Resource Portfolio · Sherree Spargo (S00049891) 6 Resource Three Title: Growing up in Kakadu (Breeden, 1995). Genre: Factual text. Theme: Environment, rituals and Dreamtime stories

Sherree Spargo (S00049891) 1

Resource Portfolio Overview

This resource portfolio provides a generous selection of useful resources that are available for use

when teaching Indigenous studies in the primary school years. It includes a variety of resources

which include poems, picture books, film and factual texts. All resources are linked to the Key

Learning Area (KLA) of Human Society and its Environment. The resources have been selected to

demonstrate the ways in which Aboriginal culture and perspectives can be integrated into the

classroom. It is useful to integrate Aboriginal perspective through a KLA that you are familiar with

therefore, this resource portfolio predominately uses the Key Learning Areas (KLAs) of English,

Creative Arts and Human Society and its Environment (HSIE). Additionally it includes several

strategies relating to Science and Technology and Mathematics. The resource portfolio will provide

a snap shot of several teaching and learning activities that can be used with each of the resources.


Resource One

Title: Anna the Goanna (McDougall, 2000).

Genre: Poetry Anthology.

Theme: A range of poems based on Aboriginal stories and

adapted life events.

Stage: Stage One, Two and Three. However for independent

reading it is more suited for Stage Three students.

Related Strand/ KLA: English, Creative Arts (Drama/ Visual Arts) and HSIE.

Anna the Goanna is a poetry anthology covering a range of different topics for all stages. It was

written by the author to capture the “hearts and minds” (McDougall, 2000) of the Aboriginal

students that she taught. McDougall states that “If little children are to value reading, the words

and the pictures must reflect a little of themselves and their world, their dreams and their

imaginings” (p.2). This resource has been selected as it provides meaning texts for those who read

it, both Indigenous and non – Indigenous students. It is essential in the classroom to include a

variety of texts, including those which portray different perspectives. The poems convey realistic

images of Indigenous life - the bush, tracking lizards and camping - rather than texts that show a far

removed world of pet shops and shopping malls. The poems seek to depict the lifestyle and

environment of Indigenous people, allowing students to compare their environment to that of the

outback.

Anna the Goanna contains an excellent selection of meaningful poems that provide a base

for classroom lessons regarding Indigenous study. Anna the Goanna can be used as a whole book -

looking at different poems during different lessons - or a single poem could be selected for use in a

one off lesson. This resource portfolio uses one poem as an example to convey the strategies that

can be adopted for use in the classroom.

Anna the Goanna (see appendix one, p. 12) is a descriptive poem about a Goanna. It is

suitable for Stage One students as they are at the age where they focus description around

appearance, features and movement. The poem allows students to consider characteristics of the

outback environment and encourages them to ponder the many other inhabitants that call the

outback home. The following strategies are effective to incorporate this poem into the classroom.


(A) HSIE provides a window for exploration, allowing students to identify aspects of Indigenous life

through the satisfaction of Culture and Environment outcomes. As a class, students are able to

identify and compare the differences of fauna in the outback to those found in their everyday lives.

Students can discuss the notion of ‘pets’ and how different cultures hold different opinions on

animal freedom. In a later lesson students can utilise internet resources to complete an information

report about a chosen outback animal, e.g. Dingo, Echidna and Kangaroo. (B) The English KLA is

integrated automatically through the use of poetry. The use of this resource addresses various

outcomes corresponding to Reading, Writing and Talking and Listening. Students will participate in

modelled reading, discussion and text construction to produce their own animal poem based on the

knowledge gained from their information reports. This can also be integrated with visual arts by

allowing students to illustrate their poem whilst incorporating the correct use of colour, detail and

medium. (C) The use of drama activities will allow students to address the thoughts and feelings

they possess whilst reading the poem. The activity allows students to address the making,

performing and appreciating outcomes of Drama. As a class, students create a mime to illustrate

the elements of a Goanna. As the teacher reads the poem, students mime a ‘fat and slow’ Goanna

who is ‘Wobbling to and fro’. The use of Aboriginal instruments can also be utilised during this

activity or the use of Aboriginal CD’s. This activity allows students to imagine and discuss how the

Goanna is feeling and the ways that fauna is affected by the existence of hunters and tourists.


Resource Two

Title: Storm Boy (Henry Safran, 1976)

Genre: Film (G rated)

Theme: Relations between Aboriginal and non-Aboriginal people; natural

environment; stereotypes.

