Unit of Work 102085: Red Hands Cave, Understanding the Value of Land, Community and Identity

Site Details: Red Hands Cave, Blue Mountains National Park NSW

Subject Areas: English, music, food technology and geography.

Site Description:
Red Hands Cave is a small sandstone cave that showcases a variety of hand stencils. The cave is in the Glenbrook area of the Blue Mountains National Park
and is located at the end of the Red Hands Cave fire trail. The hand stencils are said to be the best examples of Indigenous rock art in the Blue Mountains.
The stencils were created between 500 and 1600 years ago, using vibrant, earth colours of red, yellow and white. To form these stencils, Indigenous People
placed ochre in their mouths, and sprayed the ochre out in the same way that a spray-can produces art.

Group member Lesson plan Outline Curriculum area covered and link to your site
number
X/10
1 Hayden Clark 2/10 Students learn how music can tell stories through guided listening, aural analysis and group
performances of musical examples.
Lesson based on Chris Robinsons
1788 When the Sky Fell Down
https://musicartstar.wordpress.com/
Each of these songs by Chris Robinson provide insight into Australia's past. This relates to the Red
Hands site as each hand painted represents a different individual within the past of a specific Aboriginal
family. As European colonization expanded fewer hands were recorded and today no hands are
painted anymore. The link between European colonization and the gradual disconnection of Aboriginal
people from their lands and families will discussed in relation to the site and musical examples and will
later be used as a stimulus in a future english and music lesson.
2 Marcelle Di Millo 7/10 & 8/10 Investigate the aesthetic, cultural, spiritual and economic value of landscapes and landforms for
people, including Aboriginal and Torres Strait Islander Peoples.
3 Adam Duffey 10/10 Using Audio-recordings of the site from red hand cave to produce sound effects.(or pre-provided music
examples) students create a short film with foley-processes and music samples. Students use iMovie on
their iPads to combine foley effects and music to film.
https://drive.google.com/open?id=0B4PtZ3sbwlpjSFczRUhHRGhIN1E
4 Monica Sharpe 3/10 Creative writing lesson at site using the idea of Dadirri as stimulus, as well as building off the historical
information about broken connections to land from Haydens lesson.
5 Jane Prakash 1/10 Food Technology- Bushtucker lesson: links to land and healthy meal plans and influences on
Indigenous
https://www.heartfoundation.org.au/images/uploads/publications/4423_HF__Koori_Cookbook_FA_W
EB.pdf

