102085

Aboriginal and Culturally Responsive Pedagogies

Museum
Title
of Sydney
School of Education Sally, Bronwyn,
Subtitle
Sarah,Name
Xing and Abdul
Unit summary Curriculum links 8 ways of learning Land links in the Museum include the map
Involving the Aboriginal Elder or a member of Aboriginal clans in NSW, the boat and
of the Aboriginal community will allow hunting and fishing tools in Gadigal Place.
Overview students to have a better understanding of It also connects all the Aboriginal
The unit outline includes the stage 5 subjects indigenous people. Throughout the unit, a communities and the language groups, that
Overview cross-curricular priorities
member is involved as source of increases the level of knowledge around all
mathematics, history, commerce, English, art, The unit outline scaffolds the learning of the Aboriginal
information and sharing information Aboriginal nations. In Geography, the map
science and geography. and Torres Strait islanders to be catered in different through yarning. emphasises the importance of the
curriculum for teachers to follow. This unit curriculum separation between the Aboriginal
includes Arts, English, Mathematics, Science, History, Learning maps allow students to communities and connects to the land links
understand information more clearly
The Museum of Sydney commerce and Geography. All these are supplied and
through modelling and scaffolding using
The site will be conducted at the Museum of Sydney, which its adapted within the lessons to adhere the Museum of
location is the symbolic significance as it was the first Sydney and its belonging of the Aboriginal people.
images and visuals. Creating the lesson
through this unit is essential to provide a
AITSL standard 1.4 and 2.4
Australian Government house. Also, it contains the edge of connection between the different KLA.
the trees and the Gadigal place which represents the Cross-curriculum A professional teacher must adhere to the standards and
importance of the local Aboriginal community. Students will deconstruct and find meaning always refer to the descriptors to keep up to the
It is important to deliver information through different and symbols to construct deeper professional level of the teacher. Part of the standards
The museum exhibits various of Aboriginal artefacts, which curriculums, as it provides extra opportunities for understanding. Through the unit the lesson two descriptors stands alone to specify the Aboriginal
demonstrate the cultural and lifestyle of traditional Aboriginal students to build deeper knowledge. That has been allow students to use those skills. people.
community. The Museum of Sydney history of the site was Through this unit, lessons created has involved contact
implemented in the unit outline to deliver the
built over the remains of Australias first Government house. Non-linear learning through trying new
understanding of the Aboriginal and Torres Strait with Aboriginal elder or member to deliver information
The site was chosen in 1788 as the official residence of ways of thinking and students
Islanders in different units. Further to, the significance prior-knowledge using cross-curricular linked to the activities.
Governor Phillip and led to the first contact between the
Gadigal people and the colonisers. The storyline shown in uses of the 8 ways teaching framework in the unit outline activities.
the museum allows students to engage with the history of and lessons. All the curriculums teaching applied to the 1.4 - Demonstrate broad knowledge and understanding of the
colonisation. Museum of Sydney and the importance of the site to the Throughout the unit, most activities impact of culture, cultural identity and linguistic background
involves students to be hands on. In the art on the education of students from Aboriginal and Torres Strait
Aboriginal people. The delivery of mathematics
lesson, students are encouraged to create Islander backgrounds.
curriculum is defined in understanding of the Aboriginal
the Aboriginal flag due to the absence of
content and their mathematics used through their time.
Community consultation History and Geography emphasis the land history and
an Aboriginal flag at the in front of the
Museum of the Sydney.
2.4 - Demonstrate broad knowledge of, understanding of and
respect for Aboriginal and Torres Strait Islander histories,
The Aboriginal community consultant was unavailable for distribution of the clans. cultures and languages.
consultation at Museum of Sydney as they did not have an Symbols, artefacts and pictures from the
Aboriginal staff member employed at the site. Learning history through yarning, Dadirri Museum of Sydney excursion will engage
However, as a group we consulted Shirley Gilbert for further and narrative through texts. Storytelling is students in Aboriginal ways of learning.
advice and the efforts to consult a Aboriginal community one of the effective Aboriginal approaches Mathematics ia all using symbols, to We wish to acknowledge the Aboriginal and Torres Strait
consultation will allow us to reflect on future practice when to learn from. Mathematics is working understand the connection between Islander peoples as the traditional custodians of the land
doing Aboriginal site visits in the future. ability process that student encounter. mathematical languages, we need to on which the museum of sydney is situated, Australia.
Using story storytelling in relation to explain understand symbols. Therefore, the
a mathematical concept can help and symbols and image approach can help We would like to acknowledge the Gadigal of the Eora
create an inner depth of understanding Aboriginal students make a connection and Nation as the traditional custodians of the place now
have better understanding of mathematical known as Sydney.
concepts
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Unit!of!Work!102085:!
Site!Details:!Museum!of!Sydney,!Sydney!NSW!
!!
!!
Site!Description:!The$site$will$be$conducted$at$the$Museum$of$Sydney,$which$its$location$is$the$symbolic$significance$
as$it$was$the$first$Australian$Government$house.$Also,$it$contains$the$edge$of$the$trees$and$the$Gadigal$place$which$
represents$the$importance$of$the$local$Aboriginal$community.$
!!
!!
!!
Group!member! Lesson! Outline!Curriculum!area!covered!and!link!to!your!site!
!! plan!
number!!
X/10!

1!Sarah!Hammoud! !3/10! !MathematicsP!This$lesson$focuses$on$advancing$students$

(17356637)! ! understanding$of$rates$and$ratios$through$real?life$skills$of$creating$a$
! map$scale$and$enlarging$an$image.$
! Links!to!Museum!of!Sydney:!Students$will$develop$the$
! understanding$of$the$first$site$of$contact$between$Aboriginal$and$non?$
! Aboriginal$people.$The$Edge$of$the$trees$is$artwork$is$a$site?specific$
! piece$to$present$this$significance.$Students$will$made$aware$of$the$
! absence$of$the$Aboriginal$Flag,$whereby$will$be$given$the$task$to$
! enlarge$an$image$by$a$scale$factor.$Students$will$also$have$the$
! opportunity$to$get$up$close$to$the$pillars$where$they$need$to$plot$their$
! location$on$their$own$map$using$measurements$and$a$map$scale.$
! $
4/10! Visual!ArtsP!Students$in$this$lesson$will$be$develop$an$understanding$
of$Aboriginal$Culture$use$art$as$communication,$tell$stories$and$to$
document$their$history.$Students$will$not$only$understand$the$different$
Aboriginal$symbols$used$to$in$their$art$but$also$have$opportunity$to$
create$their$own$art$using$the$symbols.$Students$will$be$creating$their$
art$using$the$Aboriginal$Flag$as$their$Template..$$Students$will$have$an$
understanding$of$what$the$colours$represent$in$the$Aboriginal$Flag.$
Links!to!Museum!of!Sydney:!Students$will$be$made$aware$the$
absence$of$the$Aboriginal$Flag,$where$is$suppose$to$represent$a$
significant$site$of$first$contact$between$the$Gadigal$people$and$the$
Earo$people.$Students$will$also$observe$the$$Edge$of$the$trees$
artwork.$Students$will$understand$that$the$piece$recalls$cultural$and$
physical$history$of$the$site.$

