Aboriginal & Culturally Responsive

Pedagogies: 102085
[Cross-Curricular Garrigarrang: Sea Country - Film Production Unit]

Community Links Deconstruct/Reconstruct Non-Verbal Story Sharing Non Linear Learning Maps Symbols &
Images Land Links
Unit Focus: The focus of this unit is to provide Stage 5 (year 9/10) students with a deeper understanding of the Garrigarrang: Sea Country
of Indigenous Australia and by doing so, create, produce and edit a final assessment which will be a Film Production. This unit will be
undertaken via cross-curricular classes (Mathematics, ICT, English, Drama and History). Students will undertake a site study to the
Australian Museum in Sydney City in which they will undergo a guided tour of the exhibition. There, the students will collect photos and
information to use throughout this designed unit. The Unit that we have devised aims to
broaden the knowledge of students by engaging them in the importance and impact of
Cultural Identity, culture of the Aboriginal and Torres Strait Islander community. The aims
of the Site study of Garrigarrang, Sea Country, at the Australian Museum is to create
stronger links to the Aboriginal and Torres Strait Islander community by educating the
students about their rich culture.

Evidence of Learning: Students will be required to undergo the Site Study and collect any
digital, written and/or oral artefacts from the exhibition to use towards their final film
production assessment. Throughout this unit, students will need to show evidence of
learning by uploading progression to a shared google classroom drive, upload collaborative
photos of students working in groups, and the final film production saved to the google
classroom/USB device.

Syllabus Content: The relevant syllabus content for the identified outcomes relating to the
knowledge, understanding and skills that students will develop: Image: Taken at the Garrigarrang: Sea Country exhibition (2017)
History: site study; WSU 102085
HT5-1 Explains and assesses the historical forces and factors that shaped the modern world and
Australia.
HT5-10 Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences.
HT5-2 sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia.
 English
EN4-1A Respond to and compose texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure
EN4-3BUse and describe language forms, features and structures of texts appropriate to a range of
purposes, audiences and contexts.
EN4-5C Think imaginatively, creatively, interpretively, and critically about information, ideas, and
arguments to respond to and compose texts
EN4-8DIdentify, consider, and appreciate cultural expression in texts
EN4-9E Use, reflect on and assess their individual and collaborative skills for learning
EN4-4B Make effective language choices to creatively shape meaning with accuracy, clarity and
coherence.

Image: Taken at the Garrigarrang: Sea Country exhibition
(2017) site study; WSU 102085
Drama
4.1.4 Explores a range of ways to structure dramatic work in collaboration with others.
4.2.1 Uses performance skills to communicate meaning
4.2.2 experiments with performance spaces and production elements appropriate to purpose and
audience
4.3.2 Recognises the function of drama and theatre in reflecting social and cultural aspects of
human experience

Mathematics
MA4-2WM applies appropriate mathematical techniques to solve problems
MA4-5NA operates with fractions, decimals and percentages
4.1.1 recognises and uses software programs that are suitable for specific tasks
4.2.2 designs, produces and evaluates appropriate solutions to a range of problems
4.5.2 documents ideas and solutions for targeted audiences

Unit of Work 102085:

Aboriginal &Culturally Responsive Pedagogies Garrigarrang: Sea Country Film
Production (Stage 5 - years 9/10)

Site Details:
Garrigarrang: Sea Country Australian Museum Site Study

Site Description: Image: Taken at the Garrigarrang: Sea Country exhibition

(2017) site study; WSU 102085

Experience the deep connections between Indigenous Australians and the coast
through cultural artefacts, stories and ceremonial performances about the sea.
Group member Lesson plan Outline Curriculum area covered Link to your site
number X/10
1. Rima Alameddine Lesson 1 & 2 History Introduction Lesson and Garrigarrang background and history of people, places and
Historical Background things. (Developing a deeper understanding)

2. Douneya Doreen Lessons 4, 8 Drama Script writing, Film Using the knowledge of the Sea Country, an assessment (film
Rifaie &10 Recording & Film Presentation (final production) based on the site will be written and produced. Links
presentation) to information and story-telling will be incorporates in the unit to
build on students ability to share information in creative ways.

