Stage 4 English: Indigenous and technology unit
http://www.tjapukai.com.au/history.html
“In 1987, a cross-cultural group of entertainers created Australia’s first
Aboriginal dance theatre - the first ever opportunity for tourist visitors to
experience and interact with a 40,000 year old culture that most Australians
had relegated as belonging to social security handouts and fringe dwellers…
“The Tjapukai people were an oppressed minority for generations,” said Don
Freeman. “Now they express their identity and culture to a worldwide audience.
They have pride and respect in themselves and have won the same from the
whites.” “
This unit, written by Lynne Marsh, English Head Teacher at Fairfield High
School, was developed with the full cooperation of the Tjapukai Aboriginal
Cultural Park.
Objectives
Skills, knowledge and understanding
Through responding to and composing a wide of texts in contexts and through close
study of texts, students will develop skills, knowledge and understanding in order to:
 speak, listen, read, write, view and represent
 express themselves and their relationships with others and the world.
Values and attitudes
Students will value and appreciate:
 the power of language to explore and express views of themselves, others
and the world
 the diversity and aesthetics of language through literary and other texts
 the power of language to express the personal, social, cultural, ethical, moral,
spiritual and aesthetic dimensions of human experiences.
(English Year 7-10 Syllabus, Board of Studies 2002, page 12)
NSW Department of Education and Training November 2004
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Stage 4 Focus Outcomes
A student:
1
responds to and composes texts for understanding, interpretation,
critical analysis and pleasure
3
responds to and composes texts in different technologies
4
uses and describes language forms and features, and structures of
texts appropriate to different purposes, audiences and contexts
6
draws on experience, information and ideas to imaginatively and
interpretively respond to and compose texts
7
thinks critically and interpretively about information, ideas and
arguments to respond and compose texts
8
makes connections between and among texts
10
identifies, considers and appreciates cultural expression in texts
11
uses, reflects on and assesses individual and collaborative skills for
learning.
English Years 7–10 Syllabus, page 13
Cross-curriculum Content






Information and Communication Technologies (ICT)
Work, Employment and Enterprise
Key Competencies
Literacy
Aboriginal and Indigenous
Difference and Diversity
Requirements
 computers with internet access
 classroom activities that do not require internet access.
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Students learn to:
Students learn about:
1.2
respond to and compose texts intended to inform, persuade
and entertain, including humorous texts
1.12
1.3
compose imaginative, factual and critical texts for different
purposes, audiences and contexts
manipulate, combine and challenge different text types in
order to compose new texts that address specific purposes,
audiences and contexts
interpret, question and challenge information and ideas in
texts through close study
categorise texts by content, genre, composer and purpose
demonstrate understanding of the complexity of meaning in
texts
describe and explain qualities of language in their own and
others’ texts that contribute to the enjoyment that can be
experienced in responding and composing.
respond critically and imaginatively to texts in a range of
technologies, including video, computers, print and
handwriting
use the features of information and communication
technologies, including word processing, importing and
manipulating of graphics, and formatting to compose a variety
of texts for different purposes and audiences
respond to interactive and simulation texts in print form and on
computer to plan, design and investigate a situation
1.17
use the tools of word processing (including find and replace,
word counts, insert page numbers and page breaks,
spellcheck and thesaurus functions) for composing.
