Group: Kookaburras Brady Webb (18374995), Mia Katar (17432825), Robert Vai (17996785), Rayanne Alameddine (18351750), Cameron

Wallace (17698724), Alexandra Kelly (183469615) and Emma Page (18346510)

Unit of Work 102085: ABORIGINAL & CULTURALLY RESPONSIVE PEDAGOGIES

Site Details: Australian Botanic Gardens. Located in Mt Annan, Narellan Road.

Site Description: The Australian Botanic Garden, Mount Annan is located in the South West Sydney region on Dharawal land. This site
showcases rich Indigenous history with an abundance of native plant and animal species. There are themed gardens and displays, educational
programs, guided tours and publications to recognise the importance of these lands to Aboriginal people, past and present. This natural
environment contains a stolen generations memorial that allows the experience of a journey of healing and reflection leading to a peaceful
meeting place with water and a sandstone sculptural centrepiece.

Group member Lesson plan Outline Curriculum area covered and link to your site
number X/12
1 Brady Webb 2/12 English – Creative writing through Dadirri
Links to Australian Botanic Gardens in Mt Annan: Participating in Dadirri within the Botanic
Gardens and reflecting through story.
2. Mia Katar 9/12 Visual Art Theory- The Conceptual Framework and The Frames
Links to Australian Botanical Garden in Mt Annan: The Stolen Generations Memorial, The Stolen
Generation Mural and The Mural Artist Badger Bates.
3. Robert Vai 7/12 Geography- Place and Liveability: Spaces in Community and enhancing social connectedness.
Links to Australian Botanical Gardens in Mt Annan: Yandel’ora Meeting Place, Connections
Garden

4 Rayanne Alameddine 4/12 PDHPE (Theory) - Dynamic nature of health. The use of flora by Indigenous Australians to maintain
life.
Link to Australian Botanic Gardens in Mt Annan: Plants found in the botanic gardens used by
Indigenous Australians.
5 Cameron Wallace 11/12 Physical Development, Health and Physical Education – Playing games using objects made from
natural resources
Link to Australian Botanic Gardens in Mt Annan: Plants found in the botanic gardens Indigenous
Australians used to create objects for the purpose of recreation
6 Alexandra Kelly 8/12 History – The Stolen Generations.
 Link to Australian Botanic Gardens in Mt Annan: The Stolen Generations memorial and sculpture
7 Emma Page 5/12 Food Technology - Use of foods native to Australia. Traditional and contemporary use of native/bush
foods and recipe with use of traditional ingredients/bush foods.
Link to Australian Botanic Gardens in Mt Annan: Plants found in the botanic gardens used by
Indigenous Australians.

Unit Description Unit Title: Understanding Indigenous Australian History and Cultures
Unit Overview: As a teaching body, we have collectively constructed a unit outline that focuses on developing the
knowledge of Stage 4 learners in relation to Aboriginal and Torres Strait Islander Histories and Cultures. The unit explores
the life of Aboriginal Australians pre and post-colonialism and the lasting impacts on past, present and future generations.
This unit aims to deepen student knowledge and understanding of an array of cultural concepts such as
 The use of native bush food
 Indigenous Australian health and recreation
 Traditional Indigenous Australian music and art
 Important historical events (Colonialization and Stolen Generations)
 Customs and Traditions
 Social connectedness.
All students will be required to attend the site visit and participate in a variety of activities which will set the foundation to
support future lesson materials. Students will be required to collect evidence through mediums such as photography, sound
captures and personal notes which will reflect individual perceptions, interpretation and learning

Unit Rationale: The unit consists of twelve lessons incorporating seven key learning areas including Food Technology,
Visual Arts, Personal Development, Health and Physical Education (PDHPE), Geography, History, Music and English. The
unit commences with a site visit to The Australian Botanical Gardens in Mt Annan, where students are given the
opportunity to engage in a fun, interactive and authentic experience involving evidence collection, discovery and
exploration thus, challenging cultural barriers and further enhancing cultural awareness. The students will visit four key
areas within the gardens; The Stolen Generation Memorial, The Connections Garden, The Fruit Loop Garden and The
Yandel’ora Meeting Place. These four locations are relevant to the teaching and learning activities throughout the unit
Understanding Indigenous Australian History and Culture.

