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Humanities and Social Science Unit Planner


Foundation: how the stories of families and the past can be communicated, for example, through
photographs, artefacts, books, oral histories, digital media and museums (ACHASSK013)

Topic
Rationale for teaching this topic (Why is it important for students to know about this topic.
(You will need references outside of those provided in the course)

The Dreamtime is a sacred and culturally rich part of Australian history as it provides an
insight into the customs and values of Indigenous Australians (Wierzbicka & Goddard
2015). Being educated about Indigenous Australians is important at a young age because it
gives students an opportunity to form an understanding that is not based on bias or
misinformed opinion (Wierzbicka & Goddard 2015). For a long time, the story of
Indigenous Australians has been tainted by stereotypes and prejudice. If students are not
educated about Indigenous Australians in a culturally sensitive and accurate way, these
stereotypes and prejudices will continue, which adds to the ever widening gap between
Aboriginal Australians and white Australians. Overtime, students can become critical
thinkers and question the opinions, comments, stereotypes and prejudices that have made
life for Indigenous Australians difficult since colonisation. These students will one day
become adults who can create change in our culture engrained with white privilege,
leading to an equitable and accepting society for all Australians.
The dreamtime is a valuable starting point for the education of Aboriginal culture as it is
engaging and relevant to Foundation students. It also relates well to the HASS curriculum
that emphasises the importance of knowing how stories about the past can be passed on and
why different places hold special meaning to some people.

The learning focus


What knowledge and understandings (concepts) are focussed on in this topic?
The topic of the dreamtime is used to meet requirements of the Australian Curriculum
content descriptor how the stories of families and the past can be communicated, for
example, through photographs, artefacts, books, oral histories, digital media and museums
(Australian Curriculum, Assessment and Reporting Authority [ACARA], 2015,
ACHASSK013). This topic has strong cross curricular links with English, Art, Music,
Geography and includes discussion about the HASS value of ecological sustainability
through understanding the importance of the land and its inhabitants to all people especially
Indigenous Australians. Learning about Aboriginal people, culture and history also
importantly covers one of the cross-curricular priorities as stated by ACARA (2015).
What skills are focussed on in this topic?
Through the exploration of the dreamtime, students will learn the skills outlined in Table 1 by
using the TELSTAR (QSCC, 2000) inquiry model, these skills are drawn from the National
Curriculum (ACARA, 2015).

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Phase of TELSTAR
Model
Tune in

Pose questions about past and present objects, people, places and
events(ACHASSI001)

Explore

Collect data and information from observations and identify


information and data from sources provided (ACHASSI002)

Explore a point of view (ACHASSI005)

Sort and record information and data, including location, in tables and
on plans and labelled maps (ACHASSI003)

Collect data and information from observations and identify


information and data from sources provided (ACHASSI002)

Sequence familiar objects and events(ACHASSI004)

Sort and record information and data, including location, in tables and
on plans and labelled maps (ACHASSI003)

Test

Compare objects from the past with those from the present and
consider how places have changed over time (ACHASSI006)

Act

Draw simple conclusions based on discussions, observations and


information displayed in pictures and texts and on
maps(ACHASSI008)

Compare objects from the past with those from the present and
consider how places have changed over time (ACHASSI006)

Reflect on learning to propose how to care for places and sites that are
important or significant (ACHASSI009)

Look

Sort

Reflect

Skills outlined in National Curriculum

What values and actions are focussed on in this topic?


This topic focuses on the HASS value of ecological sustainability as the importance of land
and animals to Indigenous Australians and all people, is discussed (Queensland School
Curriculum Council [QSCC], 2000). The Aboriginal culture is wrapped up in dreamtime
stories, gaining knowledge about this topic will enrich the lives of the students by equipping
them with an understanding about the history of Australia, the importance of Indigenous
Australian people in Australia, and respect towards the cultures and customs that are sacred to
Aboriginal people. By making connections about how the dreaming is a form of passing on
information about the past and looking for ways in which this is done in students lives, they
can come to understand the importance of generativity and the continuance of cultural
customs and information (Al-Jafar & Buzzelli, 2004).

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Working in HASS
The following unit of work is strongly related to the global perspectives identity and cultural
diversity as students form an understanding of their own culture and the culture of the
country they live in (Australian Government, 2008).
This HASS content requires a constructivist approach to be implemented in the delivery of
the unit by ensuring all lessons are student centred, which is made easier through the use of
the TELSTAR model that allows students to guide and be part of their own learning
(Reynolds, 2014).

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The teaching sequence


Teacher Focus

Learner Activity

Lesson 1: Tune In & Explore

Tune In:

During this lesson, students will be introduced to


the concept of the dreaming. The aim of this
lesson is for students to understand that the
dreaming was, and is the way that Indigenous
Australians communicate stories of the past to
make sense of the creation of their world, cultural
practices, behaviours and relationship with the land
and animals.

