UNIT PLAN

UNIT OVERVIEW

Year level 5&6

Created by Sarah Abotomey & Jacqui Wymond

Title of unit My Place - Australian indigenous land rights

2-3 sentence description of unit In this four week unit, students will investigate the traditional landowners of
(brief overview) Australia and the progression of landowners since 1778. This unit is used in
conjunction with Nadia Wheatley & Donna Rawlins’ picture book “My Place”, popular
Australian musician Paul Kelly’s song, “From Little Things Big Things Grow” and the
news article on ‘Overturning the Doctrine of Terra Nullius: The Mabo Case’ by
AIATSIS NTRU Mabo V Queensland. Through this investigation students will build on
their creative and structured writing skills, critical analysis and reading skills, and
oral literacy skills.
eaiatsis.gov.au/sites/default/files/docs/research-and-guides/native-title-
research/overturning-doctrine-terra%20nullius-the-mabo-case.pdf

Title & author of main text used Major text: Wheatley, N & Rawlins, D 1987, My Place, Walker books, Newtown,
NSW

My place is a text that unpacks Australian history. As, “Everyone is a part of

History, and every place has a story as old as the earth” (Wheatley & Rawlins,
2008, blurb)

Year 5:
Links to the English Curriculum Interacting with others:
Victorian curriculum Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to
students’ own experiences, and present and justify a point of view or recount an experience using
interaction skills (VCELY337)
Content Descriptions and/or Achievement
Standards Participate in and contribute to discussions, clarifying and interrogating ideas, developing and
supporting arguments, sharing and evaluating information, experiences and opinions, and use
interaction skills, varying conventions of spoken interactions according to group size, formality of
interaction and needs and expertise of the audience (VCELY366)

Examining Literature:
Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to
different kinds of interpretations and responses (VCELT315)

Literature and context:

Identify aspects of literary texts that convey details or information about particular social, cultural and
historical contexts (VCELT313)

Interpreting, analysing, evaluating

Navigate and read imaginative, informative and persuasive texts by interpreting structural features,
including tables of content, glossaries, chapters, headings and subheadings and applying appropriate
text processing strategies, including monitoring meaning, skimming and scanning (VCELY318)

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of
print and digital sources (VCELY319)

Analyse the text structures and language features used in imaginative, informative and persuasive
texts to meet the purpose of the text (VCELY320)

Text structure and organisation:

Understand that the starting point of a sentence gives prominence to the message in the text and
allows for prediction of how the text will unfold (VCELA321)

Expressing and developing ideas:

Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of
ways to provide a fuller description of the person, place, thing or idea (VCELA324)

Understand the use of vocabulary to express greater precision of meaning, and know that words can
have different meanings in different contexts (VCELA325)

Creating texts:

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing
text structures, language features, images and sound appropriate to purpose and audience
(VCELY329)
Reread and edit own and others’ work using agreed criteria for text structures and language features
(VCELY330)

Develop a handwriting style that is becoming legible, fluent and automatic (VCELY331)
Responding to literature

Use metalanguage to describe the effects of ideas, text structures and language features on particular
audiences (VCELT314)

Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to
different kinds of interpretations and responses (VCELT315)

Texts in context
Show how ideas and points of view in texts are conveyed through the use of vocabulary, including
idiomatic expressions, objective and subjective language, and that these can change according to
context (VCELY317)
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of
print and digital sources (VCELY319)

Understand the use of vocabulary to express greater precision of meaning, and know that words can
have different meanings in different contexts (VCELA325)

Language:

Understand how to move beyond making bare assertions and take account of differing perspectives
and points of view (VCELA335)

Participate in informal debates and plan, rehearse and deliver presentations for defined audiences and
purposes incorporating accurate and sequenced content and multimodal elements (VCELY338)

Year 6:
Literature:
Identify and explain how choices in language, including modality, emphasis, repetition and metaphor,
influence personal response to different texts (VCELT342)

