Unit of Work 102085:
Aboriginal and Culturally Responsive Pedagogies
Site Details:
The Australian Botanic Garden – Mount Annan
Narellan Rd, Mount Annan NSW 2567
Site Description:
“Yandel’ora – place of peace between peoples” – Stage 4
Group member:
1 Kirstene Ciappara - 18003316
2 Harrison Fox - 18026199
3 Guilli Zimmatore - 17581080
4 Nancy George - 17215187
5 Ebanie Bridges
Lesson plan Outline Curriculum area covered and link to your site:
number X/10:
1/10 English – Stories from Frances Bodkin’s text “D’harawal: Dreaming Stories” are explored as an
introduction to the unit, the D’harawal community and The Australian Botanic Garden – Mount Annan.
Link to Site: Frances Bodkin played a key role in the development of the site. The story behind
‘Yandel’ora’ is also explored and this was the name given to Mount Annan by the D’harawal people.
2/10 History – Students will learn about the History of D’harawal country and its landscape features. This
lesson will have a strong focus on Indigenous history, culture and languages.
Link to Site: The activities in this lesson specifically link to the site as students will analyse the features
of the D’harawal history and its landscape when at The Australian Botanic Gardens – Mount Annan.
7/10 History – Students will embark on an educational and cultural journey by attending the Stolen
Generation memorial. In doing so, they will engage with the history of the events of the Stolen
Generations first hand.
Link to Site: Students will be able to undertake the Stolen Generations memorial walk during this
lesson and in doing so, will be able to effectively engage with the site.
8/10 English – Students will address the History of the Stolen Generation, their own culture and identity;
intertwining their understanding and information gathered, they will portray this through different
mediums.
Link to Site: Students will be informed about the D’harawal people and the history of the land.
Students will use their surroundings and obtained knowledge to construct different types of both
verbal and written explanations of the site.
9/10 PDHPE – This lesson focuses on healthy eating as well as the relationship that nutrition has with health,
which is part of the required content for outcome 4.6.
 Link to Site: Students will be introduced to how the D’harawal people utilised plants and bush foods
that were (and can still be) found at The Australian Botanic Garden – Mount Annan.
Unit Description:
This integrated site program focuses on The Australian Botanic
Garden – Mount Annan, in particular The Stolen Generations
memorial and The Fruit Loop Centre at the site. Throughout this
unit, students learn about the experiences of the D’harawal
people; the local Aboriginal community who are the traditional
owners of The Australian Botanic Garden – Mount Annan
(among the Cardinal and Dharug people respectively). Students
will engage with stories from The Stolen Generations
encountered by the D’harawal people. Students will also learn
about how the D’harawal people utilised the land, plants and
bush foods of The Australian Botanic Garden – Mount Annan,
past and present.
Time Allocation : 10  60-minute lessons.
Resources:
Information on local historical sites, including from the local council and the local historical
society.
History:
 Online link: Our shared history timeline: :
http://shareourpride.reconciliation.org.au/sections/our-shared-history/
 Online link: Indigenous languages- https://aiatsis.gov.au/explore/articles/indigenous-
australian-languages
 Indigenous Australia interactive map: http://www.abc.net.au/indigenous/map/
 Introduction to D’harawal: http://brettrolfe.com/wp-
content/uploads/2012/01/mteach_Dharawal-Resource.pdf
 Online link: Stolen Generation timeline: https://www.sbs.com.au/news/timeline-stolen-
generations
 First Australians video source:
http://www.programs.sbs.com.au/firstaustralians/content
English:
 Text: “D’harawal: Dreaming Stories” by Frances Bodkin.
 Online Link: Different ‘Stolen Generation’ stories by various authors:
https://www.creativespirits.info/aboriginalculture/politics/stolen-generations-stories
PDHPE:
 World Health Organisation Definition of Health – http://www.who.int/about/mission/en/
 Natural Aboriginal Healthy Strategy Definition of Health –
http://www.ahmrc.org.au/index.php?option=com_content&view=article&id=35&Itemid=37
 “Bush food is really really good” –
https://youtu.be/h_y9nnPOz6A
 Yulunga Indigenous Games Resource –
https://www.sportingschools.gov.au/resources-and-pd/schools/yulunga
Targeted Outcomes:
History:
 HT4-1- Describes the nature of history and archaeology and explains their contribution to an understanding of the past
- Students list a range of sources used by archaeologists and historians in historical investigations