Stage: Stage Two and Three

Related Strand/ KLA: English, HSIE and Maths.

Storm Boy (Safran, 1976) tells the story of Mick, a 10-year old boy who lives with his withdrawn

father in a tiny house by the beach in the Coorong, South Australia. His father attempts to shelter

Mitch from the outside world. As a result, Mitch does not attend school and is illiterate. However, a

meeting with an Aboriginal man (Fingerbone Bill, who was banished from his tribe) sparks a series

of events that require Mitch to enter the outside world. Fingerbone Bill befriends Mick and names

him Storm Boy. They have several things in common relating to their isolation from society and

concern for the environment. They embark on an adventure together to save three Pelicans which

results in the coming together of cultures. This film is adapted from Colin Thiele’s 1963 novel, Storm

Boy.

Storm Boy (the film) is a beneficial resource suitable for use in the Stage Two and Three

classrooms. Although it is an older resource, it has since been redistributed and won many awards.

The film is effective as it shows students the various stereotypes of Aboriginal people that exist –

such as living in the bush, having innate connections to the natural world, and performances of

Aboriginal art.

Storm Boy can be utilised in the classroom in the following ways: (A) HSIE allows students to

satisfy outcomes from the Environments strand by investigating the Coorong, South Australia. This

will allow students to locate and research the surrounding area and the importance of it as a

wildlife sanctuary. Using the events of the film as a base, students can investigate the affect hunters

and tourists have on the natural environment. Students can write an exposition on whether hunters

should be allowed to hunt animals in wildlife sanctuaries. (B) English – can be integrated with HSIE

through the strand of cultures. Whilst watching selected scenes from the film, students record

instances where Aboriginal and non-Aboriginal people interact. Afterwards the class can categorise


these under positive and negative interactions. As a class, students brainstorm reasons why these

negative interactions take place – time period, lack of cultural understanding etc. (C) Maths –

Students can investigate the Aboriginal tribes that live in and around the Coorong area. Students

are to use grid paper to create a map of South Australia, labelling the Aboriginal tribes. Students are

to create a legend to indicate tribal name. As a class, students discuss reasons why some tribes may

be closer to natural resources, e.g. water.


Resource Three

Title: Growing up in Kakadu (Breeden, 1995).

Genre: Factual text.

Theme: Environment, rituals and Dreamtime stories.

Stage: Stage Three.

Related Strand/ KLA: HSIE, English, Science and Technology and Visual

Arts.

Growing up in Kakadu (Breeden, 1995) is an informative factual text with breathtaking

photographs. The text begins by introducing two young Aboriginal boys who live in Kakadu and

continues with the story of their sacred environment, family and friends, culture and tradition. The

text incorporates Aboriginal perspectives of the young and the old, showing how culture and

tradition is similar and different to the past. Growing up in Kakadu is a descriptive text that provides

an abundance of information about Kakadu. The photographs provide excellent visual images for

the reader and portray realistic images and ideas.

Growing up in Kakadu can be utilised as a resource for the Stage Three classroom as it

challenges the students to consider traditional and contemporary aspects of Aboriginal culture in

Kakadu. It deals predominately with the Culture and Environment strands of HSIE however there

are many other strategies that can be implemented in the classroom with the use of this resource.

(A) HSIE – Once the book has been read through modelled reading, the students pair off and are to

choose and complete a research task on an element discussed in the book, e.g. Fauna; Flora;

Aboriginal Spirits; Aboriginal art; games; Aboriginal performances; hunting; Dreamtime (including

special female Dreamtime stories). In pairs, students construct a power point presentation to show

their peers what they have been learning about. This is to include points that are backed up by

evidence and photographs. This incorporates the Using Technology strand of Science and

Technology. (B) English – This resource provides an excellent opportunity to introduce Aboriginal

dialect into the classroom. Students are to create their own dictionary based on the Aboriginal

words cited in the text, e.g. Garndagitj = Antelope Kangaroo. As a result of pronunciation difficulties

it would be beneficial to enlist the assistance of an Aboriginal guest speaker who could re-read the

text to students and/or assist with the general pronunciation of words. The teacher and class could

discover the correct words for Hello or Goodbye, utilising these throughout the day and thus


incorporating an Aboriginal perspective into day-to-day life. Additionally students could construct a

piece of creative writing. On page 3 there is a wise old man, who looks out over the cliff. Students

could write a description of what the man was thinking based on the related text. (C) Visual Arts –

As a class, students examine the types of Aboriginal art displayed in the text – Ancient rock

paintings, bark paintings and ceremonial body art. They research and discuss the different ways

that these have been created. Teacher displays the rock painting and individually students write

down what they believe the painting means. The class discusses the individual interpretations of

the artwork. Teacher explains that there are many different interpretations, as it is difficult for non-

Aboriginal people to understand the meaning as they lack the cultural knowledge and tradition. It is

important to introduce students to both traditional and contemporary Aboriginal artworks and

convey the idea that accurate meaning of any artwork is only made based on knowledge and

understanding.


