Web viewPersonal Learning: Students reflect on their own behaviour in the classroom and the values that inform those behaviours. They begin to compare their own values with those agreed

Mossgiel Park PSAboriginal Myths and Legends, Even Years, Term 1

This unit focusses on integrating aspects of the Aboriginal and Torres Strait Islander histories and cultures Curriculum Priority with compatible content and skills from the Australian English Literature and History Curriculum with the Victorian

Essential Learning Standards for relevant interdisciplinary learning from VELS Geography, Personal Learning, Interdisciplinary Learning, and Thinking Processes.

This unit was developed by Lisa HillCompleted to Lesson 5

ContentsLESSON SEQUENCES................................................................................................................................4

Lesson 1.......................................................................................................................................................................................................4Lesson 2.......................................................................................................................................................................................................4Lesson 3.......................................................................................................................................................................................................4Lesson 4.......................................................................................................................................................................................................4Lesson 5.......................................................................................................................................................................................................5Lesson 6.......................................................................................................................................................................................................5Lesson 7.......................................................................................................................................................................................................5Lesson 8.......................................................................................................................................................................................................5Lesson 9.......................................................................................................................................................................................................7Lesson 10.....................................................................................................................................................................................................7Lesson 11.....................................................................................................................................................................................................7

Key Understandings for Assessment.........................................................................................................8Focus Questions............................................................................................................................................8LEARNING FOCUS............................................................................................................................................................................................9VICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS.........................................9

VELS Learning Focus English Level 3...................................................................................................................................................9VELS Learning Focus Thinking Processes Level 3...............................................................................................................................9

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VELS Learning Focus Personal Learning Level 3...............................................................................................................................11VELS Learning Focus Interpersonal Learning Level 3.......................................................................................................................11

AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Years 3 & 4................................12AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 3 & 4 13

READING AND VIEWING.......................................................................................................................................................................13WRITING....................................................................................................................................................................................................16SPEAKING AND LISTENING.................................................................................................................................................................20

AUSTRALIAN CURRICULUM PRIORITIES...........................................................................................23Aboriginal and Torres Strait Islander histories and cultures...............................................................................................................23Asia and Australia’s Engagement with Asia.........................................................................................................................................23Sustainability..............................................................................................................................................................................................23

ACHIEVEMENT STANDARDS.......................................................................................................................................................................25VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS......25

VELS English Standards Years 3 & 4....................................................................................................................................................25VELS Thinking Processes Standards Years 3 & 4..............................................................................................................................25VELS Personal Learning Standards Years 3 & 4................................................................................................................................26VELS Interpersonal Learning Standards Years 3 & 4.........................................................................................................................26

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH.....................................27AUSTRALIAN CURRICULUM ENGLISH Years 3 & 4........................................................................................................................27

PoLT (Principles of Learning and Teaching)...........................................................................................28PoLT focus to be embedded in this unit................................................................................................................................................28

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LESSON SEQUENCES

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Lesson 1 Lesson 2 Lesson 3 Lesson 4A

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Set up teaching groups (5) before the lesson).Review rules of the library. Discuss care of books, working with others and consequences of choosing to break the rules. Review borrowing procedures i.e. locating Picture Books and Non Fiction.Discuss indigenous legends and how folk tales and legends are often part of a belief system and spiritual beliefs. Explain that legends have been told by Aboriginal and Torres Strait Islander peoples for more than 50,000 yearsi. These legends are kept in the 200s part of the library (and not in 398) because Aboriginal Legends are an aspect of their belief system and religion.The stories are called Stories from the Dreaming, the time long, long ago when the world was being formed. 1

Introduce the Aboriginal map of Australia: Before European settlement, there were hundreds of language groups in Australia and many of these still survive today. Explain that Tiddalick the

Introduce the illustrator Bronwyn Bancroft from the Bunjalung People, show picture books & discuss her style. Identify elements of Aboriginal art in the illustrations in Dirrangun2. Discuss colours traditionally used. Explain that Aborigines use ochre colours in their art because those are the colours traditional artists could mine from the earth.Locate Bunjalung near Grafton NSW3 on the Aboriginal map of Australia and in an atlas. .Explain that this story of the witch Dirrangun is told by the Bunjalung and the Githavul people and the stories are different to teach other.Read the story retold by Lucy Daley of the Bunjalung.How is this story similar to other stories about witches? Were the characters good or evil? Do people behave like this? What moral does the story try to teach us?Students complete a chart naming the story, its Aboriginal origin and the state of Australia it comes from, then illustrate a

Engage students with reminder about previous stories and where they came from in Australia. Introduce The Crow and the Waterhole, and explain that this is a contemporary story by a living author of the Balgu and Niabal peoples in the Pilbara region. Locate these places on the Aboriginal map of Australia.Read the story and discuss the style of the illustrations. Elicit that the message of this story is to accept yourself as you are, and that this story is a fable, similar in style to Aesop’s Fables.Students complete a chart naming the story, its Aboriginal origin and the state of Australia it comes from, then illustrate a scene from the story.Use the Aboriginal map of Australia & introduce using a grid to locate places. Locate the Bailgu (also spelt Palku, Balgu (on the blackline master 9C) or Palyku (on the large map) & Nyamal (on the large map) (spelt Niabal people on the blackline master 9G) peoples in the Pilbara region. Students use the map of the major Aboriginal

Introduce & explore Aboriginal art styles from the Indigenous Australia Art Pack and discuss illustration style on cover of Enora and the BlackRead story, pausing to identify art styles in the text, using p56 & 59 of the Australian Studies KIT 994 ELL p56 & 59 as a reference. Show teacher-made Aboriginal technology PPT & discuss history & uses of Aboriginal boomerangs4.Locate Kokoimudji people from the Cooktown area in Nth Qld (Koko Yimogi on the small map, unmarked on wall map, it’s next to Kokowarra).Students complete a chart naming the story, its Aboriginal origin and the state of Australia it comes from, then illustrate a scene from the story.Discuss uses of boomerangsWorksheet: Discuss SA mines as the source of ochre, traded all over Australia in traditional times. Colour boomerang in traditional colours.Complete PLJs.