 HT4-5- identifies the meaning, purpose and context of historical sources

- Students locate and describe a variety of sources for ancient Australia, eg animal and human remains, tools, middens, art and stories and sites related
to the Dreaming

 HT4-6- uses evidence from sources to support historical narratives and explanations
- use the process of historical investigation to examine at least ONE historical controversy or mystery

 HT4-8- locates, selects and organises information from sources to develop an historical inquiry
- Students investigate a variety of sources that reveal Australia's ancient past.

 HT4-9 uses a range of historical terms and concepts when communicating an understanding of the past
- Students locate and describe a variety of sources for ancient Australia related to stories of Dreaming.

 HT4-10- selects and uses appropriate oral, written, visual and digital forms to communicate about the past
- Students use a range of sources to communicate about the nature of Australia's ancient past.
English:
 EN4-3B – Uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts.
- Explore texts that include both Standard Australian English and elements of other languages, including Aboriginal English.

 EN4-8D – Identifies, considers and appreciates cultural expression in texts.

- Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors.

 EN4- 5C - thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts

PDHPE:
 4.6 – A student describes the nature of health and analyses how health issues may impact on young people.
- Learn About: The nature of health – the interaction of cognitive, physical, social, emotional and spiritual components; differences in perceptions of health, e.g
emphasis on physical aspects.
- Learn To: Construct a personal meaning of health by exploring a range of community and accepted definitions.
- Learn To: Examine the relationship between the cognitive, physical, social, emotional and spiritual components of health.
- Learn About: Defining health food habits; nutritional requirements; the relationship of food habits to health; cultural and social meanings of food.
- Learn To: Recognise the cultural and social influences on food choices.

 4.14 – A student engages successfully in a wide range of movement situations that displays an understanding of how and why people move.
SYLLABUS OBJECTIVES SYLLABUS KEY INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OUTCOMES/CONTENT TO 8 WAYS
Lesson 1 English  EN4-3B – Uses and Lesson Overview: Learning Maps
(Pre-Site) describes language This lesson will introduce the students to Frances Bodkin – a
forms, features and descendant of the D’harawal people and educator of
structures of texts D’harawal knowledge. Students will examine various stories
appropriate to a from Bodkin’s text “D’harawal: Dreaming Stories” regarding
range of purposes, D’harawal culture and lessons, connection to the land as
audiences and well as the concept of ‘Yandel’ora’.
contexts. Story Sharing
- Explore texts that Site Link:
include both Frances Bodkin played a key role in the development of
Standard Mount Annan Botanic Gardens. ‘Yandel’ora’ is also the name
Australian English given to Mt Annan by the D’harawal people.
and elements of
other languages, Content/Activities:
1. Acknowledgement of country. Land Links
including
Aboriginal English. 2. Introduction to learning map for unit and visual
 EN4-8D – image for lesson one.
Identifies,
considers and
appreciates
cultural expression Symbols, Images
in texts. and Metaphors
- Explore the
interconnectedness
of Country and
Place, People, 3. Students will research Frances Bodkin in pairs. As a
Identity and class, create a mind map of their findings.
Culture in texts 4. Teacher to instruct students to sit in circle (moving
including those by chairs if required) to establish a ‘yarn circle’. Community Links
Aboriginal and 5. As a class, read “Law stories and their importance”
Torres Strait (pp.2-3).
Islander authors. 6. Teacher to prompt discussion about stories that
students were told whilst growing up.
 7. As a class, read “Talara’tingi – How the Flannel Non Linear
Flower came to be” (pp. 27-29).
8. Students to identify literary techniques in this text to
develop a deeper understanding of the story.
9. As a class, read “Yandel’ora – The Land of Peace
between Peoples” (pp. 20-23).
10. Teacher to prompt discussion about what this story
teaches the People and what Peace between
Peoples look like.
11. Students to draw a picture/symbol of what they
perceive “Yandel’ora” to look like after reading this
story. Teacher to make link between “Yandel’ora”
and The Australian Botanic Garden – Mount Annan
whilst students are drawing picture.