To begin, students will be sitting in a


circle, in the middle of the circle there will
be images of central characters in the
dream time stories e.g. the Rainbow
Serpent, Tiddalik, Wayambeh and Koobor
the Koala. These images will be depicted
in a traditional Indigenous Australian way
using techniques such as dot paintings
with traditional colours.

It is important for students to understand the


importance of this topic as part of Australian
history and how Indigenous Australians are the
traditional custodians of the land.
Cross Curricular Links:
- English
- Indigenous Australian culture
- Art

Learner organisation &


resources
Koobor http://www.abc.net.au/sitearchive/rural/telegraph/content/20
11/s3249416.htm
Rainbow Serpent http://www.dreamstime.com/stock
-photo-aboriginal-rock-paintingrainbow-serpent-representingmount-coot-tha-queenslandaustralia-image55370680

Students will get the opportunity to look


at the pictures and will be encouraged to
consider what the pictures are of, and who
painted them.

Tiddalik http://eea410.wikispaces.com/Dot
%20painting

The teacher will then prompt students to


share their ideas with the class. Each idea
will be recorded on a large sheet of
butchers paper in the middle of the circle.

Wayambeh http://www.kullillaart.com.au/dre
amtime-stories/Wayamba-theTurtle

The teacher then explains that the pictures


are characters from Aboriginal dream time
stories. Explanation about what dream
time stories are, then follows. Emphasis is
put on the dreaming being a way of
passing on stories from the past to future
generations.
Explore:
Students watch the YouTube clip telling
the story of Wayambeh the Turtle.
Students are then put into 4 groups and are
given a question about the story of
Wayambeh.
Why do you think the Elders told this
dream time story to people in their tribe?
Students draw and write their answers on a
large piece of butchers paper. Students
then present their ideas to the class.
To debrief, the teacher questions class:
Why were the Elders not happy with
Wayambeh?
Why did Wayambeh steal Oola?
Why did Wayambeh turn into a turtle?

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Teacher Focus

Learner Activity

Lesson 2: Look & Sort

Look:

As students are now familiar with what dreamtime


stories are, this lesson will focus on looking at
different ways in which dreamtime stories were
passed on through generations. This relates to the
key content descriptor how the stories of families
and the past can be communicated, for example,
through photographs, artefacts, books, oral
histories, digital media and museums(Australian
Curriculum, Assessment and Reporting Authority
[ACARA], 2015, ACHASSK013). Students will
have the opportunity to sort through various ways
that dream time stories were delivered, for example,
through dance, oral histories, ceremony and art.

Dreamtime will be written on the


interactive white board and students will
be able to come and write some words or
draw pictures that they think relate to this
concept. Students should draw from
information learnt in previous lesson.

Cross Curricular Links:


- D&T
- Indigenous Australian Culture

The teacher asks the class can you think


of different ways that elders might tell
dreamtime stories? Some answers added
to the list on the board.
The students are shown Peter Muraay
Djeripi Mulcahys image of Wayamba the
Turtle.
Students are questioned about the painting:
What do you think the painting shows?
Particular features of the painting are
highlighted e.g. river, turtle, tribes, spears,
female figure.
Once students have discovered that it is an
image of the story of Wayambeh, the
teacher explains how the image tells the
story by following the painting clockwise
starting in the bottom left corner.
Students are now able to come and look at
the image closely and explore its features.
Sort:
The teacher asks the students if they know
any other ways that Indigenous Australians
tell dreamtime stories?
A YouTube clip showing the dance and
song of the Rainbow Serpent is shown.
Students are asked what they thought the
dance and song were about? Did they
notice the way the dancers grouped
together to form a snake like figure? What
colours were they wearing? Who was
dancing? Males/females/children?
The teacher then briefly explains the story
of the Rainbow Serpent.
Activity:
The teacher has set up a work space
outside where the class as a group will tell

Learner organisation &


resources
Wayambeh the Turtle image:
http://www.aboriginalaustralianart
.com/dreamtime_art.php.
Rainbow Serpent YouTube clip:
https://www.youtube.com/watch?
v=2J11nFtTtUY
Yellow, red, orange, brown, black
paint
Pop sticks
3D foam shapes
Glue
Natural materials
Paper
Cardboard

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the story of Rainbow serpent using paints
and materials collected from nature
(rocks, sticks, leaves, sand). A 3 metre
piece of butchers paper with the image of
a snake in the middle is used as the canvas
for this activity. This is an open brief D&T
activity where students can add any type of
artefact or painted image which they think
will help tell the story of the Rainbow
Serpent. E.g. some students may paint the
water, some the red sand, others could
collect rocks and sticks to put on the
canvas.
When the art work is dry it will be
presented at School Assembly with the
class reading out part of the Rainbow
Serpent story.