identify and describe the purpose, audience and context of
texts
3.10
adapt texts for different purposes, audiences and contexts and
articulate the effects on meaning
4.8
1.4
1.5
1.6
1.9
1.10
3.2
3.3
3.4
3.5
4.1
4.3
1.18
1.20
3.6
3.8
3.9
4.7
links between the ideas, information, perspectives and
points of view presented in texts and their own background
and experience
features of texts that can be represented in graphical form to
enable deeper understanding of meaning
inference, figurative language and alternative readings as
strategies for responding to and composing texts beyond the
literal level
the complexity of meaning in texts
the ways different modes work together to shape meaning in
multimedia texts such as film, CD-ROM, websites and
television
terminology associated with responding to and composing
information and communication technology (ICT) texts
the forms, features and structures of interactive and
simulation texts, multimedia texts and websites, including
layout and design, and the nature and capacity for
interaction
technologies, software and their functions appropriate for
particular tasks in English
the effectiveness of specific language forms and features
and structures of texts for different purposes, audiences and
contexts and for specific modes and mediums
the ways in which specific language forms and features and
structures of text are used to shape meaning including:
 in written texts: medium, organisation, sentence
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Students learn to:
Students learn about:
4.11
4.12
6.1
compose coherent, imaginative texts that use and explore
students’ own experiences, thoughts and feelings and their
imaginings
6.8
6.9
6.3
6.4
6.5
6.7
7.1
7.2
7.5
7.6
explore real and imagined (including virtual) worlds through
close and wide engagement with texts
use the features and structures of imaginative texts to
compose their own texts and engage their audience
identify the ways characters, situations and concerns in texts
connect to students’ own experiences, thoughts and feelings
use verbal, aural and visual techniques to create imaginative
texts
locate, assess, select, synthesise and use information, ideas
and arguments from texts
6.12
compose and respond to factual, opinion, argumentative and
persuasive texts
focus on and evaluate particular aspects of texts including
storyline, perspective and cultural positioning
7.17
7.15
7.18
structures, grammar, punctuation, vocabulary and
spelling, the use of formal or colloquial language and
figurative language
 in spoken texts: medium, organisation, sentence
structures, grammar, punctuation, vocabulary, cues,
nonverbal language, tone, pitch, intonation and volume
 in visual texts: medium, organisation, colour, layout,
perspective, focus, camera angles and editing
the interaction of different language modes and different
media to create meaning in multimodal texts
Aboriginal English as a valid and culturally accepted
variation of expression
the ways ‘the real world’ is represented in the imaginary
worlds of texts including literature, film, media and
multimedia texts
the variety of genres available to composers of imaginary
texts
textual and visual conventions for composing dialogue
ways of organising information, ideas and arguments
textually or visually such as clustering, listing, compare and
contrast, problem–solution, semantic chains, graphic and
diagram outlines, structured overviews, consequence maps,
thinking wheels and mindmaps
the language and structure of argument
the language and processes of persuasion including emotive
language, imagery, selective use of detail, techniques for
specific target groups and opinions presented as facts
identify techniques of persuasion in spoken, written and visual
NSW Department of Education and Training November 2004
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Students learn to:
7.10
7.11
8.2
8.3
texts
adopt and present a point of view supported with evidence
plan, develop and draw conclusions in discussions
synthesise information from texts with similar subject matter
and identify differences in content, purpose, attitude, values
and perspective
identify and describe the similarities and differences in
meaning and language between texts composed for different
purposes or audiences including different media descriptions
of an event
Students learn about:
8.5
8.6
8.7
8.9
8.10
10.1
10.2
10.3
10.4
recognise and consider cultural factors, including cultural
background and perspective, when responding to and
composing texts
identify and explore the ways different cultures, cultural stories
and icons, including Australian images and significant
Australians, including Aboriginal Australians, are depicted in
texts
identify and describe cultural expressions in texts
10.5
identify and describe the ways assumptions underlying cultural
expressions in texts can lead to different reading positions
10.8
11.6
use the language of the subject when engaging in learning
use speaking and writing as learning processes for sorting and
selecting information and clarifying ideas
find, select and evaluate information from a range of sources
the ways composers use stylistic features, content and
marketing to develop and promote popular appeal
how information can be used to different effect in different
texts
strategies used in presenting information, opinions and
perspectives in different media texts.