3. Hue Nghi Tran Lesson 3 & 5 English Narrative & Film The English curricula and skills will enable the students to build
Language towards their final film assessment. This will be using their
understanding of Aboriginal story telling/narrative.

4. Steven Dinh Pham Lessons 6, 7 & 9 Mathematics & ICT Film Through the use of Mathematics and ICT, the students will use
production, frames and recording & their knowledge of the site study to help towards building their
film editing skills. film. I.e. frames, images, making 3D models.

Unit description Resources

Students learn about the Garrigarrang: Sea Country of the Aboriginal Peoples of Australia. Board of Studies NSW, 1995, Invasion and resistance: untold stories,
They learn about the experiences, technologies, sustainability and communities of the local kit, Board of Studies NSW, Sydney.
Aboriginal Peoples. 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

1.4 Strategies for teaching Aboriginal and Torres Strait Islander Students
The Unit that we have devised aims to broaden the knowledge of students by engaging them in the importance and impact of Cultural Identity,
culture of the Aboriginal and Torres Strait Islander community. The Unit pays attention to the site study of Garrigarrang, Sea Country, the site study aims
to boarded students understanding though alternative teaching strategies that benefit the Aboriginal and Torres Strait Islander students. One important
teaching strategies that caters to Aboriginal and Torres Strait Islander students and Non-indigenous students is the 8-ways pedagogy. Tough this unit of
work students will be educated on the backgrounds and its significance to the Aboriginal and Torres Strait Islander community.

2.4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Ingenious and Non-Indigenous
Australians.
The aims of the Site study of Garrigarrang, Sea Country, at the Australian Museum is to create stronger links to the Aboriginal and Torres Strait
Islander community by educating the students about their rich culture. The Australian Museum provided Aboriginal and Torres Strait Islander
representatives who can explain the importance of certain cultural elements. The Promotion of respect for the land and one another is heavily presented
through the site study, Garrigarrang. Students gain the opportunity to ask questions and clarify any misunderstandings. Garrigarrang explains the
importance of respecting the land, student will learn about the innovative and ingenious technologies that were developed to be used and biodegradable.
Students learn about the importance of wave and wind patterns, biology, chemistry, performance, preservation, recycling, physics, art, music, and much
more. Students develop a deep respect for Aboriginal and Torres Strait Islander culture and they will build upon their knowledge. By engaging students
in the site study, Garrigarrang, students will broaden their cultural capital to break down barriers and bridge gaps in perception and understanding.
CURRICULUM SYLLABUS
AREA OBJECTIVES
& TEACHER
Lesson 1 Develop knowledge and
understanding of ideas,
movements, people and
Site Study events that shaped past
civilisations, the modern world
History
and Australia.
Rima Develop skills to
communicate their
Alameddine understanding of history.
Lesson 2 Develop knowledge and
understanding of the nature of
history and significant
Land changes and developments
Sustainability
from the past, the modern
world and Australia.
History
Develop skills to
communicate their
Rima understanding of history.
Alameddine
Students will value and
appreciate: History as a study
of human experience & the
contribution of past and
present peoples to our shared
heritage.
Learning Sequence of 10 Lessons
KEY OUTCOMES/ CONTENT
HT5-1
Explains and assesses the historical
forces and factors that shaped the
modern world and Australia.
HT5-10
Selects and uses appropriate oral,
written, visual and digital forms to
communicate effectively about the
past for different audiences.
HT5-1
Explains and assesses the historical
forces and factors that shaped the
modern world and Australia.
HT5-2
sequences and explains the
significant patterns of continuity and
change in the development of the
modern world and Australia.
INTEGRATED TEACHING, LEARNING AND CONNECTIONS TO 8
ASSESSMENT WAYS
Students will be notified of a final assessment based
on the following excursion to the Garrigarrang: Sea
Country Exhibition. Students will be allocated groups
in this lesson and it will be recorded on a created
shared google classroom drive.
Students will have the chance
Students will be using this lesson to physically to speak and ask questions to
experience the site study at the Australian Museum. experienced tour guides of
Students will have the day as an excursion and will Aboriginal background who
be asked to bring their own devices for artefact come from areas of the Sea
Country.
collection (camera, phone etc.) along with a
notebook for information they find useful for their
final assessment.
Students will return to school by 3pm.
This lesson will focus on the idea of the land and
sea, and how we are a part of it. This lesson will ask
students to reflect on their experience at the
exhibition. (writing a journal entry)
Students will answer a question sheet on the
Garrigarrang: Sea Country, marking it as a class and
keeping the sheet for use later.
Students will then be shown materials of oyster
shells, natural dried plant fibres which were entwined Students will examine the
to make fishing nets, stones and if possible, sea sustainability of Sea Country
grass. (images provided from an album of the technology, and share their
teacher personal site study will also be provided for own experiences/background
students to use.) of cultures in sustainability.
Students will note down what each item is, how it
was used, why it is sustainable etc. (information
sheet will be given out)

