LESSON PLAN: Jennifer Seach 18795136 Page 1

PART A: PREPARATION AND STRATEGIES

Year: 9 Syllabus section:
English
EN5-3B -selects and uses language forms, features and structures of texts appropriate to a range of
Lesson 3/10 purposes, audiences and contexts, describing and explaining their effects on meaning

EN5-9E -purposefully reflects on, assesses and adapts their individual and collaborative skills with
increasing independence and effectiveness

Unit Name: Aboriginal and Torres Strait Islander Perspectives

Aboriginal site: Royal Botanic Gardens Sydney

Lesson Topic: Duration: 60 minutes
The importance of local Aboriginal and Torres Strait Islander knowledge of the land.

This lesson is designed for students to begin engaging with, and contemplating the
significance of Aboriginal and Torres Strait Islander cultural knowledge of the land.
In this lesson, the teacher does not attempt to share this cultural knowledge with
students but instead utilises the 8 ways to position students prior to the site visit to
The Royal Botanic Gardens. The teacher makes explicit, the ways in which the
knowledge shared with students at the site will be the focus of a classroom task
requiring students to produce a brochure demonstrating their learning.

Prior knowledge/skills Resources (Attach classroom ready resources/worksheets students will be using,
required including relevant pages from textbooks)
Prior knowledge of the Learning map
location of The Royal Botanic Brochure design task and scaffold
Gardens, and the traditional Guided contemplation script
custodians of the land, the
Cadigal People as established
in lessons 1-2/10.
Appropriate terminology.

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students’ self-regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

Students are required to repeatedly engage in verbal dialogue and
discussion to demonstrate engagement and understanding. Teacher
1.6- Substantive communication explanation is always accompanied by whole class discussion, allowing for
 LESSON PLAN: Jennifer Seach 18795136
2.1- Explicit quality criteria
3.5- Connectedness
Page 2
the elaboration and clarification of ideas for all students. Furthermore,
students engage in small group discussion prior to whole class collaboration,
facilitating a variety of dialogues, including student-student, student-teacher
and teacher-student.
The explicit criteria and expectations for the quality of student work is
explained by the classroom teacher, informing students of the knowledge
that they are expected to gain from the upcoming site visit and how this
knowledge will be integrated into students’ brochures, in accordance with
the scaffold delivered to the class. It is also made explicit that students who
are confident with the task are expected to extend themselves and produce
work which exceeds the requirements of the basic scaffold.
The included learning map also reiterates this quality criteria as students are
able to visualise the learning process through to the final result.
This lesson introduces students to the task of integrating the Aboriginal and
Torres Strait Islander cultural knowledge shared at the upcoming Royal
Botanic Gardens site visit, with their knowledge of a brochure as an
informative text type. This task, although not completed in a single lesson,
provides students with the opportunity to utilise real-world knowledge and
experiences, to produce a brochure which will be published and shared with
The Royal Botanic Gardens Education Officer, who led the site visit, along
with family and community members.

PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes: (number/s and descriptor)

EN5-3B -selects and uses language forms, features and structures of texts appropriate to a range of purposes,
audiences and contexts, describing and explaining their effects on meaning

EN5-9E -purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing
independence and effectiveness

Students;

Engage personally with texts:

 analyse and explain how text structures, language features and visual features of texts and the context in
which texts are experienced may influence audience response (ACELT1641)
 understand how paragraphs and images can be arranged for different purposes purpose, audiences,
perspectives and stylistic effects (ACELA1567)

Understand and apply knowledge of language forms and features:

 understand and apply appropriate metalanguage to reflect on their learning experiences
 adapt knowledge of language forms and features for new learning contexts