Assessment for Learning:

- Group discussion.
- Teacher observation.
Lesson 2 History  HT4-1: Describes Lesson Overview: In this lesson, students will draw on their Learning Maps
(Pre-Site) the nature of prior knowledge of Indigenous Australia. Students will
history and develop this knowledge by learning about the history and
archaeology and importance of Indigenous languages to Indigenous culture
explains their They will also develop their understanding of the history of
contribution to an the D’harawal people and their connection to the land.
understanding of
the past. Site Link: Symbols and
- Students will use a Students will develop an understanding of how the images
range of sources to D’harawal people utilised the land that is now known as The
investigate Australian Botanic Garden – Mount Annan.
Australia’s Ancient
past and identify Content/Activities:
how these sources 1. Acknowledgement of country. Land Links
contribute to our 2. Revisit the learning map for the unit and focus on
understanding of the image for lesson two.
the past. Sources
will include
 Indigenous Community links
language and the
history of
D’harawal.
 HT4-5: identifies
the meaning,
purpose and Story Sharing
context of
historical sources.
- Student will
discover the 3. Students will observe the “our shared story
meaning and slideshow”. This slide show will provide a detailed
purpose of account of Australia’s history. From this slide show,
Indigenous students will be asked to record 5 unknown
languages and how facts/events and to share these with the class. This
important these will enable the teacher to determine the student’s
languages are to prior knowledge of Australia’s history. During the
culture. Students slide show, the teacher will highlight that the events
will also discover of the Stolen Generations will be a focal point later
the history of in the unit as the site has a Stolen Generations
D’harawal which memorial.
will provide a 4. Students will learn about the history of Indigenous
context of how languages through the source: Australian Institute of
vastly different the Aboriginal and Torres Strait Islander Studies. This
landscape in activity will include a short video outlining the
Australia was prior importance of language within Indigenous culture.
to colonization. Students will complete a worksheet focused on the
 HT4-9: uses a range history of Indigenous languages.
of historical terms 5. In this activity students will learn about the history
and concepts when of D’harawal. In this activity Students will use ICT to
communicating an analyse an interactive map in which they will need
understanding of to identify and locate where D’harawal is. Students
the past. will also have to conduct research in this activity and
- Students will learn will be asked to complete a worksheet. In this work
the meaning of sheet students will need to identify the language
concepts such as spoken in D’harawal country, the geography of
 country and totems D’harawal, the structure of family, the roles of men
in this lesson. This and women and also to identify what the D’harawal
is crucial in landscape looked like and what kind of flora and
communicating an fauna existed on the land. This is an important
understandingof activity as students will be visiting The Australian
the past. Botanic Gardens - Mount Annan in which is on
D’harawal country.

6. Kahoot quiz – this will recap key concepts and

content of the lesson and will provide the teacher
with immediate feedback regarding student
knowledge retention.

Assessment for Learning:

- Kahoot quiz.
- Teacher observation.
Lesson 3 PDHPE  4.6 – A student Lesson Overview: Learning Maps
(Pre-Site) describes the Students will draw on knowledge learnt from the lesson
nature of health prior concerning the environment and lifestyle of the
and analyses how D’harawal people. This lesson will focus on how they utilised
health issues may their environment as a source of food and nutrition. The
impact on young students will learn about bush foods as well as their health
people. benefits/issues. Students will also begin to develop an
- Learn About: understanding of the impact of colonisation on the diet of Land Links
Healthy food Indigenous Australians.
habits; Defining
healthy food Site Link:
habits; Nutritional Students will be introduced to how the D’harawal people
requirements; The utilised plants and bush foods that were (and can still be)
relationship of food found at The Australian Botanic Garden – Mount Annan.
Symbols, Images
habits to health;
and Metaphors
Cultural and social Content/Activities:
meanings of food. 1. Acknowledgement of country.
- Learn To: 2. Revisit the learning map for the unit and focus on
Recognise the the image for lesson three.
cultural and social
influences on food
choices.