2!Sally!White! !8/10! ScienceP$This$lesson$focuses$on$researching$the$physical$properties$

!(17702498)! ! of$natural$materials$is$used$by$Aboriginal$and$Torres$Strait$Islander$
! people's$in$everyday$life.$This$lesson$will$also$focus$on$the$outbreak$of$
! smallpox$which$killed$a$significant$portion$of$Aboriginal$clans$after$the$
! arrival$of$the$First$Fleet$into$Sydney.$$
! Links!to!the!Museum!of!Sydney:!Students$will$collect$data$from$the$
! visit$to$put$into$their$research$report.$The$reports$will$be$presented$at$a$
! community$gathering$to$show$their$understanding$of$science$and$
! Aboriginal$and$Torres$Strait$Islander$tools,$weapons$and$their$physical$
! properties.$$
! $
6/10!
 HistoryPstudents$outline$the$expansion$of$European$settlement$on$a$
map$of$Aboriginal$Australia$to$1900.$Students$will$analyse$the$map$of$
NSW$in$terms$of,$the$clans$of$the$Sydney$region.$$
The$students$will$collect$information$about$the$figures$in$the$museum$
including$Nanbaree,$Barangaroo,$Daringha,$Colebee$and$Bennelong.$$
Links!to!the!Museum!of!Sydney:!students$will$collect$data$about$
settlement$and$photograph$the$map$of$NSW.$$

3!Bronwyn!Crane! !! !Science!?$This$lesson$centres$on$researching$the$different$techniques$
used$by$the$Dharawal$people$and$the$techniques$used$by$modern$
organisations$to$ensure$sustainable$use$of$the$local$ecosystem.$
Links!to!the!Museum!of!Sydney:!Students$will$be$exposed$to$natural$
resources$within$the$environment$around$Government$house$at$the$
time$of$colonisation$and$can$discuss$how$the$colonisation$by$
Europeans$affected$the$ecosystem.$
!
English!P!This$lesson$centres$on$analysing$Michael$Rileys$piece$Eora%
in$relation$to$the$perspectives$and$choices$of$the$creator.$
Links!to!the!Museum!of!Sydney:!

4!Abdul!Nachar! !1/10! !MathematicsP!The$lesson$emphasis$on$students$understanding$on$

!!!(16191769)! ! finding$the$height$of$the$poles$using$direct$proportions$and$cross$
! multiplication,$hence,$relating$to$real$life$problems.$The$connection$to$
! the$Museum$of$Sydney$is$to$get$the$students$to$understand$the$poles$
! and$relation$to$the$Aboriginal$and$Torres$Strait$Islanders$peoples$
! Links!to!the!Museum!of!Sydney:$make$links$between$the$lands$and$
! the$Aboriginal$communities$names$and$culture.$As$the$poles$
! represented$each$of$the$Aboriginal$community.$The$history$and$the$
! significant$of$the$poles$and$the$representation$to$the$Aboriginal$
5/10! community..$

Geography?$The$lesson$focuses$on$the$understanding$of$the$
Aboriginal$communities$and$their$cultural$groups,$throughout$the$map$
of$the$Aboriginal$nations$from$the$Museum$of$Sydney.$$$
Links!to!the!Museum!of!the!Sydney:$The$significant$of$the$lands$we$
stand$on$and$how$the$Aboriginal$nation$connect$to$the$lands.$The$map$
shows$the$importance$of$the$region$and$the$language$spoken$such$as$
DARUG$and$DHARAWAL.$

5!Xing!Zhang! 9/10! MathematicsP!Focus$on$developing$students$understanding$of$

!!(18554827)! ! volume$and$capacity,$and$build$students$skills$to$solve$real$life$
! problems$involving$calculation$of$volumes.$
! Links!to!Museum!of!Sydney:$Make$students$know$the$use$of$
! Bangala,$palm$leaf$water$carrier$that$is$exhibited$in$the$museum,$lead$
! students$to$find$the$capacity$of$that$traditional$tool,$and$make$students$
! consider$its$efficiency$in$carrying$water$for$the$family.$
! $
10/10! CommerceP$This$lesson$aim$to$make$students$understand$the$
theories$of$consumer$choice.$Students$will$be$introduced$the$economic$
theories$first,$then$the$use$of$bush$food$and$seafood$example$will$not$
only$make$students$know$the$traditional$Aboriginal$diet$but$also$link$
the$theories$with$real$life$scenario.$
 Links!to!Museum!of!Sydney:$The$exhibited$bush$food$and$fishing$
tools$bring$students$with$the$ideas$about$traditional$Aboriginal$diet.$
Whilst$the$map$of$traditional$Aboriginal$communities$in$NSW$will$make$
students$know$the$location$of$each$community.$By$linking$them$
together,$students$will$understand$the$factors$behind$peoples$choice$
of$consumables,$especially$food.$
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! Resources:!
Unit!description:! !!
Students$learn$about$the$Aboriginal$community$and$ Visual!Arts:!
history$in$various$ways.$Aiming$at$museum$of$Sydney$ ?$ 30cm!X!20cm!white!cloth!
site$and$its$belonging$is$the$key$to$deliver$all$the$ ?$ Red,!yellow!and!black!Paint!
necessary$information$to$the$students.$The$information$ !!
and$connection$of$the$Aboriginal$people$and$the$local$ English:!
Aboriginal$communities$is$represented$by$the$poles.$ ?$ smart!board!
Through$the$lesson$plans$incorporated$students$learn$ !!!!!!!P! Projector!
about$the$spiritual$beliefs,culture$groups$and$Aboriginal$ !!!!!!!P! Books!
nations.! !!!!!!!P! worksheets!
! !
! Riley,!M.!(1995).!Eora![Film].!
! !!
! Mathematics:!
! ?$ !!!smart!board!
! !!!!!!!!P! !!!Projector!
! !!!!!!!!P! !!!Measuring!tape!
! !!!!!!!!P! !!Text!book!
! !!!!!!!!P!!!!!!!!Worksheets!
!!!!!!!!! !!!!! !
Science:!
!!!!!!!!!P!!!!!projector!
!!!!!!!!!P!!!!!images!from!site!visit!
!!!!!!!!!P!!!!!student!laptops!for!research!!
!
Bodkin,!F.!(2013).!Dharawal(climate(and(natural(
resources.!Sussex!Inlet,!NSW:!Envirobook.!
!!!!!!!!!!!!! !
History:!
!!!!!!!!!!!!!!ICT!SMART!board!
!!!!!!!!!!!P! !!projector!
!!!!!!!!!!!P!!!!butchers!paper!for!Map!activity!!
!!!!!!!!!!!!!!!!!!
Geography:!
!!!!!!!!!!!!!P!!Australian!Map!
!!!!!!!!!!!!!P!!Sydney!Map!
!!!!!!!!!!!!!P!!!Map!of!the!Aboriginal!Communities!
!!!!!!!!!!!!!P!!Pins,!floor!chalks!
!
Commerce:!
!! !!!!!!!!!!!!!!!!!!
!!
Board!of!Studies!NSW,!1995,!Invasion(and(
resistance:(untold(stories,!kit,!Board!of!
Studies!NSW,!Sydney.!
Local!community!resources!including!AECG,!
Land!Council,!ASPA.!
!
Time!allocation!10!!60Pminute!lessons!
Targeted!outcomes!
!!
Mathematics:!
!!
!!!!!!!!!selects!appropriate!notations!and!conventions!to!communicate!mathematical!ideas!and!
solutions!MA5.2P1WM!