different cultures and their common and distinguishing
elements
10.6
representations of culture through choices of language and
content
10.7
cultural assumptions in texts including those about gender,
ethnicity, religion, youth, age, sexuality, disability, cultural
diversity, social class and work
signs, symbols, icons and stereotyping in texts and what
they signify about different cultures
key cultural stories including Dreaming, myths and
allegories, what they represent and the ways they have
influenced other texts
research techniques using books, indexes and the internet
ways of structuring and presenting ideas, editing techniques
and referencing
bibliographies, citation (including the internet),
acknowledgement of sources and plagiarism
10.10
11.4
11.5
the ways in which meaning is shaped by form, structure,
style, personal perspective and by the composer’s purpose
and audience
the ways in which use of detail, perspective and choice of
vocabulary connect texts
11.14
11.16
11.17
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Students learn to:
Students learn about:
11.8
11.18
generate, document, clarify, organise and present ideas and
information
appropriate technology for different purposes, audiences
and contexts
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Outcome Classroom activities
content
NSW Department of Education and Training November 2004
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Students
learn to:
3.2
3.3
Students
learn
about:
3.6
3.8
3.9
3.10
Students
learn to:
11.4
11.5
Students
learn
about:
3.9
3.10
8.9
1. Evaluating a website
Students brainstorm ideas about what it takes to make a website
 interesting
 interactive
 worth exploring as a text in English.
When evaluating a website consider such aspects as:
 how easy the web site is to use
 how it is organised
 how useful the information is
 if the content is appropriate and relevant to the intended audience
 if the point of view presented would be understood by the intended
audience
 if there is an outline of topics covered and a search function to allow
movement easily through the site
 if the purpose of the site to entertain, educate, persuade or sell
 if the site design is appealing
 if the website downloads quickly
 if the design elements and features, e.g. animations, graphics,
sound, hyperlinks enhance or hinder appreciation of the site
 if the name of the individual or group who created the site is clearly
noted
 if there is a feedback or email where responders can make
comments or ask questions
 if the site is updated regularly
 if the graphics on the website representative of the content?
2. Class survey for using the Internet to develop some understanding of
skills and understandings students already have in their use of the internet.
Possible survey questions
 Do you have a computer at home?
 Do you have access to the internet at home?
 Do you share a computer with other members of your family?
 Explain a class lesson or lessons where you used the Internet for
research, evaluation, entertainment or locating information for a
specific task.
 Have you created a web page?
 Do any of your friends have their own websites?
 How much time would you spend on the internet each week?
 Do you think using the internet helps your learning? Explain how.
Students
learn to:
1.5
1.6
1.9
10.2
3. The importance and relevance of dance and art as a means of
story-telling for Aboriginal people
Explore the traditional oral, dance and art of the Aboriginal people and the
importance of the Dreamtime stories for their cultural heritage and historical
background.
Students
Students need to have a field of understanding of the traditional story-telling
techniques of the Aboriginal people. Students should have access to a
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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learn
about:
1.17
1.20
4.12
10.10
selection of wide reading based on printed versions of these stories.
Resource:
Some Myths and Legends of the Australian Aborigines
<http://www.sacred-texts.com/aus/mla/index.htm>
Aboriginal culture through art and dance should be a focus of students
learning about “what they represent and the ways they have influenced
other texts.” (10.11)
At the end of the introduction to this unit students will demonstrate an
understanding of the significant role in Aboriginal culture of story telling
through oral, art and dance.
4. Student activities
In groups students:
 explore a story of the formation of the Australian landscape as told
through the Dreamtime
 prepare a short presentation to be given in class recounting the story,
as it is told from an Aboriginal point of view. This presentation can be
in oral or dance form if students feel they are able to recreate the
spirit and movement of the dance.
 read the creation myth, ‘In the Beginning’ (at the end of this text) to
compare and contrast the Aboriginal creation story with that of their
own religious or spiritual heritage.
Each student:
 composes an edict, which declares that all creation ‘myths’ are
banned: their stories may no longer be told, shared, discussed or
published
 in response to this edict writes a letter to the Editor of their local
newspaper expressing their point of view on this significant cultural
loss and predict what may happen, as a result, in the future to their
cultural heritage.
