Name: Kerryn Agnew Student No. 11533562Subject Code: EEB419 Due Date: 18/10/2013

Action plan template

Goal A – Engage Indigenous student in school environmentObjective – Improve attendance at school and in classroom participation by Indigenous studentStrategy Activities Timeline Person/s

responsibleResource requirement/cost

Evaluation

Ensure teacher’s cultural bias is not impacting student interactions

Reflective practices on one’s own cultural identity, attitudes and beliefs

Engage in ongoing professional development regarding Indigenous Australian culture

Ongoing Teacher Personal reflection diary

Additional qualifications and / or Indigenous study

Change pedagogy to ensure more culturally inclusive delivery of curriculum

Engage AEA regarding best practices in Australian Indigenous learning including 8 Aboriginal Ways of Learning strategy

Incorporate this knowledge and 8 Aboriginal Ways of Learning strategies across all key KLAs and within new unit of work

Ongoing Teacher / AEA

AEA input Improvement in Indigenous student attendance and in classroom participation

Engage local community Elders and seek out input

Engage AEA in process and discuss relevant local Elder contacts

Engage local Aboriginal Education Advisory Group

Engage local Elders about unit design and invite participation at school level if willing

Prior to Unit implementation

Teacher / AEA

AEA inputLocal Indigenous EldersAEAGUnit design for presentation

Feedback from community Elders

Engage parents and seek input

Engage student’s parents for input into unit and learning strategies

Prior to Unit implementation

Teacher / Principle /

Unit and pedagogy design

Feedback from parents

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Name: Kerryn Agnew Student No. 11533562Subject Code: EEB419 Due Date: 18/10/2013

Set an informal meeting offsite at local location and invite local Elders and Australian Indigenous parents to review unit design and strategies and provide feedback and input. Invite participation in unit delivery if willing.

Parents community

for presentationLocal venue (not school) and invitations

Unit of work regarding Indigenous Identity that celebrates Indigenous culture

Get approval for Incursion Permission notes for participation Book performers

Following agreement from parents and Elders on Unit design

Teacher / Principle

$10 / studentOr possible participation from local Indigenous community depending on willingness

Improvement in Indigenous student attendance and in classroom participation

Goal B – Create a classroom and school environment where cultural diversity is respected and celebrated.Objective – Educate all students on richness of Indigenous history and culture within Stage 2 class

Strategy Activities Timeline Person/s responsible

Resource requirement/cost

Evaluation

Unit of work regarding Indigenous Identity

As outlined above

Presentation of learning to school and greater community

Get Principle approval for Celebration Day and schedule timing

Invitations to school community and local Elders – in person and via school newsletter

Once Unit timing has been determined

Teacher Performance space

Invitations Ingredients

for food preparation

Feedback from Indigenous community and school

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Name: Kerryn Agnew Student No. 11533562Subject Code: EEB419 Due Date: 18/10/2013

Indigenous Australia | History Stage 2 Duration 10 weeks (1.5 hours per week for 8 weeks plus 1 incursion, 1 school presentation)

Unit overviewStudents learn about Australian Indigenous pre-colonial history and culture, cultural geography, and contemporary Indigenous culture. Video overview link: http://animoto.com/play/toQJ2UTPXMWplO0s1it67gOutcomes ( NSW Board of Studies, 2012, p12) HT2-2 describes and explains how significant individuals, groups and events contributed to changes in the local community over timeHT2-5 applies skills of historical inquiry and communicationAssessment OverviewStudents undertake a number of assessment including classroom observation, group tasks, individual creative writing, individual artwork work and a group performance. Assessment items are marked with an (A) as they occur.

Content Teaching, learning and assessment activities Resources Lesson 1:Indigenous Australians, geography and languages Students are introduced to the following concepts: Indigenous people were the first

Australians with a rich, diverse culture that has existed for thousands of years.

Aboriginal people have lived in and around the local area for a long time before the town were built and still have links to the local areas.

Some parts of daily life for some Indigenous Australians of have changed over time.

This lesson introduces students to Indigenous Australian geography and to the richness and diversity of Aboriginal languages, now and before colonisation, and

Present concepts of Indigenous, culture and Australia.

