Cross-curriculum priori"es Aboriginal and Torres Strait Islander histories and cultures Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Aboriginal and Torres Strait Islander Identity is central to this priority and is intrinsically linked to living, learning Aboriginal and Torres Strait Islander communities, deep knowledge traditions and holistic world view. A conceptual framework based on Aboriginal and Torres Strait Islander Peoples’ unique sense of Identity has been developed as a structural tool for the embedding of Aboriginal and Torres Strait Islander histories and cultures within the Australian curriculum. This sense of Identity is approached through the interconnected aspects of Country/Place, People and Culture. Embracing these elements enhances all areas of the curriculum. The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the world’s oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Aus- Version 1: 2013 G:\Curriculum\Common\All Murri Programmes\Bonyi Bonyi Indigenous Plant Use Education Queensland www.amarooeec.eq.edu.au Phone: (07) 4696 7140 Focus: Students examine traditional Indigenous use of plants In this programme Amaroo Environmental Education Centre implements elements of the Australian Curriculum History’s Year 5: ‘The Australian Colonies’ , Year 6:‘Australia as a Nation’ and Year 7: ‘The Ancient World: Overview’ as well as Years 5,6 and 7 Cross Curriculum Priorities: Aboriginal and Torres Strait Islander histories and cultures. This programme is delivered at Peace Haven Park, Highfields and is a full school day in length. The sequence of lessons on the following pages outlines both the activities undertaken by the Amaroo teacher and those conducted by the teacher in the school. Australian Curriculum references for this program Year 5 History — Content descriptions Historical Knowledge and Understanding The Australian Colonies • … aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) … (ACHHK094) Year 6 History — Content descriptions Historical Knowledge and Understanding Australia as a Nation • The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport (ACHHK116) Year 7 History — Content descriptions Historical Knowledge and Understanding The Ancient World: Overview • the theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia (ACOKFH001) • key features of ancient societies (farming, trade, social classes, religion, rule of law) (ACOKFH003) Our Vision: A community that cares for self, others and the environment to achieve enough for all forever. Programme Outline: (From Amaroo Prospectus ) In this programme students explore Indigenous use of plants for food, medicines, shelters and weapons and tools. Students examine the flora available at Peace Haven Park as well as participating in some traditional string-making, weaving and art and craft. The Lessons for this programme have been developed by Amaroo Environmental Education Centre to incorporate additional support and resources that are available through the Centre. Codes in red relate to Amaroo EEC’s Pedagogical Framework. The lessons in the teaching sequence have been colour coded as follows: Lessons in these boxes should be taught/facilitated by the class teacher in the school setting Lessons in these boxes will be taught by the Amaroo teacher as part of your program. It is suggested that pre/post work may be conducted on these objectives Teaching Sequence Topic Lesson Objectives Pre-engagement or “The Hook” Bonyi Bonyi - Indigenous Plant Use Lessons - outline Students access the Miriwoong people’s Home Page and explore their eight— season calendar, specifically examining their connection to Country BK HoT DK http://www.mirima.org.au/ Introduction to Bonyi Bonyi-Indigenous Plant Use: Lesson objectives Orientation of Australian landscape before European occupation. • Students will: BK CK • HoT Dk • Students explore the existence of 250-300 Indigenous countries present in Australia at the time of European occupation. recognise that Australia was peopled Discussions around ‘Murri’ and ’Migaloo’ by distinct individual Indigenous peoterms, the Bunya highway, local Indigenous ples prior to European occupation. place names, Jarowair and Giabal be acquainted with local Indigenous custodians. place names know traditional custodians of area DU Peace Haven orientation Lesson objectives Beginning at the Rainforest Garden and Students will: then moving through the 10 separate areas • Be guided through Peace Haven of Peace Haven, students will be guided gardens through Peace Haven. • Identify various plant species LbD, BNE, LLRP, EILC. • Identify various Indigenous uses of selected plants Version 1: 2013 In a class group students will be lead through Peace Haven gardens by an Amaroo teacher. The walk will stop periodically as the teacher and students identify, discuss and examine various plant species and Indigenous usage of these plants. G:\Curriculum\Common\All Murri Programmes\Bonyi Bonyi Indigenous Plant Use Teaching Sequence Topic Lesson objectives Digital Recording Lesson objectives Bonyi Bonyi - Indigenous Plant Use Lessons - outline LbD, BNE, LLRP, HoT, Kap, ML, KI, CtW, CK, IWD Students will be separated into smaller groups and issued a digital camera. Students will: Students complete their work booklets and • Take digital photographs of selected take a digital photo of the eight plants they plant species have chosen. In the booklet students • Complete work booklets identifying record the name of the plant, the part of the plant used by Indigenous peoples , what eight plants Indigenous peoples used for weapons and tools, shelter, the plant was utilised for (weapons and tools, medicine etc.) and complete a sketch food and medicines. of the plant. String-making Lesson objectives Hands-on art and craft Students will: LbD, BNE, LLRP, BK, CK • Traditional Indigenous Game Lesson objectives Life skill game Students will: LbD, BNE, LLRP, A&C, CtW, Ck, GI • Learn background of traditional game • Explore holistic nature of Indigenous culture • Participate in physical activity Students use digital cameras and complete work booklets Weave bookmarks, anklets or wrist bands out of coloured material Students observe teacher demonstration of string making. Students select from four or five choices of coloured materials and then following teacher direction create their own work. Under teacher supervision, students will participate in selected Indigenous games that link to traditional lifestyles of certain tribal groups. Suggested Assessment Task: Students download digital photos taken at Peace Haven and present a multimedia summation of Indigenous peoples connection to Country. In their summation students should display evidence of recognising multicultural Australia at First Contact, discuss Indigenous peoples connection to Country and outline Indigenous respect and responsibility for the environment. Digital technologies could include: PowerPoint, photo story or a brochure. Our Vision: A community that cares for self, others and the environment to achieve enough for all forever.