2h2019-Unit-Outline

102085 (2nd Half 2019) Aboriginal & Culturally Responsive Pedagogies
Unit of Work 102085: Minerva Pool

Site:
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Site Description:
Minerva pool is a Aboriginal Site in the Dharawal National Park, near the Greater Western Sydney region of Campbelltown. The Minerva Pool
is culturally important as it was a place in which women would come to as they believe that swimming in the water made them more fertile. The
sign at the entrance to the path to the Pool states that the land is culturally significant to the Tharawal local Aboriginal land council and that it is
to be respected. The sign also states that the waters can be entered by women and children only. The walk to the Minerva Pool is 2.4 kilometres
and starts opposite the picnic area. Along the walk the sounds of insects, birds and the creaking trees fill your ears, and all your senses are
immersed in the vast natural elements of the site. As you walk on the track towards the sacred site you might notice the Sydney Golden Wattle
and the Mountain Devil Shrub. The swamp wallabies and the yellow-tailed black cockatoos also call this sacred site home, and some visitors
may be lucky to see them (NSW National Parks and Wildlife Service, 2019). The visitors will have arrived at the end of the trail when they
reach the Minerva Pool, a sacred waterhole with surrounding sandstone features.
NSW National Parks and Wildlife Service. (2019). Minerva Pool Walking Track. Retrieved from: https://www.nationalparks.nsw.gov.au/things-
to-do/walking-tracks/minerva-pool-walking-track
Group member Lesson plan number X/10 Outline Curriculum area covered and link to
your site
1 Alexander Ubipropivic (18368550) 1/10, 2/10 History: This history unit will explore the
history of Australian colonial history. The first
lesson will get students to examine the
differences between Aboriginal and non
Aboriginal connection to land. The lesson will
use Minerva Pool as a case study to engage
students by getting them to explore the
Dharawal peoples connection to land through
spiritual means, while Eurepan British
connected to the land through colonialism.
The first lesson focuses on deconstruct-
reconstruct to test their comprehension of the
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PowerPoint through hands on learning by

producing a clay model of the site to show
these different connections to land. The
second lesson will condslate their knowledge
and get them to reflect on a diary entry form
the eprpstive of a Dharawal woman prodovde
a land link to Minerva Pool and the cultural
links from both Aboriginal and non
Aboriginal.
2. Alicia Sukkar (18363441) 3/10,4/10 Geography: The Geography unit focuses on

students consolidating their first hand
experience of a site and using that knowledge
to make a rational judgement on liveability,
while giving respect to the owners, past and
present of the land. Students will focus on the
characteristics of the Minerva Pool site that
influence its liveability. Students will reflect
and discuss how perceptions of liveability are
not the same to all people and all cultures.
Students will take a closer look into the
continuity and changes of the Minerva Pool
site. They will then compare and contrast
liveability in metropolitan Sydney to
liveability at the Minerva Pool. Students
create a sketch map of the Minerva Pool site
using geographical rules (BOLTSS). In the
second lesson, students are researching into
the environmental quality of the Minerva Pool
Site, using a topographic map. Students are
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then looking into the factors that decrease the

environmental quality of the site. This will be
followed by a talk and presentation by the
notable speaker Les Bursil.
3 Nicholas Walker (18327351) 5/10,6/10 English: The english Unit will focus on
students analysis and descriptive writing
skills. The first lesson will focus on students
looking at the english textual concepts of
genre and narrative through the use of
students writing of a historical fiction.
Students will use the diary entry they created
in history and through the use of Narrative are
to create a piece of writing with the theme of
livability and belonging evident in the writing.
The second lesson will require students to
analyse images and videos from the Minerva
site in which they are to write down what they
are seeing, hearing and if they remember what
it smelled like. They are to use this
information to create a descriptive piece about
the site in which will help students in Visual
Arts lesson.
4 Danica Duval (18575792) 7/10,8/10 Visual Arts:

