Unit of Work 102085:

Site Details: Nurragingy Reserve, Doonside

Site Description: Nurragingy Reserve is in Doonside (Blacktown), Western Sydney Parklands. It opened to the public in 1981, but was the first land grant
ever dedicated and given to Aboriginal people (Darug people) in 1816. These two Aboriginal men were Nurragingy, who the site was named after, and
Colebee. This land was owned by some of Nurragingy’s family members previously (Maria Locke), and because this land grant was an Aboriginal choice, it
was a meaningful location for Nurragingy. Aboriginal people consider this land as a key and historical site. Retrieved from
https://www.environment.nsw.gov.au/heritageapp/ViewHeritageItemDetails.aspx?ID=5056189
Size: 222 acres of land (93 hectares)

Group member Lesson plan Outline Curriculum area covered and link to your site
number X/10

1. Ali 6 Geography

3 Hannah 9 English

4 Dan 8 English

5 Alannah 2 History

Unit description Resources

Students learn about the impact of colonisation on Aboriginal people. They Lesson 1: DNA, Suggested websites for students to use in research, and
learn about the experiences of the local Aboriginal community, specifically at worksheets for recorded research:
Nurragingy Reserve.
https://australianstogether.org.au/discover/australian-history/colonisation/
Students learn about the loss of autonomy through invasion and colonisation.
They learn about the experiences of the local Aboriginal community, and how https://www.nationalgeographic.com/culture/topics/reference/colonialism/
colonialism impacted the Aboriginal heritage, community, and connection to https://www.digitalpanopticon.org/Convicts_and_the_Colonisation_of_Australia
land. ,_1788-1868
 Lesson 2: DNA, List of Aboriginal and Colonial figures in history for students to
choose from the PowerPoint slides
HOOK: DNA (Do now activity) - start of a lesson, display a quote, photograph, or
short video, etc. to start each lesson - relate it to teaching area/lesson Lesson 3: worksheets for students to write on throughout the day, activity
outcomes resources: tables set up around the site for each working station- painting kit,
Elders ready for storytelling, food prepared, music and dance set up,
Time allocation 10 ⋅ 60-minute lessons weapons and tools.

Lesson 4: DNA, provided resources for students to choose which method of

debrief (blank paper, USB for students to give and share their photographs
Targeted outcomes
from the day)
English:
Lesson 5: DNA, cardboard and paper with various patterns, scissors, glue, blue
- EN4-1A: responds to and composes texts for understanding, tack, ruler, and stapler)
interpretation, critical analysis, imaginative expression and pleasure
Lesson 6: DNA, large map provided for each student, coloured pencils, paper,
- EN4-4B: makes effective language choices to creatively shape meaning markers
with accuracy, clarity and coherence
Lesson 7: DNA, and have documentary downloaded from
- EN4-5C: thinks imaginatively, creatively, interpretively and critically https://www.sbs.com.au/nitv/video/11721283804/First-Australians-S1-Ep1-
about information, ideas and arguments to respond to and compose They-Have-Come-To-Stay.
texts
Lesson 8: DNA, Kevin Rudd apology link (https://www.youtube.com/watch?
- EN4-8D: identifies, considers and appreciates cultural expression in v=RThkO3XBThs), video script student copies, blank paper for each student to
texts write their letter)

- EN4-9E: uses, reflects on and assesses their individual and collaborative Lesson 9: DNA, Videos for and against colonisation (For:
skills for learning https://www.youtube.com/watch?v=Q1PLNK1bht0&t=211s) (against:
https://www.youtube.com/watch?v=mzSI8ApHm_0), poster board for each
History: group, magazines, scissors, coloured pencils, markers, coloured paper,
patterns/fabrics
- Uses evidence from sources to support historical narratives and
explanations HT4-6 Lesson 10: Paper for student reflection - 1-2 pages each
 References:

Glossary of key terms & appropriate terminology

Board of Studies NSW, 1995, Invasion and resistance: untold stories, kit,
Board of Studies NSW, Sydney.

Local community resources including AECG, Land Council, ASPA.