Identify, describe, and discuss similarities and differences between texts, including those by the same
author or illustrator, and evaluate characteristics that define an author’s individual style (VCELT343)
Identify the relationship between words, sounds, imagery and language patterns in narratives and
poetry such as ballads, limericks and free verse (VCELT344)

Interpreting, Analysing, Evaluating

Use comprehension strategies to interpret and analyse information and ideas, comparing content from
a variety of textual sources including media and digital texts (VCELY347)

Expressing and developing ideas:

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain
ideas (VCELA350)

Creating Literature:

Experiment with text structures and language features and their effects in creating literary texts
(VCELT355)

Creating texts:

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting
with text structures, language features, images and digital resources appropriate to purpose and
audience (VCELY358)

Reread and edit own and others’ work using agreed criteria and explaining editing choices
(VCELY359)

Develop a handwriting style that is legible, fluent and that can vary depending on context (VCELY360)
Text structure and organisation

Understand how authors often innovate on text structures and play with language features to achieve
particular aesthetic, humorous and persuasive purposes and effects (VCELA339)

Interpreting, analysing & evaluating

Use comprehension strategies to interpret and analyse information and ideas, comparing content from
a variety of textual sources including media and digital texts (VCELY347)

Expressing & developing ideas:

Investigate how vocabulary choices, including evaluative language can express shades of meaning,
feeling and opinion (VCELA352)
 Language for Interaction:

Understand the uses of objective and subjective language and bias (VCELA364)

Interacting with others

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and
supporting arguments, sharing and evaluating information, experiences and opinions, and use
interaction skills, varying conventions of spoken interactions according to group size, formality of
interaction and needs and expertise of the audience (VCELY366)

Participate in formal and informal debates and plan, rehearse and deliver presentations, selecting and
sequencing appropriate content and multimodal elements for defined audiences and purposes, making
appropriate choices for modality and emphasis(VCELY367)

Links to ONE of the Cross-Curriculum This unit of work links to the Aboriginal and Torres Strait Islander Histories and
Priorities in the Australian Curriculum Cultures (Victorian Curriculum Curriculum, 2017).

UNIT PLANNER (3 stages)

Stage 1: Front loading

Learning intentions & Learning activity description Assessment strategies Resources needed
curriculum links (dot points)
(Content Descriptions, with
codes)

● Predictions and analysis of cover art - Formative discussion ● Copy of My Place