Resources
PDHPE (Theory)
- Refer to page 8-12 for Activity 3 Worksheets.
- Kahoot: https://play.kahoot.it/#/k/f79c5e02-7919-41c2-a4b6-fea1f900ec8a
- BYOD
- A4 Paper
- Pens/pencils
- Whiteboard markers
- HDMI cord
- Book - Bush Food: Aboriginal Food and Herbal Medicine

English 2/12:
- Pictures, stories and quotes (Source A).
- Dadirri YouTube video (Source B)
- Student devices (computer or phone)
- Pictures/inspiration from student site visit.
- Laptop
Food Technology
- BYOD or school computer
- Canva
- Notes and photographs from site visit
- Exemplar of infographic layout
- Exemplar for teacher to look at to answer student enquiries on what to include in their infographics
- Projector/Computer screen
- Website links provided for resources on recipes students can modify
- List of traditional ingredients/bush foods students can use to modify their recipe

History
- Stolen Generations Slideshow (USB provided)
- Stolen Generations quick outline sheet
- Website link:
http://www.stolengenerationstestimonies.com
- Available textbooks & devices in the classroom (student research)
- Group work worksheet/scaffold

Music
- Demo Indigenous instruments
- BYOD or school computers (for recording and composition)
- Garage Band program
- Sound samples from site visit
- Information sheet (plants used to make Aboriginal Instruments)

PD/H/PE (Practical)
- Stories of Indigenous Australians playing traditional games (4 excerpts provided)(Activity 1)
- Equipment list detailing the objects students can use (Activity 2)
- Game design scaffold (Activity 2)
- Group roles scaffold (Activity 2)
- CHANGE-IT Principle scaffold (Activity 2)
- 4x Volleyballs
- 6x Soccer balls
- 15x Tennis balls
- Refer to page 8-12 for Activity 3 Worksheets.
- Kahoot: https://play.kahoot.it/#/k/f79c5e02-7919-41c2-a4b6-fea1f900ec8a
- BYOD
- A4 Paper
- Pens/pencils
- Whiteboard markers
Targeted outcomes

Food Technology:
4.4.1 collects, interprets and uses information from a variety of sources
4.4.2 communicates ideas and information using a range of media and appropriate terminology
4.5.1 uses appropriate techniques and equipment for a variety of food-specific purposes

History:
HT4-3- describes and assesses the motives and actions of past individuals and groups in the context of past societies
HT4-4 - describes and explains the causes and effects of events and developments of past societies over time
HT4-7 - identifies and describes different contexts, perspectives and interpretations of the past
HT4-9 - uses a range of historical terms and concepts when communicating an understanding of the past
HT4-10 - selects and uses appropriate oral, written, visual and digital forms to communicate about the past

Music:
4.4 - demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing
4.6 - experiments with different forms of technology in the composition process

PD/H/PE:
PD4-4 Refines, applies and transfers movement skills in a variety of dynamic physical activity contexts
PD4-10 Applies and refines interpersonal skills to assist themselves and others to interact respectfully and promote inclusion in a variety of groups or
contexts

English Lesson 2/12

EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
EN4-4B makes effective language choices to creatively shape meaning with accuracy, clarity and coherence
EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts
EN4-7D demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it
EN4-8D identifies, considers and appreciates cultural expression in texts

English Lesson 12/12

EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and
technologies
EN4-7D demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it
EN4-8D identifies, considers and appreciates cultural expression in texts
EN4-6C identifies and explains connections between and among texts

PDHPE (Theory)
4.6 - Recognises how contextual factors influence attitudes and behaviours and proposes strategies to enhance health, safety, wellbeing and
participation in physical activity
4.7 - investigates health practices, behaviours and resources to promote health, safety, wellbeing and physically active communities

Visual Arts (Theory)

4.1 uses a range of strategies to explore different artmaking conventions and procedures to make artworks
4.2 explores the function of and relationships between the artist – artwork – world – audience
4.4 recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts
4.7 explores aspects of practice in critical and historical interpretations of art
4.8 explores the function of and relationships between artist – artwork – world – audience
4.9 begins to acknowledge that art can be interpreted from different points of view

Visual Arts (Practical)

4.3 makes artworks that involve some understanding of the frames
4.4 investigates ways to develop meaning in their artworks
4.6 selects different materials and techniques to make artworks.