- Identifies and describes different contexts, perspectives and
Information on local historical sites, including from the local council and the
interpretations of the past HT4-7
local historical society.
Geography:
https://www.smh.com.au/national/darug-peoples-new-dreaming-the-return-of-the-
- locates and describes the diverse features and characteristics of a range land-they-called-home-20060703-gdnvpa.html
of places and environments GE4-1 http://www.bniproject.com/artist-blog-leanne-tobin/

- communicates geographical information using a variety of strategies https://www.environment.nsw.gov.au/heritageapp/ViewHeritageItemDetails.aspx?

GE4-8 ID=5056189

SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO
OBJECTIVES 8 WAYS

Lesson 1 History ● Uses evidence from Pre-visit: Background

sources to support
Flipped classroom approach
historical narratives
and explanations - students break up in groups to research and teacher gives
HT4-6 worksheet to answer questions

- Based on what the research says, what is

 colonisation? Students define and explain.

Research: generalise colonisation

- present an important fact/s they found

Students create a mind map to connect all found research to

demonstrate what they found.

Lesson 2 History ● Uses evidence from Alannah - History

sources to support
Pre-visit: 2 Case studies
historical narratives
and explanations List of important Aboriginal figures and choose from one of
HT4-6 them.
List of important Colonist figures and choose from one of
them.
● Identifies and
describes different Work in pairs. Teacher provides prompt questions for
students to describe the person, their significance, setting,
contexts,
perspectives and and analyse their perspective (motivations, values, timeline,
intentions, etc.)
interpretations of
the past HTA-7

Students share 3 points about their person: who they are,

what is important about them (and why), and an interesting
fact they found about them.
Lesson 3 English, History and ● Identifies and Site visit: scaffolded experience - worksheets/activities
Geography describes different planned for them to do during the site visit.
contexts,
perspectives and
interpretations of ACAD - Aboriginal Cultural Awareness Day
the past HT4-7
Upon arrival split into groups: Emu’s, Goannas, Kangaroos,
Koala’s, Echidna’s.
● Makes effective At the site different stations are set up with various activities
language choices to that students will participate in and will rotate every 45 mins
creatively shape and move to a different workshop activity.
meaning with
accuracy, clarity and Activity:
coherence EN4-4B
Tables 1-5 are set up in the reserve as working stations and
at each station there is a specific activity to do:

● locates and 30 minute rotation for each station -

describes the
diverse features and
Table 1: Aboriginal Painting
characteristics of a
range of places and traditional dot painting of native flora and fauna
environments GE4-1

Table 2: Storytelling by Elders

Elders from the community will be invited to share their

story with the students.
Table 3: Bush tucker cuisine

Table 4: Traditional Aboriginal music and dance

 Table 5: Weapons and tools

Hear the untold story on-site by an Elder to guide us through

the site (Tuesday-Friday open)

Throughout the day:

Differentiated learning: students individually choose their

own pathway for learning at the site: take pictures, sketch,
or write down what they are learning/gathering in a
worksheet.

SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO
OBJECTIVES 8 WAYS

Lesson 4 History ● Identifies and Post-visit:

describes different
contexts, Debrief lesson: Perspectives and views from the past and to
the present -
perspectives and
interpretations of Whole class discussion:
the past HT4-7
- What were some of the markings that could have
been colonial markings rather than Aboriginal?

- How did colonial settlement change the environment

at Nurragingy?

- Identify the different points of view in the past and

present at Nurragingy Reserve.

Teacher explains after students discuss:

- First this was Aboriginal land, then it was taken by

 the British colonists, and at present it has become a
representation of multicultural society.

Students respond to their understanding of the site by

having a choice of methods: show pictures you took, sketch
the site and add titles for each section and what it
represents, or write an explanation.

Teacher ensures students can choose their preference with

the outcome of achieving an initial understanding of the site.

Students share their initial thoughts, which method they

chose to debrief, and justify.

Lesson 5 Geography ● Locates and Ali - Geography

describes the
diverse features and Create your own 3D map of Nurragingy - cut out different
materials and resources, guided by a 2D picture provided by
characteristics of a
range of places and the teacher. Discuss the elements of the map - the different
environments GE4-1 terrain, aspects they think is natural or man-made.

