SIOBHAN JOHNSTON

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Rationale
This program is designed to provide students with a deeper understanding and knowledge of
Aboriginal and Torres Strait Islander peoples. The program is catered for a year ten, English class who
are studying the novel Nona and Me. The school is located in South Sydney, the school has over one
thousand students however, only 1% Indigenous students. Students in this class are of mixed ability,
they respond well to autonomy and enjoy group work.

Nona and Me follows the story of Rosie, a non-Indigenous girl who lives in a Aboriginal community
with her family. Her family has become very close with the Aboriginal people, they have been
considered family. Rosie quickly finds out how one sentence can be damaging to those people who
she loved and struggles with impressing others versus what she knows is right. Nona and Me highlights
how fragile and important relationships are between Aboriginal and non-Indigenous peoples. The
book explores themes such as racism, the Intervention, Aboriginal cultures and peoples, suicide,
alcoholism and relationships.

As highlighted, there are not many Indigenous students enrolled in this school and therefore a
significant emphasis is placed on the representation of Aboriginal peoples. Hence, the deliberate
decision to begin with a class excursion to Dharawal National Park guided by a local Aboriginal person.
This excursion provides students with a deeper understanding of the meaning of country to Aboriginal
peoples. Schwab and Fogarty (2015) emphasise that Learning on Country mirrors Aboriginal ways of
learning and focuses on identity (p. 3). This learning from country experience is particularly important
for students’ understanding of how the Intervention affects Aboriginal people. Furthermore, as
mentioned, Nona and Me highlights a number of social injustices that affect Aboriginal people and
hence, it is important to begin with an interaction that is positive and meaningful to reveal that
Aboriginal people are more than the inequalities. Furthermore, it is important to understating that
the learning on country continues in the classroom and that the change in facilitator from the
Aboriginal representative back to classroom teacher demonstrates support for one other thus, reflects
positive relationships (Schwab and Fogarty, 2015).

Furthermore, a dominant aim for this program is to look at the representation of Aboriginal people.
From colonisation, Aboriginal voices became secondary in their own representation. As Chalmbers
(2005) highlights in Australia, we have to place emphasis on our Indigenous people and not treat them
like just another cultural group (p.155). Through the internet there is an array of resources which
students can access that are supported by Aboriginal organisations such as Kinchela Boys Home.

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Throughout the program, where possible I have sought to use sites like this to make the learning
meaningful and provide Aboriginal people the opportunity to represent themselves.

Lowe and Yunkaporta (2013) dissect the curriculum in order to identify the how Aboriginal and Torres
Strait Islander people are included. Shockingly, in relation to Bloom’s Taxonomy it is shown that
learning about Aboriginal and Torres Strait Islanders correlates to the lower-order thinking scales of
Blooms Taxonomy (Lowe and Yunkaporta, 2013, p. 7). Hence, throughout the program it has been an
intention to encourage students to think about Aboriginal and Torres Strait Islanders in the higher-
order thinking range of Blooms Taxonomy. Specifically, one aspect of the assessment task is to create,
the highest order of thinking. Hence, the learning about Aboriginal people aims to be deep and
meaningful rather than tokenistic.

ACARA (2106) states that through the subject English, students can meet the Cross Curricular Priority
by engaging with Aboriginal and Torres Strait Islander literature. In response to this
recommendation I thought it essential to include other textual forms such as poems. This correlates
with the focus on voice and perceptions. Furthermore, throughout the program students will engage
with a range of activities to cater for the diversity of abilities but also to build on critical thinking,
creative and reflective skills. As outlined by the Board of Studies Stage 5 students are to “consider
possible meanings, they develop sustained interpretations supported by evidence and think
creatively beyond the text” (2012, p. 21). Hence, students will achieve this through the construction
of a quality learning environment. This novel study corresponds with the English syllabus outcomes,
but primarily the aim throughout this program is to educate and combat deficit thinking towards
Indigenous peoples and build engagement with communities. Ultimately, by participating in this
program students are equipped with knowledge and skills to assist them in becoming “active and
informed citizens” (MCYEETA, 2008, p.8).