!!!!!!!!!interprets!mathematical!or!realPlife!situations,!systematically!applying!appropriate!
strategies!to!solve!problems!MA5.2P2WM!

!!!!!!!!!recognises!direct!and!indirect!proportion,!and!solves!problems!involving!direct!proportion!
MA5.2P5NA!
!

$ MA5.2P1WM! selects!appropriate!notations!and!conventions!to!communicate!
mathematical!ideas!and!solutions !
$ MA5.2P2WM! interprets!mathematical!or!realPlife!situations,!systematically!applying!
appropriate!strategies!to!solve!problems !
$ MA5.2P5NA! recognises!direct!and!indirect!proportion,!and!solves!problems!involving!
direct!proportion !

$ Applies!formulas!to!calculate!the!volumes!of!composite!solids!composed!of!right!prisms!
and!cylinders!MA5.212MG!!
$ Solve!problems!involving!the!volumes!of!right!prism!(ACMMG218)!
!!
!Science:!!
$ Analyse!how!changes!in!some!biotic!and!abiotic!components!of!an!ecosystem!affect!
populations!and/or!communities!(SC5PLW2d)!
$ Assess!ways!that!Aboriginal!and!Torres!Strait!Islander!peoples!cultural!practices!and!
knowledge!of!the!environment!contribute!to!the!conservation!and!management!of!
sustainable!ecosystems!(SC5PLW2e)!
$ Evaluate!some!examples!in!ecosystems,!of!strategies!used!to!balance!conserving,!
protecting!and!maintaining!the!quality!and!sustainability!of!the!environment!with!human!
activities!and!needs!(SC5PLW2f)!
!
$ Research!how!a!knowledge!of!physical!properties!of!natural!materials!is!used!by!
aboriginal!and!Torres!Strait!Islander!peoples!in!everyday!life!e.g.!tools,!weapons,!utensils,!
shelter,!housing!or!bush!medicine!(SC4PCW4a)!!
$ Presenting!scientific!ideas!and!information!for!a!particular!purpose,!including!
constructing!evidencePbased!arguments!and!using!appropriate!scientific!language,!
conventions!and!representations!for!specific!audiences!(SC5PWS9e)!
$ Outline!some!responses!of!the!human!body!to!infectious!and!nonPinfectious!disease!
(SC5PLW1c)!
$ Discuss,!using!examples,!how!the!values!and!needs!of!contemporary!society!can!
influence!the!focus!of!scientific!research,!e.g.!the!occurrence!of!diseases!affecting!
animals!and!plants,!an!epidemic!or!pandemic!disease!in!humans!or!lifestyle!related!nonP
infectious!diseases!in!humans!(SC5PLW1e).!!
!
!History:!!
$ Depth!Study!2:!Australia!and!Asia!!
 $ explains!and!assesses!the!historical!forces!and!factors!that!shaped!the!modern!world!and!
Australia!(HT5P1)!!
$ Outline!the!expansion!of!European!settlement!on!a!map!of!Aboriginal!Australia!to!1900.!
$ describe!both!the!European!impact!on!the!landscape!and!how!the!landscape!affected!
European!settlement!!
$ Use!a!range!of!sources!to!describe!contact!experiences!between!European!settlers!and!
Indigenous!peoples!!
!!
!!!!!!!!!!!!!!!Geography:+
$ +5.1+identifies,+gathers+and+evaluates+geographical+information.!
$ +5.2+analyses,+organises+and+synthesises+geographical+information.!
$ +5.3+selects+and+uses+appropriate+written,+oral+and+graphic+forms+to+communicate+geographical+
information.!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!
!Commerce:!
$ 5.1!Applies!consumer,!financial,!business,!legal!and!employment!concepts!and!
terminology!in!a!variety!of!contexts.!
$ 5.2!Analyses!the!rights!and!responsibilities!of!individuals!in!a!range!of!consumer,!
financial,!business,!legal!and!employment!contexts.!
$ 5.4!Analyses!key!factors!affecting!commercial!and!legal!decisions.!
$ 5.9!Works!independently!and!collaboratively!to!meet!individual!and!collective!goals!within!
specified!timelines.!
!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!Visual!arts:!
$ LS.4!Explores!ways!in!which!experiences!of!the!world!can!be!communicated!in!
visual!design!artworks!
$ LS.5!Recognises!that!various!interpretations!of!visual!design!artworks!are!
possible!
!
!

! SYLLABUS! KEY!OUTCOMES/! INTEGRATED!TEACHING,! CONNECTION

SYLLABU CONTENT! LEARNING!AND!ASSESSMENT! S!TO!8!WAYS!
S!
OBJECTIV
ES!
Lesson!1! !! !Outcomes:! !
!! ! Selects'appropriate' !
!! ! notations'and' !The$lesson$scaffolds$the$students$to$
! !
! ! conventions'to' build$knowledge$of$the$site$before$going$
! ! communicate' to$it.$That$will$help$them$to$be$prepared$
! ! mathematical'idea'''''''''' enough$for$the$site$tour$in$general$and$
! ! and'solutions'MA5.28 what$they$are$concentrating$at$from$the$
!This! ! Gadigal$community.$From$this$lesson$ !
1WM.'
lesson!we! ! and$the$awareness$of$the$poles$at$the$
'
be! ! front$will$effectively$reflect$the$
conducted! ! Interprets' importance$of$the$site.$
before!the! Mathematics!! ! !
mathematical'or'real8
visit!to!the! (Abdul)! In$this$lesson,$students$learn$how$to$
life'situations,'
site.! find$height$measurement$using$
systematically'
!! proportion$and$cross?multiplication.$The$
applying'appropriate'
!! lesson$focuses$on$finding$the$height$of$
!! strategies'to'solve' the$29$edge$of$the$trees$(poles),$that$
!! problems'MA5.28 are$at$Museum$of$Sydney.$The$lesson$ !
!! 2WM.' prepares$the$students$to$measure$their$
!! own$height$and$their$shadow$length,$
!! Recognises'direct'and' further,$the$shadow$of$the$pole$that$they$
!! indirect'proportion,' are$trying$to$find.$Furthermore,$the$
and'solves'problems' understanding$of$the$poles$and$the$
involving'direct' Aboriginal$communities$that$each$pole$ !
proportion'MA5.28 represents,$and$the$cultural$groups$with$
5NA.' the$name$of$each$group.$The$spiritual$
beliefs$of$the$Aboriginal$communities$
will$be$explained$by$an$Aboriginal$elder$
from$the$community.$
!
$

