Acknowledgement of Country –

Western Sydney University acknowledge that today's meeting is being held on the country of the Darug People of the Darug Nation and
acknowledge their ancestors who have been Traditional Owners of their country for thousands of years. Western Sydney University also wishes
to acknowledge and pay our respect to the Darug People's Elders past and present.

Unit of Work 102085: Social Injustice: Post-colonial perspectives (stage 4)

Site Details: The Australian Museum. 1 William St, Sydney NSW 2010

Site Description:

Founded in 1827, the Australian Museum (AM) was first located on Bent Street, Sydney. In 1846 building commenced on this site and the
Australian Museum as we know it today opened in 1849. Housing two primary Indigenous exhibitions the ‘Garrigarrang: Sea Country’ and
‘Bayala Nura: Yarning Country’. The ‘Garrigarrang: Sea Country’ exhibition, tells the story of the Indigenous Australians' deep connections
with the sea. It explores the diverse spiritual beliefs, values and complex knowledge systems passed down through the generations. The AM
offers students the opportunity to explore the complex themes of first contacts, spirituality, sustainability, caring for Sea Country whilst
maintaining knowledge and traditional perspectives. The ‘Bayala Nura: Yarning Country’ exhibition, explores Indigenous history within
Australia whilst highlighting the Indigenous people’s deep connection with land, celebrating Indigenous cultural diversity in Australia. The AM
utilises ICT through videos and touchscreens, hands on activities and flipped classroom activities creating an interactive experience for students.

It has become less accessible for students from Western Sydney to visit sites the AM, resulting in students from Western Sydney lacking one on
one experiences with indigenous historical and cultural artefacts, cultural capital. This sight draws upon and emphasises strong links between the
Indigenous people’s connection with land and sea, allowing students to establish their own links with country and identity.

Group member Lesson plan number Outline Curriculum area covered and link to your site
X/10
1, 6, 10 History
7, 9 Music
2, 4, 5 English
3, 8 Geography
Unit description Resources
Students learn about the loss of autonomy through invasion and Board of Studies NSW, 1995, Invasion and resistance: untold stories, kit,
colonisation. They learn about the experiences of the local Aboriginal Board of Studies NSW, Sydney.
community Local community resources including AECG, Land Council, ASPA.
Information on local historical sites, including from the local council and
Time allocation 10 × 60-minute lessons the local historical society.
Targeted outcomes

History:
● Describes major periods of historical time and sequences events, people and societies from the past HT4-2
● Describes and assesses the motives and actions of past individuals and groups in the context of past societies HT4-3
● Selects and uses appropriate oral, written, visual and digital forms to communicate about the past HT4-10
● Describes and explains the causes and effects of events and developments of past societies over time HT4-4
● Uses evidence from sources to support historical narratives and explanations HT4-6
● Identifies and describes different contexts, perspectives and interpretations of the past HT4-7

Geography:
● Locates and describes the diverse features and characteristics of a range of places and environments GE4-1
● Examines perspectives of people and organisations on a range of geographical issue GE4-4

English:
● Responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN4-1A
● Uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts EN4-3B
● Thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts EN4-5C
● Identifies, considers and appreciates cultural expressions in texts EN4-8D

Music:
● Performs in a range of musical styles demonstrating an understanding of musical concepts 4.1
● Performs music using different forms of notion and different types of technology across a broad range of musical styles 4.2
● Performs music demonstrating solo and/ or ensemble awareness 4.3
SYLLABUS SYLLABUS KEY OUTCOMES/ INTEGRATED TEACHING, LEARNING AND CONNECTION
OBJECTIVE CONTENT ASSESSMENT S TO 8 WAYS
S
Lesson 1 History ● HT4-2 Depth study 6: expanding contacts.
● HT4-3 Topic 6d: Aboriginal and Indigenous Peoples,
● HT4-10 Colonisation and Contact History

Student learn about:

● The effects of Colonisation within Australia.
Pre-activity ● Indigenous cultures and history.
● Indigenous history.
● The landscape of Indigenous Australians both
past and present.
● Historical terminology associated with the
Indigenous cultures of Australia.
Students learn to:

● Define the concepts of invasion, occupation,

colonisation and settlement.
● Describe the main features of the Indigenous
culture prior to western colonisation of
Australia.
Assessment

(Informal assessment task) Group research task.