Additional activity: online quiz
 Understanding Australian Dreamtime
<http://school.discovery.com/quizzes14/odlenglisch/dreamtime.html>
Online resources:
 Understanding Australian Dreamtime – Discovery Channel
<http://exn.ca/Stories/2000/09/08/51.asp>
 Aboriginal Art and Cultural Centre
<http://aboriginalart.com.au/culture/dreamtime3.html>
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Internet and ICT activities – Cross-curriculum Content
Suggested teaching ideas:
 Visit the Tjapukai Aboriginal Cultural Park <http://www.tjapukai.com.au/>
website before you take a class to explore the site. This will assist with quicker
access if the Internet slows, the website will be accessed through your own
server and delay time will be minimized.
 Spend some time becoming familiar with the website. Websites, as English
texts, must be explored by teachers in the same way that a novel, play, poem,
or film is scanned and familiarised before introducing as a learning tool.
 If there is time, or your computer coordinator, teacher librarian can assist,
bookmark the site on each machine. This will save your time because
students will not be typing or mistyping the URL each time.
Outcome
content
Classroom activities
NSW Department of Education and Training November 2004
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Students
learn to:
3.4
3.5
6.1
6.5
6.7
6.9
7.1
8.2
10.1
11.5
Students
learn about:
3.6
3.9
6.9
8.7
8.10
10.7
10.10
5. Tjapukai Website layout, colour and graphics.


The banner or title of the web site provides what information
about the Tjapukai people? (A: ancient culture, music, location,
art)
Students will create a table (this can be done in Microsoft Word
or in their workbooks) e.g.
Cultural and
historical
contexts
Creation myth


Current contexts
Laser light show – special effects
Students will compare and contrast the visual text on the
homepage and identify features, which represent the cultural
and historical context of the site and those images that
represent the entwining of that context for modern audiences.
This links to classroom activity: 1 Evaluating a website
(above). Students’ responses should be based on their earlier
brainstorming activities.
How the website creates meaning
1. Does the homepage include an
outline of the context for the
website?
2. Is there a way to navigate to
other sections within the
website?
3. Does the website have pictures,
graphics or images that
enhance meaning for the
website’s purpose?
4.

Yes
No
Yes
No
Yes
No
Students select one of the above elements of the website and,
in their own words, explain their answer with reference to the
elements of the design layout.
Symbolism through colour. There are two notions of symbolism in the
use of colour throughout the website. The first is the use of the earth
colours and the Aboriginal spiritual connection to the earth. The ‘circle
of life’, which is an important aspect of the dance performances is
mirrored in the choice of the earth colours used throughout the
website. The other is through the body paintings and the stories these
may tell.
NSW Department of Education and Training November 2004
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
Once students have completed these activities allow them
some time to ‘click about’ and discover for themselves some of
the information provided throughout the website.
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Students
learn to:
1.2
1.5
1.9
7.1
Students
learn about:
1.12
1.17
1.20
3.6
4.8
6.8
8.5
Students
learn to:
6.3
7.1
7.5
7.6
7.10
7.11
10.1
10.2
10.3
10.4
Students
learn about:
6.12
7.17
7.18
8.7
10.10
6. Audience
Is the website designed to persuade through the promotion of tourism
or provide information on the cultural heritage of the Tjapukai people?
Can it do both? Why or why not?
Students can be guided to focus on the following sections of the
website:
 Philosophy <http://www.tjapukai.com.au/philosophy.html>
 Story of Success <http://www.tjapukai.com.au/history.html>
 Tour Guide Information
<http://www.tjapukai.com.au/guideinfo.html>
 Tjapukai Creation Theatre
<http://www.tjapukai.com.au/creationtheatre.html>
7. Purpose
 Is the purpose of the website to demonstrate how the Tjapukai
people have been able to regenerate their cultural heritage by
establishing their Aboriginal Cultural Park?
 Is the purpose of the website to inform responders of the
cultural heritage of the Tjapukai people?
 Is the purpose of the website just to persuade tourists to visit
the park, so they can make money?
 Is the purpose of the website to demonstrate how modern
technology can be linked with the Aboriginal cultural heritage of
the past and bring them together to explore the whole notion of
indigenous culture?
 Students can debate and discuss the purpose of the website.
 A class debate could be conducted. “That the use of modern
technology to explore ancient times is a contradiction.”