Lesson!2! !! Outcomes! !This$lesson$scaffolds$students$by$

!! ! Analyse$how$ providing$them$with$information$
!! ! changes$in$some$ regarding$the$cultural$practices$and$
!! ! biotic$and$abiotic$ environmental$knowledge$of$the$
! !
!This! ! components$of$an$ Dharawal$people,$a$language$group$ !
lesson!will! ! ecosystem$affect$ local$to$the$Sydney$area.$
be! ! populations$and/or$ $
conducted! Science! communities.$ In$this$lesson$students$will$assess$the$
prior!to! (Bronwyn)! $ ways$that$the$Dharawal$people$people$
visiting!the! ! Assess$ways$that$ use$their$knowledge$of$the$environment$
site! Aboriginal$and$ to$help$in$managing$their$use$of$natural$
!
!! Torres$Strait$ resources$and$maintaining$a$
!
!! Islander$peoples$ sustainable$ecosystem.$Students$will$
!! cultural$practices$ do$this$using$information$provided$from$
!! and$knowledge$of$ Dharawal%climate%and%natural%
!! the$environment$ resources$as$well$as$using$information$
!! contribute$to$the$ obtained$from$the$seasonal$calendars$
!
conservation$and$ used$by$this$Aboriginal$community.$ !
management$of$ $
 sustainable$ Students$will$then$research$how$the$
ecosystems$ populations$within$the$ecosystem$
$ changed$upon$being$colonised$by$the$
Evaluate$some$ Europeans.$
!
examples$in$ $
ecosystems,$of$ Finally,$students$will$research$a$
strategies$used$to$ different$strategy$that$is$currently$being$
balance$conserving,$ used$to$help$balance$the$needs$and$
protecting$and$ activities$of$humans$with$the$
maintaining$the$ conservation$and$protection$of$the$
quality$and$ ecosystem$and$compare$it$to$the$way$in$
sustainability$of$the$ which$the$Dharawal$people$manage$
environment$with$ their$use$of$the$environment.$
human$activities$
and$needs!

Lesson!!3! !Mathematics! !MA5.2P1WM! Teacher'guide'students'to'the'Aboriginal' !

!! (Sarah)! selects! elder'or'member'to'guide'them'through'to'
!This! appropriate! the'tour,'until'the'art'room.'During'the'
Lesson! notations!and! tour,'student'will'be'exposed'to'
will!be! conventions!to! information'from'the'Europeans'settling'in'
conducted! communicate! to'the'contact'between'the'Aboriginal'and'
during!the! mathematical! !
non8aboriginal'people.'Information'will'be'
visit!to!the! ideas!and! delivered'from'an'Aboriginal'Elder'or'
site! solutions members'perspective.'
!! ! !
''
!!
Discussion'of'the'invasion'of'the'land''from'
!! MA5.2P2WM!
!! an'Aboriginal'perspective'and''the'
interprets! significance'of'where'the'Sydney'museum'
!!
!! mathematical!or! is'located.'Discuss'the'absence'of'the'
realPlife!situations,! Aboriginal'Flag'at'the'font'of'Sydney'of' !
Museum.'Discussion'of'why'they'think'the'
systematically!
Aboriginal'flag'is'not'present'with'
applying! Aboriginal'Elder'or'member..'
appropriate! ! !
strategies!to!solve! Students$will$be$given$an$activity$where$
they$will$enlarge$an$Aboriginal$flag$by$
problems
scale$factor$using$grid$paper$in$the$art$
room$on$the$top$floor$of$the$Museum.$
!
Students$will$be$placed$in$a$large$circle$
MA5.2P5NA! to$discuss$the$colours$of$the$Aboriginal$
flag$and$what$they$represent.$$
recognises!direct! $
and!indirect! Students$will$then$lead$by$an$Elder$from$
the$Gadigal$community$or$an$Aboriginal$
proportion,!and!
member$to$discuss$all$artefacts$and$
solves!problems! lead$finally$to$the$edge$of$the$trees$Art$
involving!direct! piece$to$discuss$the$significance$of$the$
site$and$the$contact$between$the$two$
proportion !
communities.$Students$will$complete$
the$final$activity$by$plotting$the$pillars$on$
 their$map$using$a$measuring$tape$and$
map$scale.$
!

Lesson!!4! !Creative!Arts! LS.4!Explores! In$this$lesson$students$will$$$ !

!! (Sarah)! ways!in!which! Students$will$be$asked$in$the$beginning$
This! experiences!of! of$the$lesson$to$view$youtube$video$of$
lesson!will! How$does$Aboriginal$art$creates$
the!world!can!be!
be! meaning.$$
communicated!
conducted! https://www.youtube.com/watch?v=mQi
after!the! in!visual!design! 1NMh9CvA$ !
visit!to!the! artworks! $
site.!! ! After$watching$the$video$Students$will$
!! LS.5!Recognises! be$able$to$respond$the$following$
!! that!various! questions$in$their$books.$ !
!! interpretations! 1)$ Can$art$be$a$source$of$written$
!! of!visual!design! communication?$How?$
!! 2)$ $Explain$how$art$can$be$
artworks!are!
!! document$history?$
possible
!! 3)$ How$did$Aboriginals$use$art$to$
! !
!! create$a$connection$between$
their$people$and$land.$
$
Teacher$will$remind$the$students$during$
excursion$to$the$Museum$of$sydney,$
that$they$noticed$the$absence$of$the$
Aboriginal$flag.$Students$will$be$
creating$a$Aboriginal$flag$using$the$
30cm$X$20cm$white$cloth$provided.$$
$
Student$will$be$asked$to$create$their$
own$art$using$the$Aboriginal$symbols$
and$dot$painting$in$each$section$of$the$
Flag.$Students$will$need$to$create$the$
art$to$relate$to$the$meaning$of$the$
colour.$Students$will$be$using$the$
colours$Black,$Yellow$and$Red$in$the$
rightful$section$($eg,$using$only$yellow$in$
the$circle$of$the$Flag,$use$rainbow$
symbol$to$indicate$recently$seeing$a$
rainbow$).$
$
 Students$will$need$to$give$a$
presentation.$In$their$presentation,$
students$will$need$to$discuss$what$the$
colours$represent$in$the$Flag$
Students$will$be$given$the$opportunity$
to$discuss$their$artwork.$They$will$need$
to$discuss$their$reasoning$behind$their$
chosen$symbols$and$how$it$links$to$the$
chosen$colour$($Black,$Red$and$yellow).$

Lesson!5! !! !Outcomes:! !This'geography'lesson'students'learn'to' !!

