Recording
including
Students discuss and analyse how dance can communicate and idea. For
• How often did they see this point throughout? Outcome 5.3.1: A student
example students will discuss Bangarra Dance Theatre and how they use dance
• Why is this point important? describes and analyses dance
to communicate ideas and stories via performance. Students will also discuss
• Do they believe the point can be transformed into a movement? as the communication of ideas
their Red Hand Cave excursion and create movements to communicate their
• If so, can this movement depict a certain idea? within a context.
experience.

Red Hands Cave pg. 9

References
Australian Institute for Teaching and School Leadership. (2017). Eight Ways of Learning. Retrieved From
https://www.aitsl.edu.au/tools-resources/resource/eight-ways-of-learning-illustration-of-practice

Bangarra Dance Theatre Australia. (2017). Education Resources. Retrieved From

https://www.bangarra.com.au/youth-outreach/education

Bangarra Dance Theatre Australia. (2017). E-Resources. Retrieved From https://www.bangarra.com.au/youth-

outreach/education/resources

NSW Education Standards Authority (Board of Studies New South Wales). (2003). Dance Years 7-10 Syllabus.
Retrieved From https://www.educationstandards.nsw.edu.au/wps/wcm/connect/ca785a6e-85d0-41e1-a373-
07ce19eacbdf/dance_710_syllabus.pdf?MOD=AJPERES&CVID=

NSW National Parks and Wildlife Service. (2019). Red Hands Cave, Blue Mountains National Park. Retrieved From
Red Hands Cave: Map
https://www.nationalparks.nsw.gov.au/things-to-do/aboriginal-sites/red-hands-cave/map
https://www.nationalparks.nsw.gov.au/things-to-do/aboriginal-sites/red-hands-cave/map

Resources
Bangarra Dance Company
https://www.bangarra.com.au/youth-outreach/education
https://www.bangarra.com.au/youth-outreach/education/resources

Bangarra Powerpoint

Red Hands Cave pg. 10

English
Stage 4

KATELYN OSBORNE
18364008
Lesson Plan As a class, students will take turns to discuss why they picked that particular
image, explain what it means to them and what they can see. High
expectations from student, with encouragement that the class respects
every students’ own understanding of the image that they have selected.
Topic Area:
Stage of Learner: Syllabus Pages:
Understanding and Making meaning through individual experiences: On the whiteboard teacher
Stage 4 – Year 8 P. 123 & 129
Engaging with Identity will display the different images students have recently been shown from
The Red Hands Cave trail and My Place text (see bottom of lesson plan).
Date: Location Booked: Lesson Number: • As a class discuss the information students have been learning
N/A Classroom 4 about in previous lessons on the text and The Red Hands Cave.
Teacher will list (and encourage conversation) the different spots
Printing/Preparation: that have been discussed within the area (e.g. the sign post –
• Print and laminate a range (40) of pictures westernised part in the area – deconstruction of space, limited
from My Place and The Red Hands Cave Tour. amount of signs to decrease the amount of people destroying the
Time: Total Number of Students: • 30 x A4 sheets of paper and pens and coloured trail, the different paths to the caves). As a comparison look at
11:30 AM 28 pencils for the class Nadia Wheatley’s maps (see the bottom of lesson) with the class
• Smart Whiteboard to be set up with a range of discussing the different style of images that have been presented,
images from Nadia Wheatley and The Red what students can see literally and what is hidden. Why is her style
Hands Cave to examine as a class of mapping important to the texts design – start a discussion around
this.
Syllabus Outcomes Students Learn About Students Learn To Once finished looking at the different pictures as a class draw connections
and differences between the two different images. Teacher should aim to
Students begin to develop an introduce the connection between land/place and cultural identity unpack
20 Mins
understanding of identity and start to the connection through comparing the different images. As students
• Recognize, reflect on, interpret and
form the skills to draw connections answer/discuss said questions the teacher list the different things that
Outcome 1.2: Engage explain the connections between
between their own experiences, students notice between the images and the answers that come out of
personally with texts their own experiences and the
experiences of theirs and how they these class conversations.
world in texts
create their own induvial meaning to • A range of questions the teacher may wish to ask students or to
Outcome 5.4: Develop • Explore the ways individual
themselves. Student learn to draw encourage/guide a way of class discussion: What do you notice
and apply contextual interpretations of texts are
connection between places, objects, between the different images? How do these connect to place,
knowledge. influenced by students’ own
experiences and how they can make Indigenous culture? How the meaning of land/space can change
knowledge values and cultural
meaningful impact on individual lives. over time? How can individual connection can be different due to
assumptions
Students begin to develop an the different experience each person has through a particular
understanding of self-identity. space?