Interacting with others: individually investigate the significance assessment. Mentally noting ● A3 photocopies
of the cover art which has not changed the contributions and depth of the cover art
Clarify understanding of over the thirty years since original of contributions from each for each student
content as it unfolds in formal publication.
and informal situations,
connecting ideas to students’
own experiences, and present
and justify a point of view or
recount an experience using
interaction skills (VCELY337)
Participate in and contribute to
discussions, clarifying and
interrogating ideas, developing
and supporting arguments,
sharing and evaluating
information, experiences and
opinions, and use interaction
skills, varying conventions of
spoken interactions according
to group size, formality of
interaction and needs and
expertise of the audience
(VCELY366)
Interacting with others:
Clarify understanding of
content as it unfolds in formal
and informal situations,
connecting ideas to students’
own experiences, and present
and justify a point of view or
recount an experience using
interaction skills (VCELY337)
Participate in and contribute to
discussions, clarifying and
interrogating ideas, developing
and supporting arguments,
sharing and evaluating
information, experiences and
○ Emphasising the importance of
the rip in the image
○ From individual/or partner
work, annotate an A3 copy of the
front and back covers of the
book
○ Some sample questions include:
■ What can you see on the
cover of the book?
■ What do the images
suggest about this book?
■ What does the name
suggest about the book?
■ Predict what might
happen in the book.
○ Discuss interpretations of the
book and the different
annotations to create a whole
class analysis
○ Lesson could run for 50 minutes
● Research task - looking at the series of
accolades and awards that the book has
received, research the set criteria that
the book must meet.
■ Children’s Book Council
of Australia Book of the
Year for Younger Readers
■ The inaugural Eve
Pownall Award for
Children’s Non-Fiction
■ White Raven Award
■ Yabba Award
■ IBBY Honour Book
○ Research will be conducted in
small groups
student and the level of ● Devices with
understanding shown. internet
connectivity
Annotations on book cover
photo copies can also be
used as part of this informal
assessment of beginning
knowledge.
The presentation of research ● Copy of My Place
findings works as a ● A3 photocopies
summative assessment on of the cover art
group and individual for each student
research skills. Students will ● Devices with
present their work in an internet
informal presentation, connectivity
outline which aspects of the
task they undertook, and
convey their understanding
through content delivered
and the answers to any
questions.
opinions, and use interaction
skills, varying conventions of
spoken interactions according
to group size, formality of
interaction and needs and
expertise of the audience
(VCELY366)
Stage 2: Explicit teaching
Learning intentions &
curriculum links
○ Groups will present their
knowledge and findings back to
the class
○ Groups will also make a more
educated prediction of the plot
○ Lesson could run for an hour and
a half
Read text ● Copy of My Place
Question prior to reading:
■ What are we expecting to
find?
○ As a class read the novel aloud
○ Discussion of themes using
probing questions
■ What is significant about
this book?
■ How has the author
conveyed the themes?
■ Do we ‘own’ the land we
live on?
○ After the class read through,
students can read through the
book again individually at their
own pace, focusing on the
relevant illustrations.
Learning activity description Assessment strategies Resources needed
(dot points)
(Content Descriptions, with
codes)
Year 5:
Examining Literature:
Recognise that ideas in literary
texts can be conveyed from
different viewpoints, which can
lead to different kinds of
interpretations and responses
(VCELT315)
Literature and context:
Identify aspects of literary texts
that convey details or
information about particular
social, cultural and historical
contexts (VCELT313)
Interpreting, analysing,
evaluating
Navigate and read imaginative,
informative and persuasive
texts by interpreting structural
features, including tables of
content, glossaries, chapters,
headings and subheadings and
applying appropriate text
processing strategies, including
monitoring meaning, skimming
and scanning (VCELY318)
Use comprehension strategies
to analyse information,
integrating and linking ideas
from a variety of print and
digital sources (VCELY319)
Guided reading: Students will be - Class set of My
Introduction continuously assessed Place by
10 minutes throughout the guided Wheatley, N &
Whole class: reading session based on Rawlins, D
- Begin by recalling frontloading their contributions to
activities and briefly discussing discussions
findings.
- Include questions such as:
- What might the
significance of the title
be?
- What language do you
think might be used in
this text and why?
- Generally base questions
on students’ findings
from frontloading
activities.
- Group students in groups of 2-8
students based on ability. Mixed ability
groups may be beneficial for this
activity.
- Focus for the guided reading session is
to build understanding of the language
used to engage with cultural aspects of
the text.
Elaboration
20 minutes
Students individually read the text silently.
Teacher to circulate through the group
assisting students when required, prompting
students to engage reading problem solving
strategies when unsure.

