Professional Documents
Culture Documents
Rationale
Essential Question
Understandings
Thinking Tools
Year Level
Authors
Grade 3
Kimberley Bui
Literacy
Reading books
My Country by Ezekiel Kwaymullina and Sally Morgan
The Red Poppy by David Hill
Anzac Biscuits by Phil Cummings
We are One by Jennifer Black
Whoever you are Mem Fox
The Big Book of Australian History by Peter Macinnis
Australian Anthem lyrics
Picture of the golden wattle
Picture of the Australian flag
Picture of the Anzac emblem being the rosemary
Coloured paper
Two Mates by Melanie Prewett.
Timeline of Gallipoli
Other
(eg - ICT, Excursion, Incursion ideas)
Anzac excursion- visit the Shrine of Remembrance
Harmony Day- Bring in an object that is special to
your family to school. Tell the class about your
object
Sorry day incursion- Invite the parents or
grandparents of Aboriginal or Torres Strait Islander
students enrolled at your school to come and speak
to students to the school
Sorry Day excursion- Plan a school excursion to an
Aboriginal community
e5 Phase: Engage
*Develops shared norms *Determines readiness for learning
*Establishes learning goals *Develops metacognitive capacity
Week/Session
Learning Intentions
What will students know or be able to do
after the lesson?
Success Criteria
How will you know? Evidence?
Week One:
Session One
focus:
Learning about
Australian history
and events.
Session One:
Learning Intention:
To find out about Australias history and
events that happened, and learning
about the meaning of the word
commemorate.
Success Criteria:
The criteria would be successful by
students being able to show their
understanding and investigating skills
when discussing and completing work
together as a whole class. Childrens
discussions are an important aspect to
show educators that the children
understand what is happening, and is
able to share their knowledge through the
work that is happening in either
individual, small, or whole class activities.
Session One:
Introduction to the topic being learnt Historical terms and events
in Australia to students.
Big book called The Big Book of Australian History by Peter
Macinnis would be read to the whole class (Macinnis 2014).
A class discussion: Discuss the meaning of the term
commemorate, and scribe Who we remember for someones
achievements.
The meaning would be first explained to the students by the
educator.
Whole class: completing a mind map about different Australian
events that happened.
- What Australian events do we celebrate?
Whole class: discussing and listing down important dates that we
celebrate in Australia referring to the mind map created earlier.
Print blank calendars for students:
http://files.havefunteaching.com/fun-activities/arts-andcrafts/calendar.pdf. (Arts&Craft 2006).
Students would be provided with a calendar worksheet, where
students can fill in the months and dates and mark the important
events taken place. Students can decorate and paste into their
workbooks.
Assessment: Formative
(Used to inform teaching and learning during
the learning process, Examples include self
and peer assessment, learning journals,
rubrics etc.)
Summative
(Point in time assessment such as end of unit
tests and assessment tasks)
Thinking tools
Session One: Formative:
Observations during in-class activities; of
students non-verbal feedback.
Questions and answer sessions, both
formal- planned and informalspontaneous.
Conference between the instructor and
student at various points.
In-class activities where students
informally present their results.
Summative:
Project
Performances
Inquiry Phase:
Blooms Taxonomy: Remembering,
understanding, applying, analyzing, and
creating.
Mind map
De Bonos thinking hats:
White hat (Asking questions)
Blue hat (Thinking about thinking)
Black hat (Judging)
Session Two
focus:
Introduced to
learning about
Australia Day and
Australias history.
Session Two:
Learning Intention:
To have a good understanding of
Australias history, and how Australia Day
started. Discussing about the importance
of the national anthem.