Groups of students (4 maximum), critically analyse

primary historical sources and visual representations.
To complete a one page research task about the
representations of Indigenous Australians pre and post
colonial era. Accompanying this paper with a poster
that visually compares and contrasts the landscape of
Indigenous Australian in both the pre and post colonial
era.
 Informal assessment (Exit card activity)

Students note down one key piece of information that

they have learnt during the lesson to be revisited for
revision in the next lesson.

Lesson 2 English ● EN4-1A Lesson Overview:

Explore what storytelling is and explain why it is
important. Students brainstorm what characteristics
define a ‘good’ story. Students discuss their responses
Pre-activity and compile a list. Students get into pairs and recall a
story they either heard or read to their partner and
discuss what they enjoyed about it and whether it was a
‘good story’. Students listen to a story called ‘The
Wagalak sisters’:
http://splash.abc.net.au/home#!/media/2570292/wagala
k-sisters [4 mins 50 seconds].
Students recount what ‘The Wagalak sisters’ story is
about and answer comprehension and analysis
questions. Students explore the importance of oral
storytelling and its place in different cultures
specifically Indigenous Australian culture.

Content Covered: Students learn to -

● Recognise, reflect on, interpret and explain the
connections between their own experiences and
the world in texts
● Engage personally with texts to explore and
appreciate the aesthetic qualities in their own
and other texts and the power of language to
communicate information, ideas, feelings and
viewpoints

Site Link: Dreaming stories shared within the ‘Bayala

Nura: Yarning Country’ Exhibition.
 Assessment:
● as learning: pair discussions around storytelling
and their understanding of ‘good’ storytelling
(links to understanding of basic English
concepts, terms and language features)
● of learning: comprehension questions answered
for ‘The Wagalak sisters’ which is a variant of
the creation story from The Dreaming.
Lesson 3 Geography ● GE4-1 Depth Study: Landscapes and Landforms
● GE4-4
Student learn about:
Pre-activity
● Interpret Indigenous dreamtime stories and how
the land affects the stories.
● How landforms and distinctive land features
were used to indicate territory.
● How Mabo defined territory and native title
laws.
● How landforms and landscapes aesthetic are
connected to indigenous culture.
● what landforms can be markers and the type of
landscape they will be in. In addition students
are required to provide an example of the
landform.

Students learn to:

● Work in groups to identify key landscapes and

landforms from oral sources
● Youtube Dreamtime Stories - Girawu The
Goanna
● https://www.youtube.com/watch?v=tWvoTZxv
Es8
 ● Understand how Indigenous and non-
Indigenous define territory in different ways.
● AM- Introduction to Indigenous Australian
● https://australianmuseum.net.au/indigenous-
australia-introduction

● Identify different types of landforms and how

they can be significant to Indigenous
communities. For example, food, travel, routes
to destinations.
● Link culture and aesthetic features of the land
and how they relate together.
● Culture Victoria- Baranjuk: Stories of the Land.
● https://cv.vic.gov.au/stories/aboriginal-
culture/land-and-spirit/baranjuk-stories-of-the-
land/
● Link landscapes with landforms together and
define why these have value to the Indigenous
community.

Recommend the following for the AM site visit

1. Shell Middens
2. Archaeological peels
3. Native land titles wall
4. Garringarrand: Sea country
5. Narrawarn and the coming of the sea

Informal assessment (Exit card activity)

Students note down one key piece of information that

they have learnt during the lesson to be revisited for
 revision in the next lesson.

Lesson 4 English ● EN4-8D Lesson Overview:

Students visit The Australian Museum. Students
complete Resource 2.1 as they visit the exhibitions for
collection on the bus back to school.
Students choose a dreaming story shared within the
Site Visit ‘Bayala Nura: Yarning Country’ or ‘Garrigarrang: Sea
Country’ Exhibitions.
Students discuss and annotate the purpose, plot,
structure and language features of their selected story.
Students write a half page report for the school
newsletter recounting their excursion to The Australian
Museum.

Content Covered: Students learn to –

● Explore the ways that ideas and viewpoints
may reflect or challenge the values of
individuals and groups
● Recognise and explain differing viewpoints
about the world, cultures, individual people and
concerns represented in texts
● Explore the interconnectedness of Country and
Place, People, Identity and Culture in texts
including those by Aboriginal and Torres Strait
Islander authors

Site Link:
Physical visit to the Australian Museum and recording
of the ‘Bayala Nura: Yarning Country’ or
‘Garrigarrang: Sea Country’ Exhibitions.