Timing Lesson content Student activity 8 ways link

 Teacher brings students into the
5 Mins classroom, with instructions to be seated
with books and pens out, phones in bags
and placed on the floor under desks.
 Students enter the classroom,
electing to be seated at desks
or on the floor according to
their own learning
preferences. Students settle
 LESSON PLAN: Jennifer Seach 18795136 Page 3
 Stationary can be distributed to any themselves and prepare to
students who require it. commence the lesson with
appropriate stationary out
 Teacher introduces the focus of today’s
and bags stowed beneath
lesson as well as the task which will link
desks.
subsequent lessons.
 Teacher informs students that today’s
lesson involves students contemplating the
significance of Aboriginal and Torres Strait
Islander cultural knowledge and its
importance for survival in the local
Australian landscape.
 Teacher projects learning map onto  Students are encouraged to
10 classroom smartboard. Copies of the ask questions relating to the
mins learning map are also to be distributed to learning map as each step of
students. their knowledge pathway is
explained by the classroom
 Utilising the learning map, the teacher
teacher.
walks students through the learning
processes and tasks which will take place
throughout the current and subsequent
lessons. Each step of the process is
explained to ensure that all students can
clearly follow the map of learning from the
current lesson, through to the culminating
task of publishing their brochure.
These steps include;
1. Contemplating the importance of local
Aboriginal and Torres Strait Islander
knowledge of the land.
2. Textual analysis of a brochure, including
collaborative scaffolding of students’ own
brochure design.
3. Site visit to The Royal Botanic Gardens
Sydney, where local Aboriginal and Torres
Strait Islander knowledge of the land will
be shared and discussed by an Aboriginal
Education Officer.
4. Synthesis of learning from site visit with
textual knowledge of a brochure. Students
apply the cultural knowledge gained at the
site visit to create a brochure which
promotes The Royal Botanic Gardens as a
site of significant cultural knowledge for
Aboriginal and Torres Strait Islander
Peoples.
5. Brochure content and design is planned,
drafted and redrafted.
6. Publication of students’ brochures and
showcase to The Royal Botanic Gardens
Aboriginal Education Officer, community
members and families.
 LESSON PLAN: Jennifer Seach 18795136 Page 4
25  Guided contemplation of the importance  Students follow teacher
Mins of local knowledge, using teacher created instructions and settle
script. themselves comfortably,
closing their eyes.
 The classroom climate needs to be
adjusted in order to reduce distraction and  Students listen as the teacher
promote students’ quiet contemplation. reads aloud from teacher
This involves, turning off lights, ensuring created passage designed to
the classroom is a comfortable encouraged students to think
temperature and instructing students to quietly and independently.
relax with heads on desks or reclining on
the floor with eyes closed.
 Inform students that you will be reading
aloud a passage that is intended to make
them think about the importance of local
knowledge of the land and its importance
for survival.
 Ask students, based on the passage, to
think about the information that they
would need, along with where they could
gain this knowledge.
 Once students are appropriately settled,
read aloud teacher created script.

30  Instruct students to remain as they are for  Students remain with eyes
Mins a further few minutes as they think about closed as they think through
the questions they have and the what they believe is the
knowledge they would need in order to essential knowledge that they
survive in an unfamiliar environment. would need.
 Before the lights are turned back on, ask
students to volunteer the questions and  Students volunteer thoughts
any thoughts that they have, based on and questions based on their
their consideration of the passage. thoughts throughout the
exercise.
 To conclude the activity, inform students
that it is these questions and the
knowledge that is shared with them during
the upcoming site visit, that will be used to
create their brochure.
 Lights are turned back on and class returns
to normal.
35  Distribute sample brochures to students  Students analyse and discuss
Mins and facilitate discussion and textual the brochures with their peers
analysis in groups of 3-4. according to their seating
arrangements. Students
 Instruct students to pay attention to the
should be able to identify such
different pages within each brochure.
textual features as colour,
 At this point of the lesson it is important to text, image, headings. . .
see that students are able to pick out the
features of the brochures, using whatever
language and terms they are comfortable
 LESSON PLAN: Jennifer Seach 18795136 Page 5
with. This understanding will be translated
into the metalanguage of textual analysis
in a whole class discussion.

40  Regain students’ attention to the front of  Students participate in whole

mins the room and invite students to begin class discussion, identifying
collaboratively analysing the brochures as the textual features of the
a class, while the teacher takes notes on brochures, where possible
the board. Encourage students to explain using the metalanguage of
the purpose, textual features and textual analysis.
requirements of a brochure.
 Students copy down the
 This analysis should be done in intervals, notes, metalanguage and key
beginning with the front page, inside pages terms identified and defined
and back page, identifying the differences on the board, into their books.
between pages.
 These notes will inform their
 When there is opportunity to, ask students brochure production.
to consider substituting basic terms with
the metalanguage of textual analysis,
ensuring any metalanguage discussed is
written and defined on the board.
 This process can be guided by teacher
questions or discussion, to ensure students
make connections to essential information.
o Informative and persuasive text
type- (provides information and
informs audience), layout- (font
size, positioning, text boxes,
borders), format- (bi-fold or tri-
fold), images, colour, headings,
subheadings, text, information,
punctuation, captions, labels, site
specific information, contact
information, opening hours,
authors name and date.
50  Teacher explains that using this textual  Students receive a copy of the
mins knowledge of a brochure, and the brochure design task, reading
information that is learnt during the through the instructions along
upcoming site visit, students will create with the teacher.
their own brochure, which informs the
 Any student questions relating
audience about The Royal Botanic Gardens,
to the task or the site visit to
and the importance of Aboriginal and
The Royal Botanic Gardens
Torres Strait Islander knowledge of the
can be asked and clarified.
land that is shared on the day.
 Students are able to annotate
 Distribute brochure design task resource to
their task sheet and take
students. Inform students that they have a
notes to assist them in the
variety of choice in the content and design
creation of the brochure.
of their brochure.
 Teacher explains the brochure design task
to students, reading aloud the instructions
to ensure that all students can follow
 LESSON PLAN: Jennifer Seach 18795136 Page 6
along. Students are given the opportunity
to clarify and ask questions.

