Unit Outline Traditional Indigenous way of life

Lesson 1 - Timeline (Harrison, 2011, p. 188)

Ask students who are Australias Indigenous peoples? Can they give an example of an

Indigenous person?
Show First Footprints on interactive whiteboard (ABC, 2015). Show the timeline. Some
students take turns to manipulate it moving through each section. Allow for short

discussion of text and image changes.

Ask students how long Indigenous peoples have been in Australia, how they know.
Students make a timeline using 5m toilet paper or thin piece of plastic to show how long

it is estimated Indigenous people have been on the continent.

Students and teacher to plot the timeline using scale 1m = 10,000 years
Display on Interactive whiteboard the Australian Museum website Pre-Contact Timeline
information to plot each point in time including 1788, ending at the present (Australian

Museum 2016, 2015).

Ask students what happened in 1788? Ask them how long people from other nations have

been in Australia? Can they give an example of people from other nations?
Students work in pairs. Each pair is given at least two places on the timeline to plot and
draw/print a picture to represent something signifying Indigenous history at that time such

as place dingo image at the 5000 year place marker.

Students to consider differences to today, there would be no cars, farms, computers in the

image
Students help place the timeline on walls around the room.

Lesson 2 - Language Groups (Harrison, 2011, pp. 188-189)

Use interactive whiteboard to show Indigenous map of Australia (Horton, 2015).

Discussion and explain it is a language group map meaning the name of the language
indicates the name of the Indigenous people from that area. Explain Indigenous people do
not use aboriginal to identify themselves, it is an English word. Identify there are many

languages and estimated amount of Indigenous peoples.

Use the interactive map to look at different language group locations. Point out the
language group for the local area. Include the Torres Strait Island. Students can come to
the board to do this.

Teacher provides students with links to Dreaming stories on Dust Echoes website.
Students and teacher use computers/IPads to look at website and view videos. (ABC,
2007) Teacher to check students understand Dreaming stories are used to explain

something such as how birds got their colours and are central to Indigenous culture.
Students write their own short Dreaming story half a page and share with peer if they
choose.

Lesson 3 - Culture Investigation (Knight, 2013)

Introduce project. Areas to be investigated in traditional Indigenous way of life: beliefs,

food, shelter, tools and weapons, customs and ceremonies, art works, dance, music, and

relationship to Country. Must choose three to include in final presentation five pages.
Groups of four. Students brainstorm notes about what they know about each topic and

will refer back to notes following lessons.

One person from each group nominated to share with the class. Students add to their

brainstorm notes during this time.

Student groups decide which topics they will research. Group allocate responsibilities
such as finding photos, information, creating PowerPoint.

Lesson 4 - Excursion (Harrison, 2011, pp. 184, 186)

Excursion to bush with local Indigenous Elder talk about bush foods, telling time,
medicines, tools, weapons; explain Dreaming and relationship and responsibility to

Country.
Student write a yarn about something that is passing on knowledge to other
students/teacher. Include in PowerPoint Presentation can be handwritten or video of
student yarning maximum 1 minute.

Students to include information from excursion in their PowerPoint Presentation

Lesson 5 - Dance (Harrison, 2011, p. 190)

Students learn about how Indigenous people used movement to tell stories, particularly at

corroboree.
On interactive whiteboard class group watch Indigenous dancing with movement
representing animals. Videos featuring emu (O'Connell, 2013), and kangaroo (Martin,

2008). Discuss.
Students work in groups for five minutes to create their own animal dance.
Each groups performs. Peers identify animal, explain why they thought it was that

particular animal what movements did they recognise?

Students in include information from lesson in presentation if chosen topic.

Lesson 6 Indigenous Astronomy (Harrison, 2011, p. 185)

Students and parents go on excursion with Elder to view night sky and listen to

Indigenous perspective.
Elder tells stories, explains navigation without maps. Identifies objects in night sky
according to the language area sky view using local names for stars and constellations and

links to Dreaming stories.

Students in include information from lesson in presentation if chosen topic.

Lesson 7 Project time (Harrison, 2011, p. 191)

Students spend the lesson finishing off group project. Refer to notes made in Lesson 3. If
students have selected Dreaming as a topic, have they included a Dreaming story from

Lesson 2? Have they included a yarn from Lesson 4?

Teacher is available to assist, model and scaffold.
Teacher provides links to Indigenous art and information for those reporting on that topic
such as Desert Dreamings (Stokes, 2004). Teacher to ask students to interpret the symbols
and colours, what the artist is trying to say?

Lesson 8 - Presentation

Student groups present.

Whilst each group is presenting, other students are to write down two facts they learnt
from peer presentations and share with their group towards end of lesson.