Time Teaching and Learning Actions 8 Ways Link To finish off this discussion teacher will ask the class why they believe
people may find connection to a space? How can identity be formed
*Prior to the lesson starting the classroom will be arranges to have chair set through a connection to a space or an experience?
up in a semi-circle design – this will allow for a more conversation setting to
start the lesson. *Students should begin to draw on knowledge from the previous lesson on
5 Mins
identity and form their own understanding on the importance of identity
Welcome students to the classroom: mark roll and allow for the to find a and connection.
seat and put their bags away.
Following these discussions students will be given paper and pens.
Spread out the laminated images on the floor (a range of images from Red
Hands Cave and My Place), Instruct students to pick an image they feel a They will spend the remaining time of the class and list/mind map the
15 Mins 15 Mins
connection too. things, places, people, experiences that make up their identity. Students can
draw little images next to their list, write blurbs on why these items make up
their identity. Students should aim to design a map style that replicates their

Red Hands Cave pg. 12

 own identity, paths and experiences. Students should be encouraged to use 8 Ways
their knowledge from the previous two lessons and what they have learnt
today, apply that knowledge into their pieces of work. Deconstruct/Reconstruct

*Teacher will be walking around the classroom as students complete this
activity, helping students when needed and discuss with students what they
are creating (formative assessing: teacher will be able to see if the last
couple of lessons have helped students with their learning and if students
are understanding the content)
Students will analyse and unpack the idea of identity and connection throughout places and experiences. They will
discuss the experiences within The Red Hands Cave and Nadia Wheatley’s My Place, looking specifically at how
place and experiences can impact ones’ own identity. Students will spend time reconstructing their own
representation of their identity through ‘mapping’ out what they believe makes them unique.

Students will hand their papers in with their name on them so that they can
Story Sharing
be displayed within the classroom.
5 Mins Students are encouraged to find a connection with an image throughout the classroom, from this they are to
Conclude the class, recap of what has been discussed today and if there are
discuss this connection to the class. They will engage with sharing and representing their own stories through the
any questions.
creation of their identity map.

How am I measuring the outcomes of this lesson?

Symbols and Images
Learning Outcome Method of Measurement and Recording Students use a range of images from The Red Hands Cave and My Place to help find meaning and create a
connection to them. Time is spent analysing selected images from The Red Hands Cave and My Place to allow for
Students will draw on connections between the text My Place, The Red Hands
Cave and their own personal experiences with their ‘places’. Students will students to understand the importance of particular images and the meaning that they represent. They will then
unpack the importance in text and places being able to represent cultural create their own images that are designed to reflect their own identity.
identity, sacred places and a space where identity can be formed. They will look
Outcome 1.2: Engage
at a range of images that allow for them to form a class discussion around what
personally with texts Land Links
they can see and what they may mean (linking back to previous knowledge
from recent lessons) This will allow for students to form their own Students explore selected images to understand and create a sense of meaning throughout the different cultural
understanding if of the cultural experiences and place, then linking it to their
own identity map which is made in the last part of the lesson. experiences around place. They spend time discuss and analysing the connection between land and identity, which
leads them in creating their own piece, which reflects their own identity through place, experiences and people.
Students spend a decent amount of the lesson discussion and analysing a range
of images from The Red Hands Cave and My Place, looking at the history,
Outcome 5.4: Develop and culture and experience behind them. They begin to develop their own
apply contextual knowledge understanding of the images, Cave and text, they are then able to apply this
understanding and their own experiences by creating a connection from this
knowledge to their own identity in the creation of their own identity map.

Red Hands Cave pg. 13

Resources
Images to be displayed of the smart board and analysed as a class, listing the different ideas on the board and
circling the different things they notice within the images:

Red Hands Cave pg. 14

English
Stage 5

CARLY JAMES
19266347
Lesson Plan Syllabus Outcomes Students Learn About Students Learn To