!! ! Identifies,'gathers' analyse'and'interpret'the'map'of'the'
!! ! and'evaluates' Aboriginal'communities'that'are'taken'
!! ! geographical' from'the'Museum'of'Sydney'and' !
!This! ! information.' distinguish'the'Aboriginal'culture'and'their' !
lesson!will! ! ' precise'areas.'Further,'they'learn'about' !
be! ! Analyses,'organises' the'geographical'information'relating'to'
conducted! !
and'synthesises' the'lands'and'the'location'of'the'site,'the'
after!the! !
geographical' surrounding'area'of'the'site,'land'and'its'
visit!to!the! !
information.' spiritual'connection'to'the'Aboriginal' !
site.! Geography!
' people.'Also,'to'collect'other'maps'from' !
!! (Abdul)!
Selects'and'uses' different'and'reliable'resources'to'examine' !
!!
!! appropriate'written,' a'closer'look'at'the'designated'areas.'The'
!! oral'and'graphic' gathering'and'identifying'information'in'
!! forms'to' connection'to'the'land,'the'food8related'in'
!! communicate' the'lands'and'as'shown'from'the'site.'The' !
geographical' lesson'will'further'obtain'other'map'and' !
information.! locate'the'areas'and'write'100'words' !
relating'to'the'lands'and'the'special' !
location'to'the'site.'As'an'activity,'the' !
students'draw'with'floor'chalk'a'brief'line'
showing'the'distribution'of'the'Aboriginal'
communities.'
!
Lesson!!6! !History!(Sally)! $Depth$Study$2:$ !
!! Australia$and$Asia$ Lesson!Overview:!The$lesson$begins$
!! $$ with$a$group$discussion$about$the$
!! explains$and$ historical$forces$and$factors$that$ ! !
!! assesses$the$ shaped$Australia$and$a$focus$on$1788$ !
!! historical$forces$and$ and$colonisation.$$
!! factors$that$shaped$ The$students$will$analyse$the$European$
!! the$modern$world$ impact$on$the$landscape$with$land$links$
!! and$Australia$(HT5? to$the$Museum$of$Sydney$and$looking$
!! 1)$ at$the$Museum$as$once$being$once$ !
!! $$ Government$house$and$before$1788$ !
!! Outline$the$ Gadigal$land.$$
expansion$of$ The$map$in$Gadigal$Place$of$the$
European$ Aboriginal$Nations$of$NSW$will$show$
settlement$on$a$ the$Aboriginal$cultures$and$the$impact$
map$of$Aboriginal$ of$European$First$Fleet$on$how$the$ !
Australia$to$1900.$ landscape$has$changed$as$a$result$of$
$ the$European$settlement.$$
describe$both$the$ !
European$impact$on$ Assessment:!students$hand$in$their$
the$landscape$and$ maps$of$the$Aboriginal$communities$of$
how$the$landscape$ Sydney$region$and$their$analysis$of$
affected$European$ historical$Aboriginal$figures$in$the$
settlement$$ Museum$of$Sydney.$$
$ $
Use$a$range$of$ Links!to!Museum!of!Sydney:!Gadigal$
sources$to$describe$ Place$gallery$allows$students$to$explore$
contact$experiences$ the$traditional$lives$of$the$Gadigal$
between$European$ people$and$the$colonial$contact$in$the$
settlers$and$ Port$Jackson$region.$This$link$to$
Indigenous$peoples$$ Museum$of$Sydney$is$important$as$
$ students$learn$about$the$before$and$
after$affects$of$contact$with$colonials$in$
Sydney.$$
The$Edge$of$the$Trees$public$artwork$
outside$of$the$Museum$of$Sydney$
represents$the$Language$groups$of$the$
Sydney$region$and$is$engraved$with$
names$of$people,$places$and$native$
flora$no$longer$present$in$Sydney.$$
$
Next$lesson:$Students$will$use$the$
information$they$have$gathered$from$
the$Edge$of$the$Trees$exhibit$to$
research$the$natural$materials$used$by$
Aboriginal$people$and$understand$the$
uses$and$physical$properties$of$the$
tools,$weapons,$utensils,$shelter$and$
housing.$$
 Lesson!7! !! !Outcomes! !In$this$lesson$students$will$engage$in$ !
!! ! A$student$ an$analysis$and$evaluation$of$the$
!This! ! understands$and$ Michael$Rileys$film$piece,$Eora.$
lesson!will! ! evaluates$the$ Students$will$have$observed$parts$of$
be! English! diverse$ways$texts$ this$film$whilst$in$Gadigal$Place$at$the$
conducted! (Bronwyn)! can$represent$ Museum$of$Sydney.$
after!the! personal$and$public$ $ !
!
visit!to!the! words$ In$engaging$with$this$text$students$will$
site! EN5?7D$ explore$and$reflect$on$their$own$values$
!! in$relation$to$those$expressed$in$the$
!! text.$They$will$evaluate$the$ways$in$
!! which$the$creator$uses$personal$
!! perspective$and$choices$to$affect$its$
!
!! meaning$and$how$the$creators$ !
!! perspectives$may$have$been$shaped$by$
!! different$sociocultural$influences.$
!! $
!! Students$can$also$analyse$and$
!! evaluate$the$social,$moral$and$ethical$ !
positions$represented$in$the$piece.$
!
!!

SYLLABU SYLLABUS! KEY!OUTCOMES/! INTEGRATED!TEACHING,! CONNECTIO

S! CONTENT! LEARNING!AND!ASSESSMENT! NS!TO!8!
OBJECTI WAYS!
VES!

Lesson!8! !Science!(Sally)! $Research$how$a$ Required!knowledge/Previous! !

!! knowledge$of$ Learning:!In$the$previous$lesson,$
!! physical$properties$ students$learned$about$the$influence$of$
!! of$natural$materials$ settlement$on$the$land$and$looked$at$
!! is$used$by$ the$map$of$NSW$and$learned$about$ !
!! Aboriginal$and$ Arabanoo$whom$was$affected$by$the$
!! Torres$Strait$ smallpox$outbreak$introduced$by$the$
!! Islander$peoples$in$ First$Fleet.$$
!! everyday$life$e.g.$ $
!
!! tools,$weapons,$ Lesson$overview:$
utensils,$shelter,$ This$lesson$will$look$at$smallpox$and$
housing$or$bush$ the$responses$with$the$human$body$
medicine$(SC4? and$how$contemporary$society,$in$this$
CW4a)$$ case,$the$First$Fleet,$introduced$this$
$ infectious$disease$onto$Sydneys$
Presenting$scientific$ Aboriginal$clans.$
ideas$and$ http://www.myplace.edu.au/decades_ti
information$for$a$ meline/1780/decade_landing_22.html?t
particular$purpose,$ abRank=3&subTabRank=2$ !
including$ $
constructing$ The$second$part$of$the$lesson$will$look$
evidence?based$ at$the$natural$materials$used$by$the$
arguments$and$ Aboriginal$and$Torres$Strait$Islander$
!
using$appropriate$ peoples$in$terms$of$bush$medicines,$
 scientific$language,$ tools,$utensils$and$weapons.$Students$
conventions$and$ will$research$the$natural$materials$used$
representations$for$ by$Aboriginal$and$Torres$Strait$Islander$
specific$audiences$ peoples$and$understand$the$properties$
(SC5?WS9e)$ of$the$natural$materials$used$to$make$
$ them.$$
Outline$some$ $
responses$of$the$ Formative$assessment:$Students$will$
human$body$to$ research$and$create$information$on$the$
infectious$and$non? tools,$weapons,$utensils,$shelter$or$
infectious$disease$ bush$medicine$they$have$researched$
(SC5?LW1c)$ and$present$their$scientific$ideas$in$a$
$ report.$$
Discuss,$using$ The$reports$will$be$used$to$show$their$
examples,$how$the$ cultural$understanding$of$these$items$
values$and$needs$of$ and$engage$in$a$community$gathering.$
contemporary$ During$this$gathering$Aboriginal$
society$can$ community$consultants$will$be$asked$to$
influence$the$focus$ come$and$students$will$be$encouraged$
of$scientific$ to$speak$about$what$they$have$learned.$$$
research,$e.g.$the$ $
occurrence$of$ Link$to$Museum$of$Sydney$visit:$$
diseases$affecting$ Outbreak$of$smallpox$affecting$
animals$and$plants,$ Arabanoo$and$Sydneys$Aboriginal$
an$epidemic$or$ communities.$$
pandemic$disease$ The$students$will$find$information$in$
in$humans$or$ Gadigal$Place$on$tools$and$weapons,$
lifestyle$related$non? bush$foods$and$medicine$and$fishing.$$
infectious$diseases$ $
in$humans$(SC5? $
LW1e).$$
$
$