Resource Four

Title: The Echidna and the Shade Tree (Green, M and Lofts, P, 1984).

Genre: Picture Book.

Theme: Aboriginal Dreamtime Story.

Stage: Early Stage One.

Related Strand/ KLA: English, HSIE, Science and Technology and

Drama.

Echidna and the Shade Tree (Green, M and Lofts, P, 1984) is a simple yet effective resource to use

when introducing Aboriginal perspectives into the Early Stage One (ES1) classroom. The age level of

the students implies an approach that introduces them to the Aboriginal culture rather than to in-

depth issues. It is a picture book that tells an Aboriginal Dreamtime Story about how the Echidna

got its spikes. The illustrations are based on the story and are adapted from the paintings of

Aboriginal students. ES1 students are attentive to the text as it includes things that they can relate

to and love – animals. It is a text that will captivate students and spark their curiosity – Even I

remember reading this text when I was at school!

Echidna and the Shade Tree is a favourable resource that can be used to incorporate

Aboriginal perspectives into the ES1 classroom. The resource deals with ideas of culture and the

environment. The following are some strategies for implementing this resource in the ES1

classroom. (A) English – During modelled reading the teacher uses a felt story board to help

students follow the story. Students are able to come up and help tell the story by adding and

deleting characters and setting pieces as the story progresses. Once completed, Ss retell what

happened during story (comprehension questions). Class discusses what an echidna looks like,

habits and habitat. (B) Science and Technology – Focusing on the Designing and Making outcomes,

students sequentially construct a plasticine model of an Echidna. Students use coloured match

sticks for the spikes. To set the scene prior to the activity, have students crawl like an echidna to

their art area. Teacher assists students to mould and pinch plasticine to make the Echidna. Teacher

takes photo and students write a sentence about how the echidna got its spikes! (C) HSIE – Class

discusses what Dreamtime stories are and how they are similar to other stories they read. To

develop students further understand of Aboriginal Dreamtime Culture, read other picture books

relating to Dreamtime. (D) Drama – Teacher splits class into four groups (parent helpers utilised).


Each group has an Echidna, and 4 other animals (Kangaroo, Emu, Crocodile & Dingo). Teacher/

assistant and students are to come up with miming actions to go along with the story. This activity

allows students to experience Making, Performing and Appreciating outcomes. It allows students to

deal with the values of the text by imagining how the animals were feeling and how they would

have reacted in the situation.


References

Board of Studies NSW. (1998). English K – 6 Syllabus. Sydney: Author

Board of Studies NSW. (1998). Units of Work- Human Society and Its Environment k-6. Sydney:

Board of Studies NSW.

Board of Studies NSW. (1999). Science and Technology K – 6 Outcomes and Indicators. Sydney:

Author

Board of Studies NSW. (2000). Creative Arts K – 6 Syllabus. Sydney: Author

Board of Studies NSW. (2002). Mathematics K-6 Syllabus. Sydney: Author

Breeden, S and Wright, B. (1995). Growing up in Kakadu. Australia: Steve Parish Children’s

Publishing

Green, M and Lofts, P. (1984). The Echidna and the Shade Tree. Sydney: Ashton Scholastic

McDougall, J and Taylor, J. (2000). Anna the Goanna. Canberra: Aboriginal Studies Press

Safran, H. (1976). Storm Boy [film]. Australia


APPENDICES


Appendix One

Anna the Goanna

Anna the Goanna

Is fat and slow.

Her belly is like jelly,

Wobbling to and fro.

Here come the hunters

Looking high and low…

Go Anna, go Anna,

Goanna, go!

Documents

Resource Portfolio · Sherree Spargo (S00049891) 6 Resource Three Title: Growing up in Kakadu (Breeden, 1995). Genre: Factual text. Theme: Environment, rituals and Dreamtime stories