The Visual Arts unit will focus on cultural
knowledge and expression with the use of
symbols and creativity. Cultural knowledge is
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a strong aspect of this unit as the content is

focused family connections, women and
emotions that the culture of the Dharawal
people value. The lesson will begin post
excursion to the Minerva Pool in the
Dharawal national park where students
develop and gain cultural knowledge of the
Dharawal people by immersing themselves in
the environment to gain a sense of place and
self-reflecting on the important women in
their lives. Students experiences of the
Minvera Pools and the values they have learnt
through the Dharawal culture is executed
through a painting activity. The activity
consists of using tree bark as canvas to make
connections to the land and create their own
totem/symbol in the traditional Aboriginal art
technique known as dot paintings about an
important female in their family.
5 Miguel Mangali (18419694) 9/10, 10/10 Music: The music unit focuses on the cultural
importance of music as part of the Aboriginal
communities historically and present.
The first lesson will focus on students gaining
an understanding of the use of music to tell
stories to be able to create their own lyrical
composition in Dharawal style. A non-linear
performance and talk by Aunty Jacinta Tobin
will be given to students to help gain
understanding through visual and storytelling.
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The lesson will encourage students to reflect

and share their physical and spiritual
experience to the Minerva Pool, a land link,
through the traditional Dharawal form of
lyrical music performances to their fellow
peers.
The second lesson plan will focus on the
musical use of corroborees between
Aboriginal communities to communicate their
stories to each other historically and present.
The lesson will encourage students to come
together and share their compositions created
in their first music lesson to arrange one large
piece that reflects their physical and spiritual
experience to the Minerva Pool as a class
family. The lesson will have students perform
their class arrangement to their teacher and
other classes to tell their physical and spiritual
experiences to the Minerva Pool in the form of
a Dharawal corroboree.
Unit description:
The unit Minerva Pool is aimed at year 8, develops their cultural understanding and promote reconciliation between Aboroginal and non-
Aboroginal Austalians (AITSL 2.4). In addition, focusing on AITSL 1.4, the unit will focus on using the 8 ways of learning to enhance students'
understanding and learning capacity in the unit. The quality teaching framework has been used throughout the lessons in connection with the 8
ways of learning (Quality teaching in NSW Public Schools: A classroom practice guide, 2006). This enables the program to use a variety of
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teaching strategies that not only caters to Aboriginal and Torres Strait Islander Students, but a diverse mix of students (Halcomb, & Hickman,
2015). Bloom's taxonomy has been integrated to build students thinking skills, by gradually introducing the background of Minerva Pool in the
history and geography lessons that have a Dharawal speaker to share some stories about how Dharawal women and men connected to the land,
allowing the program to target story sharing form the 8 ways of learning (Yunkaporta, 2009). Over the next few subjects, the program gets them
to think deeply, evaluate their site experience in English and Visual Arts through hands on learning, lands links and community links being
some of the many used in this program, and finally create their experience through a musical performance incorporating many of themes used
within the unit (Yordy, & Criddle, 2018).
Year 8 stage 4 will be looking at Abroriginal connection to the land using Minerva Pool and the Dharawal people as a case study for students to
explore. Looking at the historical background, geographical side of Minerva Pool, English narrative and the importance of stories to the
Dharawal people. Visual Arts looks at artistic features and symbols to prepare students for their musical performance that incorporate themes of
belonging and connection to country in their Musical composition by using some of the Dharawal language. Before they compose their Musical
composition, students to make a mind map connecting their hands on learning they did in history looking at the Aborigonal and Non-Aborognal
connection to land and the liveability of the site. Next this is to form the background of site to get students thinking about their creative story
that they twisted when they wrote the historical diary entries from the perspective of a woman. They used English textual concept of narrative to
alter their diary entry using the theme of belonging and livability. They are to further make connections their Artwork on the totems and the
importance of having a connection to the land for Aborginal woman. This would influence them to create a musical piece and connect
everything they have been learning in the unit.
The unit outline and lessons have used the site Minerva Pool throughout and has incorporated community consultation to promote diversity,
equality and the importance of Aboriginal and Torres Strait Islander communities. As a group and for future teachers looking to get involved
with Aboriginal and Torres Strait Islander communities in their classroom. Using The NSW Aboriginal Education Consultative Group Inc.
(NSW AECG Inc), we were able to get “advice and guidance for educators about the delivery of curriculum” in order to give our students a
more enriched learning experience (Board of Studies NSW, 2008, p. 9). All lessons have community consultation and co teaching with
Dharawal speaking people Les Bursil, Dharawal Elder Aunty Beryl Timberly Beller, Dharawal spokesperson Merv Ryan, and a neighbouring
Dharug member, Aunty Jacinta Tobin, was consulted to assist students on the importance of music in Aboriginal and Torres Strait Islander
