LESSON PLAN: Stuart McMahon 18377822 Page 1

PART A: PREPARATION AND STRATEGIES

Year: Stage 5, Year 10 Syllabus section:

Lesson Number: CORE STUDY – DEPTH STUDY 4: RIGHTS AND FREEDOMS

1/10

Unit Name: The story behind Nurragingy

Lesson Topic: Duration: 60 minutes

Background to the struggle of Aboriginal and Torres Strait Islander peoples
for rights and freedoms before 1965, including the 1938 Day of Mourning and
the Stolen Generations (ACDSEH104)

Prior knowledge/skills required Resources (Attach classroom ready resources/worksheets students will be using, including
- Creating a Timeline relevant pages from textbooks)
- collaboration
End of Document.
- Research Skills
- Using ICT
- Analysing Sources

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students’ self-regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

Students are regularly engaged in organising, analysing, synthesising and evaluating
information from sources. Evident during the learning map/timeline activity where
1.4 Higher Order Thinking
students individual organising and applying information gained from analysing
sources of information.
Involving elements of creativity, visuals, discussion and photographs to move away
2.2 Engagement from classic classroom approach. The pedagogical strategies require the students to
do more engaging activities not standard read write respond.
Lesson utilises storytelling and accounts to enrich student understanding, using
3.6 Narrative
narratives to drive the content and activities to gain student understanding.

PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes:
 Sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia
HT5-2
 Uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and
Australia HT5-6
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 Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different
audiences HT5-10

Students learn to: Students learn about:

 outline the rights and freedoms denied to Aboriginal and Torres Strait  The narrative behind Nurragingy
Islander peoples before 1965 and the role and policies of the specifically understanding ideas of
Aboriginal Protection Board, eg the control of wages and reserves. ownership, perspective and significance
in relation to the field site.

Timing Lesson content and teaching strategies being employed Student activity 8 ways
link/symbol/s
Learning Intentions:
2 Mins  The narrative behind Nurragingy specifically understanding Students settle down into
ideas of ownership, perspective and significance in relation class and open their books.
Students are writing down the
to the field site.
learning intentions and
Success Criteria success criteria in their books.
 outline the rights and freedoms denied to Aboriginal and Preparing themselves for the
Torres Strait Islander peoples before 1965. lesson.
 Discuss the significance of Nurragingy site field study.

8 mins Activity 1 Photo Hook - Primary Source Analysis Students are provided the
source sheet with a
primary source analysis
scaffold to differentiate
student ability. Aboriginal thinking
is often done in
Students are listening to images and shapes
the teacher’s story rather than words.
surrounding the photo
being introduced the field
site of Nurragingy.

Guiding Questions: Students share than

 What do you see? answers with the class. Story Sharing, using
 Where do you think this is? Sharing their the image as a
 How does it make you feel? understandings with each stimulus to begin
 When do you believe it was created? other. the topic with a
 What does it represent? story behind the
 Why is it significant? photo. Allowing
students the chance
This hook uses visuals symbols that contain deeper understandings to share their stories
and knowledge. Teacher shares their story surrounding the photo surrounding the
(where the photo is taken, what the image possesses, and why the topic.
photo was taken). Allow a chance for students to share their
connection/story with the image however broad.

10-40
mins Activity 2 – Learning Map/Timeline
Students understand the
After introducing Nurragingy through the photo hook the purpose of purpose of the activity
the next activity is developing student background knowledge in
relation to the field site. Students gain access to the Learning Maps – The
mode they choose to be winding path
Utilising Indirect Instruction Students are required to utilise ICT to using either through ICT or represents a journey
access the history section on the NSW Heritage site/print (multiple hands on. I which the students
modes of access). will take throughout
Students who want to go the unit.
beyond the core learning
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Students are required to analyse information from the provided have the opportunity to
resource combined with individual research (Core+enhancement) to engage in their own critical
identify the significant events in relation to Nurragingy reserve. research to expand their
timeline/Learning map.
Students must then create a timeline/learning map in a mode of their Land Links – Animals
choice (multiple modes of expression) outlining the significant and landmarks can
events. Ensure students can judge when their timeline should Students choose the mode be used as apart of
begin/end and what dates should be included. they want to demonstrate the learning
their learning through a map/timeline.
Provide students with common themes that should be researched poster/PowerPoint.
and added to their timeline:
1. Groups/Individuals who inhabited the land Teacher provides student
2. Tracing the ownership of the land with possible
3. Aboriginal Culture in the region examples/themes that
4. Major land uses they are required to
5. conflicts in the region research.