Success Criteria:
The criteria would be successful by
students being able to understand the
Australian history, and provide reasons to
why Australia Day is an important event
in Australia. By unpacking the national
anthem, students sharing their ideas and
knowledge about what the key terms
meant can show childrens understanding
of what the words are symbolizing. A
discussion would be conducted with
students and educator where students
can learn and share their knowledge with
the rest of the students. This would show
to the educators that the students would
either have some or a lot of knowledge
obtained by reading a book about the
country of Australia, learning about the
history, and unpacking deeply key words
and meaning in the Australian Anthem.
Session Two:
Class discussion:
- What Australia Day is?
- How Did Australian history started?
Picture storybook: My Country by Ezekiel Kwaymullina and
Sally Morgan would be read to the whole class. (Kwaymullina &
Morgan 2011).
Students would be learning about the Aboriginal community being
the first people to have settle in Australia. A worksheet is provided
for students. Worksheet would be printed before lesson starts:
http://www.teachthisworksheet.com/static_worksheets/getThumb/
1249/big/width:420/height:554. (Teach this 2016).
Class discussion: About Australian animals. Listing different types
of well-known Australian animals.
What types of Australian animals can you name?
Worksheet: Use scissors and glue to cut and match up the
appropriate animal name and picture.
http://www.teachthisworksheet.com/static_worksheets/getThumb/
1254/big/width:420/height:554. (Teach this 2016).
Whole class: The lyrics to Australias national anthem would be
handed to the students.
https://www.google.com.au/search?
q=aboriginal+worksheets&biw=1301&bih=630&source=lnms&tbm
=isch&sa=X&ved=0ahUKEwjAsLysr43MAhWIMaYKHayYBdQQ_
AUIBigB#tbm=isch&q=australian+anthem+&imgrc=TwLZCvsbn0b
zVM%3A. (Fantastique 2013).
View: YouTube clip of the national anthem would be played on the
screen. (Education2015).
https://www.youtube.com/watch?v=vFW-8-flxX0
Educator with the students discuss:
Why is the Australian anthem important?
What does some of the words mean?
Refer to: http://www.tedegan.com.au/docs/KutjuTeacherNotes.pdf.
(Nielsen 2011).
Session Three
focus:
Learning about the
Australian flag and
the importance of
signs, symbols, and
emblems that
represent Australia.
Session Three:
Learning Intention:
Understanding the importance of signs
and symbols of Australia, and about the
Australian flag.
Success Criteria:
At the end of each session for one or two
weeks students are encouraged to learn
the content and then show their
understanding through their final
understanding to be an artwork or a
project that students can demonstrate
their understanding. For students to
make their own Australian flag and
labelling the important parts of the flag
demonstrates what students have
learned about Australia Day. The
evidence is shown through their artwork
and also by students being able to help
others when completing their work. This
is a way for students to help share their
understanding by helping others when
completing the task.
Session Three:
Whole class: Put up a picture of The Golden Wattle on the
whiteboard projector.
http://indianapublicmedia.org/focusonflowers/files/2010/03/golden
_wattle.jpg. (Focus on Flowers 2016).
Ask students:
What kind of flower is it?
Why do you think this flower is important?
Where does this flower come from?
Explain: The golden wattle is Australias floral emblem that
represents Australia. Explain why and read the information to the
students.
View:
https://www.itsanhonour.gov.au/publications/symbols/factsheets/n
ational_floral_emblem.pdf. (Its an Honour 2014)
Task: In workbooks draw a golden wattle and write in one or two
sentences about the golden wattle:
Why it is an important emblem in Australia?
Where do you think the Golden Wattle came from?
View: Australian flag
Whole class: Explain parts of the Australian flag. Discuss about
the union jack, the Southern Cross, and the commonwealth star.
http://www.teachthisworksheet.com/static_worksheets/getThumb/
1247/big/width:420/height:554. (Teach this 2016).
Individual work: construct own flag, and label the parts of the flag
by following the picture of the Australian flag on the board.
Reflection: Color in the map of Australia, and write down as much
as they can all the things they have learnt about Australia Day,
and Australia History.
What I know about Australia history?
What I want to know more about Australia day?