Lesson 3 Communicate through
speaking, listening, reading,
writing, viewing and
Sea representing.
Travelling
Use language to shape and
make meaning according to
English
purpose, audience and
context.
Hue Nghi Tran
Think in ways that are
imaginative, creative,
interpretive, and critical.
Express themselves and
their relationships with others
and their worlds.
Learn and reflect on their
learning through their study of
English.
CURRICULUM SYLLABUS
AREA OBJECTIVES
& TEACHER
EN4-1A
Respond to and compose texts for
understanding, interpretation, critical
analysis, imaginative expression and
pleasure
EN4-3B
Use and describe language forms,
features and structures of texts
appropriate to a range of purposes,
audiences and contexts.
EN4-5C
Think imaginatively, creatively,
interpretively, and critically about
information, ideas, and arguments to
respond to and compose texts
EN4-8D
Identify, consider, and appreciate
cultural expression in texts
EN4-9E
Use, reflect on and assess their
individual and collaborative skills for
learning
KEY OUTCOMES/ CONTENT
Students end the lesson by talking about their own
heritage and if they know of any sustainable
practises that were learned/demonstrated.
Students will be introduced to the picture book
Mamang which tells the story of sea adventure of a
Noongar inside the whale. The story creates a link
with the concept of Aboriginal peoples Sea
Travelling using bark canoes, dugout canoes, and
Students will be exposed to a
other biodegradable products. series of images captured
from the Museum tour.
Students will use the picture book glossary - a list of Students use the images and
some Noongar words with their English translation, the picture book Mamang to
to create a Haiku poem. The word Garrigarang will make connection and learn
be used for the Haiku poem. about the concept of Sea
Travelling and
Students will keep their Haiku poems to use for the Sustainability. Students will
end-of-term final film production project. be encouraged to share their
own personal or heritage
stories about Sea Travelling
INTEGRATED TEACHING, LEARNING AND CONNECTIONS TO 8
ASSESSMENT WAYS
Lesson 4 Making: Students engage
in making a film that
incorporates accurate
Story-telling information through a creative
and scripting
way. Students demonstrate
collaborative learning and
planning in order to construct
Drama
a film.
Doreen Performing: Students will
Douneya construct a script that will
Rifaie communicate to the audience
meaning.
Appreciating: Students will
gain an appreciation of the
personal, social, cultural,
aesthetic and political aspects
of the human experience and
apply it through creative
means (i.e. scripting an
informative film).
4.1.4
Explores a range of ways to
structure dramatic work in
collaboration with others.
4.2.1
Uses performance skills to
communicate meaning
4.3.2
Recognises the function of drama
and theatre in reflecting social and
cultural aspects of human
experience
In this lesson students will focus on create draft
scripts for their films, they will engage in storytelling
and script writing. They will begin construction of a
script and layout for their film in this lesson, which
they are assessed on and present in the last
lesson.
They will be creating a story that provides historical
research in relation to one element (min) from the
Indigenous site study Garrigarang, Sea Country.
The lessons aim is to engage and challenge
students to maximise their dramatic abilities through Students will engage with the
making, performing and appreciating other cultures performative elements such
and beliefs. Students must incorporate information as storytelling, community
they have gathered from the site study Garrigarang, links, Historical significance,
Sea Country, and the previous lessons. Students mapping their learning,
understand links to the land
must include a minimum of two items that specifically
and engage in
relate to the Sea Country Culture and present them reconstructing/deconstructing.
in their film. The assessment requires
students to understand the
Images from the Garrigarang Sea country, have importance of community, the
been provided as visual stimulus to help students land, storytelling and
create their film. Students are encouraged to script mapping. Students
their films creatively and use a variety of filming incorporate the knowledge
techniques and genres, it does not have to be a that have from the site and
the previous lessons, they
documentary, they can take creative liberty as long
also engage in future
as they remain respectful. research to support their
films. Students will also
engage with visual stimulus,
symbols and images, to help
them in the scripting process.
Lesson 5 Use language to shape and
make meaning according to
purpose, audience and
Filmic context.
language and
Techniques Think in ways that are
imaginative, creative,
interpretive, and critical.
English
Learn and reflect on their
Hue Nghi Tran learning through their study of
English.
EN4-3B
Use and describe language forms,
features and structures of texts
appropriate to a range of purposes,
audiences and contexts.
Back to the board game where students have to
EN4-5C
Think imaginatively, creatively,
interpretively, and critically about
information, ideas, and arguments to
respond to and compose texts
EN4-4B
Make effective language choices to
creatively shape meaning with
accuracy, clarity and coherence.
EN4-9E
Use, reflect on and assess their
individual and collaborative skills for
learning
Students will review filmic language and techniques
in preparation for their end-of-term final film
production project.
use body language and actions to illustrate words
will be used to review filmic language and
techniques.
A series of images captured from the Museum Students will review the
excursion will be used as learning materials where knowledge of visual, filmic
students analyse the visual/ filmic techniques used. language and techniques.
Pictures captured from the
Teacher will modify one picture first, and asks
museum tour are used for
students to apply the techniques to the other images.
the lesson so that students
As whole class, teacher and students construct a have the chance to review
poster with all visual and filmic language that are the knowledge of Sea
reviewed in the lesson as part of preparation for the Country.
final film production project