Lesson!9! Mathematics+ MA5.21WM$ In$this$lesson,$students$will$learn$about$ !

!! (Xing)+ Selects$appropriate$ volume$and$capacity,$and$use$their$
!! notations$and$ knowledge$to$solve$real$life$problem$
!! conventions$to$ involving$Aboriginal$artefact$and$
!! communicate$ lifestyle.$
!! mathematical$ideas$ $$ !
!! and$solutions.$ Students$sit$in$a$circle,$recall$their$
!! $$ experience$in$Museum$of$Sydney$by$
!! MA5.22WM$ watching$the$pictures$of$Aboriginal$
!! Interprets$ artefacts.$Then$the$Elder$from$local$ !
mathematical$or$ Aboriginal$community$is$invited$to$
real?life$situations,$ explain$the$use$of$each$artefact$or$tool,$
systematically$ and$tell$students$stories$about$
applying$ traditional$lifestyle$of$Aboriginal$people.$
appropriate$ Through$storytelling,$teacher$introduce$ !
strategies$to$solve$ the$problem$of$finding$the$capacity$of$
problems.$ Bangala$palm$leaf$water$carrier.$
$$ $$
 MA5.212MG$ Students$first$learn$how$to$calculate$the$
Applies$formulas$to$ volumes$of$right$prism,$and$practice$on$
calculate$the$ using$the$formula.$
volumes$of$ $$
composite$solids$ After$obtaining$necessary$knowledge,$ !
composed$of$right$ students$are$split$into$groups$for$the$
prisms$and$ hand?on$activities$to$solve$real$life$
cylinders.$ problem.$First,$students$use$rulers$to$
$$ find$the$dimensions$of$a$given$water$
ACMMG218$Solve$ tank,$and$calculated$its$volume$by$using$ !
problems$involving$ formula.$Second,$students$measure$the$
the$volumes$of$right$ water$capacity$of$Bangala$by$filling$it$
prism.$ with$water,$pour$the$water$into$right$
prism$container,$and$measure$the$
volume$of$water$in$the$right$prism$
container.$This$approach$transfer$the$
volume$of$irregular$shape$into$right$
prism,$so$that$student$can$solve$the$
problem$use$the$knowledge$they$
already$learnt.$Third,$students$check$
their$answer$of$previous$activity$by$
using$the$1$litre$measure$cup.$This$can$
also$lead$students$to$find$the$
3
connection$between$litre$and$cm ,$and$
convert$between$these$two$units$of$
measurement.$
$$
Formative$Assessment:$
Teacher$check$whether$students$obtain$
the$knowledge$and$skills$from$this$
lesson$by$listen$and$feedback$to$
students$discussion$at$the$end$of$
lesson.$
!!

!!

SYLLABU SYLLABUS! KEY!OUTCOMES/! INTEGRATED!TEACHING,! CONNECTIO

S! CONTENT! LEARNING!AND!ASSESSMENT! NS!TO!8!
OBJECTI WAYS!
VES!
 Lesson!10! !Commerce! $5.1$Applies$ This$lesson$will$make$students$ !
!! (Xing)! consumer,$financial,$ understand$consumer$decisions$about$
!! business,$legal$and$ what$to$buy$and$where$to$buy.$
!! employment$ $$
!! concepts$and$ In$this$lesson,$students$will$first$learn$
!! terminology$in$a$ economic$theories$behind$consumer$ !
!! variety$of$contexts.$ behaviours,$which$are,$consumers$have$
!! $$ the$rights$to$make$decisions$in$
!! commercial$activities,$and$they$choose$
!! 5.2$Analyses$the$ the$goods$based$on$various$of$factors$ !
!! rights$and$ such$as$price,$needs,$habit$and$
!! responsibilities$of$ convenience.$
individuals$in$a$ $$
range$of$consumer,$ Then$teacher$link$the$knowledge$with$
financial,$business,$ !
Aboriginal$context.$Teacher$shows$
legal$and$ students$the$pictures$or$samples$of$
employment$ bush$food$and$seafood$of$traditional$
contexts.$ Aboriginal$diet,$the$nutrition$facts$of$
$$ different$food,$and$a$map$of$traditional$ !
Aboriginal$communities$in$NSW.$In$the$
5.4$Analyses$key$ first$activity,$students$choose$the$food$
factors$affecting$ to$make$up$a$healthy$diet$based$on$the$
commercial$and$ information$from$nutrition$facts.$
legal$decisions.$ Students$will$recognise$that$consumers$
can$choose$different$food$based$on$
$$ individual$preference$as$well$as$
5.9$Works$ nutrition$needs.$In$the$second$activity,$
independently$and$ teacher$will$mark$the$producing$
collaboratively$to$ locations$of$bush$food$and$seafood$in$
meet$individual$and$ the$map$of$traditional$Aboriginal$
collective$goals$ communities,$and$make$students$
within$specified$ understand$that$consumers$also$
timelines.$ choose$goods$based$on$whether$it$is$
convenient$to$purchase.$For$example,$
people$of$inland$Aboriginal$communities$
are$less$likely$to$choose$sea$food,$as$
they$are$far$from$producing$location$of$
sea$food.$
$$
Formative$Assessment:$
Students$present$and$explain$their$
choice$of$food$to$the$whole$class,$
teacher$listen$to$the$presentation$to$
assess$whether$students$understand$
the$consumer$choice$theory,$and$leave$
feedback$to$students$presentation.$
!!

