NSW Department of Education and Training November 2004
Page 1 of 11
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Concept
Cross-curriculum Content
Outcomes
Dreaming tracks into nonfiction
Literacy
Aboriginal and Indigenous
Civics and Citizenship
ITC
1. A student responds to and
composes texts for understanding,
interpretation, critical analysis and
pleasure.
2. A student uses a range of processes
of planning, drafting, responding to
feedback, editing and publishing to
compose texts over time.
6. A student experiments with different
ways of imaginatively and
interpretatively transforming
experience, information and ideas into
texts.
10. A student identifies, considers and
appreciates cultural expression in
texts.
a united Australia which respects this
land of ours; values the Aboriginal and
Torres Strait Islander heritage; and
provides justice and equity for all.
The vision of the Council for
Aboriginal Reconciliation
Guilt is not a useful tool for
reconciliation. An understanding of our
shared history is.
ATSIC website
Language modes
Reading, writing, speaking, listening,
viewing and representing
Texts
A range of culturally appropriate texts,
websites, posters, guest speakers
Stage 4
Year 8
Duration: 5 weeks
Rationale
Dreaming tracks will be the first unit in the Year 8, Stage 4 course. This unit aims to engage and interest Year 8 students
in discussion, research and reflection about our Aboriginal and Torres Strait Islander heritage. Students are provided with
a variety of nonfiction texts and are asked to complete activities to promote cross cultural learning and interaction.
Personal stories are important sources of information and should be included where possible. Teachers should begin
each lesson by acknowledging the traditional owners of the land. Throughout the unit students are asked to keep a
reflective journal of their own ‘dreaming track’ that traces their own learning and life experiences throughout the unit of
work. This ‘dreaming track’ will be the beginnings of the students’ learning journals and composition file for Year 8 and will
be called Dreaming tracks.
Dreaming tracks will be used by students in their other units for some of the texts they will compose. It will become a
record of their composing, responding and learning. It will be submitted at the end of each term and will become an
invaluable record of their year’s work and of their own lives. In Year 7, the students kept a Writing portfolio so they will be
used to keeping a record of their work. When they continue into Year 9, they will start another journal. By then end of Year
10, the students will have an informative and expansive record of their four years’ work. The Dreaming tracks will be
displayed during education week and Naidoc week.
NSW Department of Education and Training November 2004
Page 2 of 11
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
1.1
1.3
1.5
1.8
1.9
1.10
2.1
2.2
2.5
2.7
6.1
6.4
6.5
6.7
10.1
10.2
Syllabus content
Students learn to:
 respond to imaginative, factual and critical texts, including the required range of
texts, through wide and close listening, reading and viewing
 compose imaginative, factual and critical texts for different purposes, audiences
and contexts
 interpret, question and challenge information and ideas in texts through close study
 graphically represent aspects of texts such as the storyline of a novel or film, the
structure of a poem, the set of a play, and links in a webpage
 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
 use a range of listening, reading and viewing strategies, including skimming,
scanning, predicting and speculating, reading and viewing in depth and re-reading
and re-viewing, according to the purpose and complexity of the texts
 use and adapt the processes of planning, drafting, rehearsing, responding to
feedback, editing, and publishing to compose texts over time
 edit through reading aloud and peer editing, checking accuracy, paragraphing,
cohesion, grammar, spelling and punctuation
 discuss and explain the processes of responding and composing, and identify the
personal pleasures and difficulties experienced
 compose coherent, imaginative texts that use and explore students’ own
experiences, thoughts and feelings and their imaginings
 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
 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
NSW Department of Education and Training November 2004
Page 3 of 11
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Quality teaching
Deep understanding
Deep understanding
Deep understanding
Deep knowledge
Deep understanding
Deep understanding
Higher-order thinking: all
processes essential for
composing journal
High expectations:
Dreaming Tracks
continues all year
Engagement
Connectedness
Deep understanding
Deep understanding
Higher-order thinking
Deep knowledge
Cultural knowledge
Cultural knowledge
 identify and describe cultural expressions in texts
Students learn about:
1.12
 links between the ideas, information, perspectives and points of view presented in
texts and their own background and experience
1.13
 the ways their own background and experience affect their responses to texts
1.14
 their emerging sense of personal style and taste in composition and response
2.8
 considerations in drafting and editing such as content, vocabulary, accuracy,