 Inform students that they will be provided

with a clipboard and note paper at the site
visit to take appropriate notes. All of the
equipment needed for the task will be
supplied in subsequent lessons, including
printed photographs from the site visit.
Students are also able to complete the task
utilising their personal electronic device if
desired.

60  With the last five minutes of the lesson,
Mins ask students to remind each other what
they are paying attention to at the
upcoming site visit (land knowledge).
 Distribute post-it notes to students and
instruct them to record their full name
along with a list of three features of a
brochure identified during the lesson. Each
student is to stick their post-it note to the
whiteboard as they exit the classroom.
 Students verbalise their
understanding that they are
required to absorb the
information shared with them
at the site visit, relating to the
land knowledge and stories
shared.
 Before exiting the classroom,
students use a post-it note to
record three features of a
brochure, along with their full
name. This post-it is secured
to the white board and
provides evidence of student
learning throughout the
lesson.
 LESSON PLAN: Jennifer Seach 18795136 Page 7

PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome
EN5-3B -selects and uses language forms,
features and structures of texts appropriate to a
range of purposes, audiences and contexts,
describing and explaining their effects on
meaning
Method of measuring and recording
Through peer and whole class discussion, students are able to
identify the textual features and structures of brochures. Students
explain the purpose of a brochure as an informative text type,
which shares information. Post-it notes are used for students to
demonstrate their knowledge of textual features at the conclusion
of the lesson.

EN5-9E -purposefully reflects on, assesses and Students engage in independent thinking, peer-peer dialogue and
adapts their individual and collaborative skills contribute to whole class discussion. Students increasingly
with increasing independence and effectiveness incorporate the metalanguage of textual analysis into their
vocabulary through discussion.