Lesson 6 Developing understanding MA4-2WM Student be introduced about creating stop motion
the basic of stop motion applies appropriate mathematical video, Question: How Aboriginal people use different
animation. techniques to solve problems material to tell their stories such as poems,
Stop Motion
Animation paintings, etc.
Developing understanding MA4-5NA
of how to create sequence of operates with fractions, decimals and Student will have a chance in
percentages In this lesson, student will be learning about how to
Mathematics all the photo creating their own stories
involve Rate and ratio to solve a real-life problem
& ICT
Use Understanding of Rate 4.1.1
and Ratio calculate the recognises and uses software Furthermore, in this lesson student will also
Dinh Thang pictures for the animation, let programs that are suitable for investigate and plan how many pictures they need
Pham each picture for only a fraction specific tasks to shoot to create a one minute and thirty second
of a second animation video. Approximately take a round 8
frames per second then how many frames per
minutes

CURRICULUM SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND CONNECTIONS TO 8
AREA OBJECTIVES ASSESSMENT WAYS
& TEACHER
Lesson 7 Using clay to create stop MA4-2WM Student will be engaged with hand-on task of telling
motion animation applies appropriate mathematical their own story by using clay with the support of ICT
techniques to solve problems to create clay stop-motion animation.
Sustainability Students engage with the
and Story use of clay and ICT to MA4-5NA
Telling, express ideas through digital
Filming storytelling.
Using ICT into creating the
Mathematics
video, it can help children
& ICT learn about, visualize, and
explain a variety of math
concepts.
Dinh Thang
Pham
Lesson 8 Making: Students engage
in making a film that
incorporates accurate
Filming & information through a creative
editing
way. Students use techniques
and styles to project meaning.
Drama
Performing: Students will
film their elements for their
Doreen video and edit the video
Douneya accordingly.
Rifaie
Appreciating: Students will
gain an appreciation of the
personal, social, cultural,
aesthetic and political aspects
of the human experience and
apply it through creative
means (i.e. scripting an
informative film).
Lesson 9 Understanding of
different software to create
their animation video
Final Filming
and Editing
Development knowledge
about the land, people,
operates with fractions, decimals and
percentages
4.1.1
recognises and uses software
programs that are suitable for
specific tasks
4.1.4
explores a range of ways to structure
dramatic work in collaboration with
others.
4.2.1
Uses performance skills to
communicate meaning
4.2.2
experiments with performance
spaces and production elements
appropriate to purpose and audience
4.3.2
Recognises the function of drama
and theatre in reflecting social and
cultural aspects of human
experience
MA4-2WM
applies appropriate mathematical
techniques to solve problems
MA4-5NA
operates with fractions, decimals and
percentages
This lesson students will calculate how many frames The assessment requires
they need to shoot to create their video. student to have a deeper
connection about the land.
How Indigenous people
With the use of clay to create their story, student
