Académique Documents
Professionnel Documents
Culture Documents
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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.
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Phase of TELSTAR
Model
Tune in
Pose questions about past and present objects, people, places and
events(ACHASSI001)
Explore
Sort and record information and data, including location, in tables and
on plans and labelled maps (ACHASSI003)
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
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
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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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Learner Activity
Tune In:
Tiddalik http://eea410.wikispaces.com/Dot
%20painting
Wayambeh http://www.kullillaart.com.au/dre
amtime-stories/Wayamba-theTurtle
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Teacher Focus
Learner Activity
Look:
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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
Sort:
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Teacher Focus
Learner Activity
Lesson 4: Act
Act:
Activity:
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Teacher Focus
Learner Activity
Lesson 5: Reflect
Reflect
Paints
A3 cardboard
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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.
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.