Students are given cardboard and paper with different patterns

and colours to create their map of Nurragingy Reserve. Utensil
● Communicates (scissors, glue, blue tack, ruler, stapler) will be provided for the
geographical students. Allow enough time for students to create their map and
information using a encourage them to be creative. Students are to label their map
(such as facilities, name of sections, etc.)
variety of strategies
GE4-8
Lesson 6 Geography ● GE4-4: examines Analysis of the nationalities represented at Nurragingy
perspectives of Reserve - Why were others included, and why did we not see
people and more Aboriginal peoples’ stories? - Colonisation represented
organisations on a at the site
range of
- students write individual reflection to answer this
geographical issues
question

Re-create Nurragingy to include more Aboriginal

perspectives - teacher provides a large map with space that
students can add in extra elements

Group activity

Creation and inclusion of signs, stories/people, explanations

of Aboriginal perspectives (e.g. huts - what information do
we need to understand the meaning and significance of
these huts? What’s the background of the Bushtucker
Garden? - who is the artist and what do they want visitors to
know?)

Prompted elements for each group: huts, Bushtucker Garden

(general: artist, meaning), Colebee Centre, Aboriginal
plants/vegetation, the Totem Poles (in Bushtucker), and the
footpath (in Bushtucker)

SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO
OBJECTIVES 8 WAYS
Lesson 7 English ● EN4-4B: makes Watch a portion of documentary clip that visualises
effective language colonisation:
choices to creatively
shape meaning with https://www.sbs.com.au/nitv/video/11721283804/First-
Australians-S1-Ep1-They-Have-Come-To-Stay.
accuracy, clarity and
coherence Students then apply that to Nurragingy Reserve and how it
demonstrates evidence of colonisation.

● EN4-8D: identifies, Specific elements of the site that are examples of

colonisation:
considers and
appreciates cultural - Discuss huts, Chinese Garden, the Bush Tucker
expression in texts Garden, the various countries/continents that are
represented at the site (America, Asia, New Zealand,
Europe, Africa, etc.) - these were not original to the
site

Lesson 8 English ● EN4-5C: thinks Dan

imaginatively,
Contemporary views and events surrounding Aboriginal
creatively,
interpretively and communities
critically about Research Kevin Rudd’s apology speech - watch video online
information, ideas (teacher provides script) https://www.youtube.com/watch?
and arguments to v=RThkO3XBThs
respond to and
compose texts · Was it ‘too little, too late’? Write a letter to Prime Minister
which discusses what you think we could be doing better to
include and celebrate Aboriginal people and cultures?
● EN4-9E: uses,
reflects on and
assesses their Teacher provides examples they could focus on for students
 individual and who are struggling to come up with something: languages,
collaborative skills beliefs, community, art, more Aboriginal people in
for learning Parliament & government positions, etc.

Lesson 9 English ● EN4-4B: makes Hannah

effective language
choices to creatively Persuasive language and perspectives of colonisation
shape meaning with Watch videos (two conflicting videos for and against
accuracy, clarity and colonisation) and students discuss the persuasive words
coherence used.
● EN4-1A: responds to Apply background information from previous lessons
and composes texts (research, site visit experience, and information about
for understanding, location, case studies, etc.).
interpretation,
critical analysis, - Teacher gives discussion questions that students
imaginative think-pair-share in response.
expression and
Persuasive text activity - Students create a poster board that
pleasure
answers the question “What word or phrase represents or
identifies views, perspectives, and/or topics discussed today
or in this unit regarding the impact of colonisation?” They
respond to this by using one word/phrase to focus on and
use as a theme

- After, students report to the class their theme of

their poster, and justify why they chose that word.

Teacher explains the reflection next lesson for their

assessment.
SYLLABUS SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS TO
OBJECTIVES 8 WAYS

Lesson 10 English/ History ● Identifies and Assessment of learning (summative) - Personal reflection:
describes different
contexts, How has colonisation impacted places like Nurragingy
Reserve? How would Aboriginal people feel about a place
perspectives and
interpretations of that should be celebrating their culture but it is ‘forced
sharing’ of other people groups and places?
the past HT4-7

● responds to and Then, explain your opinion by answering: Is this site a true
representation of Aboriginal culture (e.g. connection to land
composes texts for
understanding, - land ownership dilemmas, community, spirituality, etc.)?
interpretation,
critical analysis,
imaginative Length: 1 page to answer the question
expression and
pleasure EN4-1A