We are asking the question: Who lived here first and how do we know?
We are exploring our community history and learning about the importance of 'Country' and 'Place' in Aboriginal and Torres Strait Islander history and culture.
This learning is part of the Humanities and Social Sciences Curriculum in Australia, and is aimed at developing student understandings of Australian and local history whilst also developing student understandings of cultures and citizenship.
Our class will explore how Tasmania contains 'Places' and 'Country' that are important to the traditional land owners. Our class will learn about the Leterremairrener people, who occupied the land along the Tamar River, where our school is now located. We will work together to investigate what life was like - examining sources, discussing perspectives and learning about the cultural significance of the Leterremairrener people.
Below is a clip that paints a picture of these connections to Country and Place.
The two learning areas of History and Civics and Citizenship are closely aligned - as we investigate the cultural history of the Aboriginal people in our area, we are becoming more informed and empathetic citizens of our current community. The image below demonstrates how our learning in this unit aligns with the conceptual framework of learning surrounding Aboriginal and Torres Strait Islander Histories and Cultures, which is a priority within the Australian Curriculum.
We will be learning and sharing using the 8-ways learning framework, which is an approach to teaching and learning through traditional Aboriginal and Torres Strait Islander people's ways of knowing, being, doing, valuing and learning.
One example of how these methods will be used is in 'Story Sharing' as we learn from an Aboriginal spokesperson from the local Tasmanian Aboriginal Centre within our community of Launceston. Children will hear stories from the past and about connection to Country whilst being spatially surrounded by the 'Land Links' they are learning about along the Tamar River boundary of our school. These are methods of sharing knowledge that have been utilised by Aboriginal and Torres Strait Islander Peoples for generations.
Students will also share their understanding using the 'Symbols and Images' approach, creating visual art pieces in response to the history they have been exploring.
In responding to these authentic learning experiences, we will also be investigating 'Acknowledgement of Country' and working to construct our own version to pay respects to the Leterremairrener people at the beginning of class events or group meetings. Below is an example:
We are not only applying our learning about cultural history but also putting our citizenship learning into action in our community as students will take turns in presenting our 'Acknowledgement of Country' throughout the year.
I understand that this content can be sensitive or unfamiliar to many, but I do encourage you to question and engage with your children about this topic, as we can all learn from each other and those that have gone before us, as we move forward together in community.
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References
Australian Curriculum Assessment and Reporting Authority (2016). Australian Curriculum: Foundation to year 10 curriculum:HASS, Year 3 (Version 8.3). Retrieved from http://www.australiancurriculum.edu.au/download/f10
Australian Curriculum Assessment and Reporting Authority. (2016). Cross curriculum priorities Aboriginal and Torres Strait Islander Histories and Cultures overview. Retrieved from https://australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/
Marsh, C., Clarke, M., & Pittaway, S. (2014). Marsh’s becoming a teacher (6th ed.). Frenchs Forest, NSW: Pearson.
Reynolds, R. (2009). Teaching Studies of Society & Environment in the Primary School. South Melbourne, VIC: Oxford.
Ryan, L. (2012). Tasmanian Aborigines: A history since 1803. Crows Nest, NSW: Allen & Unwin.
SmallTownCulture (2017, August 23). Our Connection to the Land [Video File] Retrieved from https://www.youtube.com/watch?v=av3SeQpn37o
Thompson, J. (2016, June 16). acknowledgement of country animated [Video File] Retrieved from https://www.youtube.com/watch?v=jCxe1M5SYjE
Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface (Doctoral dissertation, James Cook University). Retrieved from https://researchonline.jcu.edu.au/10974/4/04Bookchapter.pdf
Australian Curriculum Assessment and Reporting Authority. (2016). Cross curriculum priorities Aboriginal and Torres Strait Islander Histories and Cultures overview. Retrieved from https://australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/
Marsh, C., Clarke, M., & Pittaway, S. (2014). Marsh’s becoming a teacher (6th ed.). Frenchs Forest, NSW: Pearson.
Reynolds, R. (2009). Teaching Studies of Society & Environment in the Primary School. South Melbourne, VIC: Oxford.
Ryan, L. (2012). Tasmanian Aborigines: A history since 1803. Crows Nest, NSW: Allen & Unwin.
SmallTownCulture (2017, August 23). Our Connection to the Land [Video File] Retrieved from https://www.youtube.com/watch?v=av3SeQpn37o
Thompson, J. (2016, June 16). acknowledgement of country animated [Video File] Retrieved from https://www.youtube.com/watch?v=jCxe1M5SYjE
Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface (Doctoral dissertation, James Cook University). Retrieved from https://researchonline.jcu.edu.au/10974/4/04Bookchapter.pdf
Hi Reuben,
ReplyDeleteThis is a great blog post. I would be engaged and happy to read this a s a parent. The videos are really helpful to give a sense of how you are approaching this topic. It's also great that you are explaining what the Aboriginal spokesperson will be doing with the students as the parents can get a sense of what the learning activities will be.
I wonder, since Ian has posted a checklist of questions to ask ourselves about the content of our blogs, whether there might be some kind of activity that would enable assessment of the students' learning? Something that would show how they have transferred their understanding of Aboriginal history and culture into their citizenship values and actions in the present?
Great blog!
Cheers,
Lea
Hi Reuben
ReplyDeleteFirstly, I like how you have provided the definitions of Country and Place, as this is something some people may not be aware of or understand. I also like how you have utilised the 8 ways pedagogy (I almost put this in mine). I think you have good and strong links to the curriculum, and I like the learning activities you have mentioned. I agree with Lea, that after seeing what Ian posted about a checklist regarding our blogs, that you should provide an example of an activity that could be used for assessment. This could link in with your class activity of learning about the Leterremairrener people and the Tamar River. If students are investigating what life was like, maybe you could add that they will turn their information into a presentation or portfolio or something simple like that for example.
This is a really good blog, well done.
Thanks
Sophie
This comment has been removed by the author.
ReplyDeleteHi Reuben,
ReplyDeleteWell done, you did a very good job of teaching the students about your chosen topic. You have articulated what the students will learn, and what pedagogies that you will use and how parents/carers could support their child’s learning.
Also, I like the way you embedded the relevant image and videos in your blog. I like your first video, which uses a song to introduce the Aboriginal people’s connection to the land. I believe the students will enjoy it too.
There are some suggestions here:
1. Like last blog, we need to use in-text references in our blog, not only for the pedagogies we refer, but also the images and videos we embedded.
2. Like last blog, I think it might be better to use a couple of sentences to show the audience how you will integrate CCPs and GCs with teaching and learning.
3. Like last blog, you may increase the font size of your reference list to make it easier to read.
4. Like last blog, you may want to double check your reference list and correct the small errors.
5. There might be Aboriginal children in your class or in the whole school, you might think how you can include them in the teaching and learning process somehow about the topic you are teaching.
Kind regards
Mary