Students could be instructed to use the website as the basis of
their argument for and against this topic (or similar).
Students can be guided to focus on the following sections of the
website:
 Language <http://www.tjapukai.com.au/language.html>
 Company Profile <http://www.tjapukai.com.au/company.html>
 The Story So Far <http://www.tjapukai.com.au/storysofar.html>
 Story Ideas <http://www.tjapukai.com.au/articles.html>
 Guinness Record <http://www.tjapukai.com.au/article2.html>
 An ancient culture fascinates modern audiences
<http://www.tjapukai.com.au/article1.html>
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Students
learn to:
4.1
7.5
7.10
8.3
10.4
8. Context
 Students compose a response: “The Tjapukai Aboriginal Cultural
Park provides the opportunity to develop our understanding of this
culture through the use of modern technology”
Do you agree or disagree with this statement? Support your
answer with references to the text.
Students
learn about:
4.7
4.8
8.5
8.6
8.7
This question could be adapted for class room discussion for students
learning needs.
All pages of the website referred to for purpose, context and audience
can be printed and used in classroom activities. This maybe
particularly useful if access to computer rooms for sequential lessons
is difficult.
Students can also compare and contrast the similarities and
differences between the printed version and the online version of the
same text.
Work, Employment and Enterprise – Cross curriculum Content
Students
learn to:
1.4
1.5
1.9
1.10
4.3
6.4
7.2
7.5
8.2
10.1
10.2
10.3
10.4
11.8
Students
learn about:
1.12
1.17
1.18
1.20
4.8
4.11
4.12
7.15
8.10
10.5
9. Work, Employment and Enterprise
Tjapukai Park website overview
<http://www.tjapukai.com.au/thepark.html>
 Approximately how many Tjapukai are employed at the Cultural
Park?
 How many years did he dance group operate before they were
able to establish their place at Caravonica?
 Who are the major shareholders?
 In your own words explain the main features of the park.
Brochures <http://www.tjapukai.com.au/brochures.html>
 How many different languages are included in the information
brochures?
 What information can be deduced from providing the brochures
in different languages?
 List the countries where many of the visitors to Aboriginal
Cultural Park originate.
 How many different aspects of the park do the brochures
promote? What are they?
 Do these brochures support the purpose of the website?
 Do these brochures support the philosophy of the Tjapukai
people?
Tjapukai Art Gallery and Retail Store
<http://www.tjapukai.com.au/shopping.html>
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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10.6
10.8
10.10
11.14
 What concept is often discussed and criticised by both
merchandiser and the buying public?
 Explain some of the ways in which Tjapukai people and other
Aboriginal people are involved in this enterprise.
 What is the highest selling piece of Aboriginal artwork
worldwide?
 How are the Tjapukai working towards protecting the
authenticity of their artwork?
 Explain the Tjapukai philosophy towards the demand for
authentic cultural souvenirs.
 “The sale of authentic art works through their own retail outlet is
an innovative way for the Tjapukai to preserve and promote
their cultural heritage.” Do you agree with this statement? Why
or why not?
 Which association is representing and protecting the rights of
Aboriginal artists?
Catalogue index <http://www.tjapukai.com.au/catalogue/>
 Scroll through the merchandise
o Choose one of the products
o Does the website have pictures, graphics or photographs to
help you learn more about their products?
o How does the product promote aboriginal culture?
o Write a letter to a friend. In your letter you will need to
explain how the retail outlet promotes aboriginal cultural
heritage through the product you chose.
o Find examples of the use of symbolism through colours;
explain to your friend why the particular colours used in
your product are representations of aboriginal culture and
heritage.
o Locate the “Heart of My People” panel.
o Choose one of the other panels on display. In your own
words describe the panel, the colours used, the story it tells
and how the panel represents cultural heritage for
aboriginal people.
o List at least three other geographical regions of Australia
who create authentic pieces for sale in the retail shop.
NSW Department of Education and Training November 2004
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o How many animals and plants can you find in the panel
above? List them.


Do you think the retail section of the website is a good idea? Give
reasons for your view.