Topic Area:
Multimedia story on Outcome 2 (EN5-2A): Respond
Red Hands Cave, to and compose texts: use
Stage of Learner: Syllabus Pages: increasingly sophisticated
Connection to the
Stage 5 P. 54, 64, 68 processes of representation to Students will learn about Aboriginal
Land, and students’ Students will learn to create non-
individual journeys on respond to and compose people’s forms of cyclical, non-linear
linear, multimedia stories that utilise
country complex spoken, written, learning styles and how this form
their learning at Red Hands Cave, and
visual, multimodal and/or connects with the cyclical structure of
the information that was provided to
digital texts for a whole range the land, environment and nature in
Date: Location Booked: Lesson Number: them by local Aboriginal community
of purposes and audiences, which they visited at Red Hands Cave.
31/01/19 Classroom 1/4 members on site to construct a
considering and evaluating the Students will utilise the information
personal story that is not based on a
effect of the technology. they learnt at the Aboriginal site and
western linear text type. Students
on country to construct their own
Printing/Preparation: will have the opportunity to use
Outcome 7 (EN5-7D): Develop story to share in a yarning circle with
• Printed images on cardboard from similes, metaphors, symbolism, and
and apply contextual their peers. In creating this story,
Aboriginal site visit imagery in creative forms of spoken,
knowledge: evaluate the ways students will gain a deeper knowledge
• Cardboard sheets written, visual, digital, and
personal perspective and of Aboriginal peoples’ culture,
• Coloured markers, paint, pencils, multimedia texts.
language choices affect connections to country, history and
glue and scissors meaning and can be shaped by language by having the opportunity to
Time: Total Number of Students: Students will also learn how to
• Laptops or iPads which have been social, cultural and historical connect with the land, and learn from
1 hour 24 effectively have discussions about
booked from the school library (or influences. local Aboriginal community members
the students can use their own their own stories and experiences
and the school’s Aboriginal Education
devices) within a yarning circle with their
Outcome 9 (EN5-9E): Respond Officer in the classroom during the
• Plastic reusable containers for when peers, Aboriginal community
to and compose texts: use and construction of their multimedia
students are gathering natural members and their teacher.
assess individual and group stories
elements for their story processes to investigate,
clarify, critically evaluate and
Prior Knowledge: present ideas.
Prior to this lesson students have
experienced an on-site visit to Red
Hands Cave. Whilst here they
immersed themselves in the Presence of Aboriginal community
environment, gained greater members, Elders or school leaders: Time Teaching and Learning Actions 8 Ways Link
understanding of Aboriginal people’s Invite local Aboriginal community
connection with the land, and members and student’s families or Greet students as they enter the classroom and mark the roll.
explored their own journeys within mobs.
Aboriginal Site: the Aboriginal site. Students were Ask students to arrange the classroom furniture into a yarning circle. In the
Red Hands Cave, asked to take notes of their Invite local Aboriginal Elder Mr centre of the circle scatter images the teacher had taken of the site during
Glenbrook, NSW experiences by taking photos, videos Chris Tobin from the NSW National their visit. When instructed, each student will select one image each that
and audio recordings, drawing or note Parks. most significantly resonates with them personally, symbolises their
taking. This information will be used 8 Mins experiences on site, is an image that represents what they learnt most on
within this lesson to construct a Organise for the school’s their site visit or an image that signifies the journey they went on during the
multimedia story of their experience. Aboriginal Education Officer to be site visit. During this process, the teacher should set high expectations for
present during this lesson. student behaviour by reminding students to listen to their peers responses,
Multimedia definition: Texts that use engage in appropriate discussion and story sharing, and be respectful of
more than one medium. For example, others perspectives.
a text that combines words, images
and sound.
Red Hands Cave pg. 16
 Once each student has selected their chosen card/image, students will then
have a discussion about their chosen image. Discussion should revolve
around:
• Why they chose this image?
• What does this image represent for them?
• How is the image significant to them culturally, personally, or
spiritually?
Provide students with instructions for the following activities.
Students are to keep each of their chosen cards from the previous activity
and use these to individually compose a multimedia-based story of their
How am I measuring the outcomes of this lesson?
journey at Red Hands Cave.
Students will reform a yarning circle and share their stories. This will be
students’ opportunity to explain what they have created, their own story
and connection to the land and site, their learning on country, and their
personal journey.
5 Mins
Students who would like their stories to be on display in the classroom can
hang these on the classroom walls. Otherwise, students can leave their work
in a safe place in the classroom and take it home at the end of the day to
show their parents or community members their experiences at Red Hands
Cave.

Students must create a story that is non-linear and is not heavily focused on
text. Instead, their story should focus on images, drawings, painting, videos,
audio, music, Aboriginal symbols, plants gathered from the school grounds,
small sub-text or phrases in any chosen language (Aboriginal English,
English, or local Aboriginal language) to express their journey on country,
their connection to land, their learning while on country and their self-
4 Mins
growth during the site visit. Students are also encouraged to redesign their
own Aboriginal symbols to create a story that symbolises their own personal
experiences and connection to land.
Students have two options in the creation of their story:
1. Students can use the school laptops or iPads in class to create a
multimedia story using Prezi (an online software). Here they can
insert pictures, videos, music, audio and other artefacts they took
during their experience at Red Hands Cave to construct their story.
2. Students can create a physical collage or multimedia story using
images, plants, drawing, painting, symbols, text and many other
mediums to creatively construct a non-linear story.
Supervise students outside while they collect artefacts that they would like
to use in their multimedia story. Provide students with the plastic reusable
5 Mins
containers that they can use to collect leaves, bark, grass, ferns, plants, dirt,
flowers and rocks to use in their stories.
Learning Outcome
Outcome 2 (EN5-2A): Respond to and
compose texts: use increasingly sophisticated
processes of representation to respond to and
compose complex spoken, written, visual,
multimodal and/or digital texts for a whole
range of purposes and audiences, considering
and evaluating the effect of the technology.
Outcome 7 (EN5-7D): Develop and apply
contextual knowledge: evaluate the ways
personal perspective and language choices
affect meaning and can be shaped by social,
cultural and historical influences.
Outcome 9 (EN5-9E): Respond to and compose
texts: use and assess individual and group
processes to investigate, clarify, critically
evaluate and present ideas.
Method of Measurement and Recording
Analyse if students are able to effectively use multiple medias
to creatively construct a non-linear, multimedia-based story
that highlights their knowledge of Aboriginal people’s culture,
connection with the land, their journey on country and
significant learning gained from their site visit.
Assess students’ depth of knowledge of Aboriginal peoples’
connection with the land and the cultural, spiritual and
historical significance of Red Hands Cave learnt through the site
visit and conversations with local Aboriginal people.
Assess how well students are able to engage in discussion and
story sharing with others. Students are able to appropriately
engage in yarning, discussion and present their stories to their
peers, teacher and Aboriginal community members.

Students will use this time to brainstorm in their books, gather all the

References
artefacts they will need to use for their story and then construct their
stories.

The teacher, Aboriginal community member or Elder, and Aboriginal

8 Aboriginal Ways of Learning Factsheet. (2012). Retrieved January 21, 2019, from
Education Officer will circulate the class to assist students with their ideas,
38 Mins https://www.painaustralia.org.au/static/uploads/files/8-aboriginal-ways-of-learning-factsheet2-wfklwmnralub.pdf
yarn with students and make sure students are on task. This will also be an
opportunity for the teacher and local Aboriginal community members to sit
with students and construct a similar story of their experience at Red Hands Board of Studies. (2012). English K-10 syllabus: English years 7-10 (volume 2). Sydney, Australia: Board of Studies.
Cave. In doing so, the teacher and Aboriginal community members will be
Yunkaporta, T., & McGinty, S. (2009). Reclaiming Aboriginal knowledge at the cultural interface. Australian
modelling high expectations and also allow themselves to take part in the
sharing of individual experiences, learning and story sharing with students. Educational Researcher, 36(2), 55-72.