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Unit Outline/
SIOBHAN Description
JOHNSTON Unit duration
This unit will give the students opportunities to engage with Aboriginal and Torres Strait Islander peoples. It requires students to
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engage with Aboriginal people and participate in learning from country. Students will be exposed to a range of mediums and texts 10 hours (1 hour lessons)
regarding Aboriginal people and will become aware of perceptions and representations. It will encourage students to become critical + 3 hour excursion
in their readings of texts and to reflect on their experiences with texts. It will enable students to analyse how different texts are able
to give voice to this topic and present it in various ways using different language, forms and features of texts. Finally, the assessment
requires students to think creatively and critically about representations, thus consolidating students’ experience in the unit.

Big ideas / key concepts Why does this learning matter?

 The effects of prejudices on Aboriginal people This learning matters for the future relationships between non-Indigenous and Aboriginal and Torres Strait
 Understand Intergenerational trauma, and Islander peoples. Australia is unique in the way that their traditional people and culture still exists and the
how it effects people in contemporary society. learning in this unit celebrates this. The content in this program encourages students to become critical,
 Reconciliation, how we can move forward and empathetic and understanding of the tensions between Aboriginal and non-Indigenous peoples. The learning in
build relationships. this program is guided by Goal 2 of the Melbourne Declaration, that students become “active and informed
 Identifying misrepresentations of Aboriginal citizens” (MCEETYA, 2008, p. 8) and therefore, all students participate in conversations and build skills to assist
people in healing Aboriginal peoples. The learning in this program is varied and involved a range of different skills to
encourage students to access higher-order thinking but also to cater to all abilities. Significantly, this learning
fosters the values and understandings of Aboriginal culture to build engagement with communities and to
support learning of all students.
Target outcomes ACARA CCP Links Resources
 EN5-9E purposefully reflects on, assesses and  Ol.2 Aboriginal and Torres Strait Islander - https://www.blackincbooks.com.au/sites/default/fi
adapts their individual and collaborative skills communities maintain a special les/nona-and-me-teaching-notes.pdf
with increasing independence and connection to and responsibility for - https://www.kinchelaboyshome.org.au/story/
effectiveness Country/Place - Documentary ‘Our Generation’.
 EN5-8D questions, challenges and evaluates  Ol.5 Aboriginal and Torres Strait Islander - http://www.clan.org.au/perch/resources/transcrip
cultural assumptions in texts and their effects societies have many Language Groups tofapologyspeeches-1.pdf
on meaning  Ol.6: Aboriginal and Torres Strait Islander - Nona and Me by Clare Atkins class novel set
 EN5-1A responds to and composes increasingly Peoples live in Australia as first peoples - https://www.campbelltown.nsw.gov.au/WhatsOn/
sophisticated and sustained texts for of Country or Place and demonstrate DharawalNationalParkGuidedIndigenousWalkingT
understanding, interpretations, critical analysis, resilience in responding to historic and our
imaginative expression and pleasure. contemporary impacts of colonisation. - Devices: Ipad, Laptops
 EN5-5C thinks imaginatively, creatively,  Ol.9: The significant contribution of - Youtube
interpretatively and critically about information Aboriginal Peoples and Torres Strait - Worksheets
and increasingly complex ideas and arguments Islander Peoples in the present and past

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to respond to and compose texts in a range of are acknowledged locally, nationally and
contexts globally.

Content Teaching / Learning Experiences

Excursion at the Dharawal 1. Students participate in a walking tour of the Dharawal National Park. (1.5)
National Park  The students will follow a Dharawal person through the National Park on a 1.5hr walking tour
(3hours including travel time) throughout the park. This models for the student’s engagement with the community and builds
relationships with the local community.
 Students complete an ‘exit slip’ at the end of class outlining what they enjoyed and any questions
EN5-9E they have.
Ol.2, Ol.5 2. Students are given the novel, Nona and Me to begin reading after their tour. They are allowed time to sit on
country to begin reading to start the novel in the right frame of mind. (30mins)
Introduction to the unit: Nona Every lesson begins with a Welcome to Country.
and Me. 1. Do a welcome to country and explain the difference between a welcome to country and an Acknowledgement
Key events in Aboriginal of Country, teacher shows different Welcome to Country sentences and students are allocated a lesson to do
History
their own acknowledgement. (15mins)
(1 hour)
Students are given 15mins at 2. Students go to the website www.clareatkins.com and answer questions regarding the context of the book and
the beginning or end of the class Clare Atkins’ identity. (15mins)
to read the book outside, on 3. Students are given a scaffold for completing chapter summaries to guide their readings. This includes reflections.
country. Homework activity
4. Using this resource http://www.shareourpride.org.au/sections/our-shared-history/ students summarise and
Ol.9, Ol.6 create a timeline of key events of the history of Aboriginal peoples.
 Class discussion: What key event stands out for you? Why? (30mins)