3. Through questioning, recap content from the

previous lesson regarding how the D’harawal people
utilised flora and fauna found at the site.
4. Think-Pair-Share: Ask students to consider what
traditional nutrition would have been like for
Australia’s First People. Students to brainstorm what
type of foods they think traditional Indigenous
Australians ate prior to European settlement and
discuss with their partner.
5. Teacher to go through PowerPoint with the
traditional food sources (pictures included) found at
Mount Annan Botanic Garden, which were utilised
by the D’harawal people.
6. Students to complete worksheet where they are
prompted to consider the health benefits/risks of
eating bush foods found at the site.
7. As a class, discuss the similarities and differences
between traditional and modern foods eaten by
Indigenous Australians.
8. Watch “bush food is really really good” and discuss:
https://youtu.be/h_y9nnPOz6A.
9. P.N.I – Students finish lesson by writing one positive,
one negative and one interesting point about the
lesson and content.
 Assessment for Learning:
- Teacher observation.
- Group discussion.
- Class work (e.g.work sheets).
SYLLABUS OBJECTIVES SYLLABUS KEY INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OUTCOMES/CONTENT TO 8 WAYS
Lesson 4 History  HT4-6: uses Lesson Overview: Learning Maps
(Pre-Site) evidence from This lesson will develop students’ understanding of the
sources to support Stolen Generations. The content of lesson four will draw on
historical experiences from all Indigenous groups (as opposed to just
narratives and the D’harawal people) as it was a traumatic part of all
explanations. Indigenous peoples’ history.
- Students will
analyse sources Site Link: Non Linear
that support The Australian Botanic Garden – Mount Annan is on
historical D’harawal country and has a memorial for the Stolen
narratives and Generations with the purpose of promoting healing and
explanations. This restoration for all.
lesson will
Non-verbal
incorporate an Content/Activities:
interactive map 1. Acknowledgement of country.
that shows 2. Revisit the learning map for unit and focus on the
Indigenous image for lesson four.
Australia prior to
colonization and
will strongly focus Story Sharing
on D’harawal. This
lesson will also
incorporate
perspectives,
stories and
explanations about Deconstruct
the stolen Reconstruct
generation. 3. Teacher asks students to write down what they
 HT4-8: locates, know about the Stolen Generations. Students to
selects and share what they have written as the teacher creates
 organises a mind map on the board. Students are to add to
information from their mind map if another student mentions
sources to develop something that they didn’t have written.
an historical 4. Students will analyse a timeline containing key
inquiry. dates/events of the stolen generation. Students are
- Students will to make note of at least 3 unknown dates/events of
develop their the stolen generation and share these with the rest
historical inquiry of the class.
skills through the 5. Students will view ‘The First Australians’ video
sources given in source, which conveys Indigenous perspectives on
this lesson. the Stolen Generations.
Activities in this 6. After viewing this video, students will form small
lesson require groups and will be asked to investigate personal
students to locate, stories from the Stolen Generations. As a part of this
select sources and task, groups will have to make notes of themes such
to organise as: the age of the person when they were taken
information to away, what gender they are and whether they still
formulates suffer from traumatic episodes because of this
responses. event. All groups will remain at their table and share
 HT4-9: uses a range their findings with the rest of the class.
of historical terms
and concepts when Assessment for Learning:
communicating an - Mind map/group discussion.
understanding of - Collaborative research task.
the past.
- Historical terms
and concepts are
used throughout
this lesson.
Student’s will
continue to learn
about D’harawal
country and will
learn about the
concept of the
stolen generation.
  HT4-10: selects and
uses appropriate
oral, written, visual
and digital forms to
communicate
about the past.
- This lesson
incorporates
