CONTEXT

TITLE OF UNIT Indigenous culture and reconciliation YEAR 5

CURRICULUM AREA Eng, Math, HASS, Art, Dram, Dan, Mus, Sci, D&T, HPE TIME FRAME 8 weeks
DEVELOPED BY Em Carter, Phoebe Budge, Roxy Lewis, Alana Smith, Demcey Anderson
PEDAGOGY Reconciliation pedagogy, resistance pedagogy, substantive reconciliation
LEARNING REQUIREMENTS
ACHIEVEMENT STANDARDS
HASS
By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They
identify the causes and effects of change on particular communities. They describe the experiences of different people in the
past. They identify and describe the interconnections between people and the human and environmental characteristics of
places. They describe different views on how to respond to an issue or challenge. They work with others to generate
alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the
possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms
using discipline-specific terms and appropriate conventions.
HPE
By the end of Year 6, students examine how physical activity, celebrating diversity and connecting to the environment support
community wellbeing and cultural understanding. Students demonstrate fair play and skills to work collaboratively. They apply
the elements of movement when composing and performing movement sequences.
DRAMA
By the end of Year 6, students explain how dramatic action and meaning is communicated in drama they make, perform and
view. They explain how drama from different cultures, times and places influences their own drama making. Students work
collaboratively as they use the elements of drama to shape character, voice and movement in performances of devised drama
for audiences.
DANCE
By the end of Year 6, students explain how the elements of dance and choreographic devices communicate meaning in
dances they make, perform and view. They describe characteristics of dances from different cultural contexts that influence
their dance making. Students use the elements of dance and choreographic devices to make dances that communicate
meaning. They work collaboratively to perform dances for audiences.
MUSIC
By the end of Year 6, students explain how the elements of music are used to communicate meaning in the music they listen
to, compose and perform. They describe how their music making is influenced by music and performances from different
cultures. Students use rhythm, to perform music. They play music in different styles, demonstrating aural, technical and
expressive skills by playing instruments with accurate rhythm in performances for audiences.
ART
By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the
influences of artworks and practices from different cultures on their art making. Students use visual conventions and visual arts
practices to express a personal view in their artworks. They demonstrate different techniques in making artworks.
DESIGN TECH
By the end of Year 6, students describe considerations in the design of products, services and environments, taking into
account sustainability. They describe how design and technologies contribute to meeting present and future needs. They
suggest criteria for success, including sustainability considerations.
MATHEMATICS

SCIENCE
By the end of Year 5, students discuss how science knowledge develops from many peoples contributions. They compare
patterns in their data with predictions when suggesting explanations.
ENGLISH
Receptive modes (listening, reading and viewing)
By the end of Year 5, understand how language features, images and vocabulary influence interpretations of characters,
settings and events. When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and
contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They describe how
events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions
to clarify content.
Productive modes (speaking, writing and creating)
Students use language features to show how ideas can be extended. They develop and explain a point of view about a text,
selecting information, ideas and images from a range of resources. Students create imaginative and informative texts for
different purposes and audiences. They make presentations which include multimodal elements for defined purposes. They
contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate
understanding of grammar using a variety of sentence types. They select specific vocabulary and use accurate spelling and
punctuation. They edit their work for cohesive structure and meaning.
CONTENT DESCRIPTORS
HASS
Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)
Work in groups to generate responses to issues and challenges (ACHASSI102)
Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable
effects (ACHASSI104)
The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily
life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed
(ACHASSK107)
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of
Australian places (ACHASSK112)
The environmental and human influences on the location and characteristics of a place and the management of spaces within
them (ACHASSK113)
DANCE
Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate
meaning (ACADAM009)
Perform dance using expressive skills to communicate a choreographers ideas, including performing dances of cultural
groups in the community (ACADAM011)
Explain how the elements of dance and production elements communicate meaning by comparing dances from different
social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance (ACADAR012)
ART
Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent
different views, beliefs and opinions (ACAVAM114)
Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical
contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)
SCIENCE
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena
and reflects historical and cultural contributions (ACSHE081)
ENGLISH
Understand how to move beyond making bare assertions and take account of differing perspectives and points of view
(ACELA1502)
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings
in different contexts (ACELA1512)
Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts
(ACELT1608)
Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of
others (ACELT1609)
Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students
have experienced (ACELT1612)
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students own experiences
and present and justify a point of view (ACELY1699)
Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content
and multimodal elements (ACELY1700)
CROSS-CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander Histories and Cultures
Country/Place
OI.2
Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place.
OI.3
Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are spiritually and intellectually connected to the
land, sea, sky and waterways.
Culture
OI.5
Aboriginal and Torres Strait Islander Peoples ways of life are uniquely expressed through ways of being, knowing, thinking
and doing.
OI.6
Aboriginal and Torres Strait Islander Peoples live in Australia as first peoples of Country or Place and demonstrate resilience
in responding to historic and contemporary impacts of colonisation.
People
OI.8
Aboriginal and Torres Strait Islander Peoples' family and kinship structures are strong and sophisticated.
OI.9
The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are
acknowledged locally, nationally and globally.