Unit description Resources

Students learn about the loss of autonomy through invasion and colonisation. Board of Studies NSW, 1995, Invasion and resistance: untold stories, kit, Board
They learn about the experiences of the local Aboriginal community of Studies NSW, Sydney.
Local community resources including AECG, Land Council, ASPA.
Information on local historical sites, including from the local council and the
Time allocation10 60-minute lessons local historical society.
Targeted outcomes
- Students understand the links between land and Indigenous peoples culture, identity and communities
- Students explore and reflect on the gradual dispossession between land and people in relation to the arrival and development of British colonists.
- Students experience and engage in Indigenous protocols.
SYLLABUS SYLLABUS KEY OUTCOMES/ INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES CONTENT TO 8 WAYS
Lesson 1 Subject Food Technology Students learn to develop: -Students are to discuss different experiences and
(Hook lesson) knowledge on Indigenous foods/ Bushtucker meals
-Utilising -knowledge and -Involve in mind mapping activity which allows students to
cooking 4.3.2 -identifies the factors understanding of deconstruct initial ideas and knowledge on the nutrition
methods to that influence food habits foods to health food consumption for Indigenous people and then informing
plan, prepare and relates them to food between food consumption, students by reconstructuring ideas through facilitating
and present choices nutrition and an classroom discussion Process and Plan
food recipes/ appreciation of the -Students are then able to cook a traditional Bush Tucker
presentation and communities meal and demonstrated their knowledge in producing a
of Indigenous 4.5.2- plans, prepares, consequences of Bushtucker meal
meals and presents and food choices on -Students also are given a scaffold of a worksheet based on
healthy evaluates practical food health by discussing the site visit and able to plan for their upcoming assessment.
eating habits. activities different factors
Land links
-Consider the -Skills in designing, Informal Assessment:
influences on producing and evaluating -Students ability to answer questions and participate in class
Indigenous solutions for food purpose discussion
food diet/ by cooking an Indigenous
habits and Bushtucker meal using
discuss cooking methods and skills.
different Deconstruct-
nutritional Reconstruct
factors in
relation to
site: Red
Hands Cave
Lesson 2 AT SITE Students sit in a yarning circle and are told stories
Subject: Music Students learn how music about the Dreaming, the landing of British Colonists
Performing as can tell stories through and Aboriginal peoples disconnection from their
a means of MUS-4.3: Performs music guided listenings and land and kinship groups.
self-expressio demonstrating solo and/or performances of songs Deconstruct-
n, ensemble awareness followed by aural analyses of For each story, students learn and perform a song as Reconstruct
interpreting how the musical examples a group. Each song relates with its accompanying
musical MUS-4.7: demonstrates an create meaning. story.
symbols and understanding of musical
developing concepts through listening, In the yarning circles, students discuss how they
solo and/or observing, responding, draw meaning from each song based on its lyrics
Story sharing
ensemble discriminating, analysing, and use of musical concepts.
techniques discussing and recording
musical ideas Formative Assessment: Teacher observes students
Listening as a participation in performances and class discussions. Teacher
means of MUS-4.8: demonstrates an monitors students ability to synthesise knowledge from
extending understanding of musical each story to understand the gradual disconnection of land
aural concepts through aural and people.
awareness identification and discussion Land links
and of the features of a range of
communicatin repertoire
g ideas about
music in MUS-4.12: demonstrates a
social, cultural developing confidence and
and historical willingness to engage in
contexts. performing, composing and Non-linear
listening experiences