Assessment:
● for learning – completed Resource 2.1 which
 includes activities, maps and journal entries
● for learning – half page report for the school
newsletter
Lesson 5 English ● EN4-3B Lesson Overview:
● EN4-5C Students write a reflection, highlighting something new
they have learnt since visiting the Australian Museum.
Students share this highlight with the person in their
pair.
Students listen to Alice Eather (2016 ) ‘Yuya
Karrabura: The Fire is Burning’,
https://twitter.com/abcarts/status/76394127076290560
Site visited 1?lang=en
Students annotate their copy of the transcript and
contribute to class discussion.
Students discuss as a class how this connects to the
growing understanding of:
· Indigenous history
· Indigenous culture
· Power and significance of storytelling
· Post-colonial contexts
· Indigenous perspectives
· Social injustice
Students use their analysis to write a short essay using
either PEEL or STEEEL (depending on HoD policy)
analysing at least six language features used by Eather
in her poem.
Upon conclusion, edit your own work then peer-edit
your pair’s work.
For extension work, students are encouraged to learn
more about the life and work of Alice Eather, visit:
http://www.abc.net.au/news/2017-07-25/alice-eather-
aboriginal-suicide-brisbane-maningrida-
fracking/8719016
 Content Covered: Students learn to –
● Engage with the language and structures of
texts in a meaningful, contextualised and
authentic ways
● Explore tests that include both Standard
Australian English and elements of other
languages, including Aboriginal English
● Describe and analyse the purpose, audience and
contexts of texts
● Understand and use conventions of storytelling
in a range of modes and media e.g. digital
storytelling

Site Link: Information gathered and collated from the

‘Bayala Nura: Yarning Country’ or ‘Garrigarrang: Sea
Country’ Exhibitions.

Assessment:
● as learning –journal reflection of personal
growth in understanding storytelling and social
injustice within a post-colonial context and
Indigenous culture.
● of learning – essay analysing Alice Eather’s
(2016) ‘Yuya Karrabura’

Lesson plan provided by Elwyn Winters (17993539)

Lesson 6 History ● HT4-2 Depth study 6: expanding contacts.
● HT4-3 Topic 6d: Aboriginal and Indigenous Peoples,
Colonisation and Contact History.

Post activity Students learn about

● The Freedom Ride
● The Stolen generations
● Assimilation
 ● Disassociation from home, land and culture.
● Indigenous social justice

Students learn to
● Assess the motivations of the Freedom Rides.
● Critically analyse historical texts.
● Describe the impacts of the Stolen Generation
on the Indigenous community of Australia
● Use a range of sources, to outline the different
experiences between the relationship between
Aboriginal and non-Aboriginal peoples such as
impact of disease, land disputes, dispossession,
frontier wars.

Assessment

Informal assessment (Exit card activity)

Students are both assessed using exit cards from the

previous lesson and note down one new key piece of
information that they have learnt during the lesson to
be revisited/tested on for revision in the next lesson.

Informal Assessment (Diary Activity)

Students to delve into the lives of people who lived

through significant historical events (The Stolen
Generation). Thereby, gaining a deeper understanding
of them. This activity assesses how well students have
understood the information regarding the Stolen
Generation and how well students can critically
analyse can contextualise this information.

Lesson plan provided by Stewart Zbik (17878643)

SYLLABUS SYLLABUS KEY OUTCOMES/ INTEGRATED TEACHING, LEARNING AND CONNECTION
OBJECTIVE CONTENT ASSESSMENT S TO 8 WAYS
S
Lesson 7 Music ● M 4.1 Depth Study: Expressive Arts - Songlines and the
● M 4.2 narrative
● M 4.3
Lesson Overview:
Students learn to perform soundscapes and understand
Post Activity the use of narrative within Indigenous communities,
land and the sea.
Students learn to:
● Performs music through singing, playing and
moving to a range of repertoire
● Performs musical compositions and
arrangements individually and/ or groups
● Performs music that uses different forms of
musical notation and technologies

Students learn about:

● Recognise the use of musical concepts in
various repertoire characteristics of the topics
studied
● Understanding how the concepts of music are
used and manipulated in compositions and
arrangement
● Understanding various forms of musical
notation used in the repertoire studied
Site Link:
Australian museum: ‘Bayala Nura: Yarning Country’
or ‘Garrigarrang: Sea Country’ Exhibitions.