1 Aboriginal legends were created to explain the origins of life and the physical features of Australia, to teach behaviours, and to warn about dangers. They show connection to the land.These stories tell the Dreaming journeys of ancestral beings, often giant animals or people, over what was an empty land, to form mountains, rivers, waterholes, animal and plant species. These tracks often join together to link sacred sites which are very special to indigenous people and must never be damaged.

2 Dot paintings; X-ray paintings, stencilling, symbolic http://www.kateowengallery.com/page/Aboriginal-Art-Symbols.aspx, mimi art (matchlike figures) Wanjina (faces with no mouth from WA)3 Near the border of NSW & Qld, near to but not on the coast.4 If it can be viewed at school, show video clip of modern competitive boomerang throwing. http://www.boomerangs.com/picsvids.html

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http://www.boomerangs.com/picsvids.html

http://www.kateowengallery.com/page/Aboriginal-Art-Symbols.aspx

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Tiddalick the Frog by Susan Nunes (298 NUN)Teacher-made Stories from the Dreaming worksheetAboriginal Australia map on displayAtlases to find states of AustraliaPersonal Learning Journals

Dirrangun, retold by Eustan Williams & Lucy Daley & illustrated by Bronwyn Bancroft (298 WIL)Other picture books illustrated by Bronwyn Bancroft (B)Aboriginal Australia map on displayAtlases to find states of AustraliaPersonal Learning Journals

The Crow and the Waterhole by Ambelin Kwaymullina (Pilbara Region)Photocopies of the Aboriginal map of Australia, see p 17 of The Blackline Master Book, Aboriginal Studies (KIT 994 ELL)Aboriginal Australia map on displayTeacher-made Aboriginal Legends Worksheet

Set up laptop to show PPT before class.Enora and the Black Crane by Arone Raymond Meeks (298MME),Indigenous Australia Art Pack KIT994ABOTeacher-made Aboriginal technology PPTCopies of Aboriginal Studies Blackline Masters Book p 5 (boomerang colouring sheet) (KIT994ELL)Aboriginal Australia map on displayTeacher-made Aboriginal Legends Worksheet (from previous week)

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At risk/ ESL: provide support with following directions when setting up folders and Personal Learning Journals.Enrichment: Which of our school rules is the most important one? (Prioritising)

At risk/ESL: provide assistance with following directions to complete the chart in the correct layoutGifted: challenge students to explain the significance of the story.

At risk/ESL: provide assistance to use a grid to locate places and use the vocabulary of north, south, east and west.Enrichment: From the collection of Aesop’s fables that the preps are hearing at the moment, find a fable that is most like The Crow and the Waterhole. Why are they similar even though they were created a long way away from each other at different times?

At risk/ESL: provide assistance to use a grid to locate places and use the vocabulary of north, south, east and west.Enrichment: (Evaluating and making judgements) Discuss which Aboriginal art style appeals most, and explain why.

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Lesson 1 Lesson 2 Lesson 3 Lesson 4SL

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LS 3.1 distinguish between picture story fiction and factual booksLS 3.3 verbalise obvious themes in fiction booksLS 3.7 identify and describe the main character of a fiction bookLS 3.11 identify the motivation for a particular character’s action

LS 3.1 distinguish between picture story fiction and factual booksLS 3.3 verbalise obvious themes in fiction books (legends)LS 3.7 identify and describe the main character of a fiction book (legend)LS 3.11 identify the motivation for a particular character’s action

LS 3.1 distinguish between picture story fiction and factual booksLS 3.3 verbalise obvious themes in fiction books (legends)LS 3.7 identify and describe the main character of a fiction book (legend)LS 3.11 identify the motivation for a particular character’s action

LS 3.3 verbalise obvious themes in fiction booksLS 3.4 verbalise sequence of main events in a fiction book and identify the story’s climaxLS 3.5 explain the contribution of illustrations in developing the sequence of main events and climax of a particular novelLS 3.7 identify and describe the main character of a fiction bookLS 3.10 identify strong emotions in a simple fiction bookLS 3.11 identify the motivation for a particular character’s action

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Geography: They identify the location of places on a simple map using an alphanumeric grid and describe direction using the four cardinal compass points. Using atlas maps and a globe, they locate and name the states and territories of Australia.

Personal Learning: Students reflect on their own behaviour in the classroom and the values that inform those behaviours. They begin to compare their own values with those agreed to by the class. Students reflect on their contribution to the creation of a positive learning culture in the classroom and recognise that they may learn with, and from, peers. They practise providing constructive feedback to peers.


Personal Learning: Students reflect on their own behaviour in the classroom and the values that inform those behaviours. They begin to compare their own values with those agreed to by the class. Students reflect on their contribution to the creation of a positive learning culture in the classroom and recognise that they may learn with, and from, peers. They practise providing constructive feedback to peers.

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identifying the language groups of Aboriginal and Torres Strait Islander peoples who belong to the local area and explaining the relationship between language, country, place and spirituality

listening to Aboriginal or Torres Strait Islander Elders, grandparents and older community members tell stories associated with the local language groups and the land they belong to

The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) (ACHHK060)









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http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACHHK060





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The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. (ACHHK077) mapping the diversity of

Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on the local area and state/territory







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Bloom’s Taxonomy: evaluating (character behaviour)




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Introduce & explore Aboriginal rock art using picture books by Percy Tresize and Dick Roughsey, Locate the Cape York Peninsula and the Kuuku Ya’o and Kuuku Yani people5 on the wall map, and the small map (Koko Ya’o) and explain that Cape York especially near the town of Laura is one of the best sites for rock art in the world. Introduce the ‘Quinkins’ as spirit people who live on Cape York and explain that there are two types, the Imjim (bad guys) and the Timara (mischievous guys).

