Evana Loucas 110163317 Hass Assignment 2 Unit Plan

Evana Andrea Loucas
EDUC 5170
ID: 110163317
ASSIGNMENT 2 Unit Plan

TOPIC AND RATIONALE
The focus topic of the present unit plan is Aboriginal Culture, with a
particular focus on the Kaurna People of the Adelaide Plains. The
Australian curriculum has a strong focus on Indigenous and Torres
Straight Islander perspectives, which span across all curriculum
areas (Australian Curriculum, Assessment and Reporting Authority
[ACARA] 2015). This unit focuses on a Year 3 content descriptor
outlining the importance of country or place to Aboriginal or Torres
Straight Islanders belonging to a local language group (see
Appendix 1). The aim is to accomplish the section of the Year 3
achievement standard which states that students make connections
to individuals, events, and aspects of the past which have
significance in the present (see Appendix 2).
Knowledge and understanding of Aboriginal culture is of paramount
importance throughout all schooling years, as it lays the foundations
for not only divergence from racial stereotypes and prejudices later
in life, but also of genuine appreciation for cultures outside of ones
own. By including an Aboriginal voice in the study of history, it
promotes the understanding that history has multiple perspectives
which must be analysed, and might not necessarily add up (Carter
2006). I want my students to be aware of how Indigenous people
lived before European settlement, so that they might begin to
understand why it is has been difficult to reconcile the two cultures
ever since, particularly in relation to the loss of land and what that
means for the Aboriginal way of life. My aim is to promote within my
students this attitude of reconciliation, rather than one of
avoidance, guilt, marginalization and alienation of Indigenous
classmates, which is detrimental to an effective learning process
(Foley 2000). From an ethical perspective, my hope is that this leads
Humanities and Social Sciences Education M
Evana Andrea Loucas
EDUC 5170
ID: 110163317
to respect for all cultures, and encourages students desire to

improve the state of race relations on both an individual and
community level.
Evana Andrea Loucas
EDUC 5170
ID: 110163317
THE LEARNING FOCUS

Values and actions
This topic links to the Humanities and Social Sciences value of
peace, which is based on the belief that promoting positive relations
with others and the environment, promotes life (QSCC, 2000, p. 6).
My chosen content descriptor and elaboration explore the
relationship between language, country, and spirituality of the
Kaurna people (see Appendix 1), and it becomes evident throughout
the topic that this relationship is founded on peace. The Kaurna
people maintain peaceful relationships with each other through the
teachings of the Dreamtime stories, as can be seen in Activities 1, 4
and 7 of the teaching sequence, and also with the environment
through their sustainable way of life respect for the natural
landscape, seen in Activities 5 and 6. This leads to the educational
aim of this topic; that students consider what we might learn from
Indigenous ways of life in terms of respect for the environment and
each other. These teachings culminate in students taking action by
finding ways to preserve the Aboriginal approach to peace and pass
it on to Aboriginal and non-Aboriginal future generations (see
Activities 10 and 11).
Concepts
Knowledge and understanding
It is intended that at the end of this unit, students will know the
importance of country as being essential to Indigenous ways of life,
and in particular, the ways in which it is important to the Kaurna
People (Appendix 1). Students will know that the natural
environment of the Adelaide plains was central to the Kaurna
peoples way of life, and to the way they construct meaning from
Evana Andrea Loucas
EDUC 5170
ID: 110163317
life. They will understand the relationship between language,

country and spirituality of the Kaurna people through the Dreaming
stories (Appendix 1). They will also understand the role of the
Dreaming stories as both a way of teaching Kaurna children the
traditional rules for living, and also as the conception of how the
natural world came to be. It is important that students do not have
knowledge only about the material components of Indigenous
culture, which they might interpret as primitive because it is
different to their own (Education Department of South Australia
1989). Rather, the aim is to create an understanding of Kaurna
views on life and the spiritual connection to the land, as these are
the elements of culture through which students can feel empathy
and draw connections to their own beliefs, desires, families, and
happiness. Hence, this unit takes a constructivist approach to
teaching in order make history active and engaging, and therefore
achieve deeper understandings (Arnold 2010; Woolfolk & Margetts
2013).
Skills
The inquiry process allows students to learn both the content of the
topic and the process of inquiry simultaneously (Woolfolk & Margetts
2013; Pressley & McCormick 1995). The will be able to pose
questions about Indigenous culture in line with their interests, and
locate and collect information to investigate those questions (ACARA
2015). They will be able to identify key messages and morals in
dreaming stories, and also different points of view, particularly in
relation to how the Indigenous way of life has been affected by the
loss of ownership of the land which was their country. They will
attain the skill of drawing conclusions based on the range of
resources by compiling the information they have collected, and
also be able to share different points of view with others in a
respectful manner. Finally, they will be able to present their findings
Evana Andrea Loucas
EDUC 5170
ID: 110163317
using appropriate modes and mediums, and reflect on the inquiry to