How does the retail outlet promote the philosophy of the Tjapukai
and the purpose of the website?
Aboriginal and Indigenous – Cross-curriculum Content
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Students
learn to:
1.2
1.3
1.4
3.4
7.5
7.6
7.8
8.2
8.3
10.2
10.3
10.4
11.4
Students
learn about:
1.17
1.20
4.7
7.15
7.18
8.7
10.5
10.6
10.7
10.8
10.10
11.16
11.17
11.18
10. Traditional Culture
The Creation Theatre
<http://www.tjapukai.com.au/creationtheatre.html>
 Revisit the creation legend ‘In The Beginning’ (below) before
going to the web page.
 Students can explore the way in which modern technology is
being used to retell an ancient story using the special effects
available in modern times.
 Students create a poster to advertise the theatre that includes
information about the performance, the merging of ancient and
modern culture and the diversity of languages offered for the
tourists who visit the Park.
 The poster should be A4 size and can be created on computer
or in a classroom away from computers.
 Students may use artwork from the website in their work.
Images available for downloading from the website are
available at <http://www.tjapukai.com.au/images.html>
 The guidelines for use of the images need to be downloaded
and printed for students to discuss issues in relation to
copyright. Students sometimes have a belief that images and
information on the Internet is theirs to take and use for their
own purposes without understanding the notion of copyright.
This also provides an opportunity to discuss with students
plagiarism in assessment tasks and your school policy on this
activity.
 Students need to be aware of the use of persuasive language
in the poster to encourage tourists to visit the theatre.
 Students should be aware of the layout for advertising posters
for theatre performance. This includes the use of persuasive
language, images, comments, quotes, place and time, costs,
ticket availability are examples of language choices that could
be included.
 Posters can be displayed around the classroom and students
can compare and contrast the different representations they
have created.
11. Cultural expression
Tjapukai camp <http://www.tjapukai.com.au/camp.html>



Students, in their own words, compose summaries of the four
elements that represent cultural expression of the Tjapukai.
How do these traditional cultural expressions join forces with
the commercial operation of the Park? Identify and explain
examples of persuasive language used to promote both the
cultural identity and the income generating retail operation.
Compare and contrast the images of the camp with the
historical images of aboriginal camps found at
<http://www.tjapukai.com.au/historytheatre.html>
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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
The three images represent the cultural changes for Aboriginal
people and provide examples of both the historical and social
contexts of those changes. Using the three images as stimuli
compose a magazine article called “Indigenous Australians
Then and Now” that outlines those changes.

The images maybe included as part of the article.

In your magazine article also include a reflection statement,
which includes what you have learnt about their culture,
historical and social experiences and achievements. Relate this
specifically to the close study of the website.
Difference and Diversity – Cross-curriculum Content
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Students
learn to:
4.1
7.3
10.1
10.2
10.3
Students
learn
about:
1.12
1.17
3.6
3.9
3.10
4.7
4.8
4.11
4.12
6.8
7.15
7.18
8.5
8.10
10.5
10.6
11.14
There are several angles that Difference and Diversity can be explored
through other than the one offered in this unit. Other ideas could be
compare and contrast with Indigenous people from other countries who
have similar cultural parks or indigenous organisations re-affirming their
cultural identity and heritage, e.g.
 Native America online (Canada)
<http://www.nativeamericainc.com/events/canada.html>
 Oneida Indian Nation (North American)
<http://oneida-nation.net/>
 White Mountain Apache Tribe (Arizona)
<http://www.wmat.nsn.us/>
 Our Maori Heritage (New Zealand)
<http://www.taitokerau.co.nz/MaoriHeritage/>
 The Avataq Cultural Institute (Inuits)
<http://www.avataq.qc.ca/>
 Aanischaaukamikw, or Cree Cultural Institute
<http://www.creeculture.ca/e/institute/index.html>
 Legends of the Fiji Islands
<http://www.fiji.to/legends/>
 Matangi Island (Fiji)
<http://www.matangiisland.com/culture.html>
This list of websites is not definitive. However, it does offer some choice
that could be developed into other activities that represent difference and
diversity on an international level.