What I have learned?
Print: http://www.kidzone.ws/geography/australia/mapaustralia.gif.
(DLTK 2016).
e5 Phase: Explore
*Prompts inquiry *Structures Inquiry *Maintains session momentum
Week
Learning Intentions
What will students know or be able to do
after the lesson?
Success Criteria
How will you know? Evidence?
Week 2
Session Four:
Learning Intention
Session Four:
To find out what Anzac day is about
Learning about
an Australian
event, Anzac
Day.
Success Criteria:
Students would be introduced to learning
about Anzac Day. Students are able to
have a conversation about stories
students have heard from either their
family members, or what they have learnt
at school about Anzac day. Students are
able to have an understanding of what
happened to the soldiers and why we
celebrate Anzac day on the 25th of April
each year. By reading and finding
information about Anzac day students are
able to ask questions and think of ways
to explain what Anzac day is, and how
Assessment
Formative
(Used to inform teaching and learning during the learning
process, Examples include self and peer assessment,
learning journals, rubrics etc.)
Summative
(Point in time assessment such as end of unit tests and
assessment tasks)
Session Four: Formative:
Observations during in- class activities; of students
non-verbal feedback.
Reflection tasks that can be viewed on students work.
Question and answer sessions, both formal- planned
and informal- spontaneous.
Conferences between the instructor and student at
various points.
In class-activities where students informally present
their results
Summative:
Projects (Project phases submitted at various
completion points could be formatively assessed.)
Performances.
Thinking tools:
Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Session Five:
Students are
learning the
important signs,
symbols and
emblems of
Anzac Day.
Session Five:
Picture story book: Anzac Biscuits by Phil Cummings
would be read to the whole class. (Cummings & Swan
2013).
View: Anzac emblem of The Rosemary.
Discussion: Ask students if they know what the emblem
is. Educator would read information about the emblem
to student. (Australian War Memorial 2016).
https://www.awm.gov.au/commemoration/customs/rose
mary/
Task: Give picture of a rosemary to be cut out and stuck
into their books. Once stuck students can write the
importance of the rosemary being the emblem of Anzac.
Read: The important symbol of The Red Poppy.
Print the information sheet out and educator reads to
students. (NZ History 2014).
http://www.nzhistory.net.nz/war/anzac-day/poppies
Task: Use colored paper to make their own poppies.
Materials needed: red and black paper, and straws.
Poppies would be used for display around the walls.
Read: Information about the slouch hat would be read to
the students on the floor.
Materials: red paper would be traced, yellow strips of
paper would be cut out, the front badge of the slouch
hat would be cut out as well
Educator would explain to students how to make the
slouch hat by following and listening to the instructions.
Reflection: reflection sheet that has two questions on
the sheet for the students to answer.
-What do I know about Anzacs?
-What do I thank the Anzacs for?
K-W-L:
What I know?
What I want to know?
What I have learned?
Timeline
Thinking hats: White, green, yellow, and blue.
Session Six:
Students are
having an
excursion to the
Shrine of
Remembrance
about Anzac
Day.
Session Six:
Learning Intention:
To show respect and learn information
about Victorias war memorial and iconic
landmark about Anzac Day.
Successful Criteria:
Students are having an excursion to the
Shrine of Remembrance for Anzac Day.
Students would be touring around
listening and seeing different stories,
statues, and more about Anzac Day.
Students would be able to know the
importance of Anzac day by being able to
identify information recalled in the
classrooms. Students would show their
understanding of what they have learnt
by completing a reflection sheet of what
students have learnt during their trip.
e5 Phase: Explain
*Presents new content *Develops language and literacy *Strengthens connections
Week
Learning Intentions
What will students know or be able to do
after the lesson?
Success Criteria
How will you know? Evidence?
Week 3
Session
Seven:
Learning
about an
Australian
event,
Harmony Day
Session Seven:
Learning Intention:
To find out what Harmony Day is, and
what family diversity is.