propose how they might put their learning into further action.
Ways of working
While this unit plan focuses on an Indigenous culture specific to
Australia, the values, knowledge and understandings that it
promotes take on a global perspective. This means teaching
children to become global citizens by respecting and valuing cultural
diversity, respecting the rights of all people, and knowing that they
have a role to play in the community when it comes to continuing
the knowledge of Kaurna culture. The aim of this unit of work is that
students will ultimately grow to appreciate people from all cultural
groups, not just their own (Browett & Ashman 2008).
Evana Andrea Loucas
EDUC 5170
ID: 110163317
THE TEACHING SEQUENCE

INQUIRY STAGE: ENGAGING AND TUNING IN
Activities in this phase of the inquiry capture students interest in Aboriginal Culture by
revealing connections to students own lives. The activities allow the teacher to gauge
students prior knowledge and gaps, and modify the subsequent lessons to cater to this.
Additionally, it gives students the opportunity to identify what they would like to know about
the topic, and based on this, formulate inquiry questions that they will find answers to
throughout the unit.
Teacher Focus
Learner Activity
What are the learning
Activity 1 Story Book
Intentions?
reading:
Learner organisation
& resources
Book:
Quinkin Mountain by
Knowledge:
Leading questions posed by
Pre-reading Questioning:
the teacher in these activities

are designed to determine
to live in Australia?
students prior knowledge and

gaps in knowledge about
Who were the first people

What do we know about
Aboriginal culture?
Indigenous, particularly Kaurna
Percy Trezise
Cross-curriculum
Link: English Literature and Context
Who are the Indigenous

people of Australia?
culture.
Post-reading Questioning:
Understandings:
Dreaming stories contain
story?
important messages and

morals to teach children the
What happened in the

What lesson did the
characters learn?
What lesson do you think
appropriate ways to behave
that story teaches
according to Indigenous
Indigenous children?
culture.
Discuss: Who were the first
The Kaurna people were the
people to live in Adelaide? Kaurna
first people to live in the
cultural language group is
Adelaide Plains.
introduced to students.
Skills:
Activity 2 Mind map: What
Identify key messages and
do we know?
morals conveyed in the story.
Each table group receives a piece

of butchers paper with a word
Words include:
Tools
Land
Food
Customs
Dreaming stories
Evana Andrea Loucas
EDUC 5170
reflecting an aspect of Aboriginal

culture written on it. Each group
draws one picture reflecting what
they know about that concept,
then passes it on to the next
group. Posters are displayed, and
discussion held around which
concepts we know the least
about.
ID: 110163317
Evana Andrea Loucas
EDUC 5170
ID: 110163317
INQUIRY STAGE: FINDING OUT

This stage of the Inquiry involves students identifying resources that they will use to gather
information about the inquiry questions they have posed. Students will be engaged in
experiential activities, and record new information which they will sort in the next inquiry
phase. Experiential activities consist of both firsthand investigations (direct experiences), and
secondhand investigations (using books, the internet, and other resources) (Woolfolk &
Margetts 2013).
Teacher Focus
Learner Activity
Activity 3 Gallery Walk
& resources
Images:
Intentions?
Images related to Kaurna
Various images of
traditions, culture, affiliation to
Kaurna artefacts,
Knowledge:
the land, spirituality and artefacts
Aboriginal traditions,
The tools, technologies, plant
are placed around the room.
dress, land, customs,
and animal foods, and ways of
Students observe each picture in
dances
life of the Kaurna people were
turn and discuss with peers what
created and dependent on
they believe each image depicts,
available resources in the
represents, or entails.
Cross-curriculum
natural environment.
Students are then asked to stand
Link: Technologies,
next to an image that they dont
Geography
In Indigenous culture,
understand or want to know more
(sustainability)
Dreaming stories connect the
about.
people to the land in a Spiritual