Geography
4.1 locates and describes the diverse features and characteristics of a range of places and environments
4.6 explains differences in human wellbeing
SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND CONNECTIONS
OBJECTIVES ASSESSMENT TO 8 WAYS
Lesson 1 Site Visit Location: Australian Botanic Gardens, Mount Annan

Focus Area: The Connections Gardens, The Stolen

Generation Memorial, The Fruit Loop Garden and
Yandel’ora Meeting Place

Lesson Overview: Students will split into groups and

guided by a teacher around the four focus areas of the
gardens that are relevant to the teaching and learning of the
lessons to follow. They will be undertaking various
activities to deepen their knowledge and understanding of
the life of Aboriginal people. Students will take photos of
various objects including plants, information boards and
statues, as well as conduct sound captures that will be used
in the various lessons to follow. They will also be required
to take notes down and reflect on their day at the Botanic
Gardens which will also be used as resources for various
activities in this unit.

Content:
1. The Connections Gardens  students will take
photos of various trees, plants and information
boards on the different uses of trees and plants by
Aboriginal people including food, tools, transport
and health that will be used as resources in their
PDHPE, Food Technology and Geography lessons.
Students will also capture various sounds within the
gardens with their devices that will be used in their
music lesson.
2. The Stolen Generations Memorial  students will
take notes and images of quotes seen at the Stolen
Generations Memorial. Students are to reflect on
not only their feelings but also think about how the
 families would have felt in this time and the
emotions Aboriginal people would have gone
through. Students are to study the various artworks
displayed around the memorial to be used as
reference in their art lessons. The notes students
take and photographs they take will also be used as
references in their History lesson.
3. The Fruit Loop Garden  Students will photograph
various plants within the garden that were used as a
food or health source for Aboriginal People. They
will use these foods as the basis for the activities in
the food technology lessons on the traditional and
contemporary use of native bush food.
4. Yandel’ora Meeting Place  students will take
notes on the meaning of Yandel’ora and its
importance to Aboriginal People. Students will also
reflect on what happens at Yandel’ora and what are
some modern meeting places in society that will be
used in their Geography lesson.

Assessment for Learning:

- Students photograph , capture sound and take notes
of the various features of the Botanic Gardens
important for the lessons to follow the site visit

Resources Needed:
- Phones or iPads
- Notebook and pen
- Map of the gardens available at the gardens
- Estimated run-sheet of the day
- Roll Call roll
Lesson 2 English  Respond to and compose
texts
Creative Writing • explore the
interconnectedness of
Country and Place, People,
Identity and Culture in texts
including those by
Aboriginal and Torres Strait
Islander authors
(ACELT1806)
explore and appreciate the ways
different cultural stories, icons,
Aboriginal images and
significant Australians are
depicted in texts
 Understand and apply
knowledge of language
forms and features
use increasingly sophisticated
verbal, aural, visual and/or
written techniques, eg imagery,
figures of speech, selective
choice of vocabulary, rhythm,
sound effects, colour and design,
to compose imaginative texts for
pleasure
Location: Classroom
Focus Area: Creative writing through Dadirri
Lesson Overview: Students are engaged in Indigenous
culture from the beginning of the class as they are asked to
reflect on pictures, stories and quotes shown on the board.
Students are to research the culture, participate in cultural
practices and create a piece of writing.
Content:
1. Students look at pictures, stories and quotes put on
the board to begin to think about Indigenous
culture.
2. Students think-pair-share on research they have
found regarding Indigenous culture.
3. Students to watch a video explaining the use of
Dadirri, from there are to participate in the exercise.
4. Students are to create a piece of writing that reflects
on their Dadirri and the Indigenous culture, while
also thinking of their visit to the Botanic Gardens
and using sites around the Gardens as inspiration
for their stories.
Assessment for learning:
- Students are assessed on their ability to research and
gather information regarding Indigenous culture.
- Students are assessed on their creative writing tasks and
how they incorporated their site visit into their story.
Resources needed:
- Pictures, stories and quotes (Source A).
- Dadirri YouTube video (Source B)
- Student devices (computer or phone)
- Pictures/inspiration from site visit.
Individual Lesson Plan – Brady Webb 18374995
Lesson 3 Music 4.4 demonstrates an
Composing – understanding of musical
Mandatory Course concepts through exploring,
experimenting, improvising,
organising, arranging and
composing
4.6 experiments with different
forms of technology in the
composition process
Students learn to:
- experiment and
improvise both
individually and in
groups using stimulus
characteristic of the
repertoire studied
- organise musical ideas
into simple compositions
both individually and in
groups
- explore forms of musical
notation, including
computer-based
applications, as a method
of recording their own
musical ideas
Location: Computer room or classroom (BYOD)
Focus Area: Indigenous Instruments and Sounds
Lesson Overview: Students discuss, explore and conduct
research into the instruments used by Aboriginal and
Torres Strait Islander peoples and how they were made
(site visit). Students have the opportunity to feel,
experience (and record) some of the Indigenous
instruments. Students also have an opportunity to compose
their own ATSI inspired song. By the end of the lesson,
students should understand the instruments used by
Indigenous peoples, how they were made and what sounds
may influence Indigenous music.
Content:
1. Students research and discuss the instruments used
by Indigenous peoples and the plants, trees and
methods required in the production of these
instruments.
2. Students discuss the importance of music in culture
and identify sounds relevant and significant to
Aboriginal peoples.
3. Using sound samples from the site visit, and
recordings of Aboriginal instruments, students
compose an ATSI inspired song on Garage Band.
Assessment for Learning:
- Students assessed on their working composition of
their song. Students must use music fundamentals
to demonstrate their learning and must include
sound samples relevant to the Indigenous content.
- Teacher to observe student research and ensure
students are incorporating collected resources from
the site visit.

SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT
OBJECTIVES
Lesson 4 PDHPE (Theory) Outcomes
4.6: Recognises how contextual
factors influence attitudes and
behaviours and proposes
strategies to enhance health,
safety, wellbeing and
participation in physical activity
4.7: Investigates health
practices, behaviours and
resources to promote health,
safety, wellbeing and physically
active communities
Syllabus content
Examine factors that influence
health and wellbeing
- Describe health and its
dynamic nature
- explore the term
‘wellbeing’ and examine
Resources Needed:
- Demo Indigenous instruments
- BYOD or school computers (for recording and
composition)
- Garage Band program
- Sound samples from site visit
- Information sheet (plants used to make Aboriginal
Instruments)
INTEGRATED TEACHING, LEARNING AND CONNECTIONS
ASSESSMENT TO 8 WAYS
Location: PDHPE room with desks and access to the
school internet.
Focus Area: Healthy, safe and active lifestyles
Lesson Overview:
Students explore the complex concept of Health. Students
beginning the lesson by defining how they perceive Health
using images they have extracted from the site visit in
Lesson 1. Students will address the questions of why they
selected the image? What specific aspects of the image
define health? And how they are significant in relation to
health. Students will further challenge their notion of
health by exploring the diverse native flora seen at the
Australian Botanic Gardens. Students are required to
display high-order thinking and analyse different methods
native flora was utilised by Indigenous Australians to aid
their health prior to the European Invasion. Students will
use the information they interpreted, collected and
collaborated to create a ‘Survival Kit’ they would need if
we were to re-wind time to before the European Invasion.
 factors that contribute to
overall wellbeing
- examine how contextual
factors influence attitudes
and behaviours towards
health and wellbeing
Investigate the benefits of a
balanced lifestyle and explore
strategies that contribute to
community health, wellbeing
and participation in a lifetime
of physical activity
- describe the components of
a balanced lifestyle and use
ICT tools as appropriate to
promote the contribution of
regular physical activity to
health and wellbeing
- discuss the physical, social,
emotional and spiritual
benefits of being active in
outdoor and natural
environments to
community health and
wellbeing
Plan and use health practices,
behaviours and resources to
enhance the health, safety,
wellbeing and physical activity
participation of their
communities
Content:
4. students will define through their own perception
the meaning of health using images students
collected from the site visit.
5. In groups students will identify the different factors
affecting an individual’s health.
6. Students will utilise native flora from the site visit
to investigate Aboriginal health prior to the
European Invasion.
7. Students will use the information they extracted
from the prior activity to create a survival kit which
would be effective in the time period prior to the
Invasion.
Assessment for Learning:
- In activity 3, student’s ability to identify more than
one resource to use from their selected plant.
- For activity 4; Students transfer the information
they have learnt in activity 2 and 3 to create a
survival kit that includes water, shelter, clothing,
food and aid.
Resources Needed:
- Refer to page 8-12 for Activity 3 Worksheets.
- Kahoot: https://play.kahoot.it/#/k/f79c5e02-7919-
41c2-a4b6-fea1f900ec8a
- BYOD
- A4 Paper
- Pens/pencils
- Whiteboard markers
- HDMI cord
- Book - Bush Food: Aboriginal Food and Herbal
Medicine
 Individual lesson plan: Rayanne Alameddine 18351750
- Investigate different
approaches and develop
personal plans for
promoting their own
positive mental health and
wellbeing
- research and plan a variety
of nutritional and physical
activity options to promote
the health of young people
in the wider community
- identify and plan
preventive health practices
and behaviours that assist
in protection against
disease.