Present a learning map of the unit (Appendix A) and have students brainstorm collectively what they know about Indigenous Australian culture based on the map. This prior knowledge is added to the learning map. Indigenous Australian map is presented and discussed, and students review in the context of place names today.

Students learn about Aboriginal place names in NSW and their meaning. In groups, students map the location of at least 5 places (ABC, 2013c). (A)

KLA IntegrationMaths: Mapping skillsScience: Investigation using tool e.g. Atlas

8Ways Integration ( “8 Aboriginal ways of learning”, 2013)

Indigenous map of Australia (ABC, 2013c)

List of Indigenous Place Names in NSW (Aboriginal Heritage Office, 2013)

Indigenous languages(State Library of QLD, 2012)Map of NSW

Atlas

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Name: Kerryn Agnew Student No. 11533562Subject Code: EEB419 Due Date: 18/10/2013

to the way in which some words have become part of everyday English. Lesson 2:The DreamingStudents explore The Dreaming as a way of Australian Indigenous knowing. Students experience Indigenous stories and oral history. Students learn how Indigenous Australians use stories to explain how things happened, their connections to land and animals, and to teach lessons and pass on knowledge.

Students watch a Dreaming story video. As a group, discuss the story and why it might have been told. Introduce the concepts of The Dreaming and oral versus written. Show students a range of stories about The Dreaming and ask them to guess what the story is about e.g. How Brolga Became A Bird and How The Waratah Became Red.

Students design their own Dreaming story to explain an event or phenomena using art and words. (A) Brainstorm some ideas as a class e.g. Why doesn’t an emu fly? Why doesn’t a Koala have a tail? Why does it rain?

KLA IntegrationEnglish: Reading and creative writingCreative Arts: Drawing

8Ways Integration ( “8 Aboriginal ways of learning”, 2013)

“Kannenner the Brave”(Aboriginal Nations Australia Pty Limited, 2012).

Dreaming stories(Australian Government, 2008)

Lesson 3:Connections to landStudents draw links between geography and language, The Dreaming and Australian Indigenous spiritual connections to land.

Students read a story about Indigenous Australian’s connection to land. Students brainstorm as a group how their home makes them feel and the words are added to a word wall. (A)

Students create a poster using a variety of art materials and words to create a representation of what home means to them. (A)

KLA IntegrationCreative Arts: Poster creationEnglish: Language

8Ways Integration ( “8 Aboriginal ways of learning”, 2013)

Picture Books: “Special Land” (Notley & Kowanyama State School, 2009)

Art materials and poster board

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Name: Kerryn Agnew Student No. 11533562Subject Code: EEB419 Due Date: 18/10/2013

Lesson 4:Traditional Indigenous food Students investigate the practical aspects of living on the land and Australian Indigenous food.

Student read a story about traditional bush food and watch a video about kids trying Indigenous food. Students taste a variety of traditional bush foods and follow some simple recipes using these foods. (A)

KLA IntegrationScience: Following processes, learning about the living world.Maths: Measurement

8WaysIntegration ( “8 Aboriginal ways of learning”, 2013)

Picture Book: “Tucker”(Notley, Urquhart & Aunty Wendy’s Mob, 2009)

Video: “Bush Foods” (ABC, 2013b)

Simple Recipes(State of Western Australia, 2008)

List and collection of local Indigenous foods in Sydney region(The Royal Botanic Gardens & Domain Trust, n.d.)

Lesson 5 & 6: Australian Indigenous artStudents explore the transfer of knowledge and spiritual practices of Australian Indigenous people through art, dance, song and storytelling, past and present.

Students compare and contrast a variety of Indigenous creative arts including rock paintings, dot paintings, traditional symbols, traditional music and dance and modern Indigenous music. Questions for reflection: What is similar? What is different? What is the intention of the art form? To transfer knowledge, convey a story, entertain?