View DVD: The Quinkins (Ep 2 on the DVD). Discuss plot and style of illustrations. How do the scenery and sound effects develop the sequence of events and climax of the film?Use Aboriginal art styles handouts from the Indigenous Australia Art Pack KIT994ABO to identify style depicted on the DVD.Discuss how this story is similar to others and make connections between similar storylines, ideas and relationshipsFinish boomerangs from previous week.

Briefly review last week’s story from Cape York. On the map of Aboriginal languages of Australia, locate Tasmania, source of the story, Taraba the Tasmanian Devil. Review how Dreaming stories are always linked to a particular place but explain that it has not been possible to find the Aboriginal Country in Tasmania that this story comes from.

Cue with picture chat about Tasmanian Devils using Tasmanian Devils (My First Picture Book). Read the PPT story pausing to discuss the pictures & how the story explains the shape and colouring of the creature. Discuss the theme, sequence of events and original storyteller’s purpose in telling it. Discuss the photos, acknowledge their source and explain why we should respect the creator’s copyright. Compare impact of PPT graphics and an artist’s illustrations in a picture book.

Mapping: Using atlases, children mark in the States of Australia, on blank maps & label them, then mark in the places on their Aboriginal map of Australia from which they have heard stories so far. (This may need to be finished next week).

Browsing and borrowing.

Briefly review last week’s story from Tasmania. On the map of Aboriginal languages of Australia, locate Kalgoorlie WA, source of the story, Barn-barn Barlala, the Bush Trickster. Explain that these stories are told in memory of the Wonngutha people who lived near Kalgoorlie WA.Cue in with discussion about how many cultures have stories about tricksters e.g. Brer Rabbit, the Monkey King, the road-runner etc.

Read story pausing to discuss the theme, sequence of events and storyteller’s purpose in telling it.

Mapping: distribute blank maps of Australia and atlases. Children mark in the States of Australia, and label them, then mark in the places on their Aboriginal map of Australia from which they have heard stories so far. (This was not started last week as expected).


Complete Personal Learning Journals.

Briefly review last week’s story & its source, and introduce Oodgeroo Noonuccal (Kath Walker), explaining why she has two names i.e. she adopted a traditional name & the name of her people (the Noonuccal from Stradbroke Is, called Minjerriba.) Locate Minjerriba on the Aboriginal Map of Australia (near Brisbane).Read Father Sky and Mother Earth and compare it with other creation myths that children know e.g. Christian, Hinduii

Book response: fill Sunshine wheel with all the problems caused by Humans. Finish mapping source of the Aboriginal legends heard this term.

Assessment worksheet: children select their favourite legend, name its source, summarise it, explain why they like it best and illustrate a scene from it.

Share Time

If time, read the last verse of Walker’s Poem ‘We are Going’ and discuss what she meant by the title6


Complete Personal Learning Journals.

5 There are two distinct indigenous cultures in the Cape York and Cooktown areas, represented by the nation of the Kuku Yalanji people, the Kuku Thaypan people towards the Quinkan Country and Laura; the Gungarde people from the Cooktown area; and the Guugu-Yimidhirr people of the Hopevale region north of Cooktown. Ref http://www.mungumby.com/index.php/cultural/ and http://www.quinkancc.com.au/rock-art-sites-tours6 The scrubs are gone, the hunting and the laughter./ The eagle is gone, the emu and the kangaroo are gone from this place./ The bora ring is gone./ The corroboree is gone. / And we are going. http://en.wikipedia.org/wiki/Oodgeroo_Noonuccal

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http://en.wikipedia.org/wiki/Oodgeroo_Noonuccal

http://www.quinkancc.com.au/rock-art-sites-tours

http://www.mungumby.com/index.php/cultural/

Lesson 5 Lesson 6 Lesson 7 Lesson 8R

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The Quinkins in The Rainbow Serpent & 2 Other Stories by Dick Roughsey (Weston Woods) AV298 ROU

DVD: The Rainbow Serpent and 2 Other Stories (Weston Woods) AV298 ROU

Aboriginal art styles handouts from the Indigenous Australia Art Pack KIT994ABO

Boomerang colour sheets from last week.

The Quinkins multiple copy set (MC MID QUI)

Aboriginal Australia map on display

Teacher-made PPT retelling story of Taraba the Tasmanian Devil sourcing the story from http://www.tasmania-attractions.com/taraba.html (Set up laptop to show PPT before class).

Copies of map from Aboriginal Studies Teacher Manual p127 (KIT994ELL)

Already in children’s folders: Aboriginal map of Australia in Blackline Masters Book p 17 (KIT994ELL) and Teacher-made Aboriginal Legends Worksheet (from previous weeks)

Atlases

Tasmanian Devils by Steve Parish (My First Picture Book) (591 PAR)


Barn-barn Barlala, the Bush Trickster, by May L O‘Brien, (298 OBR)



Atlases


Father Sky and Mother Earth by Oodgeroo Noonuccal (Kath Walker) (298 WIL)



Atlases


Teacher-made My Favourite Aboriginal Legend worksheet

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At risk/ EAL: use picture prompts from the picture book to review the plot and identify charactersEnrichment: discuss how and why Aboriginal people created rock art. Students identify how they know that and justify their reasoning.

At risk/ESL: provide assistance to use a grid to locate places and use the vocabulary of north, south, east and west.Enrichment: (Evaluating and making judgements) Discuss illustrators of books we’ve read and express a preference using art terms which describe the style.

At risk/ESL: provide assistance to use a grid to locate places and use the vocabulary of north, south, east and west.Enrichment: (Evaluating and making judgements) Discuss illustrators of books we’ve read and express a preference using art terms which describe the style.