communities.
As a group we encourage future teachers to engage with their school’s Aboriginal and Torres Strait Islander Education Officer to seek out guest
speakers for their programs. We used a variety of connections to deepen our program on Minerva Pool and enrich the learning experience by
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getting in touch with:
- The NSW Aboriginal Education Consultative Group Inc. (NSW AECG Inc): phoning (02) 9550 5666, faxing (02) 9550 3361 or
checking their website at https://www.aecg.nsw.edu.au/
- Dharawal Aboriginal Corporation: http://www.tacams.com.au/
- Coomaditchie United Aboriginal Corporation: https://www.coomaditchie.org.au/
Themes the unit touches on: belonging, Aborognal and Non-Aborognal connections to land, livability, dreamtime.
Resources
8 ways: Aboriginal pedagogy from western nsw. (2012). Dubbo, NSW: RAET, Dept. of Education and Communities.
Al Tiyb Al Khaiyali. (2017). Pedagogical Model for Explicit Teaching of Reading Comprehension to English Language Learners.
International Journal of English Language and Translation Studies,5(3), 61-69.
Australian professional standards for teachers. (2011). Australian Institute of Teaching and Learning. Carlton South, Vic: Education
Council.
Blair, N. (2015). Aboriginal education: More than adding perspectives in learning to teach in the secondary school. In N. L.
Board of Studies (BoS) NSW. (2008). Working with Aboriginal communities: A guide to community consultation and protocols.
Retrieved from http://ab-ed.boardofstudies.nsw.edu.au/files/working-with-aboriginal-communities.pdf
Burridge, N., Whalan, F., & Vaughan, K. (2012). Indigenous Education: A Learning Journey for Teachers, Schools and
Bursill, L., Donaldson, M. & Jacobs, M. (2015). A history of Aboriginal Illawarra Volume 1: Before colonisation. Yowie Bay,
Australia: Dharawal Publications.
Bursill, Leslie William & Kurranulla Aboriginal Corporation. (2007). Dharawal: the story of the Dharawal speaking people of
Southern Sydney: a collaborative work. Kurranulla Aboriginal Corporation, [Sydney].
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Bursill, Leslie William & Kurranulla Aboriginal Corporation. (2007). Dharawal: the story of the Dharawal speaking people of
Southern Sydney: a collaborative work. Kurranulla Aboriginal Corporation, [Sydney].
Close, K., & Amrein-Beardsley, A. (2018). Learning from what doesn’t work in teacher evaluation. Phi Delta Kappan, 100(1), 15-19.
Communities. Rotterdam: Sense Publishers.
Dale, E. (1964). Learning in Depth. The Clearing House,39(2), 93.
Halcomb, E., & Hickman, L. (2015). Mixed methods research. Nursing Standard (Royal College of Nursing (Great Britain): 1987),
29(32), 41-47.
Komara, B., & Horn, Eva. (2006). Reflective Journaling: Can Students Be Taught to Be Reflective in Their Writing?,ProQuest
Dissertations and Theses.
NSW syllabus for the Australian curriculum: History k-10 syllabus. (2012).Sydney, NSW: Board of Studies NSW
NSW syllabus for the Australian curriculum: Music 7-10 syllabus. (2003).Sydney, NSW: Board of Studies NSW
Quality teaching in NSW Public Schools: A classroom practice guide (2nd ed). (2006). Ryde, NSW: Department of Education and
Training.
Rooney, P. (2019). Contemporary teacher leadership in glocalised contexts: 102098 Contemporary teacher leadership. [Video file].
Retrieved from https://vuws.uws.edu.au/.
Stronger Smarter Institute. (2017). Implementing the Stronger Smarter Approach. Stronger Smarter Institute Position Paper.
University Press.
Watson, S., & Bradley, J. (2009). Modeling secondary instructional strategies in a teacher education class”. Education. 130-1. PP: 3-
15.
Weatherby-Fell (Ed.), Learning to teach in the secondary school (pp.189-208). Port Melbourne, VIC: Cambridge
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Yordy, E., & Criddle, A. (2018). Climbing bloom’s ladder with the Confidential Settlement. Journal of Legal Studies Education,
35(2), 231-254.
Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface.PhD thesis, James Cook University
Time allocation 10 ´ 60-minute lessons
Targeted outcomes
AITSL:
English
4.2: Manage classroom activities
2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous
Australians
History
Australians
4.2: Manage classroom activities
Geography
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Australians
1.2: Understand how students learn
Visual Arts
Australians
1.2: Understand how students learn
Music
Australians
2.2: Content selection and organization
Syllabus Outcomes
History:
-Student identifies and describes different contexts, perspectives and interpretations of the past HT4-7
-Student uses evidence from sources to support historical narratives and explanations HT4-6
-Student selects and uses appropriate oral, written, visual and digital forms to communicate about the past HT4-10
Geography:
-Student locates and describes the diverse features and characteristics of a range of places and environments GE4-1
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-Student examines perspectives of people and organisations on a range of geographical issues GE4-4
-Student acquires and processes geographical information by selecting and using geographical tools for inquiry GE4-7
English:
A student thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts.
EN4-5C
Effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and
technologies. ENA4-2A
Visual Arts:
4.5 investigates ways to develop meaning in their artworks
4.6 selects different materials and techniques to make artworks
Music:
. 4.2 - Performs music using different forms of notation and different types of technology across a broad range of musical styles
. 4.5 - Notates compositions using traditional and/or non-traditional notation  
. 4.10 - Identifies the use of technology in the music selected for study, appropriate to the musical context  
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Lesson SYLLABUS KEY INTEGRATED TEACHING, CONNECTIONS TO 8

