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    Poster For Aboriginal and Culturally Responsive Pedagogies Unit

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    The document outlines an Aboriginal heritage tour called The Rocks Dreaming Tour that shares the Aboriginal perspective of the area. The tour is led by a guide who tells traditional stories of the Gadigal peoples and engages students in the local environment and culture. It demonstrates the deep connection between Aboriginal peoples and the land through nature, conservation, and culture. The tour provides an opportunity for students to learn Aboriginal cultural knowledge and further their understanding back in the classroom.

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    Poster For Aboriginal and Culturally Responsive Pedagogies Unit

    Uploaded by

    api-332379661
    241 views1 page
    The document outlines an Aboriginal heritage tour called The Rocks Dreaming Tour that shares the Aboriginal perspective of the area. The tour is led by a guide who tells traditional stories of the Gadigal peoples and engages students in the local environment and culture. It demonstrates the deep connection between Aboriginal peoples and the land through nature, conservation, and culture. The tour provides an opportunity for students to learn Aboriginal cultural knowledge and further their understanding back in the classroom.

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    The document outlines an Aboriginal heritage tour called The Rocks Dreaming Tour that shares the Aboriginal perspective of the area. The tour is led by a guide who tells traditional stories of the Gadigal peoples and engages students in the local environment and culture. It demonstrates the deep connection between Aboriginal peoples and the land through nature, conservation, and culture. The tour provides an opportunity for students to learn Aboriginal cultural knowledge and further their understanding back in the classroom.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    241 views1 page

    Poster For Aboriginal and Culturally Responsive Pedagogies Unit

    Uploaded by

    api-332379661
    The document outlines an Aboriginal heritage tour called The Rocks Dreaming Tour that shares the Aboriginal perspective of the area. The tour is led by a guide who tells traditional stories of the Gadigal peoples and engages students in the local environment and culture. It demonstrates the deep connection between Aboriginal peoples and the land through nature, conservation, and culture. The tour provides an opportunity for students to learn Aboriginal cultural knowledge and further their understanding back in the classroom.

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    © All Rights Reserved
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    The Rocks Dreaming

    Aboriginal Heritage Tour (Illi Langi)


    Compiled by: | Alex McLennan | Daniel Burgo | Nicole Grant | Sheridan Parsons | Jessica Hayter

    The Rocks Dreaming Aboriginal Heritage Tour (Illi Langi) is an engaging experience of The Rocks which shares the Aboriginal perspective of the area using the local environment and
    traditional Gadigal peoples’ stories. The tour around the shoreline will keep students engaged through the guide’s stories and the students interaction with the site. The site
    demonstrates the connection between Aboriginal peoples and the land, linking the use of nature, conservation, and culture. The site provides a fantastic opportunity to get students
    involved with Aboriginal cultural knowledge, and offers the chance to engage in further learning in the classroom post-visit.

    Community Consultation
    We would like to acknowledge the Gadigal people of the Eora Nation, who are the traditional custodians of the land this tour operates on; and pay our respects to ancestors and Elders, past and present.
    This tour was organised by Dreamtime SouthernX, a company founded by Aunty Margaret Campbell, a Dunghutti and Djerrinja woman, and our tour was led by Lindsay Williams. The booking
    process for this tour was straightforward and web-based. Lindsay was more than willing to answer the group’s questions and was able to provide a unique insight, through the stories he shared, into the
    traditional history of the land. Dreamtime SouthernX offers specialised tours for school groups during term time.

    Lesson 10 - English
    Lesson 1 - History
    UNIT OUTLINE This lesson reconstructs students’ knowledge through a
    This pre excursion lesson allows students to research the collaborative task which involves story telling with the
    history of Sydney Cove. This lesson will highlight how OUR LEARNING MAP wider school community. The challenges of Critical Race
    most of the written history post-colonisation is from the Theory and the reproduction of power-inequalities are
    white settler’s point of view, whilst Aboriginal people’s overcome by facilitating authentic learning and engage-
    history is captured through oral stories. This lesson sets ment opportunities with the Aboriginal community and
    up the deconstruct, reconstruct format of this unit. culture (Ferfolja, T., Jones-Diaz, Criss, & Ullman,
    References: Yunkaporta, Tyson (2009) Aboriginal pedagogies at Jacqueline. (2015), and, Pring, A (1999).
    the cultural interface. Professional Doctorate (Research) thesis, References: Ferfolja, T., Jones-Diaz, Criss, & Ullman, Jacquel-
    James Cook University ine. (2015). Understanding sociological theory for educational
    practices.
    Pring, A (1999). Indigenous Australian Cultural Perspectives in
    the Study of Geography, Geographical Education, Volume 12,
    Lesson 2 - History 1999.

