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PART A: PREPARATION AND STRATEGIES

Lesson Plan: 1 Student Name: Michael Jones Student No: 17522612
Year: 10 Syllabus section:
74-75
Lesson 1/10
Unit Name: The History of the Nurragingy
Aboriginal site: Nurragingy Reserve
Lesson Topic: Historical context and significance of the Nurragingy Duration: 60 minutes
Prior knowledge/skills Resources
required Glossary Worksheet (Appendix 1, attached at end)
Basic understanding of Projector/Whiteboard
Aboriginal Culture and Student’s personal devices or faculty devices
heritage
Location of the Nurragingy
Quality Teaching Elements (lesson focus) - Highlight relevant items
1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students’ self-regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

1.2 Deep understanding
2.2 Engagement
3.2 Cultural Knowledge
Students develop a meaningful understanding of the central ideas and
relationships surrounding the Nurragingy Reserve. This lesson lays the
foundations for future lessons to build on this understanding.
Students are given various tasks and activities to engage with as well
as class discussions and research time to share their interests and
findings.
This lesson incorporates the cultural knowledge of Aboriginals and in
particular the Dharruk tribe. This is achieved through discussion,
participation in group activities and individual research.
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PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes:
HT5-1 - Explains and assess the historical forces and factors that shaped the modern world and Australia
Ht5-9 - Applies a range of relevant historical terms and concepts when communicating an understanding of
the past

Students learn to: Students learn about:

- use a range of sources to describe contact
experiences between European settlers and
Indigenous peoples
- describe both the European impact on the
landscape and how the landscape affected
European settlement
Timin Lesson content
g
Enter Classroom.
0-5 Mark Roll.
Introduction to the unit
“The history of the
Nurragingy”.
Initial look at the next 10
5-10 lessons and how they will
be spent exploring the
cultural heritage of the
Nurragingy Reserve.
Brainstorming activity
with the class of their
current knowledge about
the Nurragingy Reserve or
the Dharruk tribe. Any
previous lessons they
have looked at Aboriginal
culture in history.
Glossary worksheet with
10-20 terms and phrases
students are to become
accustomed with.
Small group project based
20-35 learning activity. Students
will form small groups of
2-4. Using their personal
devices or the schools’
laptops/ipads, students
will research the
Nurragingy Reserve and
the Dharruk tribe, noting
The extension of settlement, including the effects of
contact (intended and unintended) between European
settlers in Australia and Aboriginal and Torres Strait
Islander peoples.
The cultural heritage and significance of the
Nurragingy Reserve.
Student activity 8 ways link
Students enter the class and take a seat. Community-Links
Students take their books out and prepare for Learning in Aboriginal
the lesson. Write the title in their books “The pedagogy is “group-
history of the Nurragingy”. orientated, localised
and connected to real-
Students create an introduction page to the life purposes and
unit they will spend the next 10 lessons contexts” (Christie,
looking at. 1986). This lesson
Students participate in the class discussion allows students the
and share their answers if they have any. opportunity to learn
Copying down the brainstorm in their books about the context of a
as the class discusses what they know. close parkland and
historical site, the
Nurragingy Reserve.
Students spend a
considerably amount
of time in groups
learning the changes,
Students are given glossary worksheets significance and
(Appendix 1) to individually complete. Given cultural heritage of
an appropriate amount of time, students will the Nurragingy
then come together as a class and share their Reserve and the link it
answers with the class. Filling in any has to its community.
definitions any students have missed. Students also connect
Students will spend 15 minutes in small their circumstances
groups researching on the internet the and life to the
Nurragingy Reserve, its history and the Nurragingy Reserve
Dharruk tribe. and are able to
Suggested websites: identify with its
https://www.westernsydneyparklands.com.au cultural significance.
/about-us/aboriginal-heritage/
https://www.blacktownaustralia.com.au/visit
or-information/history/
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key dates, individuals and https://dictionaryofsydney.org/person/colebe