OUTCOMES/ LEARNING AND ASSESSMENT WAYS
CONTENT
Lesson 1 History This lesson, students will gain an

-Student understanding of how Aboriginal
identifies and people connected to the land and how
describes the British did in the early colonial
different contexts, period.
perspectives and
interpretations of They will be using the site Minerva
the past HT4-7 Pool as a case study to help them and
get students involved in hands on
learning to recap what they were
listening in the Powerpoint presented
-Student uses by Dharawal Spokesperson Merv
evidence from Ryan and teacher and get students to
sources to support arrange the sequence of extracts/cut Students will be introduced
historical to a Dharawal Spokesperson
outs from the Powerpoint in the right
narratives and bringing that community
order.
explanations identity to the classroom and
HT4-6 They will show the relationship sharing some Aborginal
between Aboriginal and British History on how the people of
viewed the land and their relationship Dharawal connected to the
was different to the land. To further land.
deepen their understanding, a Venn
diagram will be used; students will
work in groups to share their
knowledge of the differences
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Aboriginal and British relationship to

the land.
In addition to this, students will make

a clay representation of the
differences Aboriginal and British
had to the land.
Students are assessed on:
- Their communication skills

and comprehension of the
site
- Engagement in groups work
- Their ability to work in
groups and arrange the
Students will work in groups
cutouts on a poster
and arrange the cutouts on a
- Their ability to comprehend
poster that shows the
the different ways Aboriginal
different ways Aboriginal
and non-Aboriginals
and non-Aboriginals
connected to the land on a
connected to the land. The
Venn diagram
jumbled activity has cut outs
- Their creativity on making a
from the Powerpoint that
clay creation of these
allows students to listen to
differences and exampling it
what the Dharawal
- Their ability to write a PEEL
Spokesperson and the
paragraph reflection on how
teacher were discussing and
their clay project shows these
later reconstructing it all
differences and exampling it.
together. Students will later
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on get hands on and make a

clay representation to show
different ways Aboriginal
and non-Aboriginals
connected to the land and
use what they have learnt
from their jumbled activity
and cetae a physical
representation.
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Lesson 2 History The second lesson consolidate what