appropriate forms
of communication
to reveal a detailed
account of history.
This lesson
incorporates the
perspectives of
Indigenous
Australians in a
visual, oral, digital
mode of
communication.
Lesson 5 English  EN4-3B – Uses and Lesson Overview: Learning Maps
(Pre-Site) describes language
forms, features and Site Link:
structures of texts The Australian Botanic Garden – Mount Annan has a
appropriate to a memorial for the Stolen Generations with the purpose of
range of purposes, promoting healing and restoration.
audiences and
contexts. Content/Activities: De-Construct Re-
- Explore texts that 1. Acknowledgement of country. Construct
include both 2. Revisit the learning map for the unit and focus on
Standard the image for lesson five.
Australian English
and elements of
other languages,
including
Community Links
Aboriginal English.
 EN4-8D –
Identifies,
considers and
appreciates
cultural expression
in texts.
 EN4- 5C - thinks
imaginatively,
creatively,
interpretively and
critically about
information, ideas
and arguments to
respond to and
compose texts
 EN4-6C – Identifies
and explains 3. Deconstructing Stories Activity: Students are
connections provided with a link to access with their devices and
between and in pairs they are to select one story. They are to
among texts deconstruct it and highlight the key ideas. Teacher
 EN4-7D – to go through one story first to model how to
Demonstrates complete the activity.
understanding of 4. Interview Activity: Students are to continue working
how texts can in their pairs and conduct an interview. They must
express aspects of include questions and responses that highlight the
their broadening key ideas from the previous story. They must also
world and their make reference to their own identity and culture,
relationships within illustrating the differences and similarities to
it Aboriginal people, their culture, identity and their
 EN4-8D – experiences. Teacher to provide examples of
identifies, questions/answers based on story that they
considers and modelled.
appreciates
cultural expression Assessment for Learning:
in texts - Class/Pair work.
- Teacher observation.
Lesson 6 PDHPE  4.6 – A student Lesson Overview: Learning Maps
(Pre-Site) describes the In the prior two lessons, students have developed an
nature of health understanding of the consequences of the Stolen
and analyses how Generations. This lesson will teach students about the
health issues may holistic nature of health. Students will learn that emotional,
impact on young social and spiritual health is vital to one’s wellbeing,
people. particularly Indigenous Australians. They will develop a
- Learn About: The deeper understanding of how denying one’s connections to Community Links
nature of health – family, culture and spirituality (as experienced by the Stolen
the interaction of Generations) can in turn, affect one’s entire wellbeing.
cognitive, physical,
social, emotional Site Link:
and spiritual The Australian Botanic Garden – Mount Annan has a
components; memorial for the Stolen Generations with the purpose of
differences in promoting healing and restoration.
perceptions of
health, e.g Content/Activities:
emphasis on 1. Acknowledgement of country.
physical aspects. 2. Revisit the learning map for the unit and focus on
- Learn To: Construct the image for lesson six.
a personal meaning
of health by
exploring a range
of community and
accepted
definitions.
- Learn To: Examine
the relationship
between the
cognitive, physical,
social, emotional
and spiritual
components of
health.
 3. Students to draw OR write down what their
understanding of health is and share with the class.
4. Explore the World Health Organisation’s (WHO)
definition of health.
5. Students are to write down an example that
demonstrates the interconnectedness between
these components of health – provide example.
6. Explore the National Aboriginal Health Strategy’s
definition of health and compare to the WHO
definition.
7. Watch:
https://www.youtube.com/watch?v=waZ9QtIcvcg
8. Students to brainstorm/research the cognitive,
physical, social, emotional and spiritual health
effects of The Stolen Generations.
9. Exit Ticket – Students to re-draw OR re-write their
definition of health and compare it to what they did
at the start of the lesson.