At risk/ESL: provide assistance with reading instructions on the assessment sheet.Enrichment: encourage longer sentences using complex structure.

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http://www.tasmania-attractions.com/taraba.html

http://www.tasmania-attractions.com/taraba.html

Lesson 5 Lesson 6 Lesson 7 Lesson 8SL

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Film - Film as TextLS 3.1F identify film as a literary formLS 3.2F explain the contribution of scenery and sound effects in developing the sequence of main events and climax of a particular filmLS 3.3F describe contribution of director and editor in developing a particular film

LS 3.3 verbalise obvious themes in fiction booksLS 3.4 verbalise sequence of main events in a fiction book and identify the story’s climaxLS 3.5 explain the contribution of illustrations in developing the sequence of main events and climax of a particular novel.

LS 3.3 verbalise obvious themes in fiction booksLS 3.4 verbalise sequence of main events in a fiction book and identify the story’s climaxLS 3.5 explain the contribution of illustrations in developing the sequence of main events and climax of a particular novel.

LS 3.2 distinguish between poetry, prose and dramaLS 3.3 verbalise obvious themes in fiction booksLS 3.4 verbalise sequence of main events in a fiction book and identify the story’s climaxLS 3.5 explain the contribution of illustrations in developing the sequence of main events and climax of a particular novelLS 3.7 identify and describe the main character of a fiction bookLS 3.11 identify the motivation for a particular character’s action

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Thinking: Students identify strategies they use to organise their ideas, and use appropriate language to explain their thinking. They identify and provide reasons for their point of view, and justify changes in their thinking.



Assessment

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Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)





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http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELT1602



http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELT1594

Lesson 5 Lesson 6 Lesson 7 Lesson 8D

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(character behaviour, comparing the two types of Quinkins)


Bloom’s Taxonomy: evaluating (character behaviour) Assessment

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Key Understandings for Assessment Focus QuestionsIndigenous legends have been told by Aboriginal and Torres Strait Islander peoples for more than 50,000 yearsiii.These stories are part of their religion, which is why they are stored on the Religion shelves in our library and not with other legends on the fairy tale shelf.The stories are called Stories from the Dreaming, the time long, long ago when the world was being formed. These stories tell the Dreaming journeys of ancestral beings, often giant animals or people, over what was an empty land, to form mountains, rivers, waterholes, animal and plant species. These tracks often join together to link sacred sites which are very special to indigenous people and must never be damaged.

Before European settlement, there were hundreds of language groups in Australia and many of these still survive today.Aboriginal stories come from all parts of Australia and their origin can be located on a map of Aboriginal Australia.Aboriginal legends were created to explain the origins of life and the physical features of Australia, to teach behaviours, and to warn about dangers. They show connection to the land.

Y3 History focus: The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (ACHHK060)


listening to … stories associated with the local language groups and the land they belong to & discussing aspects of traditional pre-contact culture

Does anyone know which is the oldest living civilisation in the world?What does The Dreaming mean?Why are Aboriginal legends kept on the Religion shelf in our library?Where does this week’s story come from? Where is it on a map of Aboriginal Australia, and where is it on a map of the States of Australia?Is this story a creation story, or a story to teach a moral or a warning?

LEARNING FOCUSVICTORIAN ESSENTIAL LEARNING STANDARDS LEARNING FOCUS

VELS Humanities Standards Years 3 & 4 (Geography & Economics only)

Humanities skillsAt Level 3, students use a range of historical evidence, including oral history, artefacts, narratives and pictures, to retell events and describe historical characters. They develop simple timelines to show events in sequence. They explain some of the differences between different types of historical evidence, and frame questions to further explore historical events. Students draw simple maps and plans of familiar environments observing basic mapping conventions. They identify the location of places on a simple map using an alphanumeric grid and describe direction using the four cardinal compass points. Using atlas maps and a globe, they locate and name the states and territories of Australia.

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VELS Learning

Focus Thinking

Processes Level 3

As students work towards the achievement of Level 3 standards in Thinking Processes, they explore aspects of their natural, constructed and social world, wondering and developing questions about it. They use a range of sources of information including observations and findings from their own investigations to answer these questions. Students develop strategies for organising and summarising information and reflecting on their thinking. They begin to categorise knowledge and ideas, identify patterns, and form generalisations. They learn to make connections between both new and established ideas and their own knowledge.

VELS Learning

Focus Personal Learning Level 3

They monitor their learning through strategies such as share time and seeking feedback from the teacher and, where appropriate, their peers.Through reflection on their achievements across a range of tasks, they begin to understand the roles of persistence and effort in completing tasks. Students reflect on their own behaviour in the classroom and the personal values that inform those behaviours. They develop and respect protocols, such as codes of cooperation, that promote learning with peers. Students reflect on their contribution to the creation of a positive learning culture in the classroom and recognise that they may learn with and from peers.

VELS Learning

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Students are encouraged to think about their values and how these affect their feelings and behaviour. They are supported to develop relationships based on respect and the valuing of individual differences; for example, speaking respectfully about others, listening and responding appropriately and encouraging others’ contributions. They learn to respect other students’ belongings and, when appropriate, to share their own.Students begin to explore the link between their feelings and their behaviour. They learn about empathy and use this to begin to respond to the needs of others. Using prompts and questions, they develop skills in giving and accepting constructive feedback; for example, praising or making suggestions for improvement.

AusVELS HISTORY LEVEL DESCRIPTION: Years 3 & 4The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.The history content at this level involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.

Australian Curriculum History Level Description Year 3 Australian Curriculum History Level Description Year 4Key inquiry questions Key inquiry questions

Who lived here first and how do we know? What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of the Europeans?