Links to next lesson

This lesson engages students with the foundational knowledge required to progressively work on the brochure
production task throughout subsequent lessons. This lesson provides students with the metalanguage, the details of
the task, along with the scaffold to guide their work.
In the next lesson, post site visit, students will use the information shared at The Royal Botanic Gardens Sydney as the
basis for their brochures. Students will be provided with all essential equipment, including stationary, paper and
printed photographs from the site visit.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
1.4 Strategies for teaching Aboriginal and Torres The implementation of the 8 ways pedagogy along with the QT
Strait Islander Students model shows that teaching and learning is intentionally structured
in such a way as to promote meaningful learning for Aboriginal
and Torres Strait Islander students. This is shown through the use
of learning maps and deconstruct-reconstruct teaching and
learning strategies.
1.5 Differentiate teaching to meet the specific
learning needs of students across the full range The collaborative textual analysis of the brochures and clarification
of abilities of metalanguage ensures that all students have the essential
knowledge to engage with the brochure production task. This task
includes explicit instructions and a tiered scaffold for student
work, allowing students to complete the task based on their own
abilities. This means that gifted and talented students are able to
extend themselves, with the opportunity to produce a brochure
which is greater in complexity than the rudimentary scaffold, while
low literacy level students are supported by a detailed scaffold
throughout the entire task.
WHS considerations
Students are to remain seated throughout the lesson, however, students can elect to be seated at desks or on the
floor at low work stations. This increases the potential trip hazards present within the classroom. For this reason, at
the commencement of the lesson, students are instructed to secure unessential items within their bags and to stow
these bags beneath their tables. This will limit the potential for trip accidents and ensure that exits and pathways
throughout the classroom are clear and accessible.
 LESSON PLAN: Jennifer Seach 18795136 Page 8
References
Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers.
Retrieved December 11, 2017, from http://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf
Board of Studies NSW. (2012). NSW Syllabus for the Australian Curriculum: English K-10 Syllabus: Vol 2: English Years
7-10. Sydney, Australia: Board of Studies NSW.
Board of Studies NSW, (2008). Working with Aboriginal communities: A guide to community consultation and
protocols. Retrieved December 11, 2017, from https://ab-ed.nesa.nsw.edu.au/files/working-withaboriginal-
communities.pdf
Department of Education and Training (2003). Quality teaching in NSW public schools: Discussion paper. Retrieved
December 11, 2017, from http://mscplc.weebly.com/uploads/4/8/0/8/4808031/quality_teaching_guide.pdf
[Image]. Retrieved January 23, 2018, from
https://www.google.com.au/search?biw=1242&bih=557&tbm=isch&sa=1&ei=YctmWu69LpSejwPE96HQBA&
q=thumth+up&oq=thumbs+up&gs_l=psy-
ab.3..0i67k1j0l2j0i67k1j0j0i67k1l3j0l2.11428.14502.0.14846.9.8.0.1.1.0.305.787.2-2j1.3.0....0...1c.1.64.psy-
ab..5.4.790....0.45aJe9jRvJo#imgrc=kaJstdQEvxuXCM:
NSW Education Standards Authority. (n.d.). Differentiated programming. Retrieved December 11, 2017, from
http://syllabus.nesa.nsw.edu.au/support-materials/differentiated-programming/
NSW Government. (2018). Royal Botanic Garden and the Domain. Retrieved January 29, 2018, from
https://www.sydney.com/destinations/sydney/sydney-city/city-centre/attractions/royal-botanic-gardens-
and-the-domain
Pencil clipart [Image]. Retrieved January 23, 2018, from http://cliparting.com/free-pencil-clipart-3725/
The Royal Botanic Garden Sydney [Image]. Retrieved January 23, 2018, from
https://www.rbgsyd.nsw.gov.au/visit/plan-your-visit/opening-hours
The Royal Botanic Garden Sydney (n.d.). Retrieved January 29, 2018, from https://www.rbgsyd.nsw.gov.au/
Thinking clip art [Image]. Retrieved January 23, 2018, from http://clipartbarn.com/thinking-clip-art_6405/
Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface (PhD thesis). Retrieved January 5, 2018, from
https://researchonline.jcu.edu.au/10974/4/04Bookchapter.pdf
8 Aboriginal ways of learning factsheet. (2012). Retrieved January 5, 2018, from
https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-Aboriginal-ways-of-learning-
factsheet.pdf
 LESSON PLAN: Jennifer Seach 18795136 Page 9
Casual teacher Notes:
Students are encouraged to choose for themselves, their seating arrangement within the classroom based on their
own work style. This includes a mixture of clustered tables and forward-facing rows, along with floor seating and low
work tables. Should these seating arrangements result in classroom disruption, please relocate students in
accordance with your own judgements regarding behaviour and productivity.

Community Consultation or Protocols to be considered.

This lesson is intended to provide the foundations for students to produce an informative brochure, based on the
Aboriginal and Torres Strait Islander land knowledge shared by the Aboriginal Education Officer, during the site visit
to The Royal Botanic Gardens Sydney. In order for subsequent lessons to be completed, the Aboriginal Education
Officer for The Royal Botanic Gardens must be consulted prior to this lesson, by the classroom or organising teacher,
to ensure that it is appropriate for photographs to be taken on the day and be used by students in the production of
their brochures, along with the cultural knowledge shared on the day. It should also be discussed with the Aboriginal
Education Officer, how students can appropriately credit the information that they include in their brochures.

Resources to support this Lesson

LESSON PLAN: Jennifer Seach 18795136 Page 10

Learning Map

Thinking about the

importance of
Aboriginal and What is a brochure?
Torres Strait Islander Textual analysis and
knowledge of the scaffold of brochure
land. design.

Cultural knowledge
from from Royal
Botanic Gardens,
and textual
knowledge of a
brochure
synthesised. Site visit to The Royal
Botanic Gardens
Sydney.

Publication and
showcase of student
Brochure content
brochures.
and design is
planned, drafted and
re-drafted.
LESSON PLAN: Jennifer Seach 18795136 Page 11

Guided Contemplation Script- To be read aloud by teacher

1788 was the year that British colonisers arrived on the shores of Sydney, and the Australian landscape was changed
forever. But, it is the Cadigal People, the traditional custodians of the land we now recognise as Sydney, who have
lived in unity with the land, since the beginning of the Dreamings.

Today, on land once populated by the Cadigal People, The Royal Botanic Gardens Sydney, dominates the Sydney
Harbour foreshore, alongside the Sydney Harbour Bridge and the Opera House. The purpose of the Gardens is to
preserve, and scientifically study a unique combination of Australian native and rare plants from around the world.
More than this, the Gardens are responsible for preserving and sharing aspects of the cultural heritage of the Cadigal
People, and the wider Aboriginal and Torres Strait Islander community, including knowledge of the land, its plants
and its animals.