Red Hands Cave pg. 17

Resources
Images from Red Hands Cave to be used in the first activity of the lesson:

Red Hands Cave pg. 18

Geography
Stage 4

MADELEINE CLARK
18063631
Lesson Plan the park loop and the cave itself. Students are encouraged to reflect on their
journey to the site

** Please note, to maintain the integrity of the site, and in respect of

Aboriginal and Torres Strait Islander peoples, the students were asked not to
Topic Area: Stage of Learner: Syllabus Pages:
take and/or remove any physical evidence from the site.
Landscapes and Landforms Stage 4 – Year 8 P. 60 & 61

In order to consolidate their understanding: the teacher asks students, “what

Date: Location Booked: Lesson Number: might be the significance of Red Hands Cave for Indigenous peoples?”
31/01/19 Allocated classroom 3/6 The students should engage in a “Think, Pair, Share” activity (with the
person next to them) using the evidence collected during the hike.
Printing/Preparation: Specifically, students should discuss what they found to be the most salient
Time: Total Number of Students: • 24 worksheets feature of the hike (and why this might be), and how this in particular
1 hour 24 • 24 StudentSpeak instruction contributes to the significance of the site.
sheets
After two minutes the teacher, as convenor, should ask leading questions
such as:
Syllabus Outcomes Students Learn About Students Learn To
• What mob of Indigenous peoples were present at this site? How do
we know?
6-12
Outcome GE4-2: Describes • What materials have been used to create the hand outlines? How
• Why Red Hands Cave is • Investigate the aesthetic, cultural, Mins
processes and influences that form might this have been prepared? Would tools have been required?
significant for the spiritual and economic value of • What does this cave tell about Indigenous traditions? Who do we
and transform places and
Indigenous community landscapes and landforms for people, understand has been present at the cave? What was the purpose?
environments
• The importance of including Aboriginal and Torres Strait • Why is this cave important to Aboriginal peoples, past, present and
sacred sites for Islander Peoples future?
Outcome GE4-7: Acquires and
Aboriginal people’s o Description of the cultural and
processes geographical information
spirituality spiritual value of landscapes or ** Answers for these discussion questions may be derived based on the
by selecting and using geographical
landforms in different places plaques located at the sacred site, and/or the investigation completed in the
tools for inquiry
first lesson of this succession.
Time Teaching and Learning Actions 8 Ways Link
Students should be informed that this discussion is useful for the following
activity; they should contribute and listen carefully.
Throughout the entirety of the lesson, this class is using the example of Red
Hands Cave following a site visit to the Blue Mountains National Park.
Understanding the purpose and significance of Red Hands Cave: The teacher
To begin: teacher greets students as they enter the classroom and marks provides each group of students with the table worksheet (one worksheet
class roll. Students find a seat within the learning space. per student is required).

The teacher will explain the direction of the lesson, so that the students
understand the intention of their learning. Learning intention should be
written on the board as a visual reminder
0-5 Mins • “To describe the cultural and spiritual value of landscapes or
landforms in different places using the example of Red Hands Cave”
At this time, the teacher should acknowledge the traditional custodians of
the land, with specific recognition of the members of the Dharug nation,
where Red Hands Cave is located.
The teacher should remind students of their discussions about the meaning
of the following words: “aesthetic”, “cultural”, “spiritual” and “economic”
(this occurred in the previous lesson). The teacher should begin a twenty-
minute timer for the students to pace their progress.
13-33
Mins
Students are to fill in the definition concept boxes within their group before
developing their individual response. Students are to use at least one (1)
piece of evidence per concept. The responses recorded in the concept boxes
should form the basis of the paragraph response.

Students are to be provided with a few minutes to individually gather their During this exercise, the teacher should move around to each group to
pieces of stimuli collected during the site visit. These stimuli should include check on the progress of the students. This will be an opportunity for
sound and/or video recordings, note-taking and photographic evidence of students to ask questions and gain help where needed.