-Student selects they did in the first one. Teacher will
and uses select students to present their clay
appropriate oral, construction of to the class and will
written, visual submit their reflections to teacher.
and digital forms
to communicate While students watch other
about the past representations they are to provide
Students will present their
HT4-10 feedback to their peers and write clay project and will make
down things they liked and things references to the site
they could improve on. Once students Minerva Pool. This will get
complete their presentations, students students to reflect on other
will write a diary entry from the point students' work and improve
of view of an Aboriginal woman to their reflection through a
further reflect on other presentations diary entry, while
and enhance their writing reflection. referencing Minerva Pool
and explaining and
In their diary entry: they will explain describing how Aboriginal
how the woman of Dharawal and non-Aboriginals
connected to the land through totems connected to the land
and the importance of Minerva Pool.
In addition they will show how the
British connected to the land in their
empathy task.
- Their ability to present

information orally to the
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class
- Getting students to reflect on
other students' work and
provide feedback
- Getting students to listen and
further improve their
reflection through a diary
entry explaining and
describing how Abrogonla
and non-Aboriginals
connected to the land
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Lesson 3 Geography locates and Students create a mind map on the

describes the factors of the Minerva Pool that
diverse features create a sense of community. Student Students are
and then allocating these factors into focusing on the whole, and
characteristics of ‘Push factors’ or ‘Pull factors’. (push seeing the overall meaning
a range of places factor: reasons that force people to of the site and then
and environments leave their homes; Pull factors: reconstructing it into its
GE4-1 factors that attract people to move manageable factors.
into that area)
examines
perspectives of Students analyse images from
excursion to Minerva Pool and Students are engaging
people and through the Non-Linear
organisations on a discuss its liveability, and discuss the
liveability of the site. Students to Aboriginal Pedagogy,
range of through the class discussion.
geographical focus on how liveability is also based
on an individual's perception. Student utilising
issues GE4-4 concept/factors for a deeper
Students to create an online cartoon,
using tools such as powtoon, that understanding.
compare and contrast liveability in
Metropolitan Sydney to Liveability in
the Minerva Pool
Symbols and
Students research the continuity and images are used
changes of the liveability of geographical learning of the
Aboriginal people at the Minerva site through the Mapping
Pool site. Students are to do this activity.
using PEEL to write their responses.
Students to use the sketch map of the

Minerva Pool’s site from their history
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lesson using geographical rules

(BOLTSS) to locate the following
features:
● The Minerva Pool

● Jingga Pool
● Dharawal National Park
● Carpark
● Walking track
● O’hares Creek
- Their recognition of certain

terms/factors: Perception;
push and pull factors;
- Their contribution to class
discussion.
- Ability to compare and
contrast two sites
(Metropolitan Sydney and
The Minerva Pool Site) and
their liveability
- Investigation and research of
continuity and change
- Design of Geographical map
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Lesson 4 Geography Acquires and Students will explore and research

processes the environmental quality of the
geographical Minerva Pool Site. This will be Students will look at
information by achieved through investigating a a topographic map for
selecting and topographic map of the site. learners to visualise their
using Students will refer to terms used from knowledge.
geographical the previous lesson such as ‘sacred
tools for inquiry site’ to investigate factors that
GE4-7 increase environmental quality of the Students are linking
site. context of the local land to
the place. They are
Students will explore the climate, contextualising their learning
landforms and the natural resources through looking at it from an
of the Minerva pool site that further ecological and landscape
affect its liveability and people's lens.
perception of its liveability.
Students investigate factors that