MUS-LS.7: A student
experiences music from a
variety of social, cultural and
historical contexts.
Lesson 3 Subject: English Students are shown around the site by local
Students practice dadirri and Aboriginal guide. They are given time to explore and
Objective C EN4-4B: A student makes reflection on the land in take in the site.
A student effective language choices to order to compose
thinks in ways creatively shape meaning imaginative pieces of Aboriginal guide explains the concept of dadirri to
that with accuracy, clarity and self-expression. They share students. Story sharing
imaginative, coherence. their writing with each
creative, other. Students find a place around the site to sit and think
interpretive EN4-4C: A student thinks quietly by themselves, using the practise of dadirri
and critical. imaginatively, creatively, and reflecting upon the concept of broken
interpretively and critically connections to the land that was introduced in the
Objective D about information, ideas and previous lesson.
Land links
A student argument to respond to and
expresses compose texts. Students write creatively, and imaginatively, based
themselves upon their reflections. (scaffolding is supplied to
and their students if required)
relationships
with others Students form yarning circles where they share their
and their creative writing. Non-verbal
world.
Formative assessment: Teacher observes all yarning circles
to monitor student understanding and progress. Provide
feedback to students as they share.
SYLLABUS SYLLABUS KEY OUTCOMES/ INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES CONTENT TO 8 WAYS
Lesson 4 Subject: Food Technology Students learn to: -Students will utilise scaffold worksheet to adjust the
original recipe based on their site visit.
-Students are 4.5.1-Uses appropriate -skills in designing, -Reflect in unit journal entry on changing eating habits for
able to utilise techniques and equipment producing and evaluating Indigenous peoples.
skills and for a variety of food-specific solutions for -Students will also consider the different cooking methods
techniques to purposes food- specific purposes and adjust their recipe utilising cooking methods based on
adjust the site visit and research on vegetation/ additional
Bushtucker ingredients (linked to the Blue Mountains region).
Land links
recipe and 4.6.1-Outlines the influence
add of technology and society on
traditional food supply Formative Assessment:
ingredients Bushtucker Assessment- students will utilise the site scaffold
to adjust their recipe and use cooking methods and
ingredients relevant to the site (i.e. cooking methods such as
open- fire to cook meals, vegetation). This will be shown Process and Plan
through a written component of describing the areas of
change and explaining why.
Lesson 5 Subject: Music
Composing as MUS-4.4 demonstrates an
a means of understanding of musical
self-expressio concepts through exploring,
n, musical experimenting, improvising,
creation and organising, arranging and
problem composing
solving
MUS-4.11 demonstrates an
appreciation, tolerance and
respect for the aesthetic
value of music as an artform
MUS-4.12 demonstrates a
developing confidence and
willingness to engage in
performing, composing and
listening experiences
Use the story of the site as
well as the artwork as
stimulus for a musical
compositions. Links to
content explored in lesson
2/10.
Students are told the story of the Red Hands Cave
by local Aboriginal elder who visits the classroom.
Students engage in a class discussion on how the
recording of red hands on the cave wall creates Land Links
connections between kinship groups, ancestry and
land links and how these links have been lost over
time.
Using the site and its story as a stimulus students Non-verbal
will create a musical composition using garageband
on their ipads. These compositions should be based
around the idea of disconnection and should have at
least three different tracks.
Once compositions are completed students will
have an opportunity to play their recorded piece for
the class. The class can then analyse and discuss
how each piece demonstrates a sense of
disconnection.
Assessment: Students send their final garageband files to the
teacher. The teacher provides feedback on each piece on
how students have demonstrated musical concepts and
recording techniques and what improvements they could
make.
Lesson 6 Subject: Music This Lesson flows on Introduction to Film Music
towards lesson 10 - where
Performing as MUS-4.1 performs in a range students apply their Link to Lesson 5 & Narrative (How the classroom &
a means of of musical styles knowledge of film music to red hands cave environment have their own set of
self-expressio demonstrating an create an underscore. sounds, and how these sounds can be used in film
n, understanding of musical music). Story Sharing
interpreting concepts. Specific Links to Narrative & Students compare different musical examples to
musical Film. find the theme and how it relates to character
symbols and MUS-4.9 demonstrates development.
developing musical literacy through the Listening to the underscore from excerpts of Rabbit
solo/and use of notation, Proof Fence, to identify how sounds of the
ensemble terminology, and the environment are combined with conventional music
awareness. reading and interpreting of to create atmosphere. Symbols & Images
scores used in the music Students learn themes from Film and TV such as The
Listening as a selected for study Simpsons, Star Wars, Spongebob, Pink Panther,
means of Pirates of the Caribbean.
extending
aural Assessment: Summative assessment in the form of hand s up
awareness activities and work written into their books.
and
communicatin
g ideas about
music in
social, cultural
and historical
contexts.
SYLLABUS SYLLABUS KEY OUTCOMES/ INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES CONTENT TO 8 WAYS
Lesson 7 Subject: Geography Students explore the value Students are visited by Aboriginal elders who
of landscapes and landforms discuss the primary sources and analyse cultural,
Value of GE4-1 locates and describes in the creation of identity. economic and spiritual values of landscapes and
landscapes and the diverse features and Students will design a story landforms to Indigenous people.
landforms characteristics of a range of telling strategy and learning
Students: places and map. Community Links
environments
- investigate Students construct and design a story-telling
the aesthetic,
GE4-2 describes processes strategy to convey the value of
cultural,
spiritual and and influences that form and landscapes/landforms which form culture/ identity.
economic value transform places and
of landscapes environments
and landforms
Students argue and discuss the value of landscapes
for people, GE4-4 examines and landforms, such as the Red Hands Cave, in
including
perspectives of people and Story sharing
Aboriginal and making us who we are (forming part of our
Torres Strait organisations on a range of identity).
Islander geographical issues
Peoples, for
example: GE4-5 discusses
(ACHGK049) management of places and Students develop a learning map that
- explanation of environments for their communicates the main ideas of what makes a
the aesthetic sustainability landscape/landform of value from the primary
value of sources analysed in class. Land links
landscapes and GE4-7 acquires and
landforms to
processes geographical
culture and
information by selecting and Throughout these activities the teacher will formatively
identity
using geographical tools for assess for student learning by regularly engaging in
- description of discussions with students, questioning their understanding
inquiry
the cultural and
spiritual value
of landscapes GE4-8 communicates of the material discussed in class and observing their
or landforms in geographical information performance and participation in class.
different places using a variety of strategies
VR
- identification
of how a Learning Maps
landscape can
have economic
value for
different
people

