Learning Experience
Date: 18/10/22 Age/year group: 4-5
Reflect/review: what knowledge, skills, processes
and dispositions were addressed in this session?
The children have begun to do an Acknowledgement
of Country each morning with my Mentor. Today
was the first day I observed the children doing an
Acknowledgement with her. I believe it is something
she has recently introduced as she has only been at
the centre one month give or take.
This Acknowledgment includes words and arm
movements.
Sequence of teaching and learning:
1) Introduce the book. Who is the book about?
Who is the book intended for? Why is it
important for people to read this book?
2) Gage the children’s understanding of
Aboriginal and Torres Strait Islander peoples,
cultures, histories.
3) Read Somebody’s Land
4) What did the children think of the book?
Setting: Preschool Duration: 10-15mins
Data that informs plan (from observations):
From my observations the children have not
demonstrated an understanding of
acknowledgement or understanding of
Aboriginal and Torres Strait Islander people.
My mentor and I had a discussion and she
would like me to help introduce these
concepts.
Session context:
Beginning children’s understanding of
Aboriginal and Torres Strait Islander peoples,
cultures, and histories.
Resources:
Somebody’s Land by Adam Goodes
Allen & Unwin teaching resource
Key questions and discussion points:
Whose land are we on? How do we respect
these peoples and the land? What is this story
telling us?
Group size: Small group
Analysis: What learning has taken place and what
could be next?
Main goal of this session was to begin
understanding.
What could be next is another reading of the text as
a whole group and to ask questions regarding what
each page depicts (refer to Allen & Unwin teaching
resource).
Learning intention:
Developing children’s understandings of the Kaurna
people and the traditional owners of the land.
Curriculum/framework links:
Outcome 2.2 “Children respond to diversity with
respect”
Outcome 5.2 “Children engage with a range of texts
and gain meaning from these texts”

Date: 25/10/22 Age/year group: 4-5
Reflect/review: what knowledge, skills, processes
and dispositions were addressed in this session?
Sequence of teaching and learning:
1) The children are sitting on the mat ready for
group time before morning tea.
2) Acknowledgement of country.
3) Introduce the story as one of Indigenous
origins and ask the children to focus on the
art/pictures of the story.
4) As the story goes along, point out that the
colours represent the earth or the river etc.
Put a focus on how the artist has used dots to
help tell their story.
5) Once the story is over, relate the artwork
back to the Rangoli patterns we did
yesterday.
6) Introduce the dot painting we will be doing
after morning tea. Use the book as example.
Learning Experience
Setting: Preschool Duration: 10 minutes
Data that informs plan (from observations):
Last week the children did a painting activity
to do with Indigenous symbols.
Session context:
Introducing the idea of Dreamtime stories and
Indigenous art.
(Before Morning tea)
Resources:
Mimi Marraal by Melissa Greenwood
Key questions and discussion points:
Why do they paint this way? What is the
purpose of it?
What are Dreamtime stories?
Group size: Whole room
Analysis: What learning has taken place and what
could be next?
Dreaming Stories play an important part in the
cultural heritage of Aboriginal and Torres Strait
Islander peoples because Indigenous values,
responsibilities and spiritual beliefs are woven into
the Stories. It is a way of passing down knowledge
from one generation to the next.
What could be next is an activity distinguishing
dreamtime stories from other stories or seeing how
other cultures use stories and art to communicate.
Learning intention:
Developing the children’s understanding of
Aboriginal and Torres Strait Islander cultures
Curriculum/framework links:
Outcome 2.2 “Children respond to diversity with
respect.”

Date: 25/10/22 week 2 Age/year group: 4-5
Reflect/review: what knowledge, skills, processes
and dispositions were addressed in this session?
Fine motor skills. Hand-eye coordination.
Sequence of teaching and learning:
1) Set up the arts area for the dot painting as
the children are at morning tea.
2) Only four children can do this at once so
explain to some that they need to wait their
turn.
3) Have an example of dot painting on the table.
4) Help the children into smocks and let them
pick an animal they wish to dot paint.
5) If needed, help guide the children to use dots
to create patterns on their animal (some may
need guidance while others will pick it up
right away).
6) Once the child has finish their dot painting,
put their name on it and call another child for
their turn until all children have done a
painting.
Learning Experience
Setting: Preschool Duration: children rotating
in and out during indoor play
Data that informs plan (from observations):
Last week the children did a painting activity
to do with Indigenous symbols.
Session context:
Having introduced the children to Indigenous
art we are now going to have the children
create their own dot paintings.
(after morning tea)
Resources:
Paint in yellow, red, white, black. Cotton
buds, outlines of turtles, snakes, lizards,
kangaroos, smocks.
Key questions and discussion points:
Why do they paint this way? What is the
purpose of it?
Group size: up to four at a
time
Analysis: What learning has taken place and what
could be next?
Dot patterns have been used for thousands of years
as a form of communication and way of telling
stories for the Aboriginal and Torres Strait Islander
cultures. It only became an art form on canvas more
recently in the 1970s.
What could be next is giving the children the chance
to do their own dot painting with traditional
Indigenous symbols without a template.
Learning intention:
Developing the children’s understanding of artwork
and communication of Aboriginal and Torres Strait
Islander cultures.
Curriculum/framework links:
Outcome 2.2 “Children respond to diversity with
respect.”
 Learning Experience

Date: 26/10/22 Age/year group: 4-5 Setting: Preschool Duration: 5 minutes Group size: up to 5
(rotating in and out)
Reflect/review: what knowledge, skills, processes Data that informs plan (from observations): Analysis: What learning has taken place and what
and dispositions were addressed in this session? could be next?
Previous related activities.
Fine motor, sensory, Comments made:
Teachings of Aboriginal and Torres Strait
Islander cultures. - Is this paint?
- This feels weird.
The children did not engage as hoped with this
activity though a handful of children showed interest
for ten or so minutes.
What could be next is instead of paint, use sand
instead, possibly outside in the sandpit.
Session context:
Creating a sensory play activity for the
children to continue their Aboriginal and
Sequence of teaching and learning: Torres Strait Islander symbol learning. Learning intention:
5) Set up the paint in the baggies and tape them
to the table while children are at morning tea.
6) As the children come back in from morning
tea have them sit on the mat. Resources:
Curriculum/framework links:
7) Introduce the 3 activities that are set up Paint, large baggies, sticky tape.
(sensory, colouring in Indigenous art, and the
flower/garden activity). Key questions and discussion points:
Outcome 2.2 “Children respond to diversity with
8) Explain the aim of this sensory activity with respect.”
the paint is to create symbols by moving the
paint around the baggie with your finger.