Analyse the text structures and
language features used in
imaginative, informative and
persuasive texts to meet the
purpose of the text (VCELY320)
Year 6:
Literature:
Identify and explain how
choices in language, including
modality, emphasis, repetition
and metaphor, influence
personal response to different
texts (VCELT342)
Identify, describe, and discuss
similarities and differences
between texts, including those
by the same author or
illustrator, and evaluate
characteristics that define an
author’s individual style
(VCELT343)
Identify the relationship
between words, sounds,
imagery and language patterns
in narratives and poetry such as
ballads, limericks and free
verse (VCELT344)
Interpreting, Analysing,
Evaluating
Encourage students to “ask a friend” while
reading if unsure of certain words if teacher is
otherwise occupied.
Students who are less confident readers may
be encouraged to focus on the start and end of
the book, skipping some of the middle section
as they will not be able to read the whole book
independently. As the book has been read as a
whole class, students who do this should not
miss out on content.
Practice
Prompt students about the text in their small
groups, allowing them to individually make
observations and contributions.
Prompts to engage students in the idea of
culture in the text:
- What type of text is “My Place”?
- What is the main idea of “My Place”?
- Is “My Place” relatable to us
individually?
- What kind of words does the author use
to show us that the place is important to
each character?
- Did the book spark any questions for
you?
- Were they answered within the text?
- What was the importance of the
illustrations?
- What do the illustrations on the
different pages tell us?
- If we read the pages out of order, would
the story and illustrations be as
meaningful?
- What points of view do we hear in the
story?
Use comprehension strategies
to interpret and analyse
information and ideas,
comparing content from a
variety of textual sources
including media and digital
texts (VCELY347)
- How are the characters connected
within the story? Are they connected in
more than one way?
- What country does the “My Place” book
link to? How does this relate to us?
Review
- Students are given 10 minutes to
discuss with their peers what is their
special place and any connections they
may have made with the story.
Literacy circles based on text Literacy will be assessed by ● Set of literacy
○ Class divided into smaller groups peers and self reflections. circle role
○ Groups are of mixed abilities Teachers will also govern the descriptions for
rather than streaming. activity by circulating the each group
○ Students will organise room and listening in on (appendix 2)
themselves into roles and different groups’ work. The ● Class set of my
conduct the roles they have individually created work place
taken. Roles: the summariser, will be taken as a summative
the question master, the literary assessment, and as such will
observer, the detective, the be marked by the teacher.
creator, the clarifier, the
connector and the director
(Appendix 2).
○ Students will individually do
their work for the rest of a lesson
and part of the following.
○ Groups will meet in the second
half of the following lesson to
share.
○ Students will self reflect on their
work and provide peer feedback.
Literacy will be assessed by ● A copy of the
Analysis of Indigenous land right texts peers and self reflections. lyrics to ‘From
(varying in type ie. Article on Eddie Mabo, Teachers will also govern the Little Thing Big
Paul Kelly’s – From Little Things Big Things activity by circulating the Things Grow’ -
room and listening in on Paul Kelly
 Grow [Vincent Lingari]) - two lesson
activity
Year 5:
Examining literature:
Recognise that ideas in literary
texts can be conveyed from
different viewpoints, which can
lead to different kinds of
interpretations and responses
(VCELT315)
Text structure and
organisation:
Understand that the starting
point of a sentence gives
prominence to the message in
the text and allows for
prediction of how the text will
unfold (VCELA321)
different groups work. The ● A copy of article
individually created work ● A copy of the text
○ Group reading and sharing on will be taken as a summative
key points from the different assessment, and as such will
texts be marked by the teacher.
○ Students have the choice
between:
■ Creating a biography of
an instrumental
individual in the fight for
Indigenous land rights
■ Providing a timeline and
summary of these
persons based on texts
○ Students are encouraged to
complete a detailed plan prior to
starting final copy.
○ Work is to be submitted at the
end of the second lesson for
teacher marking.
● Introduce the foundation knowledge of
letter writing
○ Introducing letters through
questioning
■ What is the purpose of
letters?
■ Are letters still used
today, if so how?
■ What has taken the place
of letters?
○ Analysing examples through
comparison of different types
○ Ascertaining and completing the
correct formatting
● Time Capsules activity Work is swapped with ● Lined paper
○ Introduce the concept of a time another student as a form of ● Parchment
capsule peer and then subsequent
Expressing and developing
ideas:
Understand how noun
groups/phrases and adjective
groups/phrases can be
expanded in a variety of ways
to provide a fuller description
of the person, place, thing or
idea (VCELA324)
Understand the use of
vocabulary to express greater
precision of meaning, and know
that words can have different
meanings in different contexts
(VCELA325)
Creating texts:
Plan, draft and publish
imaginative, informative and
persuasive print and
multimodal texts, choosing text
structures, language features,
images and sound appropriate
to purpose and audience
(VCELY329)
Reread and edit own and
others’ work using agreed
criteria for text structures and
language features (VCELY330)
Develop a handwriting style
that is becoming legible, fluent
and automatic (VCELY331)
○ Explain the activity self assessment. After this ● Replica time
■ Writing a letter as a child process the teacher will take capsules
of their age living in up the work and note ● Construction
different decades (one corrections as students’ materials to
past and 2018) abilities in writing to the create items of
■ Decades include the brief, but also as their the period
present 2018 and a past capabilities as an editor. If a
decade (picked randomly student is straying too far
- should be enough for from the brief, the feedback
one per decade since the teacher can provide at
1778) this point would work as a
■ Students complete a formative assessment. At the
letter to the future about conclusion of this phase, the
the lifestyle and roles of final submission will work as
children including an, a summative assessment.
explanation of items they
would put in the time
capsule that are ‘from the
time periods’.
■ Individually students
hand write an initial plan
for both letters - half a
lesson
■ Starting with one letter,
students start hand
writing a draft - one
lesson
■ Students then pair up to
edit – swapping work
(half a lesson)
■ Edited copy of work will
be taken up for teachers
to gauge students work
level, and
feedback/editing
capabilities and
knowledge
Year 6:
Expressing and developing
ideas:
Investigate how complex
sentences can be used in a
variety of ways to elaborate,
extend and explain ideas
(VCELA350)
■ Final copy of their work
printed on parchment for
time capsules and a
secondary copy collected
into a class copy of work
for submission and for
class to read.