AusVELS CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY: Years 3 & 4

Historical Knowledge and UnderstandingYear 3 Content Year 4 ContentCommunity and Elaborations First Contacts Elaborations

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RemembranceThe importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) (ACHHK060)


The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. (ACHHK077)

mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on the local area and state/territory

Historical SkillsYear 3 Skills Year 4 SkillsPerspectives and interpretations

Elaborations Perspectives and interpretations

Elaborations

Identify different points of view (ACHHS069)

identifying the meaning of celebrations from different perspectives (for example Australia Day for Aboriginal and Torres Strait Islander peoples compared with Anglo-Australians) similarities and differences between Aboriginal legends and other known folklore

Identify different points of view (ACHHS085)

exploring different stories from before First Contact about contact experiences and early penal life to discover the thoughts or feelings of the people at that time (for example convicts, Aboriginal and Torres Strait Islander people, convict guards, free settlers)

Explanation and communication

Elaborations Explanation and communication

Elaborations

Develop texts, particularly narratives (ACHHS070)

writing narratives about the community’s past based on researched facts, characters and events relating Aboriginal legends and explaining their Aboriginal country origins

Develop texts, particularly narratives (ACHHS086)

listing summarising key events and people’s experiences from Aboriginal legends and linking them together to form a narrative about the past

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http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACHHS086






AUSTRALIAN CURRICULUM ENGLISH LEVEL DESCRIPTION Years 3 & 4The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier levels, and teachers will revisit and strengthen these as needed.The range of literary texts for Foundation to Level 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.Australian Curriculum English Level Description Year 3 Australian Curriculum English Level Description Year 4

In Levels 3 and 4, students communicate with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts including picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.

Literary texts that support and extend students in Levels 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.

In Levels 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.Literary texts that support and extend students in Levels 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.

AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – ENGLISH: Years 3 & 4

READING AND VIEWINGNB In AusVELS, some content and its elaborations have been moved out of the Literature strand in the AC where it belongs and into Language or

Literacy. Where a school supports Literacy development by staffing a Library with a specialist teacher-librarian, these aspects should be taught as part of a sequential Literature program within Library lessons.

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Year 3 Content Year 4 ContentLanguage Elaborations Language ElaborationsLiterature Elaborations Literature ElaborationsDraw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in the text

exploring texts that highlight issues and problems in making moral decisions and discussing these with others

drawing on literature from Aboriginal, Torres Strait Islander or Asian cultures, to explore commonalities of experience and ideas as well as recognising difference in lifestyle and world view

Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)

examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her

identifying pivotal points in the plot where characters are faced with choices and commenting on how the author makes us care about their decisions and consequences

Develop criteria for establishing personal preferences for literature (ACELT1598)

building a conscious understanding of preference regarding topics and genres of personal interest (for example humorous short stories, school and family stories, mysteries, fantasy and quest, series books)

selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of texts

Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)

commenting on how authors have established setting and period in different cultures and times and the relevance of characters, actions and beliefs to their own time

comparing different authors’ treatment of similar themes and text patterns, for example comparing fables and allegories from different cultures and quest novels by different authors

Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)

identifying and discussing the use of descriptive adjectives (‘in the middle of a vast, bare plain’) to establish setting and atmosphere (‘the castle loomed dark and forbidding’) and to draw readers into events that follow

discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’

Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)

defining spoonerisms, neologisms and puns and exploring how they are used by authors to create a sense of freshness, originality and playfulness

discussing poetic language, including unusual adjectival use and how it engages us emotionally and brings to life the poet’s subject matter (for example ‘He grasps the crag with crooked hands’/wee timorous beastie)

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including

identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poems

exploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoyment

Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her

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http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELT1604







rhythm and onomatopoeia in poetry and prose (ACELT1600)

sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)

Literacy Elaborations Literacy Elaborations

WRITING

Year 3 Content Year 4 ContentLiterature Elaborations Literature ElaborationsCreate imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)

drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisation

innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel

Create literary texts by developing storylines, characters and settings (ACELT1794)

collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot

Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)

creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text

creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world

Create literary texts that explore students’ own experiences and imagining (ACELT1607)

drawing upon literary texts students have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key ideas

Literacy Elaborations Literacy ElaborationsPlan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language

using print and digital resources to gather information about a topic

selecting appropriate text structure for a writing purpose and sequencing content for clarity and audience impact

using appropriate simple, compound and complex sentences to express and combine ideas

Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening

using research from print and digital resources to gather ideas, integrating information from a range of sources; selecting text structure and planning how to group ideas into paragraphs to sequence content, and choosing vocabulary to suit topic and communication purpose

using appropriate simple, compound and complex sentences to express and combine

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features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)

using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideas

range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

ideas

using grammatical features effectively including different types of verbs, adverbials and noun groups for lengthier descriptions

SPEAKING AND LISTENING

Year 3 Content Year 4 ContentLanguage Elaborations Language ElaborationsUnderstand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)

learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately

Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)

identifying words used in Standard Australian English that are derived from other languages, including Aboriginal and Torres Strait Islander languages, and determining if the original meaning is reflected in English usage, for example kangaroo, tsunami, typhoon, amok, orang-utan

identifying commonly used words derived from other cultures

Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)

identifying roles and collaborative patterns in students’ own groups and pair work (for example initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting and checking individual and group understanding)

Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising students' own views and reporting them to a larger group (ACELA1488)

recognising that we can use language differently with our friends and families, but that Standard Australian English is typically used in written school texts and more formal contexts

recognising that language is adjusted in different contexts, for example in degree of formality when moving between group discussions and presenting a group report

understanding how age, status, expertise and familiarity influence the ways in which we interact with people and how these codes and conventions vary across cultures

recognising the importance of using inclusive language

Examine how evaluative language can be varied to be

exploring how modal verbs, for example ‘must’, ‘might’,’ or ‘could’ indicate degrees of certainty, command or obligation

Understand differences between the

identifying ways thinking verbs are used to express opinion, for example ‘I think’, ‘I believe’, and ways summary verbs are used to report