Professional Reflection
I have reflected upon the impact of social justice and equality issues affecting todays
Indigenous students. These students are descended from displaced people, who for over 200
years, where subjected to violence and had decisions made for them by governments that
have affected every part of their lives (Eckermann, 2010, pp. 16, 19). They were controlled
and discriminated against (p.20). For long periods of time Indigenous people had no legal
right to make decisions for themselves. Thus they were not afforded basic Human Rights as
set down by the United Nations (1948). Indigenous students may still be affected by the
experiences of their family members and like children, the home discourse is often brought
into the school environment. Indigenous people are subject to judgment for differences in
culture, kinships systems and beliefs. Indigenous ways of learning and interacting can be
different to the popular Western teaching practices of problem-solving, questioning and
inquiry-based learning (Harrison, 2011, p. 52). A teacher needs to be aware of this when
planning as well as being vigilant and acting upon racism and prejudices of non-Indigenous
students adopted by their ascendants.
When planning to teach Indigenous students I will seek to incorporate the aspect Indigenous
Knowledge Systems and Communities. I will keep abreast of and include Aboriginal
Perspective teaching practices such the 8 Ways of Learning, and the 3Rs collaborative
philosophy of working together for a shared purpose (Harrison, 2011, p. 43). Hughes in
Harrison (2011) believes there is no single Aboriginal way of learning and therefore I will
be making adjustments according to individual students needs as not all Indigenous students
respond the same way to suggested Indigenous teaching practices (Hanlen, 2010, p. 1).
Consulting with local Indigenous peoples, elders and organisations for advice on teaching the
aspect of Indigenous Content and using their learning strengths will be central to my practice
(Harrison, 2011, p.44). I will be respectful of their histories and mindful of differences in
language groups and belief systems. Furthermore, I am genuinely excited about opportunities
to meet with Indigenous families and partner with community members. I hope to establish
their regular presence in my classroom (Harrison, 2011, p. 67). Conscious of Commitment
1.1.6 of the NSW Aboriginal Education and Training Policy (2008), I value their input to the
curriculum (NSW Department of Education and Training, para. 7).

Whilst in the classroom I will be sensitive to students who prefer teacher modelling and then
doing, and to work in communal settings (Harrison, 2011, p.43, 44). I will be mindful of
questions in discussions and look for opportunities to take lessons outside of traditional
classroom settings (p. 47). For some Indigenous students, English is their second or even
third language therefore the requirement for formal English can be relaxed and Aboriginal
English can be incorporated at suitable times (p. 42, 44). My lessons will be authentic,
activities practical yet relevant to their lives now so skills learnt can be taken home to their
mob (p. 41,43). I will be conscious of some Indigenous students reluctance to take risks and
allow them to do this in their own time or privately (p. 53, 56, 68). Similarly, I will be
mindful of Indigenous peoples high-regard for developing self-reliance and aim to create
opportunities for autonomy (p.150). Finally I will watch for students who are gifted or
disengaged with the objective to find a way for these students to achieve their potential (p.
81).
In terms of the Indigenous Education aspect of Indigenous Students I will work alongside
Indigenous Education Officers and with government authorities to reduce the academic gap
and achieve the best outcomes for Indigenous students as set out in the goals of the
Melbourne Declaration (Ministerial Council for Education, Early Childhood Development
and Youth Affairs, MCEECDYA, 2008, p. 7). Students will feel supported in my classroom,
while I maintain a sense of humour as best I can (p.54, 163). Now that I have a better
understanding of Indigenous students, this will be a lot easier to achieve.

