RESPECTING PEOPLES AND PLACE

SYDNEY OPERA HOUSE T H E R O YA L B O TA N I C G A R D E N S Y D N E Y

EXCURSION MAP 102085 ABORIGINAL & CULTURALLY RESPONSIVE PEDAGOGIES

ROYAL BOTANIC GARDENS

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LIZ BARNOTT - JACQUELINE BRYSON - JAY ENNION - STU HOLT - SANDY SEDRAK
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ESCRIPTION & RATIONALE

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Gardens Sydney is a site of significant cultural and historic significance to both Aboriginal and Post-Colonial Australia. As the G

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site of the arrival of the first British fleet, Farm Cove has a rich and complicated history for students to explore the impacts of British colonisation from
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on the first Australians, particularly the traditional owners of the Sydney city area, the Cadigal. Station
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The Royal Botanic Gardens Sydney is a 30Ha public garden run by the Royal Botanic Gardens and Domain Trust. The modern day G
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gardens are known as one of the most important botanic institutions in the world and act as a living resource for education, citizen science and
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to Country: Upon entry to the Gardens, an acknowledgement of/welcome to country (as appropriate) will
conservation. A significant role of the gardens and its Aboriginal guides and educators is drawing special attention to the significance of the G be provided by an Aboriginal guide form the Gardens. This protocol will identify the gardens as being on Cadigal country. The Aboriginal
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Aboriginal heritage of the site which is recognised through the Cadi Jam Ora: First Encounters display, Aboriginal Heritage Tours and education Moore Room
guide(s) will introduce themselves and explain their role.
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programs.
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The following activities will be completed by students as a circuit. There is no fixed order.
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The site visit to the Royal Botanic Gardens is embedded in the unit of study Respecting People and Place: The Royal Botanic Gardens. Learning
MEET HERECentre – MEET HERE
1. Geography: At the 1816 Sea Wall at Farm Cove, students will hear a talk from the Aboriginal guide regarding the history and significance
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This cross-curricular 10 hour unit is underpinned by the 8 Aboriginal Ways of Learning, a pedagogical framework that enables teachers to bring
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of the sandstone and lime sea wall at farm cove. Students will identify the following significant features: sandstone quarried from local
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Aboriginal perspectives to the fore by using Aboriginal learning techniques. Of particular significance to the unit is a non-linear investigation THE
sources, lime stolen from Aboriginal middens around Port Jackson, reclaimed land and destruction of Farm Cove mud flats, used for

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of food, with a focus on the Black Bean tree. As a vehicle for developing students’ respect for Aboriginal and Torres Strait Islander perspectives,
Aboriginal men's business/initiation.

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the non-linear black bean tree study also builds students’ understanding that respect is a fundamental value of Aboriginal culture.
2. PD/H/PE: At the farm garden and surrounds, the Aboriginal guide will explain how various plants found in the garden were used for
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The unit has been developed for Stage 4 English, History, Geography, PD/H/PE and TAS. The 10 hours of classroom work for the unit are Place Gate Route from station
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sustenance. The explanation of food preparation will also identify Aboriginal cultural aspects of these processes. Students will take notes
not inclusive of the site visit, with individual KLAs conducting two 60 min lessons arranged around the site visit, as appropriate. The
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and be provided with the opportunity to taste a sample of various plants.

timing, arrangement and activities of these lessons is provided in the unit outline. Student activities to be undertaken PRIN
3. English: At the beginning of the day, students will be given a scaffold for their research task which would have been outlined in their
at the site visit are provided to the right, and explicit links between these activities and learning
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previous lesson. Throughout the site study students will be prompted to take notes and ask questions as research for their in class articles.
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outcomes (explanation of the site as stimulus) are provided in relevant lesson plans.
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These articles are to be completed in their next lesson. At the English station, time will be permitted for students to work together, ask
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questions, share and consolidate knowledge, or begin writing their articles. Teachers should facilitate this accordingly.

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4. TAS: At this station, students are to explore and identify 3 different examples of interpretive signage that display or communicate
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AITSL Standards 1.4, 2.4 and 7.4 were essential considerations in the creation of the unit outline, individual lesson plans and site visit.
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information or significance of native plants to Aboriginal people. Students take photos and complete a PMI (Plus, Minus & Interesting) on
1.4: Strategies for teaching Aboriginal and Torres Strait Islander students; 2.4: Understand and respect Aboriginal and Torres Strait Islander each example. Students are given a PMI worksheet and take photos of each example and complete the worksheet. Students will also be
people to promote reconciliation between Indigenous and non-Indigenous Australians, and; 7.4: Engage with professional teaching prompted to critique various elements of their chosen examples in relation to design principles, aesthetics, effectiveness of
networks and broader cultural communities communication and cultural significance.
Standard 1.4 is evident in every lesson plan throughout the unit outline. Each lesson in the cross curricular unit of study 5. History: Students are asked to use their prior knowledge and understanding of Aboriginal culture to engage respectfully with the
demonstrates broad knowledge and understanding of the impact of culture, cultural identity and linguistic background of differing elements of the gardens tour. Students will be prompted to ask culturally respective questions and make their own non-linear
Aboriginal and Torres Strait Islander students. Similarly, respect for Aboriginal and Torres Strait Islander peoples is connections between what they have been learning during class and what they experience at the site. This will be completed by students
promoted within the unit outline, individual lesson plans and site study as this is recommended under standard 2.4. as a personal reflective exit slip to be completed
ABORIGINAL Standard 7.4 has been incorporated into the unit outline through the site study. The visit to the Royal Botanic
Gardens connects students and teachers with external professionals and Aboriginal community representatives
by the end of site visit.