Students chose an Indigenous art technique or combination of techniques to tell a story or impart some knowledge about themselves. (A)

KLA IntegrationCreative Arts: Painting, music

8WaysIntegration ( “8 Aboriginal ways of learning”, 2013)

Music:“Aboriginal Dance 1”(OzPix, 2008, January 20)

“Storm v Warriors - Anzac Day Indigenous Performance, April 25, 2011” (Melbourne Storm, 2011, May 9)

“Yothu Yindi Treaty ARIA 2012” (mnipp, 2012, December 3)

"Home" (Cassar-Daley, 2011, December 12)

Visual Art:Rock art

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Name: Kerryn Agnew Student No. 11533562Subject Code: EEB419 Due Date: 18/10/2013

(Ku-ring-gai Council, 2011, November 6)

Indigenous artworks and artefacts(National Gallery of Australia, 2013)

Lesson 7:Incursion – A day of Indigenous CultureStudents reflect on their new knowledge and add insight through a practical real-world experience with Indigenous Australians.

Students will learn from Indigenous teachers and participate in dances, songs and artwork creation, and learn about and handle traditional tools and instruments from a variety of Aboriginal Nations (Koomurri Management, 2006).

KLA IntegrationCreative Arts: Painting and dancing.Science: Observation and investigation.

8Ways Integration ( “8 Aboriginal ways of learning”, 2013)

Lesson 8:Indigenous traditional gamesStudents learn and play Indigenous Australian games as part of their school sport requirement.

Students learn and play a variety of traditional Indigenous games.

KLA IntegrationPH: Sport

8Ways Integration ( “8 Aboriginal ways of learning”, 2013)

Sports information cards (Australian Sports Commission, n.d.)

Balls

Lesson 9 & 10: Reflecting on learning & extension in areas of interestStudents incorporate their knowledge

Students use the learning map from the start of the unit to reflect on their new knowledge.

Students work in groups towards the cultural celebration day,

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Name: Kerryn Agnew Student No. 11533562Subject Code: EEB419 Due Date: 18/10/2013

gained during the unit and the incursion, and focus on one area for further in-depth exploration through preparation for a celebration day.

Including: performing an Indigenous Dreaming story based on skills

learnt during the Incursion and stories studied during the unit of work

preparing food using traditional Indigenous ingredients to serve

adding to the learning map to display complete learning picture. (A)

KLA IntegrationCreative Arts: Performance.English: Presentation skills.

8Ways Integration ( “8 Aboriginal ways of learning”, 2013)

Lesson 11: Cultural Celebration of Indigenous learningThe unit of work culminates in a presentation to the school community and parents.

Students present, as a group, their learning map and Indigenous story performance to the school community and parents, and share food made with traditional ingredients. (A)

KLA IntegrationCreative Arts: Performance.English: Presentation skills.

8Ways Integration ( “8 Aboriginal ways of learning”, 2013)

Appendix A

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Name: Kerryn Agnew Student No. 11533562Subject Code: EEB419 Due Date: 18/10/2013

Example Learning Map for Unit of Work (Adapted from Aboriginal Australia Art & Culture Centre, n.d.)

Learning maps evolve over the course of the unit to map learning, demonstrate prior knowledge and show new knowledge connections.

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Name: Kerryn Agnew Student No. 11533562Subject Code: EEB419 Due Date: 18/10/2013

Reference List

8 Aboriginal ways of learning. (2013). Retrieved October 2, 2013, from the 8 Ways Wiki: http://8ways.wikispaces.com/

ABC. (2013a). Aboriginal Languages 1. Retrieved from http://www.abc.net.au/wordmap/

ABC. (2013b). Bush food [Video file]. Retrieved from http://www.abc.net.au/btn/story/s3775984.htm

ABC. (2013c). Indigenous map of Australia. Retrieved from http://www.abc.net.au/indigenous/map/

Aboriginal Australia Art & Culture Centre. (n.d.) Dreamtime chart. Retrieved from http://aboriginalart.com.au/culture/dreamtime3.html

Aboriginal Heritage Office. (2013). Aboriginal languages around the north of Sydney. Retrieved from http://www.aboriginalheritage.org/history/language/

Aboriginal Nations Australia Pty Limited. (2012). Kannenner the Brave. The Dreaming, 5(5) [DVD]. Retrieved from http://www.thedreamingstories.com.au/

Australian Government. (2008). The Dreaming. Retrieved from http://australia.gov.au/about-australia/australian- story/dreaming

Australian Sports Commission. (n.d.). Yulunga: individual games. Retrieved from http://www.ausport.gov.au/participating/indigenous/resources/games_and_activities/individual_games

Beresford, Q. & Partington, G. (Eds.). (2003) Reform and resistance in Aboriginal education – The Australian experience. Western Australia: University of Western Australia Press.