    Students will gain a specific contextual understanding of


    Circular Quay, deconstructing the historical uses, changes
    and importance of the location to both Aboriginal people
    Lesson 9 - English
    and non-Aboriginal people from pre-invasion,
    post-colonisation and current perspectives. This lesson
    Students orally, visually and creatively represent and
    will develop understanding through a strong focus on
    reconstruct the new knowledge they have obtained by
    symbols and images, such as maps and photographs
    engaging in a series of group activities. Students’ literacy
    (visual representations).
    and communication skills are developed through the
    delivery of ‘meaningful learning activities that are relevant
    and accessible to all students in a class’ (Loreman, T,
    Deppeler, J and Harvey, D. (2011).
    Lesson 3 - Science References: Loreman, T, Deppeler, J and Harvey, D. (2011). In-
    clusive Education: Supporting Diversity in the Classroom (2nd
    This pre-excursion lesson focuses on biotic and abiotic ed.)
    factors that make up an ecosystem. Land links are made
    by using native Australian flora and fauna examples.
    References: Smetana, L. K., & Bell, R. L. (2012). Computer
    simulations to support science instruction and learning: A critical Lesson 8 - Science
    review of the literature. International Journal of Science Educa-
    tion, 34(9), 1337-1370. Students reflect on their learning so far in this unit by way
    Zheng, B., Warschauer, M., Hwang, J. K., & Collins, P. (2014).
    of a yarning circle before developing deeper understand-
    Laptop use, interactive science software, and science learning ing via a structured inquiry-based lesson to prepare for
    Lesson 6 - Science
    among at-risk students. Journal of science education and technol- their capstone presentations in the final lesson.
    ogy, 23(4), 591-603. Lesson 5 - Science
    In the first post-excursion lesson, References: Lazonder, A. W., & Harmsen, R. (2016). Meta-
    analysis of inquiry-based learning: Effects of guidance. Review of
    students apply learned background and
    Whilst on the excursion, students Educational Research, 86(3), 681-718.
    cultural knowledge to construct food
    will identify biotic and abiotic factors
    webs related to the Sydney Cove ecosys-
    of Sydney Cove. The tour guide
    Lesson 4 - Geography tem, giving significance to their learning
    shares stories about Middens,
    (Gore, 2007).
    providing students with a unique References: Hackling, M., Byrne, M., Gower, Lesson 7- Geography
    Completion of a field-sketch whereby students observe cultural insight into one way Gadigal G., & Anderson, K. (2015). A pedagogical
    landforms, natural and built environments. Students rely people lived and cared for the eco- model for engaging Aboriginal children with
    on land links, symbols and non-verbal skills to record system. science learning. Teaching Science, 61(1), 27. Students reconstruct place-based cultural knowledge
    information, capturing the perspectives of both Aboriginal References: Behrendt, M., & Franklin, T. Gore, J. (2007). Improving Pedagogy. In J. (seasons, custodian management practices, flora/fauna
    people and non-Aboriginal people. Students engage in (2014). A Review of Research on School Butcher & L. McDonald (Eds), Making a differ- relationships) about totemic custodianship to investigate
    the application of Nakata’s notion of cultural interface, Field Trips and Their Value in Education. ence: Challenges for teachers, teaching and alternative environmental management approaches. In do-
    whereby an understanding of the exchanges and systems International Journal of Environmental teacher education (pp. 15-33). Rotterdam, ing so, students ‘value such knowledge as a sophisticated
    of both Aboriginal and non-Aboriginal realities is required and Science Education, 9(3), 235-245. Netherlands: Sense Publishers system rather than viewing it as a parochial limitation
    (Yunkaporta, T., & McGinty, S. (2009)). References: Yunkaporta, T., & McGinty, S. (2009). Reclaiming Ab-
    References: Nakata, M (2007). The Cultural Interface, The Aus- original knowledge at the cultural interface. Australian Educational
    tralian Journal of Indigenous Education, Volume 36, Supplement, Researcher, 36(2), 55-72.
    2007.

    AISTL Standards
    This unit of work demonstrates aspects from the Australian Professional Standards for Teachers. Specifically, it focuses on the standards
    1.4 ‘Strategies for teaching Aboriginal and Torres Strait Islander students’ and 2.4 ‘Understand and respect Aboriginal and Torres Strait
    Islander people to promote reconciliation between Indigenous and non-Indigenous Australians’. In particular, the teaching and learning
    strategies across all KLA’s are centred around the 8 ways pedagogical approach. Such strategies include story based learning through
    creative writing pieces as well as yarning circles, Land based learning which is driven by historical content and an excursion. The unit also
    includes opportunities for students to learn through symbols, visualisation techniques and hands-on methods. Standard 2.4 is emphasised
    throughout the unit. For example, the historical lessons involve students learning the history of Sydney cove, the arrival of the first fleet and
    the impact it had on aboriginal people. Making students aware of the trauma that aboriginal people have gone through establishes cultural
    awareness as well as understanding and respect for the aboriginal community. In addition, each lesson makes explicit links to the NSW
    stage 5 syllabus for History, Geography, Science, and English.

    102085 | Aboriginal and Culturally Responsive Pedagogies | School of Education

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