!
PART$A:$PREPARATION$AND$STRATEGIES$

Year:+10+ Syllabus+section:+Rates+and+ratios++
Stage+5.2+ +
+ +
Lesson+5/10+
+
Unit+Name:+Aboriginal+&+Culturally+Responsive+Pedagogies+(102085)+
+
+
Aboriginal+site:+Museum+of+Sydney+
+
Lesson+Topic:+ Duration:'120'minutes'
Scale$factor$and$map$scale$+ +
+ +
Prior+knowledge/skills+required+ Resources+(Attach+classroom+ready+resources/worksheets)+
TRatios+and+rates+ T+Information+of+site+Edge+of+the+trees+
T+Fraction++ TWorksheet+
+ T+Grid+paper+
+ TTape+measures+
+ +
+
Quality+Teaching+Elements+(lesson+focus)+T+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'Higher8order'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+will+develop+an+understanding+of+how+map+scales+are+done+by+using+their+
1.2+ mathematical+knowledge+and+skills+and+assumed+knowledge+on+fractions.++
1.4+ This+activity+is+students+Tcentred+learning+approach+which+allows+students+to+work+
in+group+and+develop+their+higherTorder+thinking.+
+ Students+working+and+moving+around+to+calculate+the+area.+
2.2+ Students+share+their+stories+and+background+knowledge.+
2.3+ Teacher+expect+students+can+do+more+and+knows+ratio+and+areas+formula.+
2.6+ Student+in+group+direct+each+other.++
3.1+ Students+share+and+use+their+background+and+cultural+knowledge+among+the+class.+
3.2+ ++
3.4+
3.6+
+
+
+
+
+
+
+
+
+
+ PART+B:+SEQUENCE+OF+ACTIVIES+IN+LESSON+
+ A student:
MA5.2-1WM selects appropriate notations and conventions to communicate
mathematical ideas and solutions
MA5.2-2WM interprets mathematical or real-life situations, systematically applying
appropriate strategies to solve problems
MA5.2-5NA Recognises direct and indirect proportion, and solves problems
involving direct proportion
+
+
+ Students+learn+to:+ Students+learn+about:+

- interprets mathematical or real-life 8'To'enlarge'or'reduce'an'image'by'a'scale'factor.'

8'Able'to'create'a'map'scale'to'plot'objects'or'
situations, systematically applying
appropriate strategies to solve locations'on'a'map.'
'
problems
'
'
'

Timing+ 8+ways+connection++ Lesson+content++ Student+activity+ Teacher+activity++

30'mins'' ' Introduction'' 8$ Students'at'the'site.' 8$ Teacher'engage'students'into'
' ' discussion.'
8$ Students'get'their'site'
' Teacher'guide'students'to' information'sheet,'book,'and' 8$ Teacher'will'hand'out'the'
' the'Aboriginal'elder'or' pen'out.'' resources'ready'fro'the'tour.'
' member'to'guide'them'
8$ Students'required'to'take' '
' through'to'the'tour,'until' down'notes'that'might'be'
' the'art'room.' needed'to'complete'activities'
 ' ' '
During'the'tour,'student'
will'be'exposed'to'
information'from'the'
Europeans'settling'in'to'the'
contact'between'the'
Aboriginal'and'non8
aboriginal'people.'
Information'will'be'
delivered'from'an'
Aboriginal'Elder'or'
members'perspective.''
'
Discussion'of'the'invasion'
of'the'land''from'an'
Aboriginal'perspective'and''
the'significance'of'where'
the'Sydney'museum'is'
located.'''
'
20'mins' ' Students'will'be'at'the'art' 8$ Students'will'be'placed'into' 8$ Teacher'will'place'students'into'
room'on'the'top'floor'in' groups'of'four.' groups'of'four.''
Museum.'Students'will'be' 8$ Students'surrounding'the' 8$ Teacher'instruct'students'to'sit'
in'groups'of'four' Aboriginal'elder'or'member' in'a'circle'in'the'art'room'
surrounding'the'Aboriginal' discussing'the'absence'of'the' located'in'the'top'floor'of'
elder'or'member.' Aboriginal'Flag' museum.''
' 8$ Students'will'take'notes.' 8$ Teacher'promotes'students'to'
Discuss'the'absence'of'the' discuss'with'the'Aboriginal'
8$ Students'will'have'a'
Aboriginal'Flag'at'the'font' elder'or'member'the'absence'
discussion'with'teacher'of'
of'Sydney'of'Museum.' of'Aboriginal'flag.'
what'and'how'to'use'a'scale'
' factor.' 8$ teacher'discusses'with'students'
Discussion'of'why'they' what'and'how'a'scale'factor'is'
8$ Students'among'their'group'
think'the'Aboriginal'flag'is' used.'
will'complete'Activity'1'of'
not'present.' enlarging'the'Aboriginal'flag' 8$ Teacher'instructs'to'discuss'
' using'grid'paper'provided' with'their'group'members'their'
Looking'at'the'Activity'1.' understanding'and'complete'
'
' Activity'1.'
What'is'scale'factor?' 8$ Teacher'goes'around'to'make'
' sure'students'are'on'tasks'and'
How'to'use'the'scale'factor.' help'struggling'students.'
'
Students'will'complete'the'
activity'before'moving'to'
the'final'area.'
'
40'min' ' Students'will'be'at'the' 8$ Students'sit'down'in'a'circle.'' 8$ Teacher'assign'students'into'a'
' Edge'of'the'trees'artwork.' group'of'4,'and'students'who'
8$ Students'in'a'group'of'4'
' ' struggle'pair'with'more'capable'
8$ Each'group'get'planting'trees' willing'students.''
' Aboriginal'elder'or'member'
sheet.'
' discuss'the'art'piece'and'
' the'history.''
 ' ' 8$ Students'read'the'scenario'and' 8$ Teacher'goes'through'the'
' Discusses'the'significance' the'instructions.' instructions'and'explain.'
' of'the'site.' 8$ Students'discuss'the'possibility' 8$ Teacher'goes'around'the'group'
' of'solution'and'calculation.' and'help'students'who'are'
Discussion'of'what'the' struggling.'
8$ Students'in'a'group'of'4'gives'
pillars'represent.' the'role'for'each'student''
'
'
Discussion'of'why'the'
artwork'piece'was'called'
Edge'of'the'trees.'
'
Teacher'discusses'the'what'
and'how'to'use'map'scale.'
'
'
'
15'mins' ' 8$ In'a'small'paragraph' 8$ Students'discuss'with'their' 8$ Teacher'ask'students'what'to'
ask'students'three' groups'and'write'down'a' do.''
important'things' small'paragraph.''
8$ Teacher'listen'to'students'
about''pillars'and'why'
8$ Each'group'one'student'read' responses.''
the'art'piece'is'
loud'their'paragraph.'
significant'to'the'
Aboriginal'people' 8$ Students'talks'about'what'
theyve'learnt'from'todays'
8$ Recap'everything,'
lesson.'
weve'learnt'today.'
10'Mins' ' 8$ Ask'students'to'keep' 8$ Students'listen'to'what'the' 8$ Teacher'ensure'students'knows'
' their'sheet'and'to'do'a' teacher'says'and'write'down' what'they'do'for'the'next'
' presentation'within' what's/he'is'saying.'' lesson.'
their'assigned'group.'
' 8$ Students'line'up'and'go'into' 8$ Teacher'ask'students'to'get'
' 8$ In'the'presentation,'in' the'bus' ready'and'line'up'to'go'in'the'
' a'small'paragraph'talk' bus.'
' about'the'Museum'of'
Sydney,'students'
'
opinion'of'not'having'a'
' flag'at'the'front'of'the'
' museum.'Discuss'if'
' was'difficult'to'place'
' the'tress'on'their'map'
' grid'in'the'right'spot'
using'map'scale.'Did'
'
they'enjoy'working'in'
'
groups.'discuss'the'
' significance'of'the'
' place'where'the'
' Sydney'museum'is'
' placed.'
' 8$ Ask'students'to'pack'
5'mins' up'and'get'ready'to'go'
in'the'bus.''
+
+
+
+
+
PART+C:+ANALYSIS++AND+SELFTREFLECTION+
How+have+outcomes+been+achieved?+
Learning+outcome+ Method+of+measuring+and+recording+
A student: T+Hands+on+activity++
MA5.2-1WM selects T+Discussion+among+group,+direct+contact+with+Aboriginal+Elder+or+member+and+
appropriate notations and conventions teacher.+
to communicate mathematical ideas +

