1. 7 to 12 photos
2. Poplet with poem/rap
3. Voice record your rap or poem (quiet place)
4. Create an iMovie with your 7 to 12 photos/videos and insert your voice recording
5. Choose your music - edit of the Koorlong Choir or it can be a garage band of Koorlong Choir
6. Insert your background music into your iMovie
2. Poplet with poem/rap
3. Voice record your rap or poem (quiet place)
4. Create an iMovie with your 7 to 12 photos/videos and insert your voice recording
5. Choose your music - edit of the Koorlong Choir or it can be a garage band of Koorlong Choir
6. Insert your background music into your iMovie
~ Kindy and Pre-Primary ~
Baby Business - Kindy
See Wendy for the physical copy of the book and supporting activities.
Kindy- Fleur, Belinda & Shellie Text to share with children- read “Baby Business” by Jasmine Seymour (Wendy will pass on to you) Baby Business tells the story of the baby smoking ceremony that welcomes baby to country. The smoke is a blessing - it will protect the baby and remind them that they belong. This beautiful ritual is recounted in a way young children will completely relate to. Props- an indigenous doll from kindy and a branch from the garden |
~ Pre-Primary ~
View the following program- It is a beautiful introduction and Acknowledgement of Country- celebrating Australia’s first people. It is hosted by 3 Indigenous presenters and they introduce Kiya the doll from Noongar country. The presenters share knowledge of Aboriginal and Torres Strait Islander culture and highlight the importance of caring for country together. The stories, songs, music, dance and creative projects included can extend perspectives around Aboriginal and Torres Strait Islander culture for our children.
I have planned and prepped a “text to self” activity to do after reading or viewing the story which will include a drawing, indigenous design paper and the children’s thoughts/writing on what they love about themselves. Wendy will pass on resources for this.
Alfred's War - Year 2 & 3 upwards (Optional)
Theme: Indigenous soldiers in war times - link to Remembrance Day.
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Possible Discussion Questions:
- Why does Alfred live outside? Why do you think he keeps moving around, sometimes sleeping in parks or under trees?
- Why do we only see Alfred’s face properly for the first time several pages into the text?
- How do the illustrations help tell the story of Alfred’s War? Which is your favourite illustration? Why? Why are such soft colours used to help tell his story?
- How is the fact that Alfred has to live on the outskirts of town a reflection of the way in which many Indigenous soldiers were ignored once home?
- Why is the page opening below wordless?
- Why doesn’t Alfred talk about his experiences when he arrives home? Why do you think he ‘curled into a ball and slept in the shadows’ some days? How does this part of the text help young readers to better understand the horrors of war and its impact on soldiers? Why is it important that the story continues beyond the war itself?
- Why do you think Alfred chooses to stay in the shadows on Anzac Day before quietly joining the people gathered? Why doesn’t he join the Anzac march?
- Why is the story called Alfred’s War? What else do you think Alfred is fighting?
- What is the author’s purpose in creating this text?
- Why does Alfred live outside? Why do you think he keeps moving around, sometimes sleeping in parks or under trees?
- Why do we only see Alfred’s face properly for the first time several pages into the text?
- How do the illustrations help tell the story of Alfred’s War? Which is your favourite illustration? Why? Why are such soft colours used to help tell his story?
- How is the fact that Alfred has to live on the outskirts of town a reflection of the way in which many Indigenous soldiers were ignored once home?
- Why is the page opening below wordless?
- Why doesn’t Alfred talk about his experiences when he arrives home? Why do you think he ‘curled into a ball and slept in the shadows’ some days? How does this part of the text help young readers to better understand the horrors of war and its impact on soldiers? Why is it important that the story continues beyond the war itself?
- Why do you think Alfred chooses to stay in the shadows on Anzac Day before quietly joining the people gathered? Why doesn’t he join the Anzac march?
- Why is the story called Alfred’s War? What else do you think Alfred is fighting?
- What is the author’s purpose in creating this text?
~ Year 2 - Brother Moon ~
Kagan Discussion Opportunities:
- Great-Grandpa Liman tells Hippy-boy that his ‘brother is wise’. What does it mean to be wise? In what ways is the moon in the text wise?