The Tjapukai provide many examples of difference and diversity through
their dance, story telling and art. Their theatre provides translations in
languages other than English as well as their own dialect. The language
of the people had to be re-learned from their elders as it had almost been
forgotten. Students at Kuranda State School are now able to study the
Tjapukai language; this will ensure the Aboriginal language is valued for
future generations.





“NYURRA DJIRRI” - Welcome to our place
<http://www.tjapukai.com.au/guideinfo.html>
Explain the differences between Aboriginal Australians and White
European Australians in 1967.
Stereotyping sometimes causes tourists to be challenged in their
thinking by what they actually find visiting Australia and Aboriginal
people. Explain in your own words what stereotyping means. What
is considered to be a typical Aborigine stereotype?
What is one reason for the different skin tones between different
geographically located tribes?
Shows and brochures are available in 8 different languages. This
confirms the diverse audiences the Cultural Park invites to share
the cultural, historical and social differences in their everyday lives.
The Tjapukai support the reconciliation of all cultures, in particular
projects, which promote cultural integrity
NSW Department of Education and Training November 2004
Page 19 of 23
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Assessment task
You have been asked by a school in another country to provide, from a student
perspective, an information package. The information they have asked you to provide
is on Aboriginal culture and how they experience this culture on a visit to Australia.
The overseas school has some specific requests for information, including
information, which is available on the WWW.
Create an information package, based on the Tjapukai Aboriginal Cultural Park. You
must include the first three items from the list below and then choose two from the
other options. Your information package should be presented in a folder that
represents the spirit and purpose of the Park.
1. A history of the Tjapukai Aboriginal Cultural Park.
2. Select one of the theatres and describe the performance.
3. Select one of the activities that the students could participate in and provide
information on how students will participate, what the activity is and the
relevance it has to Aboriginal culture.





Create an advertisement for the retail shop. Choose one product to be the
focal point of your advert. Include price, guarantee of authenticity, persuasive
language and images.
Create an advertisement for a different theatre performance to #2. Use
persuasive language and images to encourage the students to see this
performance.
Write a poem that your feel represents the Cultural Park.
Create an information brochure on the website. Explain what information can
be found there, how to navigate in and through the site, highlight what you
consider to be the strengths of the website.
Write a letter offering advice on the different and diverse ways in which the
students can learn about the Aboriginal experiences published on the website.
Copyright and plagiarism: websites that provide information.
Students can be directed to work through these sites at any point during the unit.
 Plagiarism: what is it and how to avoid it
<http://www.indiana.edu/%7Ewts/wts/plagiarism.html>
 Writing plagiarism advice for lessons
<http://henson.austin.apple.com/edres/ellesson/elem-writplagerism.shtml>
 Australian Copyright Organisation <http://www.copyright.org.au/page3.htm>
 An Introduction to Copyright in Australia
<http://www.copyright.org.au/PDF/InfoSheets/G010.pdf>

The Tjapukai Website has a number of graphics that students may use in their
work. These can be found at <http://www.tjapukai.com.au/images.html>
Students should be encouraged to use these images and logos in their
assessment task. This is an ideal opportunity to develop student’s understanding
of the use of images from the Internet and the legal requirements.
NSW Department of Education and Training November 2004
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Curriculum K-12 Directorate
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Assessment evaluation sheet
Website: Aboriginal Australians – The Tjapukai Aboriginal Cultural Park
Date: ……………..
Name: ..........................................................
Class: ..........................................
Criteria
Teacher: ...............