Success Criteria:
Students would be able to show their
understanding by relating to relevant
literature from books and class
discussions. Students and educator would
be able to help students understand the
meaning of harmony day and family
diversity. The criteria would be successful
by students being able to explain to the
class and teacher the meaning of family
and relating to how family relates to the
Session Seven:
View: YouTube Clips: We are One by Jennifer Black
to the whole class. (Jennifer Black 2009).
Whole class discussion: Explain about Harmony Day
educator
View: document to read and explain to students
http://www.forteachersforstudents.com.au/site/themed
-curriculum/harmony-day/facts/. (Kids Media 2015).
Print: A worksheet called Harmony Day.
http://www.teachthisworksheet.com/static_worksheets
/getThumb/1027/big/width:420/height:554. (Teach this
2016).
Task: Completed by students drawing pictures. The
worksheet includes students to answer:
- What is the official date of harmony day?
- Why harmony day is important?
- What symbolizes harmony day?
Assessment
Formative
(Used to inform teaching and learning during the learning
process, Examples include self and peer assessment,
learning journals, rubrics etc.)
Summative
(Point in time assessment such as end of unit tests and
assessment tasks)
Session Seven: Formative:
Observations during in- class activities; of students nonverbal feedback.
Reflection tasks that can be viewed on students work.
Question and answer sessions, both formal- planned and
informal- spontaneous.
Conferences between the instructor and student at
various points.
In class-activities where students informally present their
results
Homework exercises as review for exams and class
discussions.
Summative:
Projects (Project phases submitted at various completion
points could be formatively assessed.)
Performances.
Thinking tools:
meaning of harmony.
Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
De Bonos thinking hats:
White hat (Asking questions)
Black hat (Judging)
Green hat (Being creative)
Yellow hat (Being optimistic)
Blue hat (Thinking about thinking)
Session
Eight:
Students are
learning the
important
signs,
symbols and
emblems of
Harmony Day.
Session Eight:
Learning Intention:
Understanding the important signs and
symbols of harmony day, and learning
about family diversity.
Success Criteria:
Students would be able to show their
understanding of harmony day and family
diversity through the following art activities
planned for the lesson. Students are able
to express themselves and their families by
sharing with the teacher and other students
in the class any similarities and differences
students have compared to others. This is
shown through students investigating skills
in being able to identify and learn of other
students in the class.
Session Eight:
Task: Students would be using the mirror to look at
themselves and use color pencils to draw their selfportrait. To match as close as possible the color of
their skin, hair and eyes.
Materials: provide students with little individual
mirrors, and color pencils
Present: students are asked to present their portrait to
educators and other students for discussion.
View: Orange is used to support for cultural diversity
and inclusive Australia. (Harmony 2016).
http://www.harmony.gov.au/media-hub/
Discuss: the symbol color of orange for harmony day.
Explain: why people wear orange, and what does the
color orange mean.
Sharing: Ask each student individually to stand up and
share with the whole class about their family. Students
can ask the student presenting any questions or
comments.
Session
Nine:
Learning
about an
Australian
event,
National
Reconciliation
Day,
Session Nine:
Learning Intention:
To find out what National reconciliation day
is
Success Criteria:
Students are able to learn about a new
Australian event called National
reconciliation day. Students are able to
learn the content using books and
information presented in class by the
educator. After finding and understanding
the information students are then able to
explain what National Reconciliation Day
is.
Session Nine:
View: YouTube video of National Reconciliation day.
https://www.youtube.com/watch?v=A2Osm967tdI.
(Reconciliation 2015).
Discuss:
- What was shown in the video?
- What students think National Reconciliation day
means?
- What is the key messages?
- What do you think the video is telling us?
- What did you see in the video?
- Who is Reconciliation Day celebrated for?
Students responses: written on poster paper to be
presented on the classroom walls.