Creating Literature:

Experiment with text structures

and language features and their
effects in creating literary texts
(VCELT355)

Creating texts:

Plan, draft and publish

imaginative, informative and
persuasive texts, choosing and
experimenting with text
structures, language features,
images and digital resources
appropriate to purpose and
audience (VCELY358)

Reread and edit own and

others’ work using agreed
criteria and explaining editing
choices (VCELY359)

Develop a handwriting style

that is legible, fluent and that
can vary depending on context
(VCELY360)
Stage 3: Preparing & publishing/sharing a multimodal response
Learning intentions &
curriculum links
(Content Descriptions, with
codes)
Year 5:
Responding to literature
Use metalanguage to describe
the effects of ideas, text
structures and language
features on particular
audiences (VCELT314)
Recognise that ideas in literary
texts can be conveyed from
different viewpoints, which can
lead to different kinds of
interpretations and responses
(VCELT315)
Texts in context
Show how ideas and points of
view in texts are conveyed
through the use of vocabulary,
Learning activity description Assessment strategies Resources needed
(dot points)
● Introduce the oral presentation: The presentations are a ● Marking rubric
○ Public discussion in a format summative assessment (Appendix 3)
similar to Q and A, on land right marked against the relevant
issues from the perspective of rubric. Students will also
different stakeholders evaluate their own work, and
○ Or, a debate on should their contribution to the
citizenship ceremonies be held overall presentation. This
on Australia Day? mark they will have to justify
■ Introduction will and it must be agreed upon
commence with either by the other members of the
watching an episode of Q group.
and A, or a video on the
etiquette of debating
■ Students will then be
guided about their group
and their topic/task
■ Groups will be given time
to plan, including:
■ brainstorming
ideas
■ creating order and
sequence
■ defining relevant
stakeholders
■ Groups will draft their
two minute speeches
including idiomatic ■ Presentation will proceed
expressions, objective and at the final lesson of the
week.
subjective language, and that
these can change according to
context (VCELY317)
Use comprehension strategies
to analyse information,
integrating and linking ideas
from a variety of print and
digital sources (VCELY319)

Understand the use of

vocabulary to express greater
precision of meaning, and know
that words can have different
meanings in different contexts
(VCELA325)

Language:

Understand how to move

beyond making bare assertions
and take account of differing
perspectives and points of view
(VCELA335)

Participate in informal debates

and plan, rehearse and deliver
presentations for defined
audiences and purposes
incorporating accurate and
sequenced content and
multimodal elements
(VCELY338)

Year 6:

Text structure and

organisation

Understand how authors often

innovate on text structures and
play with language features to
achieve particular aesthetic,
humorous and persuasive
purposes and effects
(VCELA339)