A
B
C
D
E
identify and understand the use of;
homepage, hyperlinks, graphics,
animation, (structure of a website)
identified the main purpose of the
website
show an understanding of the
development of aboriginal culture,
identify and talk about the main
character(s)
identify and comment on the intended
audience
identify elements of aboriginal language
demonstrate understanding of signs,
symbols and icons and how they
influence a text
identify and describe cultural expression
Overall result:
□
□
□
□
□
A
B
C
D
E
Excellent achievement
High achievement
Substantial achievement
Satisfactory achievement
Elementary achievement
My feelings and thoughts about my work:
Teacher’s Comments:
NSW Department of Education and Training November 2004
Page 21 of 23
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
In the Beginning
In the Beginning the Earth was an infinite and murky plain, separated from the sky
and from the grey salt sea and smothered in a shadowy twilight. There were neither
Sun nor Moon nor Stars. Yet, far away, lived the Sky-dwellers: youthfully indifferent
beings, human in form but with the feet of emus, their golden hair glittering like
spiders' webs in the sunset, ageless and unageing, having existed for ever in their
green, well-watered Paradise beyond the Western Clouds.
On the surface of the Earth, the only features were certain hollows, which would, one
day, be waterholes. There were no animals and no plants, yet clustered round the
waterholes there were pulpy masses of matter: lumps of primordial soup-soundless,
sightless, unbreathing, unaware and unsleeping-each containing the essence of life,
or the possibility of becoming human.
Beneath the Earth's crust, however, the constellations glimmered, the Sun shone, the
Moon waxed and waned, and all forms of life lay sleeping: the scarlet of a desertpea, the iridescence on a butterfly's wing, the twitching white whiskers of Old Man
Kangaroo- dormant as seeds in the desert that must wait for a wandering shower.
On the morning of the First Day, the Sun felt the urge to be born. (That evening the
Stars and Moon would follow.) The Sun burst through the surface, flooding the land
with golden light, warming the hollows under which each Ancestor lay sleeping.
Unlike the Sky-dwellers, these Ancients had never been young. They were lame,
exhausted greybeards with knotted limbs, and they had slept in isolation through the
ages.
So it was, on this First Morning, that each drowsing Ancestor felt the Sun's warmth
pressing on his eyelids, and felt his body giving birth to children. The Snake Man felt
snakes slithering out of his navel. The Cockatoo man felt feathers. The Witchetty
Grub Man felt a wriggling, the Honey-ant a tickling, the Honeysuckle felt his leaves
and flowers unfurling. The Bandicoot Man felt baby bandicoots seething from under
his armpits. Every one of the 'living things', each in its own separate birthplace,
reached up for the light of day.
In the bottom of their hollows (now filling up with water), the Ancients shifted one leg,
then another leg. They shook their shoulders and flexed their arms. They heaved
their bodies upward through the mud. Their eyelids cracked open. They saw their
children at play in the sunshine.
The mud fell from their thighs, like placenta from a baby. Then, like the baby's cry,
each Ancestor opened his mouth and called out, 'I AM!' 'I am - Snake . . . Cockatoo .
. . Honey-ant . . . Honeysuckle . . .' And this first 'I am!', this primordial act of naming,
was held, then and forever after, as the most secret and sacred couplet of the
Ancestor's song.
Each of the Ancients (now basking in the sunlight) put his left foot forward and called
out a second name. He put his right foot forward and called out a third name. He
named the waterhole, the reedbeds, the gum trees-calling right and left, calling all
things into being and weaving their names into verses.
NSW Department of Education and Training November 2004
Page 22 of 23
Curriculum K-12 Directorate
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The Ancients sang their way all over the world. They sang the rivers and ranges, saltpans and sand dunes. They hunted, ate, made love, danced, killed: wherever their
track lead they left a trail of music.
They wrapped the whole world in a web of song; and at last, when the Earth was
sung, they felt tired. Again in their limbs they felt the frozen immobility of Ages. Some
sank into the ground where they stood. Some crawled into caves. Some crept away
to their 'Eternal Homes', to the ancestral waterholes that bore them.
All of them went 'back in'.
“Aboriginal creation myth” published by Bruce Chatwin
<http://www.litencyc.com/php/sworks.php?rec=true&UID=7782> in The Songlines,
<http://www.amazon.com/exec/obidos/ASIN/0140094296/synaptic-20> 1987 pp. 8082.
NSW Department of Education and Training November 2004
Page 23 of 23
Curriculum K-12 Directorate
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