Having a speaker
decrease the environmental quality of
share their knowledge and
the site, such as: natural hazards, and
share a story is largely story
tourism.
based for the students.
Students are learning about
Speaker Les Busil, a Dharawal
the world for a more
Historian, archaeologist and
experienced and expert lens.
anthropologist will talk to the class
about how the history of the Minerva
Pool site and its natural attributes
have made it well and truly liveable.
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- Contribution to class
discussion
- Analysis of a topographic
map
- Ability to investigate and
discern factors that
contribute to the sites
environmental quality
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Lesson 5 English 5: A student Students are looking at the English

thinks textual concepts: Genre and Narrative
imaginatively, through historical fiction.
creatively,
Using knowledge from a
interpretively and Lesson intro:
previous class students as
critically about - Students will do a brainstorm
well as new knowledge
information, ideas of the poster they created in
learnt from this lesson
and arguments to the history lesson to jog their
students will get a better
respond to and memory on Aboriginal and
understanding and new
compose texts non-Aborognal connections
Knowledge about the Mivera
EN4-5C to the land. Teacher will also
Pool Site that they had
get students to brainstorm
visited
ideas on livability
- Students are looking at
narrative, teacher is to
introduce students to the
conventions of narrative
(plot, buildup, theme, setting
and character) and recap their
memory.
Lesson activities:
- Using a flipped classroom
approach, students will read
their diary entry they wrote
from the History lesson on
women and the minerva pool
before they come to class.
They will alter the historical
diary entry using english
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narrative forms for fictional

purposes that portray the
theme of belonging and
liveability to the country just
before British colonisation.
They will alter the story from
the diary entry to use the
theme of liveability in their
stories, incorporating
geography ideas. In addition,
Dharawal Elder Aunty Beryl
Timbery Beller will provide
a dream story to enhance
students creative and get a
better understanding of the
events.
- Recap: get students to share
their stories

- Their understanding
on the concept of
Narrative
- Their ability to
create a narrative that
link to the minerva
pool site.
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Lesson 6 Englsih A student thinks - After sharing their stories.

imaginatively, Students are to brainstorm
creatively, ideas from other student’s
interpretively and stories as they read them,
provide feedback, in order to Images and videos are
critically about
help create a visual provided to students as a
information, ideas
representation of their theme way of refreshing their
and arguments to
on belonging and liveability. memory or in some cases
respond to and
They are not to create a literal giving students new
compose texts
representing, but symbols that information on the site
EN4-5C
represented their theme in
their narrative.
ENA4-2A
effectively uses a - They can alter the Minerva
widening range of pool clay they created in the
processes, skills, history lesson and
strategies and incorporate the themes they
knowledge for used in their narrative
responding to and through a visual Students are Presenting their
composing texts representation. They are to descriptive pieces that are
in different media use colours, touching on their talking about the Minerva
and technologies. visual language, vectros, pool Site
inferencing and tone.
- In addition to the clay
inspiration. Students will be
shown a video from the
Minerva Pool site in which
they are to put down any
addition ideas, themes,
sysmbols to their sheet
before they start using words
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that best describe what they

see, hear and what they
believe it would feel like
standing there.
- As a class we will analyse
one of the video’s/ pictures
together so students know
what they should be looking
at in their visual
representation.
- Recap: get students to share
their visual representation
- Their analysis skills

- Their Ability to
make connections
between the site and
the Aborigial People.
- Their ability to use
visual stimulus to
create a descriptive
piece of writing.
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Lesson Subject OUTCOMES LEARNING EXPERIENCE, TEACHING AND CONNECTIONS TO 8

ASSESSMENT WAYS
Lesson 7 Visual Arts Students learn to make family connections and create
4.5 investigates ways artwork using traditional Aborginal art techniques.
to develop meaning in
their artworks Teacher conducts a class discussion about their
experiences from visiting the Minerva Pool. Teacher
4.6 selects different goes over a brief recap about the site and how it is a Students execute artistic
materials and special place for women and children, highlighting narrative with the use of
techniques to make the importance of family connections and values. visual language as they make
artworks connections to the world
Teacher asks students to participate in a brainstorm around them
4.6 selects different activity to encourage post discussion from the site
materials and visit. The brainstorm activity is to help generate
techniques to make feelings and emotions that students may have
artworks. experienced at the site.
Teacher asks students to write a short reflection of