• Why does Great-Grandpa Liman regard the moon as his brother? What human qualities does the moon have?
• Great-Grandpa Liman says ‘the ocean is my shop’. He also finds food in the mangroves and hunts for his ‘tucker’. Discuss the sustainability of the traditional way of life, including the fact that Great-Grandpa Liman relies on light from the moon rather than electricity.
• What did the moon look like last night? What will it look like tomorrow night?
• What type of sibling are you? What can you learn from Brother Moon to help you be a wise and helpful sibling? What makes the perfect sibling? Discuss
• Read the information at the back of the text about the author and her motivation for writing this story. How are stories used to share important aspects of culture?
• How does Brother Moon show the importance of stories between generations? What stories have you been told by your grandparents and great-grandparents? Why do they share such stories with you?
• What do we learn about the importance of Aboriginal connection with nature through Brother Moon?
• In the role of Hippy-boy, write a journal about your visit with Great-Grandpa Liman.
• What is your favourite thing about the seaside? How is the seaside different at night? How do the illustrations in Brother Moon show this?
• Create an Y-Chart and using your senses, brainstorm what you would see, hear and feel at Great-Grandpa Liman’s beach. Use these ideas to write a piece of description of this setting.
• Retell the events of Brother Moon in your own words.
• Share a story that your grandparents or great grandparents have told you.
• Brother Moon is a gentle story. How has the author managed to tell this story in this way?
• Why does Great-Grandpa Liman regard the moon as his brother? What human qualities does the moon have?
• Great-Grandpa Liman says ‘the ocean is my shop’. He also finds food in the mangroves and hunts for his ‘tucker’. Discuss the sustainability of the traditional way of life, including the fact that Great-Grandpa Liman relies on light from the moon rather than electricity.
• What did the moon look like last night? What will it look like tomorrow night?
• What type of sibling are you? What can you learn from Brother Moon to help you be a wise and helpful sibling? What makes the perfect sibling? Discuss
• Read the information at the back of the text about the author and her motivation for writing this story. How are stories used to share important aspects of culture?
• How does Brother Moon show the importance of stories between generations? What stories have you been told by your grandparents and great-grandparents? Why do they share such stories with you?
• What do we learn about the importance of Aboriginal connection with nature through Brother Moon?
• In the role of Hippy-boy, write a journal about your visit with Great-Grandpa Liman.
• What is your favourite thing about the seaside? How is the seaside different at night? How do the illustrations in Brother Moon show this?
• Create an Y-Chart and using your senses, brainstorm what you would see, hear and feel at Great-Grandpa Liman’s beach. Use these ideas to write a piece of description of this setting.
• Retell the events of Brother Moon in your own words.
• Share a story that your grandparents or great grandparents have told you.
• Brother Moon is a gentle story. How has the author managed to tell this story in this way?
~ Noongar Seasons - Year 1 ~
Noongar Seasons:
Students will learn about the Noongar seasons. Students can watch the video, learn the six seasons song and view the powerpoint that outlines the indicators of a change of season. Students can complete their own season wheel or go on a nature hunt outside to see if they can see any changes in the environment to find out what season we are in.
Students will learn about the Noongar seasons. Students can watch the video, learn the six seasons song and view the powerpoint that outlines the indicators of a change of season. Students can complete their own season wheel or go on a nature hunt outside to see if they can see any changes in the environment to find out what season we are in.
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~ Year 1 - Walk the Waugal ~
Task 1: Explore the Walk with the Waugal Website - very graphic rich so load times may vary, perhaps use the smartboard for this as a whole class if needed.
Focus Questions:
Choose a screen picture from the Walk with the Waugal and record a voice over for your picture.
- What is happening?
- Why is it important?
Options for Sharing Information:
- Save the screen shot below, add into Explain Edu and record a voice over.
- Have a picture of your chose screen shot from the website and have your partner video you talking about it.
- Student to add a photo to a seesaw drawing slide and then record a voice over. Teacher may choose to create a assigned task for this.
Focus Questions:
Choose a screen picture from the Walk with the Waugal and record a voice over for your picture.
- What is happening?
- Why is it important?