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Teacher Focus

Learner Activity

Lesson 3: Sort & Test

Sort:

During this lesson, students will be introduced to


the dreamtime story of Tiddalik the frog, by reading
the book Tiddalik, the frog who caused a flood by
Robert Roennfeldt. The aim of this lesson is to
allow the students to engage with another
dreamtime story told in a different way.

The lesson starts as the teacher reads the


story of Tiddalik, the frog who caused a
flood.

So far the students have been exposed to dreamtime


stories through video, dance, song, art work and
now they will engage with a written form.
Introducing students to different modes of delivery
reflects the content descriptor by showing how
historical stories/information can be communicated
in different ways. Students should start to make
connections between different modes of
communication and how they achieve the same
outcome of passing on a message.
The Test phase of the TELSTAR model starts to
encourage students to draw conclusions from and
make connections with the information they have
gathered and been exposed to, therefore it is
important that students start to relate these modes
of communication to ways in which they have had
information or stories passed on to them. This will
lead onto the next lesson where students look at a
more modern form of storytelling.
Cross Curricular Links
- English
- Indigenous Australian Culture
- Drama
- D&T

Once the story has been read, the class will


discuss different aspects of the book.
Focus will be on comparing this story to
the other dreamtime stories and making
connections between them. For example,
they all discuss the land and animals. On
the interactive white board, the teacher has
prepared a table with 3 columns, each has
the name of three dreamtime stories at the
top of each column (Tiddalik, Rainbow
Serpent and Wayambeh). Students can
then drag pictures of land, water, animals
and people to show what is discussed in
each story. This reflects to connection
between Indigenous Australians and the
land, sea and animals. Students guide
discussion about how the land is important
to Indigenous Australians.
Test:
The class then participates in a role play of
Tiddalik. Each student has a role to play
and costumes are created before the role
play begins. The purpose of this role play
is to show that the stories are dynamic and
can be presented in many different ways,
but achieve the same outcome of passing
on a story.
After the conclusion of the role play the
class sits in a circle and discusses a way
that stories have been passed on to them.
Going around the circle each student
contributes to the conversation by sharing
how a story has been shared with them.

Learner organisation &


resources
Tiddalik, the frog who caused a
flood by Robert Roennfeldt.

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Teacher Focus

Learner Activity

Lesson 4: Act

Act:

This lesson is about drawing conclusions about how


stories of families and the past can be
communicated. Looking at dreamtime stories
which show how Indigenous Australians passed on
stories of the past and comparing them to a
different but similar form of storytelling that is a
grandfather telling his grandchildren about his
childhood. The book Papa and the Olden Days is
used to contrast and compare to dreamtime stories.
As most students in the class would have
experienced this more common type of oral
storytelling from adults, this book should be
familiar to students.

The teacher begins the lesson by talking


about the book that will be read today, and
how it is different from the dreamtime
stories that we have been learning about.
Students are asked to keep the dream time
stories in mind when this book is read, so
that they can tell the teacher how dream
time stories are similar to the stories told
by Papa in this book.

Connections will be made between the underlying


similarities of the two forms of storytelling, which
is to communicate past stories to younger
generations.
Students will act on their conclusions by writing a
short story about their life so far, so someone could
look back in the future and see what life was like in
2015 for Foundation students.

Papa and the Olden Days is read to the


class.
The teacher asks the class what they think
was similar to the story that Papa told to
his grandchildren and what the Elders
told people in their tribe through the
dreaming.
The teacher uses the students questions to
guide discussion about how stories of the
past are communicated in different ways
by different people, but have the same
result.

After this lesson, students will be speaking to


family members about a story from their childhood
and reporting back to the class.

Activity:

Cross Curricular Links:


- English

The teacher asks the students to tell a story


about their life so that someone could look
back on it and understand what is was like
to live in Australia in 2015. The students
are able to do this through drawing and
writing on an A3 piece of paper.
Home Inquiry:
Students are asked to speak to a parent or
grandparent about a story from their
childhood that they can share with the
class.

Learner organisation &


resources
Papa and the Olden Days by Ian
Edwards

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Teacher Focus

Learner Activity

Learner organisation &


resources

Lesson 5: Reflect

Reflect

Story about grandparents


childhood

To summarise the unit of work that has been


focusing on the content descriptor how the stories
of families and the past can be communicated, for
example, through photographs, artefacts,
books, oral histories, digital media and museums
(ACHASSK013) students will share and reflect on
their stories from a relatives childhood with the
class. These stories will then be represented using
the techniques of Indigenous Australian dot
paintings to connect back to what we have learnt
about how stories can be passed on in different
ways.