REFERENCES
8ways - home. (2016). Retrieved 23 May 2016, 2016, from
http://8ways.wikispaces.com/
ABC. (2007). Dust Echoes. Retrieved May 30, 2016, from ABC:
http://www.abc.net.au/dustechoes/
ABC. (2015). First Footprints. Retrieved May 29, 2016, from ABC:
http://www.abc.net.au/tv/firstfootprints/
ACARA. (2013). Student Diversity. Retrieved May 25, 2016, from Australian
Curriculum, Assessment and Reporty Authority:
http://www.acara.edu.au/curriculum/student_diversity/student_diversity.ht
ml
Australian Government. (1989). National Aboriginal and Torres Strait Islander
Education Policy. Retrieved May 25, 2016, from Department of Education:
https://docs.education.gov.au/system/files/doc/other/national_aboriginal_a
nd_torres_strait_islander_education_policy.pdf
Australian Museum 2016. (2015, October 26). Indigenous Australia Timeline Pre-Contact. Retrieved May 29, 2016, from Australian Museum:
http://australianmuseum.net.au/indigenous-australia-timeline-pre-contact
Board of Studies NSW. (2013, March). History K-10 Syllabus. Retrieved April 4,
2013, from NSW K-10 Syllabus:
http://www.boardofstudies.nsw.edu.au/syllabus_sc/history.html
Board of Studies NSW. (2013, February). Science K-10 Syllabus. Retrieved
September 29, 2014, from Board of Studies NSW:
http://syllabus.bos.nsw.edu.au/science/science-k10/
Dean, C., & Vigilante, T. (2016). Incorporating Indigenous Studies and
Perspectives. Retrieved May 29, 2016, from Charles Sturt University EEB435:
https://interact2.csu.edu.au/webapps/blackboard/execute/displayLearning
Unit?course_id=_11622_1&content_id=_876997_1
Dean, C., & Vigliante, T. (2016). Social justice and closing the gap. Retrieved May
28, 2016, from Charles Sturt University - EEB435:
https://interact2.csu.edu.au/webapps/blackboard/execute/displayLearning
Unit?course_id=_11622_1&content_id=_877038_1
Dean, C., & Vigliante, T. (2016). Why Indigenous Education? - Indigenous Studies
for all Students. Retrieved May 25, 2016, from Charles Sturt University:
https://interact2.csu.edu.au/webapps/blackboard/execute/displayLearning
Unit?course_id=_11622_1&content_id=_876992_1
Dockett, S., Bob, P., & Kearney, E. (2011, April). The best start to life. Professional
Educator, 10(3), 25-26.
Drosdowski, V. (2012). The eight-way framework of Aboriginal Pedagogy.
Retrieved May 29, 2016, from vickidrozdowski.com:

https://vickidrozdowski.files.wordpress.com/2012/10/individualinvestigation-of-a-learning-theory-aboriginal-pedagogy.pdf
Eckermann, A. (2010). Background to Aboriginal/non-Aboriginal interactions in
Australia. In Binan Goonj : bridging cultures in Aboriginal health (3 ed., pp.
1- 42). Chatswood: Churchill Livingstone/Elsevier Australia.
Edwards, W. H. (2004). Relating to others in society: social organisation. In An
introduction to Aboriginal societies (pp. 52-66). Tuggerah: Social Science
Press.
Hanlen, W. (2010). Aboriginal students: Cultural insights for teaching literacy.
Retrieved May 31, 2016, from NSW Department of Education and Training:
http://learningportfolio2011.pbworks.com/w/file/fetch/47404827/aboriginal
%20students-literacy.pdf
Harrison, N. (2011). Teaching and Learning in Aboriginal Education. South
Melbourne: Oxford University Press.
Horton, D. R. (2015). The AIATSIS map of Aboriginal Australia. Retrieved May 30,
2016, from ABC: http://www.abc.net.au/indigenous/map/
Keddie, A. (2011, April). Educating for Diversity and Social Justice. Professional
Educator, 10(3), 27-30. Retrieved May 28, 2016, from Professional
Educator:
http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=187539;res=
AEIPT
Knight, K. (2013, September 3). Aboriginal Culture Investigation Lesson Plan
Year 3/4. Retrieved May 30, 2016, from Australian Curriculum Lessons:
http://www.australiancurriculumlessons.com.au/2013/09/03/aboriginalculture-investigation-lesson-year-34/
Martin, B. (Director). (2008). IndijDance Performes Australian Aboriginal
Kangaroo Dance [Motion Picture]. Retrieved May 30, 2016, from
https://www.youtube.com/watch?v=J75uSZPF6QE
Ministerial Council for Education, Early Childhood Development and Youth Affairs,
MCEECDYA. (2008, December). Melbourne Declaration on Educational
Goals for Young Australians. Retrieved May 28, 2016, from Education
Services Australia:
http://www.curriculum.edu.au/verve/_resources/national_declaration_on_th
e_educational_goals_for_young_australians.pdf
NSW Department of Education and Training. (2008, November 18). Aboriginal
Education and Training Policy. Retrieved May 25, 2016, from Education:
https://www.det.nsw.edu.au/policies/students/access_equity/aborig_edu/PD
20080385.shtml
O'Connell, D. (Director). (2013). Emu - Wagana Aboriginal Dancers [Motion
Picture]. Retrieved May 30, 2016, from https://www.youtube.com/watch?
v=MMd195ljgYg
Stokes, D. (2004). Desert Dreamings. Unknown: Pearson Education Australia.

United Nations. (1948, December 10). The Universal Declaration of Human

Rights. Retrieved April 26, 2016, from United Nations:
http://www.un.org/en/universal-declaration-human-rights/