Options for Sharing Information:
- Save the screen shot below, add into Explain Edu and record a voice over.
- Have a picture of your chose screen shot from the website and have your partner video you talking about it.
- Student to add a photo to a seesaw drawing slide and then record a voice over. Teacher may choose to create a assigned task for this.
~ Aboriginal Astronomy - Year 2 ~
Photos: Wiradjuri Country in NSW and some of the local environment.
Kagan Focus Question Opportunities Based on BTN Video:
- Why are Aboriginal people called the first astronomers?
- How did Aboriginal people use the sky as a calendar?
- How did the stars help Aboriginal people understand their universe?
- It is important to learn about the Aboriginal night sky?
- Why are Aboriginal people called the first astronomers?
- How did Aboriginal people use the sky as a calendar?
- How did the stars help Aboriginal people understand their universe?
- It is important to learn about the Aboriginal night sky?
~ Year 3 - The Long Walk and AFL Indigenous Round ~
Tasks:
1) What is the "long walk" and why is it important?
2) Inspired by the stories and artwork, create your own footy jumper for a team of your choice.
(print document attached below on A3 card)
1) What is the "long walk" and why is it important?
2) Inspired by the stories and artwork, create your own footy jumper for a team of your choice.
(print document attached below on A3 card)
footy_jumper_blank_design.docx | |
File Size: | 47 kb |
File Type: | docx |
The Dreaming Stories - K/P/1
Optional Stories to Share after Year 4 Puppet Show
~ Year 4 Archibald Prize ~
- The Archibald Prize is awarded annually to the best portrait, 'preferentially of some man or woman distinguished in art, letters, science or politics, painted by any artist resident in Australasia'.
- Must be a painting.
- Must be a portrait painted from life, with the subject known to the artist, aware of the artist’s intention and having at least one live sitting with the artist.
- The winner receives $100 000
Vincent Namatjira's self-portrait with Adam Goodes, entitled Stand Strong for Who You Are has won the Archibald Prize.(Supplied: Art Gallery Of NSW)
It's fourth time lucky for Vincent Namatjira, great-grandson of acclaimed artist Albert Namatjira, who has become the first Indigenous Australian to win the $100,000 Archibald Prize in its 99-year history.
The Western Arrernte artist was an Archibald finalist for the fourth consecutive year in 2020 (having been the runner up in 2018), with a double-portrait featuring himself alongside former AFL player and 2014 Australian of the Year Adam Goodes, entitled Stand Strong for Who You Are.
It's fourth time lucky for Vincent Namatjira, great-grandson of acclaimed artist Albert Namatjira, who has become the first Indigenous Australian to win the $100,000 Archibald Prize in its 99-year history.
The Western Arrernte artist was an Archibald finalist for the fourth consecutive year in 2020 (having been the runner up in 2018), with a double-portrait featuring himself alongside former AFL player and 2014 Australian of the Year Adam Goodes, entitled Stand Strong for Who You Are.
Focus Questions about the Portraits:
1. What was your first reaction to this artwork? Why do you think you had the reaction?
2. Does your opinion about the artwork change the longer you look at it? Why?
3. Describe the lines in this artwork
4. Describe the colors in the artwork
5. Which area of the artwork is most important? Why?
6. How would you describe this artwork to someone who has never seen it?
7. What adjectives would you use to describe this artwork?
8. What verbs would you use to describe this artwork?
9. If this artwork were music, what would it sound like?
10. If this artwork could dance, what song would it dance to?
11. Who do you think was this artwork created for? Why do you say that?
12. How do you think the artist feels about the final product?
13. Why do you think this artist created this work?
14. What do you think this artist is trying to say in this artwork? What is the meaning or message?
15. What’s the story being told, if any?
16. What do you think happened before this scene?
17. What do you think happened next?
18. How do you think the artist was feeling when he created this artwork?
19. What does this artwork say about the culture in which is was produced?
20. If the art could talk, what would it say?
Art Task: Create your own 'self portrait' inspired by the finalist art pieces.