way
Leading questions are posed by

the teacher:
Understandings:
Teacher guides
How might we find out
questioning to
Indigenous technologies and
more about what is in the
identification of various
foods are not primitive because
image?
resources, including
Who can we ask about
books, internet,
Kaurna culture?
museums, but
Where else can we get
particularly towards
available materials to allow the
information about the
talking to living Kaurna
Kaurna people to live in
Kaurna people?
people themselves. This
How will we know if the
leads to a discussion of
information is trustworthy?
the excursion and the
they are different to modern
technologies. Rather, they are

cleverly designed using
harmony with the land.
Indigenous theories of creation
next activity.
are different to that of Western
Students are given time to begin
society, but are important to
researching the area of Kaurna
the understanding of country
culture that they would like to
Evana Andrea Loucas
and place for Indigenous
EDUC 5170
ID: 110163317
investigate.
people.
Skills:
Activity 4 Comparing
Recognize similarities and
theories of creation
differences between their own
Videos: (See references

for links)
ways of thinking and that of
Students are instructed to close
Indigenous cultures.
their eyes and imagine Adelaide
1. Dreamtime Story
before buidlings, houses, cars,
(descriptive
Pose questions to investigate
roads etc. What does the natural
video)
unknown aspects of Indigenous
landscape look like? Student then
2. Girawu the
culture further. (ACARA 2015,
write down how they think that
ACHASSI052)
natural landscape came to be.
goanna
Those who wish to verbalise their

Locating and collecting
responses to the class are
information and data from
encouraged to do so.
different sources (ACARA 2015,

ACHASSI053)
Students then watch two YouTube

clips, one describing dreamtime
Support:
stories, the other showing a
Work with a partner or
cartoon example of a dreamtime
teacher in conducting
story.
research
Access to the videos to rewatch at their own pace
Remain at the front of the
class during excursions to
On the line and between the

lines questions are applied in a
class discussion:
Did the story in the video

give a different
ask additional questions.
explanation about where

Extension:
the environment comes
Research a second area of
from to what you had?
Kaurna culture
How was it different? How

was it similar?
Why do you think it was

different?
What other lessons do you

think these stories are
teaching?
What questions do you
Living Kaurna Cultural

Centre (See references
for details)
Evana Andrea Loucas
EDUC 5170
have about the Aboriginal

Dreamtime stories?
Activity 5 Excursion
Before the excursion, each
student determines what they
would like to know specifically
about Kaurna culture based on
the gallery walk activity, and will
create an inquiry question/s
based on this. Students will
collect information and
investigate answers to their
questions during the excursion.
For example, if the students
chosen area of interest is in net
weaving, they must pay particular
attention to the tour guides
explanation of this and record the
information.
ID: 110163317
Evana Andrea Loucas
EDUC 5170
ID: 110163317
INQUIRY STAGE: SORTING OUT

In this inquiry stage, students evaluate the information they receive and sort it into the various
points of view on the topic (introduction to the issues of European settlement). They process
information through different mediums, such as poetry and role play.
Teacher Focus
Learner Activity
Activity 6 Poetry
Intentions?
& resources
Poem:
Then and Now by
Students listen to a reading of
Oodgeroo Noonuccal
Knowledge:
Then and Now by Oodgeroo
The land on which Indigenous
Noonuccal. Through class
people lived was central to
discussion, the teacher then
their understanding of life, the
prompts further exploration of
conservation of their lifestyle,
Indigenous peoples deep
and the continuation of
connection to the land. Students
Cross-curriculum
traditions and rules from elders
are asked to compare modern day
Link: English- Poetry
to children (through Dreaming
concepts of country in the poem,
stories).
to the Indigenous perspective put

forth by the narrator.
Understandings:
Why do you think the land
If the natural resources that a
is important to Indigenous
group of people rely on for
people?
survival, spirituality, and
Why then do you think the
meaning in life are suddenly
Indigenous person who
made unavailable to them,
wrote this poem is
their way of life and their
unhappy?
happiness is disrupted.
Comparison chart drawn on the
Skills:
board with then and now as
Analyse and examine
students listen again, they are to
information to identify different
identify things that Aboriginal
points of view
people used to do, and things
(ACARA 2015, ACHASSI056)
they do now.
Support:
Access to written copy of
poem
Highlight then and now
sections in different
Activity 7 The story of

