Aboriginal & Culturally

Responsive Pedagogies
Assignment 2 – E-poster
Mayada Ibrahim 98119934
Radia Hage 18035432
Janan Ahmet 17970147
Nida Anwer 17732736
Tutorial Class: Wednesday 10:30

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 The site can assist students in their understanding of
the core study –depth study 4: Rights and Freedoms
(1945-present)

Through the bush tucker walk plus the cultural talk,

students will examine various sources and artifacts in
order to gain a deeper understanding of the unique
relationship that Aboriginal people have with the land.
Students will use place based learning “land links”
and draw on local community knowledge “community
links” in order to appreciate how for thousands of
years , Aboriginal people enjoyed rights to their land
according to their own laws and customs. This will
Situated in the heart of the Darug nation, the Rouse Hill Muru Mittigar site allow students to gain better understanding of the
provides students and teachers with an opportunity to gain a deeper 1992 Mabo decision which is a key topic in the core
understanding and appreciation of Aboriginal culture, history, heritage, unit.
traditions and protocols.
The unit of work incorporates the 8-ways
pedagogy in various key learning areas in order This lesson is designed to meet syllabus outcomes
The center offers educational and cultural school programs that can be HT5-3, HT5-6, HT58.
adapted to align with any key learning area .These programs which are led by to provide students with a deep understanding
friendly and experienced cultural officers, allow students to participate in of Aboriginal culture and history from the Mayada Ibrahim 98119934
interactive and hands on experiences with members of the local Aboriginal perspective of Aboriginal people. This unit is to
community. be delivered after students visit the Muru
Students will be enthralled by a boomerang throwing workshop, a bush Mittigar Aboriginal Cultural Center.
tucker walk, a traditional art lesson and a cultural talk that introduces
students to a range of Aboriginal artefacts. Students will also learn about the
different language groups, lifestyle, protocols, song lines and connections
using the Aboriginal Australia map.

Prior to visiting the site we took the time to read the “Working
with Aboriginal Communities’.
Introductory protocols were addressed by spending time on the
phone sharing personal background information about ourselves
and the purpose of our visit. We were also aware that in some
Aboriginal communities, direct eye contact is deemed
inappropriate; however this was not an issue for us at this
particular site.
During our visit, we made sure that we were sensitive when
discussing Aboriginal issues and experiences such as the
“Dreaming” and “Creation” as well as colonisation. During the
didgeridoo demonstration our group acknowledged the existence
of women’s business and men’s business within Aboriginal
communities. Therefore, we respected the fact that as women, we
were unable to play the didgeridoo- as it is seen by Aboriginal
communities as men’s business.
We also adhered to ethical protocols by asking our tour guide
permission to record and photograph him during our visit.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students.
The unit utilises the ‘8 ways’ pedagogical framework to provides a range of activities . The lessons
in this unit incorporate story sharing, yarning circles, learning maps, land links and community
links, in order to meet the specific needs of Indigenous students, as well all diverse students.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote
reconciliation between Indigenous and non-Indigenous Australians.
The lessons in the teaching areas have been designed for all students to understand the Aboriginal
culture and develop respect for the people. This aligns with the Professional Standards, as
developing students to understand and respect the people will overall promote the process of
reconciliation.
Connections to Quality Teaching Framework:
The unit has been designed to cover several elements of the ‘Quality Teaching Framework’, in order
to provide students with a quality learning environment and to enhance their learning. Elements
Yarn circle for students to share their thoughts and
that were utilised from the framework include: 1.2, as students attain throughout the unit a ‘deeper
ideas.
understanding’ of Aboriginal and Torres Strait Islander people. Further, students gain 2.4 ‘social
support’ through community consultation and engagement, as well as 3.5 ‘connectedness’, as
students will obtain learning that has value and meaning beyond the classroom.
Ancient art of boomerang throwing in beautiful
bush setting.

The site is useful for stage five Drama students studying Aboriginal performance
traditions.
From the cultural talk students will learn about the significance of Aboriginal dramatic
performance, such as dance, as well as the protocols involved in producing the dramatic
performances. Students will then practice performing the different conventions of dramatic
performance, such as makeup, movement, markings and storytelling with the support of
Aboriginal community members, in order to help with composing their own dance
performance at the end of term. This lesson incorporates various Aboriginal learning
techniques from the ‘8 ways’ pedagogy, such as story sharing, community links, and non-
verbal communication activities.
This lesson meets outcome 5.2.1.
Showcase of the implements and Radia Hage 18035432.
weaponry that were used
traditionally

The site is useful for stage five English students studying the unit
‘Indigenous Perspectives and Visual Literacy’. This unit focus on
how indigenous perspectives are represented in a wide range of texts
The Muru Mittigar Cultural centre is a useful site for stage 4 Geography students , as it allows including picture books and aims to enrich students’ empathy
them to gain a deeper understanding of the depth study Landscape and Landforms. In regarding Aboriginal history.
particular, the site will allow students to meet the syllabus outcome “Explanation of the Students will be able to draw upon the cultural talk, bush tucker
aesthetic value of landscapes and landforms to culture and identity. walk and traditional art class to gain an appreciation of Aboriginal
During the cultural talk and bush tucker walk, students will listen to the cultural officer culture, values and ways of viewing the world. This will allow
discuss the significance of land to Aboriginal communities as he explains the food, the healing students to gain a deeper understanding of the Aboriginal texts
properties and other resources found from native plants established onsite. Students will be studied in class including the picture books “The Rabbits” and “The
able to use place based learning “ land links” to gain crucial cultural awareness of the Lost Girl”. While examining these visual texts, students will be able
traditional custodians of the land and their unique connection to the land . Moreover, to incorporate their knowledge from the site with “symbols and
students will be given an opportunity to investigate the aesthetic, cultural, spiritual and images” and “non-verbal” from the 8 ways pedagogy to demonstrate
economic value of landscapes and landforms for Aboriginal and Torres Strait Islander Peoples their understanding of how meaning is portrayed in picture books
thus meeting stage 4 Geography syllabus outcomes. and other visual texts.
This lesson meets the following syllabus outcomes: GE4-1 – GE4-3 - GE4-6 - GE4-8. Outcome EN5-1A.
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www.PosterPresentations.com Nida Anwer 17732736 Janan Ahmet 17970147