1. What was your first reaction to this artwork? Why do you think you had the reaction?
2. Does your opinion about the artwork change the longer you look at it? Why?
3. Describe the lines in this artwork
4. Describe the colors in the artwork
5. Which area of the artwork is most important? Why?
6. How would you describe this artwork to someone who has never seen it?
7. What adjectives would you use to describe this artwork?
8. What verbs would you use to describe this artwork?
9. If this artwork were music, what would it sound like?
10. If this artwork could dance, what song would it dance to?
11. Who do you think was this artwork created for? Why do you say that?
12. How do you think the artist feels about the final product?
13. Why do you think this artist created this work?
14. What do you think this artist is trying to say in this artwork? What is the meaning or message?
15. What’s the story being told, if any?
16. What do you think happened before this scene?
17. What do you think happened next?
18. How do you think the artist was feeling when he created this artwork?
19. What does this artwork say about the culture in which is was produced?
20. If the art could talk, what would it say?
Art Task: Create your own 'self portrait' inspired by the finalist art pieces.
~ Cathy Freeman - Year 4 ~
On the evening of September 25, 2000, Australia stopped for 49.11 seconds.
We, along with the billions who tuned in from around the world, watched as one of our greatest-ever athletes, clad in a head-to-toe body suit, strode across the 400m finish line, metres ahead of her competitors. After a buildup unlike any in our sporting history, Cathy Freeman had won gold at a home Olympics. |
With her shoulders free of the weight of expectation, Freeman wrapped them in two symbols of pride: the national flag of Australia and the Aboriginal flag, gently twisted together.
But that victory-lap act put it all at risk. Carrying the flag of her people was in breach of International Olympic Committee Rules. Freeman knew. According to media reports, she'd even been warned against it. But she did it anyway.
The Victoria controversy.The morning of her 400m final at the 1994 Commonwealth Games in Victoria, Canada, Cathy Freeman pulled a carefully folded Aboriginal flag from her kit bag and handed it to her coach. She wanted it waiting at the finish line, just in case. Freeman wanted to carry her people and her culture with her through each success.
As a child, she'd been made to feel embarrassed to be Aboriginal and, at around the age of 10, wasn't given a first-place trophy she'd won, "apparently because I was Black".
That day in Canada, Freeman claimed her trophy; her first individual Commonwealth gold medal in a games-record time of 50.38sec. Beaming, she jogged around the track, the flags of both her country and her people held proudly over her head.
"I wanted to shout, 'Look at me. Look at my skin. I'm black, and I'm the best.' There was no more shame,'" Freeman said in her biography, Cathy: Her Own Story.
But that victory-lap act put it all at risk. Carrying the flag of her people was in breach of International Olympic Committee Rules. Freeman knew. According to media reports, she'd even been warned against it. But she did it anyway.
The Victoria controversy.The morning of her 400m final at the 1994 Commonwealth Games in Victoria, Canada, Cathy Freeman pulled a carefully folded Aboriginal flag from her kit bag and handed it to her coach. She wanted it waiting at the finish line, just in case. Freeman wanted to carry her people and her culture with her through each success.
As a child, she'd been made to feel embarrassed to be Aboriginal and, at around the age of 10, wasn't given a first-place trophy she'd won, "apparently because I was Black".
That day in Canada, Freeman claimed her trophy; her first individual Commonwealth gold medal in a games-record time of 50.38sec. Beaming, she jogged around the track, the flags of both her country and her people held proudly over her head.
"I wanted to shout, 'Look at me. Look at my skin. I'm black, and I'm the best.' There was no more shame,'" Freeman said in her biography, Cathy: Her Own Story.
By the following morning, a debate had swelled back home in Australia, after Australia's Chef de Mission for the games, Arthur Tunstall, issued a statement publicly reprimanding the star athlete over her use of the Aboriginal flag.
"She should have carried the Australian flag first up, and [we should have] not seen the Aboriginal flag at all," he told media. Quietly defiant, Freeman tied the two together and paraded them once again after her historic victory in the 200m just days later. As explored in a new documentary, Freeman, which airs on the ABC tonight (Sunday, September 13), the Aboriginal flag represented pride to the sprinter, but also the struggles and hardships of her ancestors. |
People like her grandmother who was a member of the Stolen Generations.