Pootpoberrie
Students gather on the floor
around a make-believe fire,
Evana Andrea Loucas
colours
EDUC 5170
pretending to be Kaurna children,
Access to written
while the teacher reads the story
Pootpoberrie with
of Pootpoberrie, pretending to be
illustrations
a Kaurna elder.
Post-reading class discussion
around what the story shows
Extension:
Imagine you are forced to
could happen:
-
pools alone
live in the way that

Indigenous Australians
If the children wandered

away from campfires at
feel
night
Create their own Dreaming

story
If parents let their children

wander off alone
used to - write a poem

describing how you would
If children paddled in deep
If they ate forbidden foods
If they stole from other

people
Students are split into table

groups. Each group is given a
different section of the story to
illustrate using their knowledge of
the Kaurna country, and depicting
the message in that part of the
story. Illustrations are then
collected to create a picture book.
ID: 110163317
Evana Andrea Loucas
EDUC 5170
ID: 110163317
INQUIRY STAGE: DRAWING CONCLUSIONS

During this phase of inquiry, students draw connections across information sources in order to
make generalisations and conclusions about the topic. They question the information they
receive in order to support or refute their predictions.
Teacher Focus
Learner Activity
Activity 8 Cross-consolidate
Intentions?
Information
& resources
Students are
encouraged to ask
Knowledge:
Groups are formed between
questions of the
The various aspects of Kaurna
students investigating the same
presenting groups
culture interconnect to form an
area of inquiry of Kaurna culture
topic, with the teacher
overall picture of Kaurna life
(based on the gallery walk
also asking thought-
before European settlement.
activity). In groups, students
provoking questions.
collate the information they have

Understandings:
discovered and come to joint
Sharing knowledge and
conclusions based on the various
information with others creates
information sources they have
Cross-curricular link:
a more robust understanding of
collected. This collated
Visual Arts
Kaurna culture.
information is recorded on large

paper and made visually
Skills:
appealing. Eg. Draw and cut the
Draw simple conclusions based
shape of a fishing net, information
on analysis of information and
about that area of inquiry is
data (ACARA 2015,
written on the back. Findings are
ACHASSI058)
briefly presented to other groups

in a jigsaw puzzle method (see
Interact with others with
Appendix 3).
respect to share points of view

Activity 9 What do we know?

Mind maps from the first stage of
inquiry (engaging and tuning in)
are given out again- what are we
now able to add to them?
Evana Andrea Loucas
EDUC 5170
ID: 110163317
INQUIRY STAGE: COMMUNICATING LEARNING

Students decide how their findings will be presented, and decide on an appropriate modes or
media through which to share and report their findings to a wider audience.
Teacher Focus
Learner Activity
& resources
Activity 10 Presenting our
Intentions?
Findings
Offer suggestions- for
Understandings:
In a class discussion, ask for
example, students
Information should be
suggestions on how the class
whose inquiry focused
presented in ways that are
might present the information
on Kaurna ceremonies
informative and factual, but
they have learnt throughout the
and dance might do a
also appropriate to the topic,
unit to parents at an end-of-term
performance, those who
and engaging to the audience.
exhibition. Offer the choice of
focused on dreaming
working in small groups or
stories might create a
individually.
play, those who focused
Skills:
Present ideas, findings and
on Kaurna tools might
conclusions in texts and modes
All groups must show how the
attempt to make a
that incorporate digital and
land on which the Kaurna people
simplified replica, those
non-digital representations and
lived (the Adelaide plains) was
who focused on art
discipline-specific terms.
important for the aspect of
might re-create a dot
Kaurna culture that students are
painting.
focusing on (see Appendix 1).