Lesson 8 Subject: Geography Students research a Research a geographical issue affecting the Red
geographical issue affecting Hands Cave. Suggest ways this issue can be
Value of Red Hands Cave and create a managed by all stakeholders.
landscapes and GE4-1 locates and describes
travel brochure for tourists
landforms the diverse features and
visiting the site.
Students:
characteristics of a range of Land Links
places and Students create a travel brochure for tourists
investigate visiting this landform. Brochures must include
environments
the aesthetic,
information about the landform, how tourists can
cultural,
spiritual and GE4-2 describes processes access the landform, and information about who
economic value and influences that form and protects the landform and why this landform is
of landscapes transform places and protected.
and landforms environments
for people,
including GE4-4 examines Community Links
Aboriginal and
perspectives of people and
Torres Strait organisations on a range of Using google maps, students locate this landform
Islander geographical issues and record the contour lines around the landform.
Peoples, for Students then create a 3D model of these contour
example:
GE4-5 discusses lines using cardboard, scissors and glue.
(ACHGK049)
management of places and
- explanation of environments for their
the aesthetic
sustainability
value of Throughout these activities the teacher will formatively Non-verbal
landscapes and assess for student learning by regularly engaging in
landforms to GE4-7 acquires and
discussions with students, questioning their understanding
culture and processes geographical
of the material discussed in class and observing their
identity information by selecting and
performance and participation in class.
- description of using geographical tools for
the cultural and inquiry
spiritual value
of landscapes GE4-8 communicates
or landforms in geographical information
different places
using a variety of strategies
VR
- identification
of how a
landscape can
have economic
value for
different
people
Lesson 9 Subject: English Students read and compose Students read/view persuasive text samples (ie.
persuasive texts that newspaper articles, video clips etc.) about the
Objective A EN4-2A: A student demonstrate their need to conserve key Aboriginal sites.
A student effectively uses a widening understanding of the
communicate range of processes, skills, importance of conserving Students work in groups to identify the key textual
s through strategies and knowledge Aboriginal sites. features that make these texts persuasive. After a
speaking, for responding to and class discussion, these features are displayed on a Deconstruct-
listening, composing texts in different post-it note wall. (formative assessment) Reconstruct
reading, media and technologies.
writing, Using information they have collected in the past
viewing and EN4-3B: A student uses and two Geography lessons, student write a persuasive
representing. describes language forms, text argues for the importance of protecting Red
features and structures of Hands Cave. Students are given a choice of forms.
Objective B texts appropriate to a range
A student of purposes, audiences and Summative assessment: These persuasive pieces are
uses language contexts. collected by the teacher for marking. Land Links
to shape and
make
meaning
according to
purpose,
audience and
context.
SYLLABUS SYLLABUS KEY OUTCOMES/ INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES CONTENT TO 8 WAYS
Lesson 10 Subject: Music Understanding various forms Students Deconstruct example of film music,
of musical notation used in
identifying sound effects and conventional musical
MUS-4.4 demonstrates an the repertoire studied.
Composing as understanding of musical composition.
a means of concepts through exploring, Organise musical ideas into Students apply knowledge of sound effects, to
self-expressio experimenting, improvising, simple compositions both Deconstruct-Recon
n, musical organising, arranging and individually and in groups deconstruct iMovie project file. struct
creation and composing Learning Map is created to scaffold students to
problem Students develop a strong
solving MUS-4.5 notates understanding of an entire implement understanding of sound effects and
compositions using aural experience in film, music to create an effective film soundtrack.
traditional and/or dissecting film music and
Students create their own iMovie underscore using
non-traditional notation creating and implementing
Learning Maps
their own sound effects to sound effects, instruments and their recorded
MUS-4.6 experiments with pre-supplied film clips.
soundscape from Red Hands Cave.
different forms of
technology in the This task is completed on iMovie using resources
composition process from Google Drive.
Consolidation of relationship between land and
Land Links
music.

Assessment: This lesson uses formative assessment to build

and strengthen students understanding of film music and
how it is created. These videos will then be shared by student
for discussion. Students upload their final videos to google
drive to be assessed by the teacher

Students submit their reflective journals at conclusion of

lesson detailing their experiences through the unit.