Read: Two Mates by Melanie Prewett to the whole
class. (Prewett & Prewett 2012).
Explain: What does the term Reconciliation means in
the context of National Reconciliation Week?
Read and explain the definition of Reconciliation to
the students and ask questions about some key words
that is important.
Show and explain to students the symbolic meaning
of the Aboriginal flag to the student. (NAIDOC 2016).
http://www.naidoc.org.au/indigenous-australian-flags
Materials: red, black and yellow colored paper to
make the Aboriginal flag.
View: The Aboriginal flag to follow and make the flag.
e5 Phase: Elaborate
*Facilitates substantive conversation *Cultivates higher order thinking *Monitors progress
Week
Learning Intentions
What will students know or be able to do after
the lesson?
Success Criteria
How will you know? Evidence?
Week 4
Session
Ten:
Students are
learning the
important
signs,
symbols and
emblems of
National
Reconciliatio
n Week.
Session Ten:
Learning Intention:
To find out the important signs and symbols,
and find possible ways to build better
relationships that represents National
Reconciliation week
Success Criteria:
Students will be presenting their understanding
of National Reconciliation Week through their
art creations. Students would have the
knowledge of being involved in building
positive, and respectful relationships between
Session Ten:
Whole class discussion: summary lesson of what
was learnt about Reconciliation Week.
Materials: Colored A4 paper, scissors and drawing
materials.
Explain: Creative activity making a personal
walking footprint bookmarks (Reconciliation 2016).
https://www.reconciliation.org.au/wpcontent/uploads/2014/04/NRW-Teaching-andLearning-Ideas.pdf
Instructions: Educator and students are able to
make personalized bookmarks by using their
footprint. They can either trace their feet or make a
footprint using colored paper.
Assessment
Formative
(Used to inform teaching and learning during the learning
process, Examples include self and peer assessment,
learning journals, rubrics etc.)
Summative
(Point in time assessment such as end of unit tests and
assessment tasks)
Session Ten: Formative:
Observations during in- class activities; of students nonverbal feedback.
Reflection tasks that can be viewed on students work.
Question and answer sessions, both formal- planned and
informal- spontaneous.
Conferences between the instructor and student at
various points.
In class-activities where students informally present their
results
Summative:
Projects, Performances.
Thinking tools:
Blooms Taxonomy:
Session
Eleven:
Learning
about an
Australian
event,
NAIDOC
Week.
Session Eleven:
Learning Intention:
To find out what NAIDOC week is.
Success Criteria:
Students will be introduced to learning about
NAIDOC week by reading recommended texts,
handouts, images, and videos. Students would
be visually engaged in the videos, images, and
book being shown by listening, and frequent
questioning and commenting about Aboriginal
and Torres Strait Islander people. The
evidence would be shown by students
participation, and through their participation in
the whole class work.
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
De Bonos thinking hats:
White hat (Asking questions)
Black hat (Judging)
Green hat (Being creative)
Yellow (Being optimistic)
Blue hat (Thinking about thinking)
Red hat (Expressing emotions)
Session Eleven: Formative:
Observations during in- class activities; of students nonverbal feedback.
Reflection tasks that can be viewed on students work.
Question and answer sessions, both formal- planned and
informal- spontaneous.
Conferences between the instructor and student at
various points.
In class-activities where students informally present their
results
Homework exercises as review for exams and class
discussions.
Summative:
Projects (Project phases submitted at various completion
points could be formatively assessed.)
Performances.
Thinking tools:
Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
De Bonos thinking hats:
https://www.youtube.com/watch?v=2B7g6kYCKtM
Whole class discussion: Learning about Indigenous
history by providing books from the library.
Read: ABC dreaming by Warren Brim.
Task: Writing the alphabet in their workbooks from
A-Z naming each Aboriginal item, material, art, or
animal that begins with the letter. Students would
be able to make their own ABC book about
Aboriginal culture.