Red Hands Cave pg. 20

 Fast finishers can begin this portion of the lesson as soon as the worksheet
has been completed. All other students need to begin this activity once the References
allocated twenty minutes is finished.
Australian Institute For Teaching and School Leadership. (2011). Australian Professional Standards for Teachers.
StudentSpeak activity: Teacher provides students with the corresponding Retrieved from https://www.aitsl.edu.au/docs/default-source/apst-
handout for this activity. Students should be told that the response
resources/australian_professional_standard_for_teachers_final.pdf
contained on the above worksheet would now be transformed into a news
panel. Each group will need one laptop with a functioning webcam to record Ladwig, J. G., & Gore, J. (2006). Quality teaching in NSW public schools: An assessment practice guide (2nd ed.).
a 3-5 minute newsflash video about their investigation of Red Hands Cave
34-57 Sydney, Australia: NSW Department of Education and Training. Retrieved from
and how this site is significant for Aboriginal peoples. The instructions are
Mins https://stjohnsprimarystaff.wikispaces.com/file/view/asspracg.pdf
outlined on the handout to be provided by the teacher.
NSW Education Standards Authority. (2015). Geography K-10 Syllabus. Retrieved from
At the beginning of the next lesson, students will present their StudentSpeak
to their classmates. The teacher will mark these and provide feedback as https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10
formative assessment.
Red Hands Cave. (2018). WildWalks. Retrieved from http://www.wildwalks.com/bushwalking-and-hiking-in-
As students complete this activity, the role of the teacher is to assist with nsw/glenbrook-eastern-blue-mountains/red-hands-cave.html
technological issues where needed and answer any questions about the
criteria set out on the guideline sheet. Red Hands Cave: Blue Mountains National Park. (2018). NSW National Parks and Wildlife Service. Retrieved from
https://www.nationalparks.nsw.gov.au/things-to-do/aboriginal-sites/red-hands-cave
Teacher provides students with a two-minute warning. Teacher asks
students to save their completed StudentSpeak and add it to the class hard
drive for marking on Google Classroom.
58-60
Mins The teacher should advise students that they must prepare themselves to Resources
present at the beginning of the next lesson. If their StudentSpeak has not
been completed, the students must gather to ensure this task is submitted
See the following pages for printable worksheets.
in time for next lesson.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of Measurement and Recording

Outcome GE4-2: Describes
processes and influences
that form and transform
places and environments
Students are required to find out which influences have transformed places. For
the class example of Red Hands Cave, students needed to decipher why the
handprints of Indigenous males could be found on the wall of the cave, and why
this is important to our understanding of Aboriginal spirituality. As a criterion of
their StudentSpeak, it is necessary for students to express their research and
provide reasoning for the impact that transformation has upon a place.

The students undertook a site visit to Red Hands Cave, a place of significant
Outcome GE4-7: Acquires
importance for Aboriginal peoples. Students were required to employ the use of
and processes geographical
tools available to them in order to take notes, and record videos and photos as a
information by selecting and
method for geographical inquiry. The success of their inquiry into Red Hands
using geographical tools for
Cave is primarily dependent on the quality of their research and their ability to
inquiry
gain new knowledge through analysis and reflection.

Red Hands Cave pg. 21

Red Hands Cave pg. 22
History
Stage 4

DANIELLE SHEPHERD
17451635
Lesson Plan Teacher: Introduces students to lesson, begins
presentation (slideshow) on the preservation of
historic and cultural sites focusing on Red Hands
Cave. Slide 3 introduces students to Red Hands Cave,
Topic Area: expand on who the traditional owners of the land Students are encouraged to share any
Stage of Learner: Syllabus Pages:
Depth Study 1: Investigating the are, ask for student input (are any students willing to personal/cultural knowledge that would
Stage 4 P. 36 & 37
Ancient Past – Preservation of Sites contribute their own cultural knowledge?). assist the lesson and the other students in
5-15
Introduce the issue of preservation, ask “What
Mins their understanding. Create connections
Date: Location Booked: Lesson Number: would the site need to be protected from?”. Await
31/01/19 Classroom 2/8 student responses, expand on these and create a through shared stories and knowledge.
dialogue and discussion.
Printing/Preparation: Students: Contribute to class discussion and
Total Number of • Smart Board/Projector understanding. Think about and answer the question
Time: given to the class and turn this into a class group
Students: • Student Laptops/Devices
1 hour discussion.
24 • Poster paper, chalk/pencils, paint brushes
• Clean-up – hand wipes
Teacher: Continue presentation, slides 5 & 6 to be
shown to the class. This is a time for students to stop
Syllabus Outcomes Students Learn About Students Learn To
and think, and to share their knowledge. After 5
minutes ask students to research the questions on
Outcome HT4-1: the slide and raise their hands when they find Land Links: Students discover the
• Identify ancient sites that have
Describes the nature of answers.
• Locate and describe a variety of disappeared, or are threatened or significance of Red Hands to the traditional
history and archaeology
sources for ancient Australia, have been protected and preserved, custodians of the area it is in. How was it
and explains their Students: Look at the images and think, what is it?
e.g. animal and human remains, e.g. Pompeii and Red Hands Cave used, ancestral and personal relationships
contribution to an What is their purpose? Do I know and can I
tools, middens, art and stories • Identify some methods of preserving with place.
understanding of the past contribute? When it’s time, research these
and sites related to the and conserving archaeological and
Dreaming historical remains questions and contribute to a class discussion and
Outcome HT4-8: Locates, 15-25 build upon others answers. Story Sharing: Students, if appropriate, can
• Investigate what these sources • Describe an Australian site (Red Hands
selects and organises Mins share their personal and cultural
reveal about Australia's ancient Cave) which has preserved the
information from sources
past heritage of Aboriginal and Torres Strait knowledge of this place and its
to develop an historical
Islander peoples significance.
inquiry

Time Teaching and Learning Actions
Teacher: Settle students outside of classroom, two
lines, instruct to enter in an orderly fashion to
assigned seats. Hats off, laptops and equipment out
and ready to work.
Do Now Activity: Research the importance of and
0-5 Mins
meaning behind Aboriginal rock art and hand
paintings.
Students: Form two lines, proceed into classroom in
orderly fashion. Laptops out and set up for lesson.
Complete Do Now Activity.
8 Ways Link Symbols and Images: Knowledge is shared
through art and objects, in this instance it
is through the images taken at Red Hands
Cave. Using these images to understand
the concepts and content brought about in
the lesson.
Teacher: Poses the question are their good and bad
ways to preserve a site? Instructs students to get
into pairs and research how other sites of historic
25-35 and cultural significance have been preserved and
Mins protected. Once this is done (5 minutes) ask
students to contribute what they have found, where
did they look at?