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http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELA1488




http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACELY1694


more or less forceful (ACELA1477)

distinguishing how choice of adverbs, nouns and verbs present different evaluations of characters in texts

language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

findings, for example ‘we concluded’

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

exploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgments about characters or events, acknowledging that language and judgments might differ depending on the cultural context

Literature Elaborations Literature ElaborationsDiscuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)

reading texts in which Aboriginal and Torres Strait Islander children/ young people are the central characters/protagonists and making links to students’ own lives, noting similarities

exploring the ways that the same story can be told in many cultures, identifying variations in the storyline and in music (for example ‘The Ramayana’ story which is told to children in India, Indonesia, Thailand, Cambodia, Burma, Laos, Tibet and Malaysia)

Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

sharing and discussing students’ own and others’ understanding of the effects of particular literary techniques on their appreciation of texts

drawing comparisons between multiple texts and students’ own experiences. Commenting orally, in written form and in digital reviews on aspects such as: 'Do I recognise this in my own world?'; 'How is this text similar to or different from other texts I’ve read?'; 'How common is it to human experience in the real world?'; 'What new ideas does it bring?'; ’How do they fit with what I believe?'

Literacy Elaborations Literacy ElaborationsListen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

participating in collaborative discussions, building on and connecting ideas and opinions expressed by others, and checking students’ own understanding against group views

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)

making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required

discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience

Use interaction skills, including active listening behaviours and communicate in a clear, coherent

participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations

listening actively including listening for specific

Use interaction skills such as acknowledging another’s point of view and linking students’ response

participating in pair, group, class and school speaking and listening situations, including informal conversations, class discussions and presentations

developing appropriate speaking and listening

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manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)

information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information

learning the specific speaking or listening skills of different group roles, for example group leader, note taker and reporter

acquiring new vocabulary in all curriculum areas through listening, reading, viewing and discussion and using this vocabulary in specific ways such as describing people, places, things and processes

using language appropriately in different situations such as making a request of a teacher, explaining a procedure to a classmate, engaging in a game with friends

experimenting with voice effects in formal presentations such as tone, volume and pace

to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)

behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherently

choosing a variety of appropriate words and prepositional phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately

exploring the effects of changing voice tone, volume, pitch and pace in formal and informal contexts

AUSTRALIAN CURRICULUM PRIORITIES

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 I slander 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 Australia.The Australian Curriculum: mathematics values Aboriginal and Torres Strait Islander histories and cultures. It provides opportunities for students to appreciate that Aboriginal and Torres Strait Islander societies have sophisticated applications of mathematical concepts.Students will explore connections between representations of number and pattern and how they relate to aspects of Aboriginal and Torres Strait Islander cultures. They will investigate time, place, relationships and measurement concepts in Aboriginal and Torres Strait Islander contexts. Students will deepen their understanding of the lives of Aboriginal and Torres Strait Islander Peoples through the application and evaluation of statistical data.

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ACHIEVEMENT STANDARDS

VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS) ACHIEVEMENT STANDARDS

VELS Humanities Standards Years 3 & 4 (Geography & Economics only)

Humanities knowledge and understandingAt Level 3, students describe and sequence some key events in Australian history, some key commemorations and celebrations including Anzac Day, and key aspects of the histories of cultural groups that make up their class, community and nation. They describe how aspects of places in their local area have changed over time. From direct observation or observation of a variety of media, they describe the human and physical characteristics of their local area and other parts of Victoria. They describe how people use and affect different environments in Victoria.Humanities skillsAt Level 3, students use a range of historical evidence, including oral history, artefacts, narratives and pictures, to retell events and describe historical characters. They develop simple timelines to show events in sequence. They explain some of the differences between different types of historical evidence, and frame questions to further explore historical events. Students draw simple maps and plans of familiar environments observing basic mapping conventions. They identify the location of places on a simple map using an alphanumeric grid and describe direction using the four cardinal compass points. Using atlas maps and a globe, they locate and name the states and territories of Australia.

VELS Thinking Processes Standards Years 3 & 4

Reasoning, processing and inquiryAt Level 3, students collect information from a range of sources to answer their own and others’ questions. They question the validity of sources when appropriate. They apply thinking strategies to organise information and concepts in a variety of contexts, including problem solving activities. They provide reasons for their conclusions.CreativityAt Level 3, students apply creative ideas in practical ways and test the possibilities of ideas they generate. They use open-ended questioning and integrate available information to explore ideas.Reflection, evaluation and metacognitionAt Level 3, students identify strategies they use to organise their ideas, and use appropriate language to explain their thinking. They identify and provide reasons for their point of view, and justify changes in their thinking.

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VELS Personal Learning Standards Years 3 & 4

The individual learnerAt Level 3, students describe the factors that affect learning and identify strategies that will enhance their own learning. With support, they identify their learning strengths and weaknesses and learning habits that improve learning outcomes. They seek teacher feedback to develop their content knowledge and understanding. They make and justify some decisions about their learning and, with support, set learning improvement goals. They contribute to the development of protocols that create a positive learning environment in the classroom.Managing personal learningAt Level 3, students set short-term, achievable goals in relation to specific tasks. They complete short tasks by planning and allocating appropriate time and resources. They undertake some multi-step, extended tasks independently. They comment on task progress and achievements. They manage their feelings in pursuit of goals and demonstrate a positive attitude towards their learning.

VELS Interpersonal Learning Standards Years 3 & 4Building social relationshipsAt Level 3, students demonstrate respect for others and exhibit appropriate behaviour for maintaining friendships with other people. They support each other by sharing ideas and materials, offering assistance, giving appropriate feedback and acknowledging individual differences. They work with others to reduce, avoid and resolve conflict.Working in teamsAt Level 3, students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task. They describe and evaluate their own contribution and the team’s progress towards the achievement of agreed goals.