Sustainability
Systems
OI.3
Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.
World views
OI.4
World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice, are
essential for achieving sustainability.
OI.5
World views are formed by experiences at personal, local, national and global levels, and are linked to individual and
community actions for sustainability.
Futures
OI.7
Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and
understand environments.
AITSL CONNECTIONS
Grad 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous
and non-Indigenous Australians: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres
Strait Islander histories, cultures and languages.
UNDERSTANDINGS ESSENTIAL QUESTIONS
OVERARCHING UNDERSTANDING OVERARCHING TOPICAL
Students will understand reco What are my roles and What can we learn about a
Students will understand how actions of the past impact the responsibilities in culture through its art forms?
present. reconciliation? (Art, Dance, Drama, Music,
RELATED MISCONCEPTIONS How am I connected to those English)
Australia was a no mans land before European colonization. in the past and the future? How are patterns present in
Dot paintings have no meaning. How is meaning conveyed in our lives? (PE, Maths, Art)
Aboriginal Australians were homeless and wandered in the Indigenous tradition? How can we sustain our
bush. planet? (Sci, D&T, HASS)
Dreaming Stories are just for entertainment. Cultural contributions
KNOWLEDGE SKILLS
Students will know: Students will be able to:
The meaning of reconciliation 3+
3+
ASSESSMENT EVIDENCE
PERFORMANCE TASK DESCRIPTION
SUMMATIVE TASK 1 Reconciliation performance and production
SUMMATIVE TASK 2 Reconciliation agreement
OTHER EVIDENCE

LEARNING PLAN
WEEK 1 HASS AND ENGLISH
LESSON 1 English
o storytelling traditions (oral narrative)
o social, historical and cultural contexts
o images and visual language
Humanities and Social Sciences
 o connections with Country/Place and their economic, cultural, spiritual and aesthetic
value of place
o experiences before, during and after European colonisation including the nature of
contact with other peoples
o SCI/D&T influence of Aboriginal and Torres Strait Islander Peoples on the
environmental characteristics of Australian places
o ART ways in which places are represented
o status and rights of Aboriginal and Torres Strait Islander Peoples, past and present,
including civic movements for change, the contribution of Aboriginal and Torres
Strait Islander Peoples to Australian society, and contemporary issues
o oral histories
o multiple perspectives
o investigation, preservation and conservation of sites of significance to Aboriginal
and Torres Strait Islander Peoples
o RECON
o custodial responsibility
o progress towards recognition and equality
o

LESSON 2 Vocab reconciliation, responsibility, indigenous, aboriginal peoples, culture, country, Kaurna,
racism, multiculturalism
History

WEEK 2 SCIENCE AND TECHNOLOGIES

LESSON 1 Science
o have longstanding scientific knowledge traditions
o knowledge about the world by
observation, using all the senses
prediction and hypothesis
testing (trial and error)
Technologies
o sustaining environments through / by creating appropriate and sustainable solutions

LESSON 2
WEEK 3 PE AND MATHS
LESSON 1 Mathematics
o connections between representations of number and pattern and how they relate to
aspects of counting
o time, place, relationships and measurement concepts within Aboriginal and Torres
Strait Islander contexts
Health and Physical Education
o modes of communication
o develop appreciation and understanding of uniquely Australian connections between
People and Country/Place
o physical activities and cultural practices such as traditional and contemporary
Aboriginal and Torres Strait Islander games

LESSON 2
WEEK 4 ART AND ENGLISH
LESSON 1 The Arts
o traditional and contemporary artworks
o insight into the way the relationships between People, Culture and Country/Place for
Aboriginal and Torres Strait Islander Peoples can be conveyed through the arts
English
o storytelling traditions (oral narrative)
o social, historical and cultural contexts
o images and visual language