Interpreting, analysing &

evaluating
Use comprehension strategies
to interpret and analyse
information and ideas,
comparing content from a
variety of textual sources
including media and digital
texts (VCELY347)
Expressing & developing
ideas:

Investigate how vocabulary

choices, including evaluative
language can express shades of
meaning, feeling and opinion
(VCELA352)

Language for Interaction:

Understand the uses of

objective and subjective
language and bias (VCELA364)

Interacting with others

Participate in and contribute to

discussions, clarifying and
interrogating ideas, developing
and supporting arguments,
sharing and evaluating
information, experiences and
opinions, and use interaction
skills, varying conventions of
spoken interactions according
to group size, formality of
interaction and needs and
expertise of the audience
(VCELY366)

Participate in formal and

informal debates and plan,
rehearse and deliver
presentations, selecting and
sequencing appropriate content
and multimodal elements for
defined audiences and
purposes, making appropriate
choices for modality and
emphasis(VCELY367)
 REFERENCES

- Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) 2014, Overturning the doctrine of terra nullius: the Mabo
case, AIATSIS, retrieved 27 September 2017, < https://aiatsis.gov.au/sites/default/files/docs/research-and-guides/native-title-
research/overturning-doctrine-terra%20nullius-the-mabo-case.pdf>
- Edwards-Groves, C 2002, MyRead, Strategies for teaching reading in the middle years, Department of Education, Science and Training,
retrieved 29 September 2017, < http://www.myread.org/explicit.htm>
- Literacy Solutions 2006, Literacy Circle Role Cards, Literacy Solutions, retrieved 28 September 2017,
http://www.literacysolutions.com.au/resources/literature-role-cards.php

- Kelly, P & Carmody, K 1993, From Little Things Big Things Grow, National Museum Australia, retrieved 28 September 2017,
<http://www.nma.gov.au/exhibitions/from_little_things_big_things_grow/song_lyrics>
- Victorian Curriculum and Assessment Authority (VCAA) 2017, English: Curriculum, Victorian Curriculum, retrieved 27 September
2017, <http://victoriancurriculum.vcaa.vic.edu.au/english/introduction/rationale-and-aims>
- Victorian Curriculum and Assessment Authority (VCAA) 2017, Cross-curriculum Priorities, Victorian Curriculum, retrieved 27
September 2017, <http://victoriancurriculum.vcaa.vic.edu.au/overview/cross-curriculum-priorities>
- Walsh, M 2010, “Multimodal literacy: What does it mean for classroom practice?”, Australian Journal of Language and Literacy, Vol. 33,
No.3, pp. 211-239
- Wheatley, N & Rawlins, D 2008, Walker Books Australia, Newtown, NSW

- Winch, G, Johnston, RR, March, P, Ljungdahl, LD, & Holliday, M 2016, Literacy : reading, writing and children's literature, South
Melbourne, Victoria Oxford University Press, 2016.
- Wilhelm, J 2002, MyRead, Strategies for teaching reading in the middle years, Department of Education, Science and Training, retrieved 29
September 2017, < http://www.myread.org/guide_frontloading.htm>
List of Appendices
Appendix 1: Title & sample page of text
Appendix 2: Literacy circle roles. Resource collected from Literacy solutions: <http://www.literacysolutions.com.au>
Appendix 3: Marking rubric
Name:_________________________________________________ Group:_____________________________
Criteria Work was below the Work was toward the Work was at the Work was above the
standard standard standard standard

Overall Student read their speech. Speech Student read off cue cards. Speech Student relied on cue cards, but Student used cue cards as notes, but
did not follow the debate format. followed some of the debate made an effort to speak fluidly and also held eye contact with audience.
presentation Discussion did not take more than format. Discussion was not in naturally. Student mostly followed Student followed formal debate
style and one perspective. depth and only took the the formal debate format and formatting or that of a
competency perspective of a limited number engaged in deep discussion. comprehensive discussion.
of stakeholders.