AusVELS PROGRESSION POINTS AND ACHIEVEMENT STANDARDS – HISTORYAt PP 2.5 a student progressing towards the standard at Level 3, may for example

At PP 3.5 a student progressing towards the standard at Level 3, may for example

explain aspects of change over time in the local community, for example; shops, schools, housing, transport or sports venues

describe the influence of an individual or group from the past, for example; a particular community group or local identity

describe event(s) which have significance for Australians today, for example; the commemoration of Anzac Day or the celebration of Australia Day

sequence events and dates accurately on a timeline, for example; a timeline of key milestones in their local council, shire or regional area or state

pose questions about sources such as photographs, buildings or artefacts. For example: Who wrote/produced this? When? Why? What features does it have? What does it say? How is it the same or different from other sources?

explain aspects of life in the past and some key changes, for example; Koorie language groups, kinship and special places in the local area

describe some of the experiences of people in the past and the impact of those experiences, for example; mapping the journeys of some explorers in the Asian region and describing some effects of their exploration such as trade, settlement and contact with other peoples

develop a timeline which shows important dates, for example;, a timeline of key explorers who visited Australia

ask and respond to questions about sources, for example; photographs, maps, artefacts

recognise different points of view, for example; the settlement of Australia from the point of view of Aborigines and Europeans.

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Year 3 History achievement standardBy the end of Level 3, students explain how communities changed in the past. They describe the experiences of an individual or group. They identify events and aspects of the past that have significance in the present.Students sequence events and people (their lifetime) in chronological order, with reference to key dates. They pose questions about the past and locate information from sources (written, physical, visual, oral) to answer these questions. Students develop texts, including narratives, using terms denoting time.

Year 4 History achievement standardBy the end of Level 4, students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences of an individual or group over time. They recognise the significance of events in bringing about change.Students sequence events and people (their lifetime) in chronological order to identify key dates. They pose a range of questions about the past. They identify sources (written, physical, visual, oral), and locate information to answer these questions. They recognise different points of view. Students develop and present texts, including narratives, using historical terms.

AUSTRALIAN CURRICULUM ACHIEVEMENT STANDARDS – ENGLISH AUSTRALIAN CURRICULUM ENGLISH Years 3 & 4

Year 3 Reading and viewing achievement standardBy the end of Level 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts.

Year 4 Reading and viewing achievement standardBy the end of Level 4, students understand that texts have different structures depending on the purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints.

Year 3 Writing achievement standardTheir texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They legibly write using consistently sized joined letters.

Year 4 Writing achievement standardStudents use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.

Year 3 Speaking and listening achievement standardStudents listen to others’ views and respond appropriately. They understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. They create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations.

Year 4 Speaking and Listening achievement standardStudents listen for key points in discussions. They use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context.

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PoLT (Principles of Learning and Teaching)

PoLT focus to be

embedded in this unit.

Students are challenged and supported to develop deep levels of thinking and application.In learning environments that reflect this principle the teacher:4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas4.2 promotes substantive discussion of ideas4.3 emphasises the quality of learning with high expectations of achievement4.4 uses strategies that challenge and support students to question and reflect4.5 uses strategies to develop investigating and problem solving skills4.6 uses strategies to foster imagination and creativity.

The Aboriginal Children’s History of Australia, written and illustrated by Australia’s Aboriginal Children, A Child’s Point of View Library, Rigby 1977 ISBN 0 7270 0236 8Big Rain Coming by Katrina Germein & illustrated by Bronwyn Bancroft, Penguin Books 2002 ISBN 014 3500 457. Germain is non-indigenous, Bancroft, see below. Stradbroke Dreamtime by Oodgeroo Nunuccal (Kath Walker) & Bronwyn Bancroft, Angus & Robertson 1971 ISBN 0 207 17938 7 Oodgeroo is from the Nunukal people; Bancroft is descended from Bundjalung people.Luurnpa, The Magical Kingfisher, A Dreaming Narrative belonging to bai Bai Napangarti, edited by Christine Nicholls, Working Title Press, 2002, ISBN 1 876288 24 8 (Kukatja people from “the Pound” near Wirrimanu (Balgo Hills, WA)The Cocky, the Crow and the Hawk, A Dreaming Narrative belonging to Matangali Napanangka Mudgedell, Edited by Christine Nicholls, Working Title Press, 2002 ISBN 1 876288 256 (Kukatja people from “the Pound” near Wirrimanu (Balgo Hills, WA)When I Was Little Like You by Mary Malbunka, Allen & Unwin, 2003 ISBN 1 86508 903 6 (Papunya)You and me, Murrawee by Kerri Hashmi & Felicity Marshall, Viking Penguin, 1998 ISBN 0 670 88370 0 Non-indigenous, with help from Stephanie Gollan a Ngarrindjeri speaker from Taoundi Inc, the Aboriginal Community College in Port Adelaide. The Flying Fox Warriors, by Percy Trezise and Dick Roughsey, Fontana Picture Lions, William Collins, 1985. Roughsey is a Lardil man from Mornington Island. Gidgja by Percy Trezise and Dick Roughsey, Fontana Picture Lions, William Collins, 1984. Roughsey is a Lardil man from Mornington Island.Ngalculli The Red Kangaroo, by Percy Trezise and Dick Roughsey, Fontana Picture Lions, William Collins, 1986. Roughsey is a Lardil man from Mornington Island.MacMillan Primary Atlas 2007, MacMillan ISBN 978 14202 0549 7. See Indigenous Australia – language groups map p 10-11 and other inclusive aspects e.g. Kakadu rock art on World Heritage pages 24-25. The Emu in the Sky, Stories about the Aboriginals and the Day and Night Skies, compiled by Peter D’Arcy & edited by Margo Sutton, National Science and Technology Centre, Questacon, undated, ISBN 06464 18202 1Pheasant and Kingfisher, originally told by Nganalgindja in the Gunwinggu language, written by Christine Birch and illustrated by Raymond Meeks, Martin Education 1987 ISBN 0 7253 0961 X. Meeks is Aboriginal but his country is not acknowledged.