and solutions
MA5.2-2WM interprets
mathematical or real-life situations,
systematically applying appropriate
strategies to solve problems
MA5.2-5NA Recognises
direct and indirect proportion, and
solves problems involving direct
proportion
+
AISTL+graduate+standards+and+evidence+that+this+lesson+achieves+this+standard.+
AITSL+Standard+ Evidence+within+this+lesson+
1.2+ 8$ Students+work+in+a+group,+share+their+knowledge+and+experience.+
+ 8$ The+activity+is+related+to+the+realTlife+situation.+
+
8$ While+the+educator+explains+the+mathematic+concept,+students+are+
+
encouraged+to+participant+into+the+class+discussion+and+share+their+ideas+and+
+ knowledge.++
+
8$ Students+on+site+and+doing+the+activity.+
+
1.4++ 8$ Students+read+about+the+Edge+of+the+trees.+
+ 8$ An+elder+from+the+Edge+of+the+trees++gives+a+talk.+
+
8$ Students+who+struggle+are+paired+with+students+with+more+capable.+
+
1.5++ +
2.1++ 8$ The+outdoor+activity+allows+students+to+interact+with+each+other+and+allows+
+ them+physical+to+move+and+build+their+knowledge+and+understanding.++
2.4+ 8$ Students+learn+more+when+they+do+the+experiment+or+the+activity+by+
+ themselves.++
2.5+ 8$ For+the+next+lesson+students+are+required+to+use+ICT+to+represent+their+
+ restations.+
2.6+ +

4.1+ 8$ Teacher+assess+students+who+are+struggling+and+when+they+need+help.+
+
5.1++ 8$ The+educator+provide+feedback+on+students+learning++
5.2+
7.4++ 8$ Engaging+students+with+the+professional+learning,+this+can+be+seen+through+
when+an+Elder+from+the+Aboriginal+community+gives+a+talk.+
WHS+considerations+
-Make sure the stones and sticks are removed before setting up for the activity this to reduce risk of tripping.
+
+
+
+
+
+
+
+

The+edge+of+the+trees+by+Fiona+Foley+and+Janet+Laurence+
Background+information:+
+
Edge(of(the(Trees$is$a$collaborative$installation$artwork$created$by$artist$
Janet$Laurence$and$Fiona$Foley.$The$artwork$is$a$site?specific$piece$
located$at$the$forecourt$of$the$Museum$of$Sydney,$Sydney$since$its$
opening$in$1995.$The$artwork$is$constructed$with$29$vertical$pillars$made$
from$different$materials$such$as$wood,$steel,$and$sandstone$collaborating$
with$other$organic$materials$and$sound$elements.!

Activity 1: Enlarging the Aboriginal Flag+

++
Enlarge+the+following+flag+by+the+scale+factor+of+two+using+the+grid+paper+provided.+
+
+
+
 +
+
+
+
+
+
+
+
+
+
+
+
+
+
+
Graph+paper+for+the+Aboriginal+Flag+
+
Activity+2.++Creating+a+map+for+the+edge+of+the+trees+
+
Starting+with+one+tree+as+your+starting+point+as+indicated+on+your+map+space+below.+Mark+at+least+10+trees+in+the+
space+with+the+correct+measurement+using+your+scale.+
+

Starting$
point$
+ +
Map!Scale!
+
Activity+3:++Write+a+paragraph+about+what+you+learnt+today+through+the+discussion+with+the+Aboriginal+
Elder+or+member.+
+
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???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????$???????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????
?????????????????????????????????????????????????????????????$
$
!
!
References+
+
+
AITSL.$ (n.d.).$ Australian$ professional$ standards$ for$ teachers.$ Retrieved$ from$

<http://www.aitsl.edu.au/australian?professional?standards?for?teachers/standards/list>$

Australian$Government.$(2015).$Closing$the$gap:$Prime$ministers$report.$Canberra.$

BOSTES.$ (2012).$ Mathematics$ K?10$ Syllabus.$ Retrieved$ from$

http://syllabus.bostes.nsw.edu.au/assets/mathematicsk10/downloads/mathematicsk10_

full.pdf$

Blair,$N.$(2015).$Aboriginal$education:$More$than$adding$perspectives$in$learning$to$teach$in$the$

secondary$ school.$ In$ N.$ Weatherby?Fell,$ N$ (Ed.),$ Learning$ to$ teach$ in$ the$ secondary$

school$(pp.$189?208).$Port$Melbourne,$Australia:$Cambridge$University$Press.$

Beswick,$K.$(2005).$Preservice$teachers$understandings$of$relational$and$instrumental$

understanding.$Retrieved$from$https://vuws.westernsydney.edu.au/bbcswebdav/pid?

2247853?dt?content?rid?
 20178660_1/courses/102088_maths_2016_2h/Preservice%20Teachers%27%20Unders

tanding%20of%20Relational%20and%20Instrumental%20Understanding.pdf$

Gilbert,$S.$(2017).$Week$6$Aboriginal$and$Culturally$Responsive$Pedagogies$Developing$8$ways$

understanding:$ preparing$ for$ Aboriginal$ site$ visits:$ 2102085.$ Retrieved$ from$

https://vuws.westernsydney.edu.au/webapps/blackboard/execute/content/file?cmd=vie

w&content_id=_2997883_1&course_id=_22504_1$

Gilbert,$ S.$ (2017).$ ABORIGINAL$ &CULTURALLY$ RESPONSIVE$ PEDAGOGIES$ KNOWING$

HISTORY?KNOWING$ YOUR$ PROFESSION$ :$ 2102085.$ Retrieved$ from$

https://vuws.westernsydney.edu.au/bbcswebdav/pid?2975172?dt?content?rid?

23898992_1/courses/102085_2017_2h/Week%202%20102085%20Lecture%202H%2

02017%20Large.pdf$

Harrison,$N.,$&$Greenfield,$M.$(2011).$Relationship$to$place:$Positioning$Aboriginal$knowledge$

and$perspectives$in$classroom$pedagogies.$Critical%Studies%in%Education,%52(1),$65?

76.$doi:10.1080/17508487.2011.536513$

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