cohesion, linguistic and visual forms, textual structures, tone and style and overall
effect for purpose, audience and context
2.10
 processes for the drafting of single drafts, multiple drafts and collaborative texts
2.11
 different ways of using feedback to improve their texts
2.14
 explicit criteria for judging the effectiveness of a text for its purpose, audience and
context
6.11
 verbal, aural and visual techniques used to create imaginative texts, such as
imagery, figures of speech, selective choice of vocabulary, rhythm, sound effects,
colour and design
10.5
 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
10.8
1. signs, symbols, icons and stereotyping in texts and what they signify about different
cultures
10.9
2. the ways culture and personal experience position composers and responders and
influence response to and composition of texts
10.10 3. key cultural stories including Dreaming, myths and allegories, what they represent
and the ways they have influenced other texts
10.3
NSW Department of Education and Training November 2004
Page 4 of 11
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Cultural knowledge
Problematic knowledge
Connectedness
Deep understanding
Deep knowledge
Deep knowledge
Deep understanding
Cultural knowledge
High-order thinking
Cultural knowledge
High-order thinking
Cultural knowledge
Week 1: Dreamtime tracks
Ethnically and culturally Aboriginal and Torres Strait Islanders are distinct peoples. We have also had different histories since
European settlement. In all but the more remote areas of Australia, Aboriginal groups were dispossessed of their land piece by
piece. As a Matter of Fact: Answering the Myths and Misconceptions about Indigenous Australians (2 nd edition, ATSIC, 1999).
Content
Learning and teaching activities
10.6
10.10
Brainstorm activities to establish what students know of our Indigenous culture.
Focus
 The unique relationships with the land
 The particular nature and importance of family and kin
 The key features of the impact of invasion and settlement
 Contemporary issues confronting Aboriginal and Torres Strait Islander people
 The continuing vitality of Aboriginal and Torres Strait Islander cultures
expressed through literature and language, the visual arts, dance, music, sport,
social celebrations
1.15
Revisit the structure and features of a narrative: orientation, complication, climax,
resolution and coda. Learn how this structure can be challenged and subverted.
Homework:
Jack Davis, A Boy’s Life to be read by week 4.
Dreamtime stories
Share a story you have been told that is connected to your culture or family history
with a partner. Discuss the importance of this story and the teacher will introduce
why Dreamtime stories are an important part of Aboriginal and Torres Strait
Islanders culture.
In pairs search the <www.dreamtime.net.au/> site and select a story you believe
has an important message. Print a version of the Dreamtime Story. Complete a
brief reflection of why you chose this Dreamtime Story. Identify the features of a
narrative. We will revisit these features.
10.1
10.10
6.10
10.10
NSW Department of Education and Training November 2004
Page 5 of 11
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Quality Teaching
Metalanguage: encourage
students to use and discuss
terminology
Substantive communication
Inclusivity: all students valued
and involved in class
discussion
Background Knowledge:
students demonstrate an
understanding of the links
between prior knowledge and
new knowledge
Background knowledge:
revisit prior knowledge
Problematic knowledge
Social support: learning
support
Narrative: engage students
through stories
Background knowledge
1.10
1.12
1.13
1.14
2.2
2.5
2.7
2.14
10.1
10.6
10.9
6.1
6.7
Assessment task: The Dreaming Tracks
Start a personal journal that you are to write in after each lesson.
You could write about what you have done in class, new information you have
learnt, terminology, etc.
The second element is to represent your own dreaming track in this journal.
Begin to record your own personal Dreaming Track that traces your own story.
Remember to value originality and your inventiveness!
You could include:
1.
stories you have been told about your family
2.
your cultural and historical heritage
3.
a description of your place: your room, home, suburb, school, etc
4.
diagrams, photographs of family, friends and places and images to represent
your tracks
5.
poems or narratives about your life and the people in it
6.
interviews with family members and friends
7.
a timeline of your life
8.
jokes told to you by family members
9.
a map of where your family originally came from.
The possibilities are endless, after all this is your Dreaming Track and you will be
able to share it with your family and keep it for your future family! The Dreaming
Track will become your personal record of your journey through Year 8 English. As
you are working through each unit, you will include more composing tasks and
reflect on your learning experiences. By the end of Year 8 you will have a wonderful
record of your work and learning. We will display your Dreaming Track during
Education Week so others can appreciate your work. Encourage your family and
friends to include comments and anecdotes about you and comment on your
responses.