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The Bat and the Crocodile, An Aboriginal Story told by Jacko Dolumyu and hector Sandaloo, compiled by Pamela Lofts, Ashton Scholastic 1987 ISBN 0 86896 326 7Enora and the Black Crane, by Arone Raymond Meeks, Ashton Scholastic, 1991 ISBN 0 86806 643 6. Meeks is Aboriginal but his country is not acknowledged.The Crow and the Waterhold by Ambelin Kwaymullina, Fremantle Press, 2007 ISBN 9781863683036. Ambelin Kwaymullina is from the Bailgu and Nyamal peoples of the Pilbara region of WA.Djugurba, Tales from the Spirit Time, various storytellers from Arnhem land, acknowledged on the contents page, Indiana University Press, 1976 ISBN 0 253 31808 4Father Sky and Mother Earth by Kath Walker (Oodgeroo Nunuccal or Noonuccal) Jacaranda Press, 1981. Walker is from the Stradbroke area, called Minjerriba by indigenous people. Gulpilil’s Stories of the Dreamtime compiled by Hugh Rule and Stuart Goodman, illustrated by Allan Hondow & photography by Stuart Goodman, Collins, 1979-81. ISBN 0 00 184 383 4 Gulpilil is from Arnhem Land. How Crows Became Black by May L O’Brien and Illustrated by Angela Leaney, Fremantle Arts Centre Press, 1992 ISBN 1 86368 027 6. O’Brien is indigenous and the stories are told in memory of the Wongutha people who lived near Kalgoorlie WA. The main traditional Aboriginal groups in Kalgoorlie are Gubrun, Maduwongga and Kalamaia KabuWhy the Emu Can’t Fly by May L O‘Brien, illustrated by Sue Swift. Fremantle Arts Centre Press, 1992 ISBN 86368025X. O’Brien is indigenous but was brought up on a mission. The stories are told in memory of the Wonngutha people who lived near Kalgoorlie WA. Barn-barn Barlala, the Bush Trickster, by May L O‘Brien, illustrated by Sue Wyatt, Fremantle Arts Centre Press, 1992 ISBN 1 86368 026 8. The stories are told in memory of the Wonngutha people who lived near Kalgoorlie WA. The Kangaroos who Wanted to Be People by May l O’Brien and illustrated by Angela Leaney, Fremantle Arts Centre Press, 1992 ISBN 1 86368 028 4. The stories are told in memory of the Wonngutha people who lived near Kalgoorlie WA. Warnayarra – the Rainbow Snake, An Aboriginal Story told by the senior boys class – Lajamanu School, compiled by Pamela Lofts, Ashton Scholastic, 1987. ISBN 0 86896 322 4. Originally told in the Warlpiri. Lajamanu is a community on the edge of the Tanami Desert in NT. How the Kangaroos got their Tails, An Aboriginal Story, told by George Mung Mung Lirrmiyarri & compiled by Pamela Lofts, Ashton Scholastic, 1987. ISBN 0 86896 324 0. Originally told in the Kija language of the Warnum community. Another in this series is Dunbi the Owl. The Echidna and the Shade Tree, told by Mona Green, retold and published by Pamela Lofts, Ashton Scholastic 1984 ISBN 0 86896 266 X. Mona Green is from the Djaru people at Halls Creek WA.Dee-Ree-Ree and the Rainbow by Sheila Hatherley, illustrated by Karen Hopkins, MacMillan 1987Non-indigenous.

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i http://www.australiangeographic.com.au/news/2011/09/dna-confirms-aboriginal-culture-one-of-earths-oldest/

ii The Hindu creation myth says that before this time began, there was no heaven, no earth and no space between. A vast dark ocean washed upon the shores of nothingness and licked the edges of the night. A giant Cobra floated on the waters. Asleep within its endless coils lay the Lord Vishnu. He was watched over by the mighty serpent. Everything was so silent and peaceful that Vishnu slept undisturbed by dreams motion. From the depths a humming sound began to tremble, Ohm. It grew and spread, filling the emptiness and throbbing with energy. The night had ended, Vishnu awoke. As the dawn began to break, from Vishnu's navel grew a magnificent lotus flower. In the middle of the blossom sat Vishnu's servant, Brahma. he awaited the Lord's command. Vishnu spoke to his servant: "It's time to begin", Brahma vowed. Vishnu commanded: "Create the world". A wind swept the waters. Vishnu and the serpent vanished. Brahma remained in the lotus flower, floating and tossing on the sea. He lifted up his arms and calmed the wind and the ocean. Then Brahma split the lotus flower into three. He stretched one part into the heavens. He made another part into the earth. with the third part of the flower he created the skies. The earth was bare. Brahma set to work. He created grass, flowers, trees and plants of all kinds. To these he gave feeling. Next he created animals and the insects to live in the land. He made birds and many fish. To all these creatures he gave the sense of touch and smell. He gave them the power to see, hear and move. The world was soon bristling with life and the air was filled with the sound of Brahma's creation.

http://www.read-legends-and-myths.com/hindu-creation-myth.html

iii http://www.australiangeographic.com.au/news/2011/09/dna-confirms-aboriginal-culture-one-of-earths-oldest/

http://www.australiangeographic.com.au/news/2011/09/dna-confirms-aboriginal-culture-one-of-earths-oldest/

http://www.read-legends-and-myths.com/hindu-creation-myth.html

http://www.australiangeographic.com.au/news/2011/09/dna-confirms-aboriginal-culture-one-of-earths-oldest/

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Web viewPersonal Learning: Students reflect on their own behaviour in the classroom and the values that inform those behaviours. They begin to compare their own values with those agreed