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Learning Objectives: Australian Curriculum (Australian Curriculum Assessment and Reporting Authority (ACARA), 2010)
Content Descriptions:
HASS, Year 4
History
Knowledge & Understanding
The diversity of Australia's first peoples and the long and continuous connection of Aboriginal and Torres Strait
Islander Peoples to Country/Place (land, sea, waterways and skies) (ACHASSK083).
General Capabilities
Critical and Creative Thinking, Level 3
Inquiring – Identifying, Exploring, and Organising Information and Ideas
Pose Questions
o Pose Questions to Expand their Knowledge about the World
1. Indigenous groups had, and continue to have, an intricate knowledge of the land and seas, which is reflected in practices in
daily life.
Know Be able to (do)
1. As part of travelling for seasonal or ceremonial reasons, 1. Acknowledge the Indigenous peoples’ connection to
Indigenous people used their vast knowledge of the land to their environments and appreciate the care taken and skill
create songs describing the land to navigate across the involved in navigation through song lines.
country.
Assessment
Formative assessment – Students will create their own (written) song lines to direct a partner to a spot around the school
grounds. They will evaluate the level of success their partner experienced in navigating according to their directions.
Lesson Plan Materials
Required
Lesson Sequence
1. As a pre-assessment, students will complete a KWEL card each, detailing what they remember Post-it notes for
and what they have learned about Indigenous food and seasons. Have the posters they created KWEL chart
displayed in a spot that the students can access for memory recall. These will be displayed
alongside their posters in the library.
2. Open with Stimulus question – ‘If you wanted to travel to Sydney by car, how would you make
sure you got to the right place? if you didn’t have a map?’ Have this lead into an Inquiry question –
‘How would Aboriginal people be able to move from place to place without a map?’
3. Ask if students have any questions they would like to investigate. Add any questions to KWEL
chart.
8. As a conclusion, students will compare their expectations with the results of where they/their HASS books
partner ended up, and write their assessment of their level of success in their HASS books.
9. Students will discuss how it might feel to have been a pre-European Indigenous person,
memorising song lines and following them in order to navigate.
KWEL cards
10. Students will complete a KWEL cards each as an exit card, detailing what they have learned
about the way Indigenous people travelled without European style maps or modern devices to tell
them how to get to their destination.