Appreciate and understand

the nature of health and
wellbeing as defined by their
peers and the wider
community
- explore the different
perceptions of health and
wellbeing and examine the
relationship between
cognitive, physical, social,
emotional and spiritual
components of health
Lesson 5 Food Technology Use of foods native to Australia Location: Computer room or classroom and hire school
- Investigate traditional computers for those students whom do not have BYOD
and contemporary use of
native/bush foods Focus Area: Food In Australia

Lesson Overview (Post Site Visit)

Students will further their knowledge of traditional use of
native and bush foods in Australia learnt at the Australian
Botanic Gardens. Students will choose one of the native
bush foods they discovered on their site visit and conduct a
research task to investigate the traditional uses of their
chosen foods and the contemporary uses of the same
chosen foods.

Content:
1. Reflect and summarise findings from site visit
through sharing experiences from the site visit.
2. In groups of 2-3, students choose one of the native
bush foods they discovered and research traditional
and contemporary uses of the bush food
3. Students create an infographic and present their
infographics next lesson

Assessment for Learning

- Students assessed on their contribution to
infographic
- Teacher goes around and checks how students are
going and if they are including traditional and
contemporary use of bush food

Resources Needed:
- BYOD or school computer
- Canva
- Notes and photographs from site visit
- Exemplar of infographic layout

Lesson 6 Food Technology Use of Foods Native to Australia
- Investigate traditional
and contemporary use of
native/bush foods
- Modify a recipe to
include traditional
ingredients/bush foods
- Exemplar for teacher to look at to answer student
enquiries on what to include in their infographics
INDIVIDUAL LESSON PLAN- EMMA PAGE
18346510
Location: Computer room or classroom and hire school
computers for those students whom do not have BYOD
Focus Area: Food In Australia
Students will further their knowledge of traditional use of
native and bush foods in Australia learnt at the Australian
Botanic Gardens. In their groups, students will present
their infographics to the class in a 2-3min presentation on
their native/bush food. By the end of the presentations, all
students should have learnt something on a different
native/bush food they did not create an infographic on. In
the second half of the lesson, students will research
recipes, savoury or sweet, and will select one. Students
modify a recipe to include traditional ingredients/bush
foods.
Content:
1. Group presentations of traditional/contemporary
native/bush foods
2. Students research sweet or savoury recipes and
select one and modify the recipe to include
traditional ingredients/bush foods
3. As a group, the class share their original recipes and
how they have modified the recipe
Assessment for Learning:
- Students assessed on infographic presentations
including if they have included traditional and
 contemporary uses of native/bush food and
included photographs
- Students assessed on if they have modified a recipe
to include traditional ingredients/bush food

Resources needed:
- Projector/Computer screen
- BYOD or school computer
- Website links provided for resources on recipes
students can modify
- List of traditional ingredients/bush foods students
can use to modify their recipe

Time:
- Presentations (30min)
- Recipe modification (15min)
- Recipe group circle (15min)
SYLLABUS SYLLABUS KEY OUTCOMES/
OBJECTIVES CONTENT
Lesson 7 Geography Investigate the influence
of social connectedness
and community identity
on the liveability of
places, for example:
(ACHGK046) -
identification of the
characteristics of places
that influence community
identity eg culture,
environment, public
events, religious beliefs -
discussion of factors that
enhance social
connectedness eg
transport, technology,
open spaces, meeting
places, employment
INTEGRATED TEACHING, LEARNING AND CONNECTIONS
ASSESSMENT TO 8 WAYS
Location: Classroom – BYO laptop devices.
Focus Area: Place and liveability
Lesson Overview: Students analyse characteristics of
community that promote social connectedness and
influence community identity. Students reflect on their
own experiences and knowledge of non-indigenous,
Western society community and create links between the
lesson content and their background knowledge.
Students then develop a connection with this to the
characteristics of Indigenous Australian community and
compare and contrast the characteristics of today’s
Western society. Students consider the changes that
have occurred from the pre-colonial era of Aboriginal
communities to the communities of today in the way they
operate, function and differ in levels of social
connectedness and community identity.
Content:
- Students watch video on modern day community
and students note characteristics of community
while creating a mind-map
- Students in groups recount on the site visit to
Botanical Gardens Mt Annan with reference to
photographs provided by teacher. Following
this, students engage in research task finding
information on characteristics of community for
Indigenous Australian people in pre-colonisation
period through creating a Canva infographic
resource
- Students in groups engage in activity utilising
 choice of roleplay or narrative building exercise
to explore the differences between pre-
colonisation period Indigenous Australian
community and modern-day Western society
community and reflect on reasons why.
Assessment for Learning:
- Teacher observation during class discussions
and research tasks
- Pre-assessment of background knowledge
through mind-map exercise
- Teacher assesses depth of detail included in
Canva infographic
- Teacher considers level of reflection through
responses to reflection questions and role play
through links and connections to content
provided