To begin this lesson, the teacher tells a


story that her grandparents told her of their
childhood.

Paints

A3 cardboard

By the end of the unit, students should be aware of


the connection between dreamtime stories and the
stories shared by our family about the past, as they
both provide information about the past that can be
applied to the present.

While still sitting in a circle the teacher


will create a dot painting depicting the
story that her grandparents have told her.
As the story centralises around a boat, this
is what the dot painting will show.
The teacher will explain to students that
dot paintings were another way that
Indigenous Australians communicated
dreamtime stories.

Students should begin to have an appreciation for


the indigenous Australian culture and understand
the connection between Indigenous Australians and
the land and animal. This ties into the HASS value
of ecological sustainability.
Some achievement standards that should be met
through this unit plan include identify how their
family and friends know about their past and
relate stories about their past and share and
compare observations (ACARA, 2015).
Cross Curricular Links:
- English
- Art

The teacher then asks the students to share


the stories that they were told from a
relative. Students and teacher sit in a circle
and listen to the stories of the students
willing to share. The teacher points out
that sitting in a circle is a way that
Aboriginal people may have told
dreamtime stories to a large group.

Students then get the opportunity to create


their own dot painting based on the story
they were told by their relatives. They will
also write a sentence to explain the
painting they have created.
These paintings are then displayed around
the perimeter of the room for students to
do a Gallery Walk and look at their
peers images.

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Assessment
What knowledge and concepts and skills will you assess?
Assessment of the knowledge, concepts and skills gained from this unit plan will be based on the ACARA
(2015) achievement standard identify how their family and friends know about their past. Students should be
able to identify, sort and record different methods of communicating stories of the past, i.e. through dance,
singing, painting and oral storytelling. Students will also be observed to track their engagement and participation
throughout the inquiry process, for example, participating in class discussions, role plays and art activities.
What are your assessment strategies?
To assess if students can identify how their families and friends know about the past, students will complete a
worksheet where they will draw pictures of how stories from the past can be communicated (see below). If
students are able to give examples such as dancing, singing, oral storytelling, this shows that they have
understood and connected with the content of the unit.

Resources

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References
ABC Rural 2011, Koobor the Koala a Dreamtime story, viewed 30 November 2015, <
http://www.abc.net.au/site-archive/rural/telegraph/content/2011/s3249416.htm>.
Al-Jafar, A & Buzzelli, C 2004, 'The art of storytelling for cross cultural understanding', International
Journal of Early Childhood, vol. 36, no. 1, pp. 35-48.

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2015, F-10


Curriculum, Humanities and Social Sciences, viewed 30 November 2015,
<http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f10?layout=1#page=2>.
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2015, F-10 Curriculum,
Humanities and Social Sciences, viewed 30 November 2015,
<http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f-10?
layout=1#page=2> .

Australian Government, Global Perspectives: A framework for global education in Australian


schools, viewed 30 November 2015,
<http://www.globaleducation.edu.au/verve/_resources/GPS_web.pdf>.
DiveTheReef 2011, Laura Aboriginal Dance Festival 1 Rainbow Serpent Dance, video,
YouTube, 24 June 2011, viewed 2 December 2015, < https://www.youtube.com/watch?
v=2J11nFtTtUY>.
Dreamstime 2015, Aboriginal rock painting, rainbow serpent, viewed 30 November 2015, <
http://www.dreamstime.com/stock-photo-aboriginal-rock-painting-rainbow-serpentrepresenting-mount-coot-tha-queensland-australia-image55370680>.
Dreamtime Kullilla Art 2015, Wayamba the Turtle, viewed 30 November 2015, <
http://www.kullillaart.com.au/dreamtime-stories/Wayamba-the-Turtle>.
Edwards, I 1989, Papa and the Olden Days, Black Dog Books, Australia.
Queensland School Curriculum Council, 2000, Studies of Society and Environment, Year 1 to 10
Syllabus, viewed 2 December 2015, < https://www.qcaa.qld.edu.au/publications/reports-

papers/qscc>.
EEA410 2015, Dot painting, viewed 30 November 2015, < http://eea410.wikispaces.com/Dot
%20painting>.
Reynolds, R 2014, Teaching Humanities and Social Sciences in the Primary School , 3rd edition ,
Oxford University Press, South Melbourne, Victoria .

Roennfeldt, R 1980, Tiddalik, The frog who caused a flood, Penguin Australia, Australia.

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Wierzbicka, A & Goddard, C 2015, 'What does 'Jukurrpa' ('dreamtime', 'the dreaming') mean?
A semantic and conceptual journey of discovery', Australian Aboriginal Studies, no. 1, pp.
43-65.

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