Now I want you to think about the importance of this cultural knowledge. As I read aloud the following passage.

Imagine that you have arrived in a landscape you have never seen before. You look around and you are confronted
with the unfamiliar, everywhere you look. The plants, the trees, the animals and even the sounds and the soil are
unlike anything you have ever seen or heard. I want you to see this landscape in your mind, to hear it. You have some
food and water with you but it won’t last very long. You know that there is food here but you have no idea which
plants are safe and which are not. You need to survive here. What information do you need to know? What
questions do you have?

Allow students time to contemplate the passage with their eyes closed.

Now open your eyes and write down two pieces of information that you think you would need to know in order to
survive. How do you think you will learn this knowledge?

This exercise encourages us to think about the importance of knowledge for survival and I want you to keep this in
mind during our site visit to The Royal Botanic Gardens, where we will be taken on a guided tour which shares the
cultural knowledge of the Cadigal People.
LESSON PLAN: Jennifer Seach 18795136 Page 12
Brochure Design Task- Year 9 English
Utilising your knowledge of brochures, their textual features and function as informative texts, you will produce a
brochure which incorporates the Aboriginal and Torres Strait Islander cultural knowledge that is shared, discussed
and explored during the upcoming site visit to The Royal Botanic Gardens Sydney.

Step 1- Royal Botanic Gardens site visit.

 This site visit, led by an Aboriginal Education Officer, includes a guided tour of The Royal Botanic Gardens,
located on the Sydney foreshore. This tour focuses on the cultural heritage of the Cadigal People, the
traditional custodians of the land on which the Gardens are located, and explores their connections to the
area. You will explore the native Australian plants which were traditionally used for food and medicine,
discuss the importance of the land and the surrounding ocean, and gain an insight into Aboriginal and Torres
Strait Islander culture before European settlement, along with the impact of this settlement on the Cadigal
People and their way of life. Throughout the site visit you are to be respectful of our guide and the
knowledge that is shared throughout the tour.
 Option 1: Bi-fold brochure
o Your task while at the Gardens is to select two native Australian plants traditionally used by the
Cadigal People, and discussed during the tour. You may select plants which were
a) traditionally used as a source of food, medicine or hydration, or utilised for another
important purpose. OR
b) you can choose to focus on two plants which were used safely by the Cadigal People but
used incorrectly by European settlers, and which may have caused accidents, illness or even
death.
 Option 2 (Advanced): Tri-fold brochure
o Your task while at the Gardens is to select four native Australian plants traditionally used by the
Cadigal People, and discussed during the tour. You may select a combination of plants which were
traditionally used as a source of food, medicine or hydration, or utilised for another important
purpose, or which were used safely by the Cadigal People but used incorrectly by European settlers,
and which may have caused accidents, illness or even death.

Step 2- Creating your brochure.

 Using your knowledge of brochures as informative texts, you are to create a brochure which introduces
the reader to The Royal Botanic Gardens as a site of Aboriginal and Torres Strait Islander cultural
heritage and which focuses on your selected plants.
 If selecting Option 1, you are to create a bi-fold brochure which includes;
o A front page;
 Introducing The Royal Botanic Gardens.
 Encouraging visitors to explore the cultural heritage of the Gardens.
o 2x internal pages. Each page will discuss one of your chosen plants, including;
 The name of the plant.
 A photograph
 The essential information about the plant. This might include its traditional use, any
dangers and adverse reactions associated with using this plant, and any information that
is needed to use it safely.
o A back page;
 Which acknowledges the Cadigal People as the traditional custodians of the land on
which the Botanic Gardens are located.
 You should also name and thank the Aboriginal Education Officer for providing guidance
and cultural knowledge during the site visit.
LESSON PLAN: Jennifer Seach 18795136 Page 13
 Include the contact information and opening hours for The Royal Botanic Gardens.
o For students selecting Option 2, you are to create a tri-fold brochure according to the above
scaffold, however you will include an additional two internal pages.
 You will have a total of three lessons in which to plan, draft and publish your brochure. All paper,
stationary and equipment required to produce your brochure will be supplied in class, along with printed
photographs taken at the site visit. You have the option of completing this task on your personal
electronic device, provided the device can be brought to class for the duration of this task.

Step 3: In-class expo.

At the conclusion of the task your final brochure will be published and showcased at an in-class expo focusing
on the importance of Aboriginal and Torres Strait Islander cultural knowledge. The Aboriginal Education
Officer from The Royal Botanic Gardens will be invited to attend this expo and students are encouraged to
invite their families, along with the wider community.