Class task: Creating an Indigenous Australians
word wall vocabulary. (TeachStarter 2015).
https://www.teachstarter.com/teachingresource/indigenous-australians-word-wallvocabulary/
Session Twelve:
View: Image of the Aboriginal flag
Explain: Discuss with students about the Aboriginal
flag:
- What do you think the red symbolizes?
- What do you think the black symbolizes?
- What do you think the yellow circle in the middle
symbolizes?
View: http://www.naidoc.org.au/indigenousaustralian-flags. (NAIDOC 2016).
Materials: black and red A3 paper, and a yellow
circle paper for students.
Task: Creating own Aboriginal flag
Reflection: Asking what each color of the flag
represents. Students would have to fill the sheet in
and paste it behind their flags.
Educator would put the image of the flag on the
projector for students.
View: Educator read to students about the Dahari
Torres Strait Islander headdress wear for dancing.
http://www.nma.gov.au/exhibitions/dhari_a_krar/ho
me. (Dhari a Krar 2016).
View images of the Dhari headdress:
http://www.ozoutback.com.au/Australia/tsidance/sli
Session
Twelve:
Students are
learning the
important
signs,
symbols and
emblems of
NAIDOC
Week.
Session Twelve:
Learning Intention:
Learning about the importance of signs and
symbols that represent Aboriginal and Torres
Strait Islander culture.
Success Criteria:
Learning about the importance of signs and
symbols that represent Aboriginal culture by
exploring the meaning of colors on the
Aboriginal flag and other symbolic features
through creative activities.
e5 Phase: Evaluate
*Assess performance against standards *Facilitates student self-assessment
Learning Intentions
What will students know or be able to do after the lesson?
Success Criteria
How will you know? Evidence?
Session Thirteen:
Learning about an Australian event, National Sorry Day
Session Thirteen:
Learning intentions:
Introducing what Sorry Day is by relating to NAIDOC week.
Success Criteria:
Collect information about what sorry day is, and revising the
Session Thirteen:
Incursion: Organize an Aboriginal person to come
into the classroom to have a talk to the students
about their culture.
View: https://www.reconciliation.org.au/wpcontent/uploads/2015/05/Sorry-Day-PDF.pdf.
(Reconciliation 2016).
Read: Explain to students what the document is
about. Identify any key terms that needs to be
explained for students to easy understand.
View: Educator read the narrations and explain
Assessment
Formative
(Used to inform teaching and learning during the learning process,
Examples include self and peer assessment, learning journals,
rubrics etc.)
Summative
(Point in time assessment such as end of unit tests and assessment
tasks)
Session Thirteen: Formative:
Observations during in- class activities; of students non-verbal
feedback.
Reflection tasks that can be viewed on students work.
Question and answer sessions, both formal- planned and
informal- spontaneous.
Conferences between the instructor and student at various
points.
In class-activities where students informally present their results
Homework exercises as review for exams and class
discussions.
Session Fourteen:
Students are learning the important signs, symbols and emblems
of National Sorry Day.
Learning Intention:
Learning about the importance of signs and symbols that
represent Aboriginal and Torres Strait Islander culture about
Sorry Day.
Success Criteria:
Use research skills to investigate the importance of signs and
symbols that represents Sorry Day.
Summative:
Projects, Performances.
Thinking tools:
Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
De Bonos thinking hats:
White hat (Asking questions)
Black hat (Judging)
Green hat (Being creative)
Yellow hat (Being optimistic)
Blue hat (Thinking about thinking)
Session Fourteen: Formative:
Observations during in- class activities; of students non-verbal
feedback.
Reflection tasks that can be viewed on students work.
Question and answer sessions, both formal- planned and
informal- spontaneous.
Conferences between the instructor and student at various
points.
In class-activities where students informally present their results
Summative:
Projects, Performances.