Resources
- YouTube video link:
https://www.youtube.com/watch?v=jiCuTW9-
FX8
- Sticky notes
- Characteristics of community mindmap
- Canva Infographic teacher model/scaffold
- Roleplay/narrative reflection sheets

Individual Lesson Plan Robert Vai 17996785

Lesson 8 History THE STOLEN Location: Classroom - borrow school computers for
GENERATIONS those students whom do not have BYOD
Depth Study 6d: explain the results of
Aboriginal and colonisation for the Focus Area: The Stolen Generations memorial
Indigenous Peoples, chosen Indigenous people
Colonisation and Contact and non-Indigenous Lesson Overview: Students reflect on their experience
History pp. 77 peoples at the Stolen Generations memorial at the Australian
using a range of sources, Botanic Gardens site visit. This lesson addresses the
describe some of the
differing experiences of
contact between
Aboriginal and Torres
Strait Islander peoples and
non-Aboriginal peoples
describe and assess the
life of ONE Aboriginal
and Torres Strait Islander
individual in contact with
the British colonisers
history and the social and cultural implications of
colonisation in Australia and more specifically the
events occurring between 1905 and 1970 (the Stolen
Generations). By the end of the lesson, students should
have a sound understanding of the interaction between
Indigenous and non-Indigenous peoples at that time,
and how it has impacted our current perceptions,
attitudes and cultural identity. Students discuss the
importance of the memorial and apply their knowledge
to design their own tribute to the individuals effected in
the Stolen Generations.
Content:
- Students watch testimonies from Indigenous
peoples who were taken from their families.
- Students research Indigenous perspectives and
stories from the Stolen Generations time period
(group work)
- Students design, present and justify a new
memorial feature that pays tribute to those
effected by the Stolen Generations. (group work
assessed by the teacher)
Assessment for Learning:
- Teacher observation during class discussions
and research tasks
- Students assessed on their memorial design and
group presentation.
- Can students apply their knowledge to a
significant task and justify their ideas with
cultural sensitivity?
Resources
- Stolen Generations Slideshow (USB provided)
- Stolen Generations quick outline sheet (resource
 A)
- Website link:
http://www.stolengenerationstestimonies.com
- Available textbooks & devices in the classroom
(student research)
- Group work worksheet/scaffold x 8 (resource b)

INDIVIDUAL LESSON PLAN- ALEXANDRA

KELLY 18469615

Lesson 9 Visual Arts Theory Students will develop Location: Visual Arts Classroom
knowledge,
understanding and skills Focus Area: The Conceptual Framework and The
to make artworks Frames in relation to The Stolen Generations
informed by their Memorial Mural and Mural Artist Badger Bates.
understanding of practice,
the conceptual framework Lesson Overview: The students are given the
and the frames opportunity to reflect upon the site visit to the Mt Annan
 4.1 uses a range of Botanical Gardens through a variety of photographic
strategies to images from the Stolen Generation Memorial involving
explore different the landscape, the mural and the artist. The Visual Arts
artmaking lesson allows students to analyse and interpret the
conventions and mural from three different frames such as The
procedures to Subjective frame, The Structural frame and The
make artworks Cultural frame in order to gain meaning. The students
 4.2 explores the are able to observe the connections between the artist,
function of and the artwork, the world and the audience and how the
relationships artist used his personal experiences as a source for
between the artist creation. The students will learn how interpretations,
– artwork – world perspectives and viewpoints differ from individual to
– audience individual, are subjective and can be personally linked
 4.4 recognises and and expressed through artwork. On the completion of
uses aspects of the the lesson the students should have developed a sound
world as a source understanding in relation to the relationships between
of ideas, concepts the artist-artwork-world and audience stemming from
 and subject matter historical events such as The Stolen Generation, the
in the visual arts artist Badger Bates, basic background knowledge into
 Students will Badger Bates history and personal experiences and
develop different interpretations of artwork through The
knowledge, Subjective, Structural and Cultural frames. At the
understanding and conclusion of the lesson, the students should have
skills to critically attained basic knowledge about the emotional and
and historically physical effects about the hardships Indigenous
interpret art Australians have faced due to The Stolen Generation
informed by their and how this is connected to Art.
understanding of
practice, the Content:
conceptual
framework and the - Students observe photographic images from the
frames site visit which foster reflection.
 4.7 explores - Students learn basic knowledge about the
aspects of practice subjective frame and share their thoughts in
in critical and pairs and then as a collective group oral sharing
historical circle.
interpretations of - In pairs, students gain basic information about
art the structural frame such as identifying elements
 4.8 explores the of design and how this impacts perspective of
function of and the mural. Students to present this information in
relationships a concept map on the resource Popplet.
between artist – - Students use a device to research the Mural
artwork – world – Artist Badger Bates and fill out a worksheet
audience scaffold “Research an Aboriginal Artist”.
 4.9 begins to - Students visit the interactive website “Art Kids”
acknowledge that to learn about The Conceptual Framework and
art can be participate in group Kahoot quizzes.
interpreted from - Students answer 5 reflection questions as an exit
different points of pass.
view Assessment for Learning:
- Students are assessed via informal formative
assessment which is evident through teacher
 observations during group work, think pair and
share activities, class discussions and the
research task.
- Students additionally assessed through
questioning, oral responses, creatively and via
written forms.
- Students assessed through Popplet concept map
which is uploaded to google classroom.
- Students assessed via Kahoot quiz.