People like her great-grandfather, George Sibley, who refused to hand control of his wages over to police, and so was banished to the Palm Island penal settlement along with his wife and their five children.
"When I think about all the injustices and innocent people whose lives were changed forever, it makes me really sad," she tells the filmmakers. "But it also makes me determined."
"The most inspiring part."The groundswell of support for Freeman's decision is credited with encouraging the government to recognise the Aboriginal flag as an official flag of Australia in 1995.
Prime Minister Paul Keating went a step further, stating at the time, "the Games revealed the overall sentiment of Australians is for the reconciliation of Aboriginal and non-Aboriginal Australians".
That was truly on show just months before the 2000 Sydney Olympics, when more than 250,000 Australians marched across the Sydney Harbour Bridge to call for reconciliation. It remains the largest political demonstration in the history of this country. The Olympics themselves celebrated Aboriginal and Torres Strait Islander culture throughout, showing the rich history to the world. Yet under the International Olympic Committee's rules no Indigenous athletes are allowed to hold the flag aloft. Any athlete who carries or wears a flag other than their national flag risks falling foul of Rule 50 of the Olympic Charter, which sates, "No kind of demonstration or political, religious or racial propaganda is permitted in any Olympic sites, venues or other areas." Breaches are considered on a case-by-case basis and risk disciplinary action, including disqualification.
Cathy Freeman did it anyway. It proved to be a worthwhile risk.
"To be a Kuku Yalanji woman, to have a place in the history of this country, surely in sporting context but in a social justice context — matters that are so important for the future of this country," she said, "that's the most inspiring part for me".
The fight to change Rule 50 continues.
People like her great-grandfather, George Sibley, who refused to hand control of his wages over to police, and so was banished to the Palm Island penal settlement along with his wife and their five children.
"When I think about all the injustices and innocent people whose lives were changed forever, it makes me really sad," she tells the filmmakers. "But it also makes me determined."
"The most inspiring part."The groundswell of support for Freeman's decision is credited with encouraging the government to recognise the Aboriginal flag as an official flag of Australia in 1995.
Prime Minister Paul Keating went a step further, stating at the time, "the Games revealed the overall sentiment of Australians is for the reconciliation of Aboriginal and non-Aboriginal Australians".
That was truly on show just months before the 2000 Sydney Olympics, when more than 250,000 Australians marched across the Sydney Harbour Bridge to call for reconciliation. It remains the largest political demonstration in the history of this country. The Olympics themselves celebrated Aboriginal and Torres Strait Islander culture throughout, showing the rich history to the world. Yet under the International Olympic Committee's rules no Indigenous athletes are allowed to hold the flag aloft. Any athlete who carries or wears a flag other than their national flag risks falling foul of Rule 50 of the Olympic Charter, which sates, "No kind of demonstration or political, religious or racial propaganda is permitted in any Olympic sites, venues or other areas." Breaches are considered on a case-by-case basis and risk disciplinary action, including disqualification.
Cathy Freeman did it anyway. It proved to be a worthwhile risk.
"To be a Kuku Yalanji woman, to have a place in the history of this country, surely in sporting context but in a social justice context — matters that are so important for the future of this country," she said, "that's the most inspiring part for me".
The fight to change Rule 50 continues.
Kagan Focus Questions:
1. Why was Cathy Freeman famous?
2. How did she have to show Possibilities to pursue her dreams?
3. Why were her family and society proud of her?
4. Why do we celebrate her?
5. Ask someone in your family - do they remember when Cathy Freeman won her gold medal and what was their reaction to it?
1. Why was Cathy Freeman famous?
2. How did she have to show Possibilities to pursue her dreams?
3. Why were her family and society proud of her?
4. Why do we celebrate her?
5. Ask someone in your family - do they remember when Cathy Freeman won her gold medal and what was their reaction to it?
BTN Special - Extension
Middle and Upper Primary
We look at some significant events in Indigenous history, from the Freedom Ride in the 1960s that highlighted discrimination of Indigenous Australians, to the Wave Hill walk-off, that led to the return of huge amounts of land to its traditional owners. We also explore what a treat is and why some people think it's an important thing to have.
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