Professional Documents
Culture Documents
Reconciliation Unit of Learning
Reconciliation Unit of Learning
Reconciliation Unit of Learning
Unit of Learning
The Wombats: Alana Smith, Demcey Anderson,
Em Carter, Phoebe Budge and Roxy Lewis
Context
UNDERSTANDING BY DESIGN BACKWARDS PLANNING UNIT OF LEARNING
CONTEXT
TITLE OF UNIT Indigenous culture and reconciliation YEAR 5
CURRICULUM AREA Eng, HASS, Sci, Math, Art, Dan, Mus, Dram, D&T, HPE TIME FRAME 8 weeks
DEVELOPED BY Em Carter, Phoebe Budge, Roxy Lewis, Alana Smith, Demcey Anderson
FRAMING PEDAGOGY Reconciliation pedagogy – how it is used in this unit plan:
- understanding history from a critical, ‘shared’ perspective
- being conscious about curriculum construction and resource selection
- championing anti-racism strategies
- connecting with community
- reflecting critically on practice
- constructing a culturally safe learning environment
- dispelling racialised myths
- being part of a broader reconciliation movement
Learning Requirements
ACHIEVEMENT STANDARDS
English Dance
Hass Music
Science Drama
Mathematics Design tech
Art HPE
CONTENT DISCRIPTORS
ENGLISH DANCE
Understand how to move beyond making bare assertions and take account of differing perspectives and points Explore movement and choreographic devices using the elements of dance to choreograph dances that
of view (ACELA1502) communicate meaning (ACADAM009)
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances of
Understand the use of vocabulary to express greater precision of meaning, and know that words can have cultural groups in the community (ACADAM011)
different meanings in different contexts (ACELA1512) Explain how the elements of dance and production elements communicate meaning by comparing dances from
Identify aspects of literary texts that convey details or information about particular social, cultural and different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance
historical contexts (ACELT1608) (ACADAR012)
Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the HASS
viewpoints of others (ACELT1609) Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in Work in groups to generate responses to issues and challenges (ACHASSI102)
texts students have experienced (ACELT1612) Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ the probable effects (ACHASSI104)
own experiences and present and justify a point of view (ACELY1699) The nature of convict or colonial presence, including the factors that influenced patterns of development,
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and
sequenced content and multimodal elements (ACELY1700) how the environment changed (ACHASSK107)
SCIENCE The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental
Science involves testing predictions by gathering data and using evidence to develop explanations of events characteristics of Australian places (ACHASSK112)
and phenomena and reflects historical and cultural contributions (ACSHE081) The environmental and human influences on the location and characteristics of a place and the management of
ART spaces within them (ACHASSK113)
Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, MATHS
to represent different views, beliefs and opinions (ACAVAM114) Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and
Explain how visual arts conventions communicate meaning by comparing artworks from different social, subtraction (ACMNA107)
cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)
Learning Requirements
CROSS-CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander Histories and Cultures
Country/Place
OI.2: Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place.
OI.3: Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are spiritually and intellectually connected to the land, sea, sky and waterways.
Culture
OI.5: Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing.
OI.6: Aboriginal and Torres Strait Islander Peoples live in Australia as first peoples of Country or Place and demonstrate resilience in responding to historic and
contemporary impacts of colonisation.
People
OI.8: Aboriginal and Torres Strait Islander Peoples' family and kinship structures are strong and sophisticated.
OI.9: The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally.
Sustainability
Systems
OI.3: Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.
World views
OI.4: World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice, are essential for achieving sustainability.
OI.5: World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability.
Futures
OI.7: Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.
AITSL CONNECTIONS
Grad 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians: Demonstrate
broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Learning Requirements
Week 7: Preparation
LESSON 1 LESSON 2
Preparing for performance
Practicing dance and music, Writing narration,
Painting backdrop, Creating costumes
Week 8: Performance
LESSON 1 LESSON 2
Last minute preparation Perform at assembly
Perform in front of buddy class
Warning: The following slide contains
images of Aboriginal People who may be
deceased.
Emily Kame
Kngwarreye
National Museum of Australia. (2017) Emily Kame Kngwarrey. Retrieved 4 October 2017 from http://www.nma.gov.au/exhibitions/utopia_the_genius_of_emily_kame_kngwarreye/emily_kame_kngwarreye
Class Activity
Visual Art
Warm up
• Bringing the class together
• Introduction of task
Main Task
• Today’s task is to create an Indigenous Australian reconciliation artwork in groups.
• Students are asked to incorporate at least three Indigenous Australian artwork symbols that have been previously used in the classroom.
• Students will be using their table groups to complete this task.
• Each table will be allocated a ‘time frame’ in which their reconciliation artwork is to be set. For example;
• Table 1: Arrival of White people
• Table 2: The Stolen Generation
• Table 3: Reconciliation in 2017
• Table 4: Reconciliation in the future
Class Debrief
• Allow students to show their artwork to the rest of the class.
• Leading questions:
• In what time period is your artwork set?
• Can you explain what your artwork means and why?
• By ending on table 4, we will be able to discuss as a class how we would all like to see reconciliation in the future.
Class Activity