Assessment

Informal Assessment
 The learning outcomes are measured during this
activity through informal assessment. The informal
assessment tasks students to engage both with the
content and peers in their class. More in depth it asks
students to critically think about how land and images
can create a story. Asking students to create a
soundscape based of the nature and land around them.
This lesson plan allows students to personally think
about communication and the narrative in a different
way.

Lesson plan provided by Julia Muller 18018934

Lesson 8 Geography ● GE4-1 Depth Study: Landscapes and Landforms

● GE4-4
Post Activity Student learn about:
● How Indigenous people’s connection to the
land and values create new innovative ways to
display their artwork.
● Water and the importance to Indigenous
communities.
● What makes landscapes and landforms
appealing for Indigenous communities?
● What areas were valued in a specific landscape
eg river forest desert ect.
■ Why where these places valued.
■ How does culture and economic
value effect these place.
● how these all fit together and combine for the
Indigenous people.

Students learn to:

 ● Identify the significance of Indigenous artwork
and the significance to the land.
● Identify the importance for Indigenous
communities. Using the sources from the AM.
■ E.g. the fishing Rocks and the
canoes
■ Mention the AM Narrawarn and
the coming of the sea video.
● Think share pair aspects of landforms and
scapes and why they are appealing for
Indigenous communities.
● Analyse their knowledge from class and the site
visit to fit spiritual, cultural and aesthetics for
landscapes and landforms all together and how
these interact for the indigenous communities.

Assessment

Informal assessment task

Students are to form groups of five and analyse their

knowledge of multiple aspects of landforms and
landscape into one combined form for one landform.

Informal assessment (five Quick questions)

students are asked five questions to see what was

retained and how the previous lessons activities
performed.
 Informal assessment (Exit card activity)

Students note down one key piece of information that

they have learnt during the lesson to be revisited for
revision in the next lesson.

Lesson plan provided by Shaun Boughton (17715397)

Lesson 9 Music ● M 4.4 Depth Study: Experimenting with Indigenous

● M 4.6 instrumentation
● M 4.7
● M 4.11 Lesson Overview:
Post Activity Students learn to create their own instrument that
reflects one of the Indigenous instruments used.
Students will then compose/ improvise a short melody
on their constructed instrument.
Students learn to:
● experiment and improvise both individually
and in groups using stimulus characteristic of
the repertoire studied
● organise musical ideas into simple
compositions both individually and in groups
● explore forms of musical notation, including
computer based applications, as a method of
recording their own musical ideas

Students learn about:

● experiment and improvising music
representative of various styles, periods and
genres
● creating simple compositions both individually
and in groups
● notating compositions using various forms of
 traditional and non-traditional notation

Assessment

Informal assessment (composition on constructed

instrument)
Students will be asked to play a short composition/
improvisation on their constructed instrument. Student
and teacher to give peer feedback and speak about
techniques and narrative through song

Informal assessment
Students will be asked to speak about the materials and
way in which their instrument was constructed.

SYLLABUS SYLLABUS KEY OUTCOMES/ INTEGRATED TEACHING, LEARNING AND CONNECTION

OBJECTIVE CONTENT ASSESSMENT S TO 8 WAYS
S
Lesson 10 History ● HT4-4 Depth study 6: expanding contacts.
● HT4-6 Topic 6d: Aboriginal and Indigenous Peoples,
● HT4-7 Colonisation and Contact History.

Students learn about

Post Activity ● The effects colonialism on the Indigenous
community and the Indigenous community
today.
● Indigenous Ancestral Law
● The significance of Indigenous people’s
relationship to sea and country

Students learn to
● Critically assess and report information.
 ● Link components and themes together.
● Explain the effects of colonisation on
Indigenous people and non-Indigenous peoples.
● Describe the differences between Indigenous
and non-Indigenous relationships to Land and
Country.
Assessment

Informal assessment (Exit card activity)

Students are both assessed using exit cards from the

previous lesson.

Informal Assessment (Site Report)

Students complete a site report covering their

experiences had at The Australian Museum. Relating
what they learned on the day with the information that
they received in class prior to the site visit.
Specifically, focusing on the relationship in Indigenous
people have with land and sea.