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Prejudices in Society 1. Introduce the notion of prejudice. In groups, students make an A4 poster with their own definition of
prejudice and identify the ways prejudice is seen in our world. (15mins)
Indigenous Voices 2. Introduce Oodgeroo Noonuccal, as a class read ‘We are going’ and discuss the themes raised in this poem.
(10mins)
(1 hour)
3. In their groups, students create a Visual Representation (music, poster, drawing, collage) of the poem and
Ol.9, Ol.5 present this to the class. (20mins)
4. Students present their Visual Representations to the rest of the class. (10mins)
5. As a class analyse which elements of the poem were chosen as a focus and discuss why. (5mins)
The Intervention 1. The intervention is a prominent event throughout the novel. Students watch Our Generation documentary
and complete guided questions while watching (1hr20mins).
(2hours) 2. Students begin writing character profiles for the characters in Nona and Me. (40mins) In their character
profiles students must use evidence from the book with a focus on:
Ol.9 o the characters relationship with the community
o what the character thinks about the Intervention
o and if the character shows any prejudice against white people or Aboriginal people
Intergenerational trauma 1. Research Activity: Students research what the Kinchela Boys Home was and answer the question: Why was the
Kincehal Boys Home set up, what was the policy and the aim of this policy? (10mins)
(1 hour) 2. Students listen and read stories from the men from Kinchela Boys Home
https://www.kinchelaboyshome.org.au/story/ and write a reflection about what they have heard. (20mins)
Ol.6, Ol.5, Ol.9 3. Read and watch Kevin Rudd’s Sorry Speech: How did this impact on generations of Aboriginal peoples?
https://www.youtube.com/watch?v=aKWfiFp24rA Think/Pair/Share: How is this reflected in the character,
Aiden in Nona and Me? (10mins)
4. Watch Cathy Freeman https://www.youtube.com/watch?v=rqio9yoaM6M (From 10:00mins) (10mins)
5. Discussion (10mins):
o How is intergenerational trauma shown in the novel?
o Why would Atkins put the Sorry speech and Cathy Freemans race in the novel? What did these
events mean for Aboriginal people?

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Voice 1. Think/Pair/Share: In pairs students write down the answers to the following questions regarding the book
Narrative Voice Nona and Me
Whose Voice do we hear in the novel? Define Narrative Voice − Who is telling the story? And in what voice –
Role of the Media
first, second, third person? Are their voices omniscient or limited point of view? What is the narrator’s tone;
(1 hour) attitude to characters, events etc. Why is it powerful for Atkins to include part of the Yolnu language in the
novel? (20mins)
2. Students look up www.closingthegap.com and answer the following questions (15mins)
Ol.4, Ol.6  Identify the major gaps between Aboriginal people and non-indigenous people
 Discuss what stands out to you
 Long response: Why do you think this gap exists?
3. Progressive Brainstorm: Students are in three groups; each group is given 2 articles (pasted on a A3 piece of
paper) released in the last year one form Aboriginal newspapers such as ‘Koori Mail’ the other from ‘The
Australian’ or ‘Sydney Morning Herald’. In the first-round students identify voice and perspective and the
themes of the article. After 5mins, the articles circulate to the next group to further analyse the article with
this question: Is prejudice shown in the media? The last group analyse the articles guided by this question:
How do these articles affect attitudes towards Aboriginal peoples? (15mins)
4. Each group presents the article addressing all questions (10mins).
Themes 1. As a class brainstorm some of the main themes evident in the novel, Nona and Me. Students make a Prezi
(1 hour) presentation, a movie or any visual aid to show how this theme is shown throughout the book and why Atkins
chose to focus on this theme. For example, you may choose Aboriginal culture and tradition or Racial
Discrimination. (25mins)
Presentations (2hours)
2. Choose one character or quote in the novel that shows racial prejudices. Write a quote down and write your
Ol.6 response to this quote (minimum one paragraph). (10mins)
3. Assessment Task Due and students present their symbols.
4. After presentations: Reconciliation, what are some ways that you can promote reconciliation in your personal
lives and at school. In pairs, students research and plan for an event as part of reconciliation week at school.
(15mins)