Hand out assessment task and remind students that it is

compulsory for them to attend the excursion to the site in
order to be able to successfully complete the task.
Assessment for Learning:
- Group discussion.
- Teacher observation.
- Exit ticket.
SYLLABUS OBJECTIVES SYLLABUS KEY INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO
OUTCOMES/CONTENT 8 WAYS
Lesson 7 History  HT4-5 identifies Lesson Overview: This lesson will give students’ the Learning Maps
(At-Site) the meaning, opportunity to develop a deeper understanding of the
purpose and Stolen Generations. The content of this lesson, which will be
Students will context of at the Mount Annan Botanic Garden will be an experience
undertake an historical sources. for students to reflect on what they have learnt and become
excursion at the - Through the more empathetic in response to the traumatic history
site whereby knowledge gained Indigenous peoples’ were made to endure.
Non Linear
lessons 7-9 will be in past lessons,
completed. students will be Site Link:
able to identify Students will visit The Stolen Generations memorial at the
and obtain greater Australian Botanic Garden – Mount Annan whilst
meaning, purpose undertaking this lesson.
and context of
historical Content/Activities: Non-verbal
significance on the 1. Acknowledgement of country.
site. 2. Revisit the learning map for the unit and focus on
 HT4-7 identifies the image for lesson seven.
and describes
different contexts,
perspectives and
Story Sharing
interpretations of
the past.
- The excursion will
allow students to
put into context
and form better
perspectives to Deconstruct
interpret the past. Reconstruct
3. Before students begin the walk towards the
memorial, the teacher will briefly recap on the term
“Stolen Generations”.
4. As the class begins this journey, they will begin by
crossing over a bridge that will take them from the
 roadside, over swampland, and into the bush. The
teacher will explain the significance of this - leaving
behind what we know and stepping into the true
D’harawal country.
5. Teacher asks students to reflect on what they have
learnt about the Stolen Generations and take their
time to read the plaques on the ground – they are
encouraged to do this without speaking.
6. Students walk along the dirt path, onto the
boardwalk towards the Stolen Generation memorial.
7. Once students reach the memorial, they are to sit
around creating a yarning circle.
8. Teacher to prompt yarn regarding the significance of
Yandel’ora to Indigenous Australians and how it is
connected to the site and specifically, the memorial.

Assessment for Learning:

- Class discussion.
- Teacher observation.
Lesson 8 English  EN4-3B – Uses and Lesson Overview: This lesson will follow on immediately Learning Maps
(At-Site) describes from the lesson prior as students will be encouraged to walk
language forms, back through the memorial and take a photo to utilise as a
Students will features and reflection prompt. The students will then have the
undertake an structures of texts opportunity to write their reflection or take down some
excursion at the appropriate to a notes whilst they are present at the site.
site whereby range of purposes,
lessons 7-9 will be audiences and Site Link: Non-Verbal
completed. contexts. Students will be at The Stolen Generations memorial at the
- Explore texts that Australian Botanic Garden – Mount Annan whilst
include both undertaking this lesson.
Standard
Australian English Content/Activities:
and elements of 1. Acknowledgement of country.
Symbols, Images
other languages, 2. Revisit the learning map for the unit and focus on
and Metaphors
including the image for lesson eight.
Aboriginal English.
  EN4- 5C - thinks
imaginatively,
creatively,
interpretively and
critically about
information, ideas
and arguments to
respond to and
compose texts.