Support:
Work in groups
Choose a medium that
plays on their strengths eg.
Drawing, singing etc.
Evana Andrea Loucas
EDUC 5170
ID: 110163317
INQUIRY STAGE: TAKING ACTIONS

In this stage of inquiry, students make connections with school, home and the global
community. They reflect on their learning and make a plan for applying it to other contexts (or
cultures).
Teacher Focus
Learner Activity
Activity 11 Reflecting and
Intentions?
Moving Forward
Knowledge:
The class discusses ways to
The continuation of cultural
record and preserve the
knowledge relies on sharing of
knowledge about Kaurna culture
information through various
so that this can be shared with
mediums across time.
others in the future. Suggestions

might including collecting
Understandings:
paintings, recording songs and
All cultures and cultural groups
orally told stories, photography,
are of equal importance.
films etc.
Knowledge and understanding

of other cultures and our own
Students reflect on their own
leads to peaceful relations
culture and families, and explain
between people and countries.
how they came to obtain this

knowledge. They discuss why it
Skills:
was important to learn about
Reflect on learning to propose
Kaurna culture, and reflect on
actions in response what was
whether they believe it is just as
learnt consider the possible
important to learn about other
effects of the proposed action.
world cultures. What might
happen if we dont know anything

about other cultures?
Extension:
Design a plan for a community
event that displays all the
various aspects of Kaurna
culture that we have learnt
about think about how you
will show their connection to
the Adelaide plains.
& resources
Evana Andrea Loucas
EDUC 5170
ID: 110163317
Evana Andrea Loucas
EDUC 5170
ID: 110163317
ASSESSMENT
During Activities 8, I will be walking between groups to observe and
record which students are displaying knowledge about how the
Kaurna people relied on the natural environment of the Adelaide
plains to utilize the aspect of Kaurna culture that they are focusing
on. I would then collect the mind maps in Activity 9 to ascertain,
based on what was added, which groups have shown understanding
of the spiritual importance of the land to the Indigenous way of life.
These knowledge and understandings will be summatively assessed
through the final presentation in Activity 10. This will involve
feedback through a marking rubric which assess whether the
information on Kaurna culture is accurate (knowledge), and whether
students have displayed understanding of the spiritual importance
of country to Indigenous culture. The skills that I intend students to
learn will be formatively assessed through note-taking on a class roll
throughout the entire unit. For example, taking note of students who
are sharing points of view respectfully with group members during
activity 8, and keeping record of all students inquiry questions to
ascertain whether they need further instruction on posing and
investigating questions (activities 3, 4 and 5). Student responses
during activity 11 will indicate whether the value of peace and the
attitude of reconciliation has resonated and found root within the
students.
Evana Andrea Loucas
EDUC 5170
ID: 110163317
REFERENCES
Arnold, D 2010, Inquiry Learning: Making history active, Ethos, vol.
18, no. 2, pp. 20-25.
Australian Curriculum, Assessment and Reporting Authority (ACARA)
2015, The Australian Curriculum v8.0, viewed 23 November 2015,
<http://www.australiancurriculum.edu.au/humanities-and-socialsciences/hass/curriculum/f-10?layout=1#page=2>.
Browett, J & Ashman, G 2008, Thinking Globally: Global perspectives
in the early years classroom, Curriculum Corporation, Carlton South,
Vic.
Carter, DJ 2006, Aboriginal history and Australian history, in DJ
Carter (ed), Dispossession, dreams & diversity: Issues in Australian
studies, Pearson Education, Frenchs Forest NSW, pp. 64-85.
City of Marion 2015, Living Kaurna Cultural Centre, City of Marion,
viewed 9 December 2015,
<https://www.marion.sa.gov.au/webdata/resources/files/2015_2016Warriparinga-Cultural-Education-Program.pdf>.
Education Department of South Australia 1989, The Kaurna people:
Aboriginal people of the Adelaide plains, Education Department of
South Australia, Adelaide, South Australia.
Foley, D 2000, Too white to be black, too black to be white, Social
Alternatives, vol. 19, no. 4, pp. 44-49.
Mahony, F, Duff, L, Turnbull, B & Thomson, G 2012, Dreamtime
Story, video, YouTube, 24 May, viewed 1 December 2015,
<https://www.youtube.com/watch?v=J4rAa6PReQM>.
Evana Andrea Loucas
EDUC 5170
ID: 110163317
Noonuccal, O 1970, Then and Now, Australian Poetry Library, viewed