LESSON 2 Learning symbols

Telling stories from art
WEEK 5 ENGLISH AND DANCE
LESSON 1 English
o storytelling traditions (oral narrative)
o social, historical and cultural contexts
o images and visual language
The Arts
o traditional and contemporary artworks
o insight into the way the relationships between People, Culture and Country/Place for
Aboriginal and Torres Strait Islander Peoples can be conveyed through the arts
 LESSON 2 Visit by elder/artist/dancer or combination thereof
Write a verbal story about coming of white people, the past, and the future, focusing on
reconciliation
Create a dance story, some dance, some speak, some play music, some create costumes, set,
etc.
WEEK 6 RECONCILIATION AND EXCURSION
LESSON 1 Excursion to Kaurna cultural centre
The primary aims of the Living Kaurna Cultural Centre are to:

o Assist Kaurna people to develop a sustainable future

o Conserve and renew Kaurna culture and heritage, as well as conserving the
European heritage of the site
o Provide an indigenous cultural experience
o Provide education and training for indigenous and non-indigenous people
o Promote conciliation between Kaurna, Aboriginal and non-Aboriginal
communities
o Exhibit locally hand crafted aboriginal gifts and artwork
http://www.marion.sa.gov.au/lkcc-tours-and-workshops#WarriparingaWorkshop
http://www.marion.sa.gov.au/page.aspx?u=145
http://www.marion.sa.gov.au/page.aspx?u=674
LESSON 2 Reconciliation promise
WEEK 7 PREP
LESSON 1
LESSON 2
WEEK 8 PERFORMANCE
LESSON 1
LESSON 2

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum
Development. ISBN # 0-87120-313-8 (ppk)

ACTIVE reconciliation
 https://antar.org.au/campaigns/australians-stand-against-racism
https://www.reconciliation.org.au
https://www.narragunnawali.org.au
https://www.narragunnawali.org.au/curriculum-resource/39/collaborative-art-project-primary
https://www.narragunnawali.org.au/curriculum-resource/5/come-on-in-an-invitation-to-a-vip-visitor-primary
https://www.narragunnawali.org.au/curriculum-resource/127/connection-to-country-incursion-or-excursion-primary
https://www.narragunnawali.org.au/curriculum-resource/84/ideas-activity-primary
https://www.narragunnawali.org.au/curriculum-resource/115/my-personal-network-primary
https://www.narragunnawali.org.au/curriculum-resource/45/our-shared-history-reconciliation-jigsaw-primary
https://www.narragunnawali.org.au/curriculum-resource/42/performance-in-a-familycommunity-place-primary
https://www.narragunnawali.org.au/curriculum-resource/26/postcard-from-the-future-primary
https://www.narragunnawali.org.au/curriculum-resource/71/publicising-rap-progress-primary
https://www.narragunnawali.org.au/curriculum-resource/79/raising-awareness-of-days-of-national-significance-primary
https://www.narragunnawali.org.au/curriculum-resource/76/reconciliation-awards-get-voting-primary
https://www.narragunnawali.org.au/curriculum-resource/77/reconciliation-calendar-primary
https://www.narragunnawali.org.au/curriculum-resource/21/reconciliation-garden-primary
https://www.narragunnawali.org.au/curriculum-resource/31/reconciliation-in-action-primary
https://www.narragunnawali.org.au/curriculum-resource/28/reconciliation-poetry-primary
https://www.narragunnawali.org.au/curriculum-resource/13/sharing-stories-primary
https://www.narragunnawali.org.au/curriculum-resource/103/student-engagement-with-the-rap-primary
https://www.narragunnawali.org.au/curriculum-resource/52/student-presentations-or-performances-at-rap-launch-primary
https://www.narragunnawali.org.au/curriculum-resource/90/this-land-is-mine-this-land-is-me-primary
https://www.narragunnawali.org.au/curriculum-resource/125/who-we-are-countryplace-primary
https://www.narragunnawali.org.au/curriculum-resource/44/who-we-are-culture-primary
https://www.narragunnawali.org.au/curriculum-resource/106/who-we-are-people-primary
https://www.narragunnawali.org.au/curriculum-resource/143/working-and-saving-for-whats-special-primary

Understand
Students will understand the interconnection between place, people, period and power.
Know Do
Students will know: Students will be able to:
The social, religious, and political structure of the Khmer Empire (ACDSEH011) Use historical terms and concepts (ACHHS149
The effect of culture, water management, trade, and agriculture in Angkors rise to Develop inquiry questions and plan research around them (ACHHS150)
prominence (ACDSEH060, ACDSEH061) Locate, compare, select, use and acknowledge information from a range of sources as
The extent of primary sources available on the Khmer Empire evidence (ACHHS153, ACHHS156)
Essential questions
Why was the Khmer Empire one of the most important civilisations of its time?
Historical Knowledge and Understanding
The way of life in the Khmer Empire, including, social, cultural, economic and political features (including the role of the king) (ACDSEH011)
Reasons for Angkors rise to prominence, including wealth from trade and agriculture (ACDSEH060)
Cultural achievements of the Khmer civilisation, including its system of water management and the building of the temples of Angkor (ACDSEH061)
Historical Skills
Use historical terms and concepts (ACHHS149)
Sequence historical events, developments and periods (ACHHS148)
Identify a range of questions about the past to inform a historical inquiry (ACHHS150)
Locate, compare, select and use information from a range of sources as evidence (ACHHS153)
Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS156)