Ensure students realise this timeline/learning map represents where

this unit is heading, that we may start with Individuals e.g.
Nurragingy/Colebee and end with understanding Walter Locke.
While learning about Aboriginal Culture and land uses throughout
the unit.

Allow students the option to create a learning map instead of a

traditional timeline. Show them on the whiteboard that the learning
map may be windy, zig zag and that each stage of understanding me
be represented with an image/symbol. Provide the beginning of the
learning map to ensure students are aware of teacher expectations.

40-60
Mins Activity 3 – Class Circle Perspective/Significance Activity

Note: If possible Invite an Aboriginal Elder or community speaker to

discuss the importance of Nurragingy and to help facilitate the
discussion. If unable: Community Links:
Teacher forms a circle in Inviting a speaker to
The purpose of a perspective/significance activity is to develop the centre of the discuss the importance
empathetic understanding in the students. To do this student’s use classroom. of Nurragingy.
the information for the timeline activity to discuss the significance of
Nurragingy reserve from both a western and Aboriginal perspective. Teacher begins activity
To do this we use Circles as a way to generate discussion and with opening question 1 &
engagement. This activity requires students to collaboratively discuss 2.
these guiding questions:
Students use silence as
Story Sharing, Using
1. Why is Nurragingy important/significant from a western thinking time.
the stories for
perspective?
activity 2 to discuss
Teachers Draws on
2. Why is Nurragingy important/significant from an Aboriginal why tis important in
gifted/talented students to
perspective? activity 3.
begin the discussion

Teacher begins to involve

all students once it
becomes clearer.

Students discuss why the

guiding questions/Teacher
tells story’s/probing
questions to facilitate
student engagement.
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PART C: ANALYSIS AND SELF-REFLECTION
How have outcomes been achieved?
Learning outcome Method of measuring and recording
HT5-2 Informal diagnostic assessment observation – Activity 2 Observation student interaction with their project,
on how they approach and complete the task.

Formative Assessment – Activity 2 timelines assessing what students use within their Timelines/learning
HT5-6
maps.
HT5-10 Informal Summative assessment observation – Activity 3 – assessing what the students contribute to the
discussion circle.
Links to next lesson – Introduction to Nurragingy field site plus general history. This pre-visit activity is used to prepare students
for the site visit giving them the historical narrative behind Nurragingy.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
1.2 & 2.1 Using multiple pedagogical strategies to cater for a range of student learning e.g. individual source analysis,
creative timeline activity, collaborative discussion and lecture.

Incorporating 8 ways pedagogical approach e.g. creating learn maps, using visual images, story sharing and
1.4 community links.
Implementing core + enhancement and scaffolding.
1.5

Providing multiple modes of expression and multiple modes of access during activities.
1.6

Pre-preparing pre-visit activities that are in alignment with the syllabus and succeeding lessons.
2.2

Inviting Aboriginal community members to contribute to class discussion, respect and value their
2.4 contributions. Using Aboriginal drawings and images.
Using the timeline/learning map using numeracy to place events in chronological order. Using literacy skills
2.5 to annotate sources and conduct research to gain an understanding.
Allows students chrome books to assist them research content for their learning maps/timelines.
2.6

WHS considerations

- During Activity 2 there may be use of scissors, glue, and tape.

- Student Movement during activities
- Chance for student conflict during discussion activities.

References/resources:

Activity 1: Primary Source Scaffold

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Original resource Scaffold created for Secondary Curriculum 2A – Assessment 1.

Activity 2:
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1. Provide comprehension resource to use for the learning map:

State of New South Wales and Office of Environment and Heritage (2015) Colebee and Nurragingy Land
Grant. Retrieved from
https://www.environment.nsw.gov.au/heritageapp/ViewHeritageItemDetails.aspx?ID=5056189

2. Learning Map Teacher starter limited Example:

Activity 3 – Dialogue prompts/topics to lead the discussion activity.

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- It’s a site of first contact between colonial invaders and Daruk Nation.
- It’s the first land issued to Aboriginal People
- Symbol of persistence from Aboriginal People
- Demonstrates Aboriginal Kinship and connection to place
- Land uses in relation to the field site from both Aboriginal and Western Perspective