8 December 2015,
<http://www.poetrylibrary.edu.au/poets/noonuccal-oodgeroo/thenand-now-0771067>.
Pressley, M & McCormick, CB 1995, Thoughtful classrooms, in M
Pressley & CB McCormick (eds), Advanced educational psychology
for educators, researchers, and policymakers, Harper Collins College
Publishers, New York, pp. 286-288.
Queensland School Curriculum Council (QSCC) 2000, Studies of
Society and Environment: Years 1 to 10 Draft Syllabus, QSSC,
Brisbane, QLD.
Red Pixels Animation 2012, Dreamtime stories: Girawu the goanna,
video, YouTube, 12 February, viewed 1 December 2015,
<https://www.youtube.com/watch?v=tWvoTZxvEs8>.
Trezise, P 1997, Quinkin Mountain, HarperCollins Publishers Pty Ltd,
NSW, Australia.
Evana Andrea Loucas
EDUC 5170
ID: 110163317
APPENDICES
WETA 2015, Classroom Strategies: Jigsaw, Adolescent Literacy,
viewed 21 December 2015,
<http://www.adlit.org/strategies/22371/>.
Woolfolk, A & Margetts, K 2013, Educational Psychology, 3rd edn,
Pearson Australia, Frenchs Forest, NSW.
Appendix 1: History curriculum - Knowledge and
Understanding
Content Descriptor focus:
The importance of Country/Place to Aboriginal and/or Torres Strait
Islander Peoples who belong to a local area (ACARA 2015,
ACHASSK062).
Elaboration focus:
Liasing with Community to identify original language groups of

Aboriginal or Torres Strait Islander Peoples who belong to the local
area and exploring the relationship between language,
Country/Place and spirituality. (This is intended to be a local area
study with a focus on one language group; however, if information
or sources are not readily available, another representative area
may be studied.) (ACARA 2015).
Appendix 2: Year 3 Achievement Standard focus
Students identify individuals, events and aspects of the past that
have significance in the present.
Evana Andrea Loucas
EDUC 5170
ID: 110163317
Students pose questions and locate and collect information from

sources, including observations, to answer these questions. They
examine information to identify a point of view (ACARA 2015).
Appendix 3: Jigsaw Puzzle Teaching Method Explanation

Each group member is responsible for becoming an expert on one
focus area and then is responsible for teaching it to other group
members (WETA 2015).

Evana Loucas 110163317 Hass Assignment 2 Unit Plan

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Evana Loucas 110163317 Hass Assignment 2 Unit Plan

Uploaded by

Copyright:

Available Formats

Evana Andrea Loucas

ASSIGNMENT 2 Unit Plan

Evana Andrea Loucas

to respect for all cultures, and encourages students desire to

Humanities and Social Sciences Education M

Evana Andrea Loucas

THE LEARNING FOCUS

Evana Andrea Loucas

life. They will understand the relationship between language,

Evana Andrea Loucas

using appropriate modes and mediums, and reflect on the inquiry to

Humanities and Social Sciences Education M

Evana Andrea Loucas

THE TEACHING SEQUENCE

What are the learning

Activity 1 Story Book

the teacher in these activities

students prior knowledge and

Who were the first people

Indigenous, particularly Kaurna

Who are the Indigenous

important messages and

What happened in the

What lesson do you think

appropriate ways to behave

that story teaches

people to live in Adelaide? Kaurna

first people to live in the

cultural language group is

Activity 2 Mind map: What

Identify key messages and

morals conveyed in the story.

Each table group receives a piece

Humanities and Social Sciences Education M

Evana Andrea Loucas

reflecting an aspect of Aboriginal

Humanities and Social Sciences Education M

Evana Andrea Loucas

INQUIRY STAGE: FINDING OUT

What are the learning

Activity 3 Gallery Walk

Images related to Kaurna

traditions, culture, affiliation to

the land, spirituality and artefacts

The tools, technologies, plant

are placed around the room.

dress, land, customs,

and animal foods, and ways of

Students observe each picture in

life of the Kaurna people were

turn and discuss with peers what

created and dependent on

they believe each image depicts,

available resources in the

Students are then asked to stand

next to an image that they dont

understand or want to know more

Dreaming stories connect the

people to the land in a Spiritual

Leading questions are posed by

How might we find out

Indigenous technologies and