Red Hands Cave pg. 24

 Student: Postulates as to whether there are good or
bad ways to preserve sites. Conducts research in
pairs, then contributes their findings.
Teacher: Begins hands-on, non-verbal activity –
ensuring all students have a clear view of what is
happening and in-turn what they need to do.
Teacher then provides written instruction to
students who prefer/require it. Assist students in
completing the task as necessary.
Once this is completed, give instructions for the next
task. Watch the students complete and see their
results.
35-55
Mins Student: Students to watch teacher perform their
activity, then complete themselves. Crus
crayons/chalk and mix with water to create a paste,
use this to create their own red hands.
Once this is completed, listen to next instructions.
Hang up posters with provided tack and complete
Red Hands Cave and the ones the students
the activity. Discuss their results.
the concepts and content brought about in
Teacher: Wraps up the lesson. Discuss what we have
learned, what is the significance of it (ask individual
students who are comfortable to be called upon).
Provide them with their home-learning task, to
group up (2-5 students) and design a way they
would protect/preserve Red Hands Cave in a less
5 Mins obstructive way. This is to be completed on Google
Docs and submitted to Google Classroom before the
next lesson.
Student: Contributes to discussion. Listens to home
learning instructions and finds a group. Completes
task before next lesson and submits.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of Measurement and Recording
Outcome HT4-1: Describes
the nature of history and
Through group discussion, group and pair work that is submitted to the class
archaeology and explains
site on Google Classroom.
their contribution to an
understanding of the past
Non-verbal: Students are shown what to
do, think, act, make and share without
teacher instruction – no words. Lesson is
kinaesthetic and hands-on, allowing
students to learn by doing – not being
solely reliant on teacher instruction
. Outcome HTLS-10: Uses a
Symbols and Images: Knowledge is shared
through art and objects, in this instance it
is through the images of the Red Hands at
create. Using these images to understand
the lesson.
Outcome HT4-8: Locates,
selects and organises Through the group and pair work that is submitted to the class site on Google
information from sources to Classroom.
develop an historical inquiry
Life Skills Outcomes Method of measurement and Recording
Outcome HTLS-1: Recognises
This is seen when or if students are able to contribute their own cultural and
personal connections to
personal knowledge throughout the lesson.
history
This is achieved when students go to fellow students for information, google
variety of strategies to locate
and book, etc. This will be witnessed by their variety in information and
and select information for an
sources when tasks are submitted to Google Classroom.
historical investigation
8 Ways Outcomes Method of measurement and Recording
Seen through the conversations and group work. Students should have an
Connecting learning to local
understanding of the significance of Red Hands Cave to the local Aboriginal
values, needs and knowledge
and Torres Strait Islander community, and their values.
This is through students viewing important images and symbols, like the red
Learning through images,
hands. Being able to recreate these and understand the importance of these
symbols and metaphors
images to the community.
Working non-verbally with
self-reflective, hands-on Recorded through the creation of student’s own red hands.
methods
Red Hands Cave pg. 25
Resources
Appendix A
Slideshow for class