certain events in their e
books. Students will use this time to familiarise
themselves with the key figures and dates.
A group timeline creation As a class, students will create a timeline Land-Links
35-45 to understand the history based off their research they just did in small Recognising that
and progression of the groups. The teacher will have drawn a Aboriginal pedagogics
landmarks and individuals timeline template on the white board or have are intensely
involved with the one on the projector. Asking students to give ecological, place-
Nurragingy Reserve. them the information of the key dates and based and drawn
people, filling it out chronologically. Students from a living
will copy this timeline into their books to landscape helps
supplement the information they have just create a framework of
researched in their small groups. This will give significant spiritual,
students an idea of the context of the personal and
Nurragingy Reserve. ancestral relationship
A look at the context and Using the information students have just with place (Marker,
45-55 change the Nurragingy researched and the with the aid of the 2006). This lesson
Reserve has underwent. A timeline created as a class, students will helps students link
before and after depiction create a brief description (1 or 2 paragraphs) their local community
of the Reserve outlining of the Nurragingy reserve. to the lesson content
the change in natural Have students include: and create a
resources, significance - The natural resources utilised relevance in what
and ownership the - The cultural significance they are learning. The
Nurragingy has been - Land ownership context of the local
subject to over the last - Surroundings land is explored in a
century. Have students share their findings with the way that students
class. rarely get the
opportunity to engage
If time permits, create two sections on the with. Giving students
board, one listing the original facets knowledge of the
associated with the Nurragingy Reserve and history of the
the other looking at the changes that have Nurragingy Reserve
been made. Comparing and contrasts these as and the link it has to
a class and acknowledging what has their lives personally
happened. and communally.
Lesson consolidation and Pose the question to the students “What was
55-60 overview of what the the most significant time period and influence
students have looked at over the Nurragingy Reserve over the last 150
during the lesson. years?”. Students will provide a 3-4 sentence
response and show the teacher before they
leave class.

PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome Method of measuring and recording
HT5-1 Uses class-discussion, individual research and to assess the historical
forces
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HT5-9 A glossary sheet, timeline and comparison of contexts help students

apply a range of relevant historical terms and concepts.

Links to next lesson

The following lesson explores Aboriginal poetry through class discussion and individual/group analysis of
various poems. This lesson gives students the understanding and context needed to identify and relate to
the poetry explored next lesson.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
1.4.1 Strategies for teaching Throughout this lesson there are various strategies that allow for the
Aboriginal and Torres Strait full inclusion of both Aboriginal students and non-Aboriginal students.
Islander students This is achieved by incorporating the culture, cultural heritage and
background of Aboriginals through the analysis and exploration of
their past and their involvement with Nurragingy Reserve.

2.4.1 Understand and respect This lesson gives students a broader understanding and capability to
Aboriginal and Torres Strait empathise with Aboriginal peoples and the difficulties they have
Islander people to promote faced. This allows students to identify with the context and culture of
reconciliation between Indigenous Aboriginals and begin to learn about cultural awareness and ideally
and non-Indigenous Australians help students learn how to respects, get along with and participate it
various cultural traditions.
WHS considerations
- Students are using internet and personal devices. Monitoring their activity and what they browse is
a must.
- Creating a safe environment and healthy learning atmosphere for a lesson like this is also a
consideration that needs to be taken into account.
- Students need to be respectful and aware of cultural appropriateness throughout this lesson.

Community Consultation or Protocols to be considered.

References
Board of Studies NSW. (2012). History K-10 Syllabus. Retrieved from
https://syllabus.nesa.nsw.edu.au/hsie/history-k10/outcomes/
Christie, M. (1986). Formal Education and Aboriginal Children. The Aboiriginal Child at School/ Vol 1(14),
40-44.
Marker, M. (2006). After the Makah Whale Hunt: Indigenous Knowledge and Limits to Multicultural
Discourse. Urban Education. Vol 41(5), 482-484.
The Australian Institute for Teaching Leadership. (2017). Australian Professional Standards for Teachers.
Retrieved from Australian Institute for Teaching and School Leadership:
https://www.aitsl.edu.au/teach/standards

Appendix
Worksheet 1
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