Editing, drafting and feedback
To ensure that your final compositions are of a high quality, it is imperative that you
edit your work carefully. Read it aloud, check for accuracy, paragraphing, grammar,
spelling and punctuation. As authors are often too close to tell when it comes to
their own work, get a peer or a family member to edit your work. Once you have
done this, submit a draft to the teacher who will remark it. If you are unhappy with
the text resubmit it.
NSW Department of Education and Training November 2004
Page 6 of 11
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
High expectations
Engagement:
Students display interest
understanding and personal
reflections
Cultural knowledge
Weeks 2 and 3: Tracks into nonfiction
‘An oral history is a record of a person’s memories of their life. It tells us much about their family, schooling and interests.’
Janeen Brian
Content
Learning and Teaching Activities
Quick quiz: review of information covered in previous lessons.
1.15
2.1
6.11
10.1
10.3
10.5
10.6
10.9
1.1
1.3
1.5
1.9
1.10
2.1
10.6
10.9
1.1
1.8
10.2
10.8
Teacher to share a range of Aboriginal and Torres Strait Islander oral and
written expressions and assess the impact of these as vehicles to convey
Aboriginal history, experiences and points of view.
(See suggested resource list)
- Revisit language features, forms and structures, visual literacy and oral
features.
- Teacher demonstrates how to deconstruct a print, visual and oral text and
how to use verbal, aural and visual techniques used to create imaginative
texts.
Choose one extract from the variety of print texts and complete the following
tasks:
Tasks:
1. What identifies this text as non-fiction? Identify the elements used.
2. How did you feel when reading this extract? Explain how the composer
positioned you to respond to the text.
3. What did you learn from the extract about Aboriginal Australia?
4. How has this extract influenced your own Dreaming Track as you move
through this unit? What have you learnt, reflected on or have you changed
how you feel?
5. Deconstruct the text identifying the language features, forms and structures.
6. Using this text as a model, compose an extract of your own Dreaming Track
story. Include this in your journal.
Choose one visual representation (See suggested resource list). Teacher to
revisit decoding images and signs, symbols and icons in visual texts and what
they signify about Indigenous culture. Complete the following tasks:
Tasks:
NSW Department of Education and Training November 2004
Page 7 of 11
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Quality Teaching
Background knowledge: learning is
recursive
Deep knowledge
Deep knowledge: focus is on a few
key concepts associated with nonfiction
Student direction: students to
select own texts
Background knowledge
Deep knowledge
Student direction: students to
1. List forms of visual representation.
select own texts
2. Why do you think that visual representations are important in conveying
information?
Deep understanding
3. Identify the techniques used to shape meaning in the text of your choice.
4. What have your learnt about Aboriginal culture from this text?
1.3
10.6
6.5
1.8
1.15
10.5
Complete a visual representation of an aspect of your own life and/or
community that has influenced your own Dreaming Track. Include this in your
journal.
Choose one oral expression to present to the class. It may be a video or radio
recording of an interview, a transcript or a guest speaker.
Teacher to revisit qualities and features of an effective oral text.
Students to take notes before starting task.
Questions:
1. How important is oral expression in the maintenance of Aboriginal society
and culture?
2. Describe the impact of invasion and colonisation on oral expressions in
terms of loss of land and language.
3. List the emotions you felt when you were presented with the oral
expression.
4. Do you think it is important to maintain oral expressions as a source of
information about Aboriginal Australians? Give reasons for your response.
Record the oral expressions of a person. It may be a family member, a friend or
someone you believe has an interesting story to tell.
You need to design a question or series of questions that lead the interviewee
to talk about an important event in their life.
In your journal describe what you have learnt from someone else’s story and
reflect on how you felt.
Class discussion and mind map
1. What do you know about Aboriginal Australia, its culture and society?
2. Using the information from previous lessons, create a mind map that
represents three different ways non-fiction can be presented. Identify the
language features, forms and structures each has used.