Organisation of Team was disorganised.
Roles/stakeholders were confused,
the and speeches did not make sense
presentation with each other. Time allocated
was not used wisely. No member
contributed an appropriate
amount.
Team was somewhat organised.
Roles/stakeholders were not
clear, speeches mostly flowed.
Time allocated was mostly used
effectively. Some members
contributed an appropriate
amount.
Team was organised. Roles/
stakeholders were fairly clear and
speeches flowed. Time allocated
was used effectively. Most
members contributed an
appropriate amount.
As a team, the position was clear and
speeches flowed smoothly.
Roles/stakeholders were defined
and conducted appropriately. Time
allocated was used wisely and all
members contributed equally.

Understanding Students did not show an
understanding of topic. Argument
of perspectives for the discussion/debate did not
and the topic tie to the topic and were
unorganised.
Students showed some
understanding of the topic. Some
argument(s) tied to the topic of
the discussion/debate, and were
fairly organised.
Students showed an
understanding of the topic.
Argument(s) were relevant to the
topic of the discussion/debate,
and were mostly organised.
Students grappled with the topic in a
comprehensive manner.
Argument(s) were tied to the topic
and organised appropriately for the
discussion/debate.

Written speech Student used no persuasive
techniques or evidence in their
speech for the discussion/debate,
to persuade audience.
Student used a persuasive
technique appropriately, and no
evidence within their speech for
the discussion/debate, to
persuade audience.
Student used some persuasive
techniques (with some success)
and evidence appropriately in
their speech for the
discussion/debate, to persuade
audience.
Student used persuasive techniques
effectively and appropriately in their
speech for the discussion/debate,
accompanied by evidence to
persuade audience.

Mark decided Student did not contribute to the Student contribute minimally to Student contributed to the overall Student was a reliable and successful
presentation. the presentation. success of the group. member of the group.
by group for the
individual

Overall mark:
Notes:

Appendix 4: From little things big things grow lyrics

Song lyrics
From Little Things Big Things Grow
by Paul Kelly and Kev Carmody
Gather round people I’ll tell you a story
An eight year long story of power and pride
’Bout British Lord Vestey and Vincent Lingiarri
They were opposite men on opposite sides
Vestey was fat with money and muscle
Beef was his business, broad was his door
Vincent was lean and spoke very little
He had no bank balance, hard dirt was his floor
From little things big things grow
From little things big things grow
Gurindji were working for nothing but rations
Where once they had gathered the wealth of the land
Daily the oppression got tighter and tighter
Gurindji decided they must make a stand
They picked up their swags and started off walking
At Wattie Creek they sat themselves down
Now it don’t sound like much but it sure got tongues talking
Back at the homestead and then in the town
From little things big things grow
From little things big things grow
Vestey man said I’ll double your wages
Seven quid a week you’ll have in your hand
Vincent said uhuh we’re not talking about wages
We’re sitting right here till we get our land
Vestey man roared and Vestey man thundered
You don’t stand the chance of a cinder in snow
Vince said if we fall others are rising
From little things big things grow
From little things big things grow
Then Vincent Lingiarri boarded an aeroplane
Landed in Sydney, big city of lights
And daily he went round softly speaking his story
To all kinds of men from all walks of life
And Vincent sat down with big politicians
This affair they told him is a matter of state
Let us sort it out, your people are hungry
Vincent said no thanks, we know how to wait
From little things big things grow
From little things big things grow
Then Vincent Lingiarri returned in an aeroplane
Back to his country once more to sit down
And he told his people let the stars keep on turning
We have friends in the south, in the cities and towns
Eight years went by, eight long years of waiting
Till one day a tall stranger appeared in the land
And he came with lawyers and he came with great ceremony
And through Vincent’s fingers poured a handful of sand
From little things big things grow
From little things big things grow
That was the story of Vincent Lingiarri
But this is the story of something much more
How power and privilege can not move a people
Who know where they stand and stand in the law
From little things big things grow
From little things big things grow
From little things big things grow
From little things big things grow

Appendix 5: Mabo article.