Red Hands Cave pg. 26

Appendix B
Examples of student work for red hands preservation activity

Red Hands Cave pg. 27

History
Stage 5

JIARN VASINGTON
17544968
Lesson Plan
Topic Area:
Australia and Asia: Making a
Nation
Date:
N/A
Time: Total Number of Students:
1 hour
Syllabus Outcomes
Outcome HT5-1: Explains and
assesses the historical forces and
factors that shaped the modern
world and Australia
Outcome HT5-2: Sequences and
explains the significant patterns of
continuity and change in the
development of the modern world
and Australia
Outcome HT5-3: Explains and
analyses the motives and actions of
past individuals and groups in the
historical contexts that shaped the
modern world and Australia
Outcome HT5-7: Explains different
contexts, perspectives and
interpretations of the modern world
and Australia
Time
Welcome: Students are ushered into the classroom and are prompted to
settle. Students are directed to unpack their stationary and their Red Hands
Cave map in preparation for the lesson.
0-5 Mins
Red Hands Cave map:
https://1drv.ms/w/s!ApQ2BahiPF2OikUtlPmP5l9BV-ML
Icebreaker Recap: Students are prompted to recount what has been learned
5-10 previously in regard to Red Hands Cave. Students are encouraged to engage
Mins with the activity or to input when asked, however no student should feel
obliged to participate if they are uncomfortable.
Stage of Learner: Syllabus Pages:
Stage 5 P. 88 & 89
Short introduction and video(s) regarding topic: Students are introduced to
Location Booked: Lesson Number: axe-sharpening and are encouraged to brain storm about how axes may
N/A #/6 have been crafted, what they were used for and how it may have helped
having an axe readily available. Students are then shown two videos
documenting how an axe would have been sharpened in the past and
Printing/Preparation:
10-25 sections of a video that shows differing techniques are used now.
• 24x Red Hands Cave Map and Info
24 Mins
• 24x Aboriginal Axe Information booklet Aboriginal Axe Groove Interpretation
https://www.youtube.com/watch?v=rux5h5Otl-k&index=5&list=WL&t=0s
Students Learn About Students Learn To
How to sharpen an axe with Ben Orford
https://www.youtube.com/watch?v=AKJhhz-643k&t=0s&index=3&list=WL
• Explains and assesses the Teacher-led discussion: Teacher leads students into discussion regarding the
• Outline the main features of 25-30
historical forces and factors formation of axes, what kinds of materials were used, how they were
history and archaeology Mins
that shaped the modern selected etc.
• Outline the role of historians
world and Australia
and archaeologists
• Sequences and explains the Information and comprehension activity: Students are provided with three
• Describe and explain the
significant patterns of (3) double-sided information sheets as well as two (2) articles written about
different approaches to
continuity and change in the the history of axe-sharpening, their history and their uses in a booklet.
historical investigation taken
development of the modern Students are also provided with a comprehension worksheet. As a class, the
by archaeologists and
world and Australia teacher will read through the information sheets and the article with the
historians
• Explains different contexts, students and will help them to answer questions along the way.
• Use a range of sources to
perspectives and
describe contact experiences
interpretations of the Aboriginal Axe-Grinding Grooves information sheet:
between European settlers
modern world and Australia https://1drv.ms/w/s!ApQ2BahiPF2OikbWGtVAMjFZ6Tbq
and Indigenous peoples
• Applies a range of relevant
• Describe an Australian site
historical terms and Aboriginal Grinding Stones information sheet:
which has preserved the 30-50 https://1drv.ms/w/s!ApQ2BahiPF2OikdnJ1xtc6GNd4Lj
concepts when
heritage of Aboriginal and Mins
communicating an
Torres Strait Islander peoples Aboriginal Ground Axes information sheet:
understanding of the past
https://1drv.ms/w/s!ApQ2BahiPF2OikioZoDvYEaTWAiL
Article 1
Teaching and Learning Actions 8 Ways Link https://1drv.ms/w/s!ApQ2BahiPF2Oiku0JLi4X_fUoZ35
Article 2
https://1drv.ms/w/s!ApQ2BahiPF2Oikk3QSsgPo9DGeuE
Worksheet
https://1drv.ms/w/s!ApQ2BahiPF2Oik1FfsSdi9Co_dL1
Red Hands Cave pg. 29
 Questions and Reflect on lesson: In the closing minutes of the lesson,
students are encouraged to ask any questions about things that were Resources
misunderstood. Besides that, students are asked to reflect on the lesson and
what they have learned as of yet during the unit.
50-60 Red Hands Cave Map:
Mins
Students are also provided with a website containing more research on Axe- https://1drv.ms/w/s!ApQ2BahiPF2OikUtlPmP5l9BV-ML
Sharpening and Grinding Grooves. Students are encouraged to further their
research if they please. Aboriginal Axe Groove Interpretation:
https://www.dingogap.net.au/historical/grinding-grooves-overview
https://www.youtube.com/watch?v=rux5h5Otl-k&index=5&list=WL&t=0s

How am I measuring the outcomes of this lesson?
Learning Outcome
Outcome HT5-1: Explains and
assesses the historical forces
and factors that shaped the
modern world and Australia
Outcome HT5-2: Sequences
and explains the significant
patterns of continuity and
change in the development of
the modern world and
Australia
Outcome HT5-3: Explains and
analyses the motives and
actions of past individuals and
groups in the historical
contexts that shaped the
modern world and Australia
Method of Measurement and Recording
During the lesson, history regarding the Red Hands Cave traditional site as well
as history regarding traditional Axe-Grinding and Sharpening.
During the lesson, there is an instance showcasing how an axe may have been
sharpened traditionally by Aboriginal people and how that differs in a modern
time.
Several instances of the motives and actions of Aboriginal people regarding
axe-sharpening and how that shaped modern world axe-sharpening in
Australia.
How to sharpen an axe with Ben Orford:
https://www.youtube.com/watch?v=AKJhhz-643k&t=0s&index=3&list=WL
Aboriginal Axe-Grinding Grooves information sheet:
https://1drv.ms/w/s!ApQ2BahiPF2OikbWGtVAMjFZ6Tbq
Aboriginal Grinding Stones information sheet:
https://1drv.ms/w/s!ApQ2BahiPF2OikdnJ1xtc6GNd4Lj
Aboriginal Ground Axes information sheet:
https://1drv.ms/w/s!ApQ2BahiPF2OikioZoDvYEaTWAiL
Article 1 – “The earliest Australians invented the axe, scientist believe”
https://1drv.ms/w/s!ApQ2BahiPF2Oiku0JLi4X_fUoZ35
Article 2 – “35,000-year-old axe head places Aboriginal ancestors at the cutting edge of technology”
https://1drv.ms/w/s!ApQ2BahiPF2Oikk3QSsgPo9DGeuE

Outcome HT5-7: Explains Worksheet

different contexts, https://1drv.ms/w/s!ApQ2BahiPF2Oik1FfsSdi9Co_dL1
Referenced different periods and times in which differing perspectives and
perspectives and
interpretations are spoken and taught about.
interpretations of the modern
world and Australia

Red Hands Cave pg. 30

Music
Stage 4

ZACHARY HARRIS
17978675
Lesson Plan Time Teaching and Learning Actions 8 Ways Link