Thinking tools:
Blooms Taxonomy:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
De Bonos thinking hats:
White hat (Asking questions)
Black hat (Judging)
Session Fifteen:
Students are learning the important signs, symbols and emblems
of National Sorry Day.
Learning Intention:
Reflecting on what has been learnt by going to excursions, and
creating visual pieces.
Success Criteria:
Reflecting and showing students understanding by visiting
Aboriginal communities, and creating visual artefacts to reflect
on what has been learnt during the week.
Macinnis, P 2014, The big book of Australian history, National Library of Australia.
Nielsen, C 2011, An Australian translation of Advance Australia Fair- Teacher Notes, Kutju Australia, viewed 7 April 2016,
<http://www.tedegan.com.au/docs/KutjuTeacherNotes.pdf>.
Teach this 2016, Australian Animals, Teach This Worksheet, viewed 7 April 2016,
<http://www.teachthisworksheet.com/static_worksheets/getThumb/1254/big/width:420/height:554>.
Teach this 2016, Australias National Flag, Teach This Worksheet, viewed 7 April 2016,
< http://www.teachthisworksheet.com/static_worksheets/getThumb/1247/big/width:420/height:554>.
Teach this 2016, The Aboriginal Flag, Teach This Worksheet, viewed 7 April 2016,
<http://files.havefunteaching.com/fun-activities/arts-and-crafts/calendar.pdf>.
VCAA 2016, AusVels, Victoria Curriculum and Assessment Authority, viewed 7 April 2016,
<http://ausvels.vcaa.vic.edu.au/>.
Somme 2015, The Meaning of Anzac, Anzac France, viewed 8 April 2016,
<http://www.anzac-france.com/anzac/history/the_meaning_of_anzac>.
References for Week Three:
All kids network 2006, Family Worksheet: My Family Worksheet, Kids Worksheets, viewed 8 April 2016,
<http://www.allkidsnetwork.com/worksheets/family/images/family-worksheet.jpg>.
Harmony 2015, Harmony Day 2015- SD23- Student Voices: How can we create Harmony in our world? video file, viewed 8 April 2016,
< https://www.youtube.com/watch?v=rRamw0YtRPs>.
Harmony 2016, Create a Harmony Day Medal, Harmony Day, viewed 8 April 2016,
< http://www.harmony.gov.au/wp-content/uploads/2013/11/medal.pdf>.
Harmony 2016, 21 March: Harmony Day, Harmony Day, viewed 8 April 2016,
<http://www.harmony.gov.au/media-hub/>.
Jennifer Black 2009, We Are One book for children read by the author and illustrator, Jennifer Black, video file, viewed 8 April 2016,
< https://www.youtube.com/watch?v=ten8VG_LRNg>.
Kids Media 2015, Harmony Day, Australian Education Resources, viewed 8 April 2016,
< http://www.forteachersforstudents.com.au/site/themed-curriculum/harmony-day/facts/>.
NAIDOC 2016, Indigenous Australian Flag, Celebrating NAIDOC Week, viewed 8 April 2016,
<http://www.naidoc.org.au/indigenous-australian-flags>.
Pinterest 2016, All About me, Preschool Worksheet, viewed 8 April 2016,
< https://s-media-cache-ak0.pinimg.com/236x/5a/3c/3b/5a3c3b8c09c6603b6a23c00490626006.jpg>.
Prewett, M & Prewett, M 2012, Two Mates, Magabala Books.
Reconciliation 2015, National Reconciliation Week- 60 second CSA, video file, viewed 8 April 2016,
<https://www.youtube.com/watch?v=A2Osm967tdI>.
Teach this 2016, Harmony Day, Teach This Worksheet, viewed 8 April 2016,
< http://www.teachthisworksheet.com/static_worksheets/getThumb/1027/big/width:420/height:554>.
References for Week Four:
Art 2016, Aboriginal Art, Australian Native Art, viewed 9 April 2016,
http://australianativeart.com/wp-content/uploads/2013/01/aboriginal-art.jpg.