Resources
- Students bring own devices or borrow them
from school resources.
- Resources 1-10 (see lesson plan for more detail).
- Teacher provides photographic images of site
visit.
- Research an Aboriginal Artist worksheet
scaffold provided by teacher.
- The Frames Subjective, Structural and Cultural
frames infographic provided by the teacher.
- Popplet Website.
- Art Kids website and Kahoot quizzes.
- Exit ticket provided by teacher.

INDIVIDUAL LESSON PLAN- MIA KATAR

17432825

SYLLABUS SYLLABUS KEY OUTCOMES/ INTEGRATED TEACHING, LEARNING AND CONNECTIONS

OBJECTIVES CONTENT ASSESSMENT TO 8 WAYS
Lesson 10 Visual Arts Practical Students will develop Location: Visual Arts Classroom
knowledge, understanding
and skills to make Focus Area: The Conceptual Framework and The
artworks informed by their Frames in relation to The Stolen Generation
understanding of practice, Memorial Mural.
the conceptual framework
and the frames. Lesson Overview: The students are given the
opportunity to extend upon their knowledge from last
 4.3 makes artworks lesson about The different types of frames and The
that involve some Conceptual Framework by applying this knowledge
understanding of the through kinaesthetic forms. The students will be given
frames the opportunity to create their own miniature sized
 4.5 investigates ways mural using clay to express an experience, emotion or
to develop meaning in object that has impacted their own life in any way,
their artworks shape or form, similarly like the Mural that was
 4.6 selects different created to represent a historical happening in Badger
materials and Bates’s life. The miniature mural can be created to
techniques to make represent The Cultural Frame if one may wish to
artworks. incorporate cultural values into their artwork. The
students may want to incorporate personal values,
beliefs or experiences through The Subjective
Framework where students will be able to make a
connection between themselves, the world and the
artwork. Further, the students may wish to incorporate
different elements of design in relation to The
Structural framework as a form of expression using
design. Following the conclusion of the lesson, the
students should have attained sound knowledge about
how personal and emotional experiences can be
expressed through artwork by using a range of
different artistic techniques and how these can be
represented to emphasise meaning.

Content:
- Students to fill out a worksheet scaffold to
assist them in identifying an experience, event
or object that has impacted their life. The
 worksheet will involve the students to write a
few sentences about the experience, event or
object etc. that they are basing their miniature
mural on and what it means to them.
- Students to complete the remainder of the
worksheet scaffold which has the headings; The
Subjective Frame, The Cultural Frame and The
Structural Frame. Students to fill this table in
using words about how their artwork will fit
into some or each of the frames in some way or
another.
- Students to sketch a rough design of what their
mural is going to look like.
- Students receive clay and clay utensils from the
teacher and begin to mould and construct their
miniature mural.

Assessment for Learning:

- Teacher to collect/sight the students scaffolding
worksheet.
- Teacher to view students sketch of miniature
mural in their diaries- Teacher can prompt
questioning and/or discussion with student.
- Students to be assessed and given a mark out of
10 in relation to the miniature mural and how it
incorporates elements of The Frames and The
Conceptual Framework in relation to their
experience, event or object that they have
chosen.