Do now activity:

Topic Area: On board, write the word “Bullroarer”. In their books, Students are required
Stage of Learner: Syllabus Pages:
Indigenous Australian to create as many words as possible with the letters contained within that
Stage 4 P. 29
Music (Music of a culture) word on the board. The students can only use the letters as many times as
5 Mins
they appear on the board e.g. L can be used twice but B can only be used
Date: Location Booked: Lesson Number: once. Teacher will be marking the roll as students complete this activity.
N/A Field 3/30
Once this activity is completed the teacher will guide the students outside to
the designated area on the field/oval/outdoor space.
Printing/Preparation:
• Pre-drilled wood pieces (20+ pieces of wood of varying
Once settled, the teacher explains the background of the Bullroarer and the
sizes, wood types and origin)
cultural significance. This includes connection to the Red Hands Cave and
• 20+ pieces of rope of different lengths and thickness the use of this instrument within the initiation process. Be sure to make links
• Pre-built Bullroarer sourced from an Indigenous to the discussion that occurred during the site visit prior and the readings
Total Number of Australian community. This can be achieved through a 10 Mins provided.
Time:
Students: shop/website such as:
1 hour
30 http://www.rainbowserpent.com.au/Shop.aspx?Catego Connect the specific Bullroarer that the teacher has with the land by
ry=Bullroarers explaining that it is made of Eucalyptus wood which is native to a specific
• Whiteboard markers location in Australia and therefore has significance to specific people.
• Witches hats/cones
• Risk assessment completed and all appropriate Teacher organises students into 6 groups of 5. These are randomly
members of staff made aware determined using numbers 1-6 and students are instructed to sit together
5 Mins and settle down. This is where the teacher explains that today each group
will be making their own Bullroarer and demonstrates using the one they
Syllabus Outcomes Assessment Students Learn About Students Learn To brought along.

The teacher explains the requirements and supervises as a member of each

group selects a piece of wood and another member selects a piece of rope.
Outcome 4.4: Demonstrates an • Aurally exploring The teacher explains that before any Bullroarers are spun, they must first be
understanding of musical concepts • Can the groups music of various checked by the teacher and the student who is spinning must also be a safe
• Listen and 20 Mins
through exploring experimenting successfully styles periods and distance away from others specifically within the designated spinning zone
analyse a range
improvising, arranging and create a genres (which is set up by the teacher). One spinner at a time. Students are
of repertoire
composing. Bullroarer that • Identifying, required to discuss the effectives of their choices and are encouraged to
• Identify how
matches the understanding exchange their pieces of wood & rope and try different combinations.
concepts of
Outcome 4.7: Demonstrates an traditional and describing
music have been
understanding of musical concepts Bullroarer in how the concepts After all groups are finished, Students as a group are asked to make
used and
through listening, observing, pitch and of music have predictions based on their own testings as to which of the 6 Bullroarers will
manipulated in a
responding, analysing, discussing and effectiveness. been used and make the highest or lowest pitch. E.g. If they know that a shorter string
range of
recording musical ideas. manipulated 10 Mins made a certain sound they’ll be able to tell certain things about other
repertoire
** Effectiveness will • Responding to groups Bullroarers. They will try to arrange them from highest to lowest
• Respond to the
Outcome 4.8: Demonstrates an be demonstrated by and discussing pitch, demonstrating as they go and students can ask to arrange as required
range of
understanding of musical concepts volume and the varying until result achieved.
repertoire used
through aural identification and sustained sound repertoire used in
for listening
discussion of the features of a range class and in the Students are taken back into the class and are asked to pack up. When
of repertoire. world of music 10 Mins they’re quiet, the teacher leads a final discussion as to the connection to the
next lesson and unit.

Red Hands Cave pg. 32

How am I measuring the outcomes of this lesson?

Learning Outcome Method of Measurement and Recording

Outcome 4.4: Demonstrates an
understanding of musical concepts
through exploring experimenting
improvising, arranging and
composing.
Students differentiate Pitch and Tone Colour, and experiment to
understand the processes that affect these concepts. Students engage in
a final activity of arranging bullroarers by descending pitch, further
strengthening their aural identification skills. Success of activity will
measure how the students have performed with this identification.

Outcome 4.7: Demonstrates an
understanding of musical concepts
through listening, observing,
responding, analysing, discussing
and recording musical ideas.
Experimenting with different types of wood, different lengths of rope and
different methods of playing, students will connect their actions to
producing different pitches as well as tone colours. Final bullroarers will
be measured against the traditional example, and success will be
measured by how closely the students’ creation matches.

Outcome 4.8: Demonstrates an
understanding of musical concepts
through aural identification and
discussion of the features of a
range of repertoire.
Students will connect the use of land specific materials to the types of
instruments a culture can create, and link this to the types of tone colours
and sound sources that can be used in composition and performances
within the Indigenous Australian culture. Teacher led discussion will
assess understanding.

Resources
Purchase of Bullroarer:
http://www.rainbowserpent.com.au/Shop.aspx?Category=Bullroarers

Readings on Red Hands Cave site:

https://www.nationalparks.nsw.gov.au/things-to-do/aboriginal-sites/red-hands-cave
https://www.bluemts.com.au/news/red-hands-cave-site-declared-an-aboriginal-place/

Red Hands Cave pg. 33