(the visual representation students wrote in the
Students are linking context
previous English lesson. Students build on ideas in
of the local land to the place.
their responses and the content they have covered the
They are contextualising their
unit whilst focusing on an important woman in their
learning through creativity
family.
and expression.
Teacher explains to students that they will be using
oil pastels as they have practised with this medium in
previous visual art lessons when replicating the
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aboriginal dot art.
Teacher explains to students that they are to create

their own symbol/totem about an important woman
in their family in traditional Aborginal dot art.
Students will be assessed on:
- Their contribution to class discussion

- Their ability to self reflect and create
authentic and original symbols
- Making connections to land and self with the
creation of artwork
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Lesson 8 Visual Arts Students learn to make family connections and create
4.5 investigates ways artwork using traditional Aborginal art techniques.
to develop meaning in
their artworks The previous lesson lays down the foundation of
experiencing feelings and emotions towards
Students are encouraged to
4.6 selects different important women in your family.
reflect on their experience
materials and
techniques to make The excursion to the Minerva Pool outlined the value through the expression of art
artworks and importance of family connections, particularly of and symbols.
women as it is a place sacred for women and
4.6 selects different children.
materials and
In this lesson, students will create a second artwork
techniques to make Students express themselves
on tree bark of a symbol they have designed about an
artworks. with art, allowing for organic
important male in their family, this could be there
brother, father, uncle, friend. illustrations and visual
representations.
Firstly students will participate in a brainstorm
activity to encourage discussion and reflection on
their thoughts. Students will use the mini
whiteboards from the previous history lesson to
document their ideas and thoughts.
Applying the ‘Pair & share’ technique, students find

a partner to discuss their experience and feelings to
help generate ideas in a safe environment.
Students will be assessed on:
- Their contribution to class discussion
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- Their ability to self reflect and create

authentic and original symbols
- Making connections to land and self with the
creation of artwork
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Lesson 9 Music 4.2 - Performs music Recap (connecting to the themes of the unit and
using different forms everything they have been doing): Before they Students reflect and
of notation and compose their musical piece. Students are to make a share their experiences with
different types of mind map connecting to their hands on learning they each other spiritually and
technology across a did in history looking at the Aborigonal and Non- physically to Minerval Pool.
broad range of musical Aborognal connection to land and the liveability of
styles the site. They are to use their creative story that they
twisted when they wrote the historical diary entries
4.5 - Notates from the perspective of a woman, touching on the Students revisit their
compositions using theme of belonging and livability. experiences through
traditional and/or non- reflecting to create lyrics.
traditional notation  
4.10 - Identifies the use Students learn to compose/perform a 30 second to 1 Aunty Jacinta Tobin is
of technology in the minute piece in the cultural style of Australian Non-linear due to her being of
music selected for Aboriginal music. Students are to focus on the Darug people, and her
study, appropriate to composing/performing their pieces in the musical performance being sung in
the musical context style of the Dharawal people. Darug dialect, but performed
Students are to compose lyrics that tell a story of in Dharawal style.
their bush walk experience to the Minerva Pool with
some connection to the DreamTime and the
imaginative story they wrote in the English lesson, Students gain ideas for
focusing on the theme of belonging and liveability of lyrics from activities done in
Aborognal and non-Aboriginals people. They are to art classes, and notate their
find inspiration from the creative art price they did in compositions through images
Visual Arts to enhance their musical piece and get (graphic notation)
them linking other subjects in their musical piece,
replacing some words with the Dharawal dialect.
Students watch and
Aunty Jacinta Tobin (guest performer/speaker) Talks base their compositions on
to students about the importance and use of music in
30
the Aboriginal communities. Aunty Jacinta Tobin’s

Students are to take note of Aunty Jacinta Tobin’s performance.
performance of her song “Guwi Burramattagal”.
Aunty Jacinta Tobin helps students compose. Students compositions

are to tell their story of their
physical and spiritual
Students are to compose rhythmic instrumentation to
experience to the Minerva
go with their lyrics, and notate it in the form of
Pool.
graphic notation:
- How well they work together in their groups

of 2-4 (small ensemble).
- Their ability to create lyrics including words
from the Dharawal dialect. (written in books)
- Their ability to tell their own story of their
Minerva Pool bush walk experience and how
they connect to the DreamTime.
- Their ability to notate instrumentation in
graphic notation form (written in books).
- Their ability to perform their musical stories
31
(composition) to their peers.
32
Lesson Subject OUTCOMES LEARNING EXPERIENCE, CONNECTIONS TO

