resource portfolio · sherree spargo (s00049891) 6 resource three title: growing up in kakadu...
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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.
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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.
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(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.
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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
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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.
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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
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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.
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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).
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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.
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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
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APPENDICES
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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!