understands the strong spirituality relationship use clay to make the
between Indigenous people and the land and material for their films.
importantly land is not just soil or rocks or minerals,
but a whole environment that sustains, and is
sustained, by people and culture.
From addition and subtraction to algebra, having
students use stop-motion animation to solve and
explain math problems gives student additional math
practice and supports differentiated instruction.
Students continue to construct their films; this lesson
is dedicated to helping students edit and film.
The lesson incorporates film angels, techniques and
how theses angles and techniques can be used to
communicate meaning and moods.
Students incorporate the techniques to communicate
emotions and emphasise on their videos key points.
Students are mapping the
process of the video and
visualizing the end product,
which they are working
towards. Students engage in
hands on learning, they are
physically engaging in the
recording, making and editing
of their films. Students are
modelling, scaffolding and
working from whole parts.
Their producing innovations
by thinking laterally.
Students use the materials from two previous lesson
to create an actual video to share their stories
This lesson help to practice their ICT skills such as
adding music, creating effects
students will create their films
to connect strongly to the
Mathematics history in order to share 4.1.1 land. In this Lesson students
& ICT create their video recognises and uses software will finalise their films.
programs that are suitable for
specific tasks
Dinh Thang
Pham 4.2.2
designs, produces and evaluates
appropriate solutions to a range of
problems

4.5.2
documents ideas and solutions for
targeted audiences

Lesson 10 Making: Final Product.
Student shad come together
to make meaning and express
Indigenous Culture and
Film
Heritage through creative
presentation means.
Assessment
Performing: Students will
Drama become the audience and
watch the films made by
themselves and their peers.
Doreen
Douneya
Appreciating: Students
Rifaie
have gained an appreciation
of the personal, social,
cultural, aesthetic and political
aspects of the human
experience and apply it
through creative means (i.e.
scripting an informative film).
4.2.1
Uses performance skills to
communicate meaning
4.2.2
experiments with performance
spaces and production elements
appropriate to purpose and audience
4.3.2
Recognises the function of drama
and theatre in reflecting social and
cultural aspects of human
experience
Submission and presentation of their assessment
task.
Students are assessed on their ability to connect to
the stories and information that they have
researched.
The students are also assessed on their ability to tell
Students work non-verbally in
the story through different means. the lesson, they are self-
reflecting and reflecting on
This final assessment is to present their findings to the information that they have
the class and what they have learned and also to gained over the unit, they also
promote abstract thought, critical thinking and engage in story sharing.
empathetic understanding. Students learn through
metaphors, symbols and
visuals throughout the
presentations. The students
assessment is constructed
based on the links to the land
and Indigenous communities
and heritage.