Art 2016, The Aboriginal Culture Picture, Art with Meaning, viewed 9 April 2016,
<http://www.murumittigar.com.au/darug-artwork/>.
Dhari a Krar 2016, Dhari a Krar: Headdresses and Masks from the Torres Strait, National Museum Australia, viewed 9 April 2016,
< http://www.nma.gov.au/exhibitions/dhari_a_krar/home>.
Ludo 2010, Torres Strait Islander Dancers perform Kab Kar in Cairns, Australia, video file, viewed 9 April 2016,
< https://www.youtube.com/watch?v=XO3Lb61AUCk>.
Muru Mittigar 2015, Darug Artwork, Muru Mittigar Pathway to Friends, viewed 9 April 2016,
<http://www.murumittigar.com.au/darug-artwork/>.
NAIDOC 2016, The Australian Aboriginal Flag, Celebrating NAIDOC Week, viewed 9 April 2016,
< http://www.naidoc.org.au/indigenous-australian-flags>.
OzOutback 2016, Dhari Headdress, Images of the World, viewed 9 April 2016,
< http://www.ozoutback.com.au/Australia/tsidance/slides/2003053004.html>.
Reconciliation 2016, National Reconciliation Week- Lets walk the talk, Reconciliation Australia, viewed 9 April 2016,
<https://www.reconciliation.org.au/wp-content/uploads/2014/04/NRW-Teaching-and-Learning-Ideas.pdf>.
Reconciliation 2016, Five Fast Facts- NAIDOC Week, Reconciliation Australia, viewed 9 April 2016,
<https://www.reconciliation.org.au/wp-content/uploads/2013/12/Five-Fast-Facts-NAIDOC-Week.pdf>.
TeachStarter 2015, Indigenous Australians Word Wall Vocabulary, Teaching resources, viewed 9 April 2016,
< https://www.teachstarter.com/teaching-resource/indigenous-australians-word-wall-vocabulary/>.
Weave Youth 2015, NAIDOC Celebrations 2015, video file, viewed 9 April 2016,
<http://www.murumittigar.com.au/darug-artwork/>.
References for Week Five:
Antar 2016, Sea of Hands: School Kit, Sea of Hands, viewed 10 April 2016,
< https://antar.org.au/sites/default/files/soh_school_kit_smaller.pdf>.
Creative 2016, A guide to Australias Stolen Generations, Aboriginal culture, viewed 10 April 2016,
< http://www.creativespirits.info/aboriginalculture/politics/a-guide-to-australias-stolen-generations#axzz45TqjYrr7>.
Monasekar 2009, Stolen Generations/ Australian Aboriginal Brief History, video file, viewed 10 April 2016,
< https://www.youtube.com/watch?v=_fNvEm8wlPw&nohtml5=False>.
Reconciliation 2016, Lets Talk- Sorry Day, Reconciliation Australia, viewed 10 April 2016,
< https://www.reconciliation.org.au/wp-content/uploads/2015/05/Sorry-Day-PDF.pdf>.
Slideshare 2015, Torres Strait Islander Flag, Koori Club, viewed 10 April 2016,
< http://image.slidesharecdn.com/kooriclubtsiculture-130823055512-phpapp02/95/koori-club-tsi-culture-4-638.jpg?cb=1377464699>.
TES 2016, Aboriginal Art Boomerang Design Sheet, TES Global, viewed 10 April 2016,
< https://www.tes.com/teaching-resource/aboriginal-art-boomerang-design-sheet-11228891>.
Wikimedia 2015, Torres Strait Islander Flag, Wikipedia, viewed 10 April 2016,
< https://upload.wikimedia.org/wikipedia/en/thumb/1/1d/Flag_of_the_Torres_Strait_Islanders.svg/1280px-Flag_of_the_Torres_Strait_Islanders.svg.png>.