PROTOCOLS
Given the focus of the unit on Aboriginal
Pedagogy, it is important that teachers and students
engage in culturally appropriate ways. The unit has been
developed in consultation with Lee Carr, a Wiradjuri
educator and guide of the Garden’s Aboriginal Heritage Tour.
The unit has been developed around Lee’s central message of
the need for communicating respect both within and for Aboriginal
culture. For educators, it is important to note that such consultation is
essential prior to the implementation of this (or similar) unit.
The NSW Education Standards Authority identifies that principles of
cultural safety are founded on respectful behaviours and integrity. Some
consistent principles associated with the teaching of Aboriginal and Torres Strait
Islander histories and cultures include:
• respect for and protection of the knowledge and cultural expressions of Aboriginal and Torres
Strait Islander Peoples
• the rights of Aboriginal and Torres Strait Islander Peoples to self-determination
• ongoing consultation with Aboriginal and Torres Strait Islander knowledge holders and
keepers, custodians and stakeholders
• reciprocity between education providers and communities
• commitment to long-term improvement and partnership
• engagement with stakeholders focusing on cultural safety
• recognition of Indigenous cultural and intellectual property.
In NSW protocols may differ between local Aboriginal communities but they could share
some commonalities. The following are some commonly observed broad protocols within
Aboriginal communities:
• respect for Elders in decision-making processes
• respect for the roles of men and the roles of women
• collective custodianship by traditional owners and keepers of Country and cultural knowledge
• arrival at decisions by consensus
• awareness of on-Country and off-Country obligations
• the right to observe cultural responsibilities and obligations, eg to care for Country and to
pass on cultural knowledge.
To develop further knowledge about principles and protocols school representatives
can contact their local Aboriginal Education Consultative Group (AECG), Aboriginal education
consultants within education systems, local Aboriginal land councils or language centres. This
approach accords with the guide, Working with Aboriginal Communities: A Guide to Community
Consultation and Protocols (2008).
to further their knowledge and understanding about the culture and history of Aboriginal
and Torres Strait Islander peoples.
SYLLABUS LINKS
History
ABORIGINAL ENGAGEMENT - SITE SPECIFIC & COMMUNITY LINKS
HT4-2: Describes major periods of historical time and sequences events, people and societies from the past.
HT4-6 uses evidence from sources to support historical narratives and explanations.
HT4-7 identifies and describes different contexts, perspectives and interpretations of the past.
The Royal Botanic Gardens Sydney and local Aboriginal and Torres Strait Islander communities work together to create
Geography
educational programs and guided tours specialising in culture, plants and land use. Upon consultation with Lee Carr, GE 4-1: locates and describes the diverse features and characteristics of a range of places and environments
respect was explained to be the necessary central message behind the development of the unit. Teachers conducting GE 4-2: describes processes and influences that form and transform places and environments
this unit at The Royal Botanic Gardens must be aware of the diversity within and between Aboriginal and Torres Strait GE 4-4: examines perspectives of people and organisations on a range of geographical issues
English
Islander peoples within Sydney and across Australia. It is important to observe the wide ranging consultation
EN4-3B: Uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences
conducted by the Gardens in the creation of the Cadi Jam Ora: First Encounters display, and acknowledge this display
and contexts.
as a static representation of an ever-changing and contested politics. Contested political considerations should in no EN4-5C: Makes effective language choices to creatively shape meaning with accuracy, clarity and coherence
way discredit the significance of hearing Aboriginal voices. While this site is on Cadigal land, as part of the Royal Botanic PDHPE
Gardens wider community reach the Dharawal and Darug nations and language groups are also to be acknowledged. 4.6: A student describes the nature of health and analyses how health issues may impact on young people.
Acknowledgement of and respect for the diversity of Aboriginal and Torres Strait Islander peoples is explicitly 4.11: selects and uses communication skills and strategies clearly and coherently in a range of new and challenging situations.
4.16 clarifies the source and nature of problems and draws on personal skills and support networks to resolve them
embedded in the unit through History (lesson 1), where engagement with the school’s local Aboriginal community
TAS - Technology (Mandatory) Years 7 – 8
occurs through the school’s district/regional Aboriginal liaison/local Land Council, or other appropriate community
Design Related Content
representative. 4.1.1 applies design processes that respond to needs and opportunities in each design project
This unit has been developed with the intention of reciprocal and ongoing evaluation between the school, site 4.1.2 describes factors influencing design in the areas of study of Built Environments, Products, and Information and
and Aboriginal educators. It is intended that an evaluation is completed by both the school (students and teachers) Communications
Essential Technologies - Specific Content: Media Technologies
and Gardens at the conclusion of the site visit, demonstrating respectful, reflective educational practice.
4.3.1 applies a broad range of contemporary and appropriate tools, materials
It is recommended that teachers engaging in this unit undertake training in 8 Ways pedagogy prior to delivery
and techniques with competence in the development of design Projects
of the unit as the pedagogy and outcomes are aligned.