Week: 4: Dreaming circles
NSW Department of Education and Training November 2004
Page 8 of 11
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
High expectations
Substantive communication
Cultural knowledge
Connectedness: students connect
learning experiences with the real
world
Background knowledge
Substantive communication
‘Storytelling is an ancient craft, it takes an extraordinary eye to see the world as it is and capture it in story. To tell yarns that live
on in your memory and become part of your lives’ (Wesley Enoch, 2000)
Content
Learning and teaching activities
1.3
1.9
2.1
10.1
10.5
10.6
10.9
Close study of a text:
For this activity the class will study Jack Davis A Boy’s Life distributed in week
one. (Some activities may be set for homework.)
1. Students to individually complete a personal response handout on the text.
2. Group discussion identifying the important message/s or theme/s in the
extract. What can we learn from this?
3. Students to individually decide on an interesting or important incident in the
text and complete the following tasks in their journal:
a. a visual representation of the incident or event such as a drawing or a
collage of related images
b. 250 word description of what happened and why it was interesting or
important. What have you personally gained and how has this
influenced your Dreaming Track?
c. Research the life of Jack Davis. You may use print media, the author’s
website, the introduction to the text A Boy’s Life. Complete a timeline
outlining the author’s life including significant publications.
Group work:
Select a short extract from A Boy’s Life that your group considers to be
important or interesting. Write a short play script based on the incident
selected. Include stage directions.
6.4
In your journal reflect on the process your group used to achieve the outcome.
What message do you think audiences would receive if they watched this play
being performed?
NSW Department of Education and Training November 2004
Page 9 of 11
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Quality teacher
Self regulation: autonomy in
selecting activities
Cultural knowledge
Social support
Inclusivity: all students are valued
Week 5: Following our dreaming
‘My stories are about the way we live life today’
Content
10.1
10.2
10.3
10.5
10.6
Ruby Langford Ginibi
Teaching and learning activities
Quality teaching
Visit the following websites and answer the questions:
Deep understanding
www.frogandtoad.com.au
www.dreamtime.net.au/main.cfm
Cultural knowledge
1. What did you discover about Aboriginal oral traditions?
2. How does the Aboriginal relationship with the land compare with nonindigenous links to the land?
3. Choose a story from www.dreamtime.net.au/main.cfm. Download a print
version of the story for your journal. Find an image from Google image
that best represents this story and copy it and the story into your journal.
Explain why you choose both the story and the image.
2.7
10.1
10.2
10.3
10.6
10.7
10.10
Dreaming reflection: Journal entries
Deep understanding
a. How has your research influenced your Dreaming Tracks and the
knowledge you have learnt about Aboriginal and Torres Strait Islanders? Cultural knowledge
b. Find examples of the following ways Aboriginal and Torres Strait Islander
cultures express themselves through:
 literature and language
 visual arts
 dance
 music
 sport
 social celebrations
c. Why are non-fiction texts important for all Australians to read, view and
listen to? Explain your answer using specific examples.
How do you believe this unit of work has affected the way you view
Aboriginal and Torres Strait Islander culture? How has it influenced the way
you will continue to follow your own Dreaming Track?
NSW Department of Education and Training November 2004
Page 10 of 11
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au
Suggested resources
Nonfiction texts
Ian Abdulla, As I Grew Older
Robert Adamson, Wards of the State
Anangu staff and students at Papunya School, Papunya School Book of Country and
History
Janeen Brian, Pilawuk When I was Young
Jack Davis, A Boy’s Life
Ruby Langford Ginibi, Real Deadly
Visual texts







cartoons
billboards
posters e.g. NAIDOC week posters
photographs
artworks
web pages
illustrations
Websites
www.dreamtime.com.au/
www.reconciliationaustralia.org
www.apapdc.edu.au/daretolead
www.frogandtoad.com.au
References
Teaching Aboriginal Studies, Allen & Unwin, 1999
Aboriginal English, NSW Board of Studies, 1995
As a Matter of Fact: Answering the myths and misconceptions about Indigenous
Australians (2nd edition, ATSIC, 1999)
Board of Studies -Aboriginal Studies elective course Years 7-10 syllabus
The Koori Mail newspaper
Films
Lousy Little Sixpence – a wonderful documentary of the stolen generation containing
original footage
Rabbit Proof Fence – based on a novel about three Aboriginal girls who find their way
home despite the authorities
NSW Department of Education and Training November 2004
Page 11 of 11
Curriculum K-12 Directorate
http://www.curriculumsupport.education.nsw.gov.au