3. Students will be encouraged to take a photo of a

point at the memorial which they can utilise as a
prompt for their reflection.
4. Students are then instructed to find a spot in the
surrounding shade areas and begin writing their
reflection component of their assessment task –
students are encouraged to do this without talking.
5. Additional Activity:

Assessment for Learning:

- Teacher observation.
- Group discussion.
- Assessment task.
Lesson 9 PDHPE  4.6 – A student Lesson Overview: Learning Maps
(At-Site) describes the This lesson will involve students exploring The Fruit Loop
nature of health Garden at Mt Annan Botanical Gardens. This lesson links
Students will and analyses how back to lesson three where students learnt about how the
undertake an health issues may D’harawal people utilised plants/bush foods. It enables them
excursion at the impact on young to have a more hands-on experience as they are able to see,
site whereby people. smell and touch the plants/bush food. This will allow
lessons 7-9 will be - Learn About: students to gain a deeper understanding of the relationship Land Links
completed. Healthy food between the Indigenous Australians and the land.
habits; Defining
healthy food Site Link:
habits; Nutritional Students will visit The Fruit Loop Centre at the Australian
requirements; The Botanic Garden – Mount Annan whilst undertaking this
relationship of lesson.
food habits to Symbols, Images
health; Cultural Content/Activities: and Metaphors
and social 1. Acknowledgement of country.
meanings of food. 2. Revisit the learning map for the unit and focus on
- Learn To: the image for lesson nine.
Recognise the 3.
cultural and social
influences on food
choices. Non Linear
 4.14 – A student
engages
successfully in a
wide range of
movement
situations that Story Sharing
displays an
understanding of 4. Split student into small groups and hand out the
how and why worksheet ‘The Fruit Loop Centre Exploration’. This
people move. worksheet will either give students the picture,
name or purpose/uses of the plant found in the
centre. Student must explore the site and fill in the
missing information. Once complete, discuss the
health benefits of particular plants.
5. Play the traditional, Indigenous game “Kangaroo”.
Explain the background of the game and how it was
a popular game amongst all Indigenous groups in
Australia and then explain the rules of the game.
 6. Conclude the lesson by having students sit in a circle
on the grass in a yarn circle to discuss what they
have learnt about the site after experiencing it first-
hand. Remind students about PDHPE component of
assessment task.

Assessment for Learning:

7. Teacher observation.
8. Group discussion.
9. Completion of work sheet.

SYLLABUS OBJECTIVES SYLLABUS KEY INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO
OUTCOMES/CONTENT 8 WAYS
Lesson 10 History/English/  HT4-6 uses Lesson Overview: Learning Maps
PDHPE evidence from In this lesson, students will have the opportunity to work on
(Post-Site) sources to support their assessment tasks that they were given prior to the at-
historical site lessons. Images from the at-site lessons will be displayed
narratives and on the board to remind them of details from the site. If
explanations. students have completed the assessment, they can engage
- Students will be in the extension activity during the lesson.
Non Linear
required to use
different source Site Link:
material and their This lesson will provide students with the opportunity to
experiences to synthesise their learning from the unit as they will complete
support historical their assessment task, which involves History, English and
narratives and PDHPE-based activities related to the site.
explanations to Non-verbal
complete their Content/Activities:
final assessment. 1. Acknowledgement of country.
 HT4-9 uses a 2. Revisit the learning map for the unit and focus on
range of historical the image for lesson three.
terms and
concepts when
Story Sharing
communicating an
 understanding of
the past.
- Students will be
required to utilize
correct
terminology and Deconstruct
have a good Reconstruct
understanding of
the past.
 EN4- 5C - thinks 3. History Activity: Students are to create either a
imaginatively, poster or PowerPoint presentation on the
creatively, significance of Yandel’ora for Mount Annan Botanic
interpretively and Garden and why a Stolen Generations memorial was
critically about built at the site.
information, ideas 4. English Activity: Students are to write a short
and arguments to reflection of their experience of the Stolen
respond to and Generation memorial.
compose texts *This may be difficult for students with experiences
 4.6 – A student of being removed or separated from their family. We
describes the recommend that you consider this during this lesson
nature of health and approach these students with care.
and analyses how 5. PDHPE Activity: Students are to write a three-day
health issues may nutritional meal plan for a young person that
impact on young includes breakfast, lunch, dinner and snacks. They
people. must include at least one plant or bush food that can
be found at the site in each day’s plan.
6. Extension Activity:

Assessment for Learning:

- Assessment task.