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Name: Kerryn Agnew Student No. 11533562Subject Code: EEB419 Due Date: 18/10/2013

Cassar-Daley, T. (2011, December 12) Home [Video file]. Retrieved from http://www.youtube.com/watch?v=jULBkFeSwIw

Eckermann, A., Dowd, T., Chong, E., Nixon, L., Gray, R., & Johnson, S. (2010). Binan Goonj: bridging cultures in Aboriginal health (3rd ed.) Chatswood: Churchill Livingstone/Elsevier Australia.

Gibson, S. (1993) Culture and Learning a Divisive Link. Aboriginal Child at School. 21(3), 43-51. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/

Harrison, N. (2011). Teaching and learning in Aboriginal education (2nd ed.). Australia: Oxford Press

Koomurri Management. (2013). Education programs for schools and institutions. Retrieved from http://www.koomurri.com/Education.html

Ku-ring-gai Council. (2011, November 6). Aboriginal heritage sights and sounds - Northern Sydney [Video file]. Retrieved from http://www.kmc.nsw.gov.au/About_Ku-ring-gai/History_heritage/Aboriginal_heritage

Melbourne Storm. (2011, May 9). Storm v Warriors - Anzac Day Indigenous performance, April 25, 2011 [Video file]. Retrieved from http://www.youtube.com/watch?v=wtZv37AuGvc

Mnipp. (2012, December 3). Yothu Yindi Treaty ARIA 2012 [Video file]. Retrieved http://www.youtube.com/watch?v=00w_JYSpc1Y

National Gallery of Australia. (2013). Aboriginal & Torres Strait Islander art. Retrieved from http://nga.gov.au/COLLECTIONS/ATSI/

Notley, W. & Kowanyama State School (2009). Special land. Clayton South, Victoria: Blake Education.

Notley, W., Urquhart, N. & Aunty Wendy’s Mob (Musical Group). (2009). Tucker. Clayton South, Victoria: Blake Education.

NSW Board of Studies. (2012). History K–10 (incorporating Science and Technology K–6) syllabus. Retrieved from

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Name: Kerryn Agnew Student No. 11533562Subject Code: EEB419 Due Date: 18/10/2013

http://syllabus.bos.nsw.edu.au/download/

O’Shane, M. & Bickford, J. (1991). Hand in hand: Integrating Indigenous education: A report on Aboriginal and Torres Strait Island school students and education. Cairns: Commonwealth of Australia

OzPix. (2008, January 20). Aboriginal Dance 1 [Video file]. Retrieved from http://www.youtube.com/watch?v=jJ8_tBwBE_A&list=PLBFD61D824CC5F888

Rose, D.B. (1996). Nourishing terrains: Australian Aboriginal views of landscape and wilderness. Canberra: Australian Heritage Commission.

Santoro, N., Reid, J., Crawford, L. and Simpson, L. (2011). Teaching Indigenous Children: Listening To And Learning From Indigenous Teachers. Australian Journal of Teacher Education. 36(10), Article 5. Retrieved from http://ro.ecu.edu.au/ajte/vol36/iss10/5

SCRGSP (2011). Overcoming Indigenous disadvantage: Key indicators 2011: overview. Retrieved from http://www.pc.gov.au/gsp/indigenous

State Library of Queensland. (2012). Aboriginal and Torres Strait Islander languages.

State of Western Australia. (2008). Feeding your mob with fruit and veg: Bush tucker tips! http://www.wentwest.com/public/documents/FeedingYourMobAboriginalRecipeBooklet.pdf

The Royal Botanic Gardens & Domain Trust. n.d. Aboriginal bush foods. Retrieved from http://www.rbgsyd.nsw.gov.au/plant_info/aboriginal_bush_foods

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