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5. Students complete a Unit exit slip answering what they learnt, what they liked most, what they didn’t enjoy
and questions they still have. (5mins)

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Assessment Task: Create your own symbol

 Outcomes: EN5-1A, EN5-5C

Task Description:

Through the novel, Nona and Me, there are a number of symbols and images used to
express ideas. One example is the Southern Cross Tattoo which is highlighted a number
of times throughout the novel to show the characters beliefs and values about
Australia.

Your task is to design your own symbol for Australia and present this symbol to the
Australian government. Your class is the government and your job is to convince them in
5 mins, that your symbol should be used as the symbol of Australia.

1) Design you symbol

2) Create a presentation (PowerPoint, Prezi or another visual aid) which:
i. Explains what the symbol means, what does it represent?
ii. Why is this representation important for Australia?
iii. Describe current Australian symbols such as the Southern Cross
and why your symbol should be used instead?
3) Practice your presentation to prepare to give in front of the class.

Assessment Criteria:
- Student provides a unique and creative symbol
- Students clearly and confidently explains the representation of Australia
- Student uses persuasive language to explain why their symbol is important to
Australia
- Students reveal presentation skills including a digital aid and confident public
speaking skills such as: eye contact and tone.

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How does this assessment mirror the program?

Students participated in a number of activities that enhance their understanding of Australia’s

Aboriginal peoples. This understanding of culture may have changed students’ knowledge of
Australia’s identity. The aim of this assessment task is to reconsider how Australia is represented and
personally define how Australia should be identified by a symbol. As students have participated in a
number of Visual representations throughout the program they will be familiar in the array of ways
knowledge and ideas can be presented. Furthermore, through the inclusion of the persuasive element
it will be revealed whether students have attained more appreciation for the Aboriginal culture.

Unit Evaluation

 After the learning from country students’ hand in an exit slip to evaluate whether students
find the experience
 Through class presentations and discussions, it will gage for the teacher whether students
are thinking critically and understanding the content
 Chapter summaries and reflections indicate for the teacher how the student has responded
to the novel and whether there is any major aspect that needs to be address with the
individual or the whole class
 The end of unit exit slip includes a question what the students didn’t like. This allows the
students to be critical and constructive providing them with autonomy and allowing the
teacher to address commonalities to change the program for the next time it is taught
 Informal discussion with students during class will provide feedback as to how the individual
students are responding to the work

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Reference List:

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016). Aboriginal and
Torres Strait Islander Histories and Cultures. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-
priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/

Board of Studies. (2012). English K-10 Syllabus. Sydney: Author.

Chalmers, G. (2005). The repercussions of representation. In Introductory indigenous

studies in education : the importance of knowing (pp. 151–165). Pearson Education
Australia

Lowe, K., & Yunkaporta, T. (2013). The inclusion of aboriginal and torres strait Islander
content in the Australian national curriculum: A cultural, cognitive and socio-political
evaluation. Curriculum Perspectives, 33(1), 1–14.

Ministerial Council on Education, Employment, Trading and Youth Affairs [MCEETYA].

(2008). Melbourne Declaration on Educational Goals for Young Australians.
Melbourne. Author.

Schwab, R., & Fogarty, B. (2015). Land, Learning and Identity: toward a deeper
understanding of Indigenous Learning on Country. Unesco Observatory Multi
Disciplinary Journal in the Arts, 4(2), 1–16

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