TEACHING AND 8 WAYS
ASSESSMENT
Lesson 10 Music 4.2 - Performs music Assessment:

using different forms of Class
notation and different Students learn to
arrangement tells their
types of technology compose/perform a piece in the
story of their physical
across a broad range of form of an Australian Aboriginal
and spiritual
musical styles Corroboree (large ensemble).
experience to the
Students are to use their
Minerva Pool to their
4.5 - Notates compositions created during the
school.
compositions using last lesson and work together as
traditional and/or non- a class (large ensemble) to
traditional notation   combine everyone’s pieces
Class
together to perform in the style
4.10 - Identifies the use revisit their
of a Dharawal Corroboree to
of technology in the experiences through
share their experience and
music selected for reflecting to create an
creative piece that touched on
study, appropriate to arrangement to
the themes of the unit: belonging
the musical context perform to their peers
livability and connection to the
as a Dharawal
land of Aborogonal and Non-
corroboree.
Aborognal ways. Tell their entire
classes story of their bush walk
33
to the Minerva Pool
Reflection: Have a reflection

task for kids to do. Gets other
students to assess and mark other
students performance while wait
and listen to other students'
performances.
- How well they work

together as a class (large
ensemble).
- Their ability to perform
their arrangement in the
form of a Corroboree.
- How well they convey
their musical story
34

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102085 (2nd Half 2019) Aboriginal & Culturally Responsive Pedagogies

Unit of Work 102085: Minerva Pool

PowerPoint through hands on learning by

2. Alicia Sukkar (18363441) 3/10,4/10 Geography: The Geography unit focuses on

then looking into the factors that decrease the

4 Danica Duval (18575792) 7/10,8/10 Visual Arts:

a strong aspect of this unit as the content is

The lesson will encourage students to reflect

getting in touch with:

Communities. Rotterdam: Sense Publishers.

Dale, E. (1964). Learning in Depth. The Clearing House,39(2), 93.

Time allocation 10 ´ 60-minute lessons

4.2: Manage classroom activities

1.2: Understand how students learn

1.2: Understand how students learn

2.2: Content selection and organization

. 4.5 - Notates compositions using traditional and/or non-traditional notation

Lesson SYLLABUS KEY INTEGRATED TEACHING, CONNECTIONS TO 8

Lesson 1 History This lesson, students will gain an

Aboriginal and British relationship to

In addition to this, students will make

Students are assessed on:

- Their communication skills

on get hands on and make a

Lesson 2 History The second lesson consolidate what

Students are assessed on:

- Their ability to present

Lesson 3 Geography locates and Students create a mind map on the

Students to use the sketch map of the

lesson using geographical rules

● The Minerva Pool

Students are assessed on:

- Their recognition of certain

Lesson 4 Geography Acquires and Students will explore and research

Students investigate factors that

Students are assessed on:

Lesson 5 English 5: A student Students are looking at the English

narrative forms for fictional

Students are assessed on:

Lesson 6 Englsih A student thinks - After sharing their stories.

that best describe what they

Students are assessed on:

- Their analysis skills

Lesson Subject OUTCOMES LEARNING EXPERIENCE, TEACHING AND CONNECTIONS TO 8

Teacher asks students to write a short reflection of

aboriginal dot art.

Teacher explains to students that they are to create

Students will be assessed on:

- Their contribution to class discussion

Applying the ‘Pair & share’ technique, students find

Students will be assessed on:

- Their contribution to class discussion

- Their ability to self reflect and create

the Aboriginal communities. Aunty Jacinta Tobin’s

Aunty Jacinta Tobin helps students compose. Students compositions

Students are assessed on:

- How well they work together in their groups

(composition) to their peers.

Lesson Subject OUTCOMES LEARNING EXPERIENCE, CONNECTIONS TO

. 4.5 - Notates compositions using traditional and/or non-traditional notation  