Resources
- Sketching Material e.g. Pencil, Eraser,
Sharpener
- Artwork Diaries.
- Worksheet Scaffold in relation to planning their

Lesson 11 PD/H/PE PD4-4 Refines, applies
and transfers movement
skills in a variety of
dynamic physical activity
contexts
PD4-10 Applies and
refines interpersonal skills
to assist themselves and
others to interact
respectfully and promote
inclusion in a variety of
groups or contexts
 Practise and apply
interpersonal skills
when undertaking a
range of roles in
physical activities
(ACPMP086)
- participate in
initiative/challenge
physical activities
designed to develop
teamwork, cooperation
and problem-solving S
IM
- adopt roles and
responsibilities that
support and enhance
planning of physical
activities, team
cohesion and lead to
successful movement
miniature mural- Teacher to provide.
- Teacher to provide clay and clay utensils.
Location: Oval
Focus Area: Traditional Games played by
Indigenous Australians
Lesson Overview: Students expand their knowledge of
traditional uses of native Australian plants by playing
games that Indigenous Australians created using plant
matter such as grass, fruits and bark. By the end of the
lesson students will have learnt different games played
by Indigenous Australians and appreciate how they
created objects from natural resources for the purpose
of recreation.
Content:
- Firstly students play the game Kai. Students
highlight the similarities between Kai and sports
that they are familiar with through a class
discussion (5min).
- Secondly students in four even groups read
excerpts from old journal articles and newspapers
that detail first person encounters of watching and
playing Indigenous games. Students then have to
interpret the excerpt and start playing the game that
has been described in the text (15min).
- Lastly students in groups create their own game
using natural resources that were available to
Indigenous Australians. Each natural object is
represented by a piece of equipment for example
the Kai fruit is represented by a volley ball.
Students then explain and play their games with the
class (35min).
Assessment for Learning:
 outcomes I M - Teacher observations during game-play/design
- apply an understanding - Teacher asking questions throughout the lesson to
of verbal, physical and ensure students have a good understanding of each
situational cues to task.
identify and - The teacher facilitates a discussion at the end of the
appropriately respond lesson to reinforce what students have learnt
to the feelings and Resources Needed:
motives of others - Stories of Indigenous Australians playing
when working in a traditional games (4 excerpts provided)(Activity 1)
team or group I M - Equipment list detailing the objects students can
- participate in physical use (Activity 2)
activities including - Game design scaffold (Activity 2)
competitive and non- - Group roles scaffold (Activity 2)
competitive, individual - CHANGE-IT Principle scaffold (Activity 2)
and team activities and - 4x Volleyballs
evaluate the degree to - 6x Soccer balls
which they meet their - 15x Tennis balls
needs and interests S I - 2 footballs
M - 2 hula-hoops
- 2 Sponge Ball
- 2 Cricket Bats
- 2 Frisbees
- 25 markers
- 10 red bibs
- 10 blue bibs

INDIVIDUAL LESSON PLAN- CAMERON

WALLACE 17698724
Lesson 12 English Respond to and compose Location: Classroom
texts
Analysing and • use comprehension Focus Area: Analysing and interpretation of texts
interpretation of strategies to interpret
Indigenous Australian and evaluate texts by Lesson Overview: Students are to analyse and
texts reflecting on the interpret texts such as poems, images and art works
 validity of content and from Indigenous culture and determine the meaning
the credibility of and importance of these pieces. Students are to use an
sources, including image of the Stolen Generation Memorial from their
finding evidence in the excursion to the Botanic Gardens.
text for the author's
point of view Content:
(ACELY1723,
ACELY1734) 1. Students to read the poem given and think-pair-
• use prior knowledge share with a partner on the overall meaning of
and text processing the poem. What is the author trying to say?
strategies to interpret a Class discussion to follow, interpretation of the
range of types of texts poem.
(ACELY1722) 2. Students to look at the image of the Stolen
Develop and apply Generation Memorial. Think-pair-share with
contextual knowledge their partner, what are some aspects of the
• explain the similarities image? What does it mean? Why is it in the
and differences in shape it is? Class discussion to follow for a
meaning and language group interpretation and added comments.
between texts created 3. Students to analyse an Indigenous artwork,
for different purposes what is the meaning of the artwork? What is it a
or audiences picture of? How do you know this is what it
• investigate and means? Class discussion to follow.
explain appropriations 4. Think-pair-share on the similarities between all
into English from a three texts and how they relate to each other.
range of other cultures Class discussion at the completion.
and times
Assessment for learning:
- Students are assessed on their ability to analyse and
interpret texts.
- Students are assessed on their contribution to class
discussion, presenting their own ideas and theories.
- Students are assessed on their ability to work with
others in a group setting, working towards common
answers.