Monday, March 25, 2019

AT 1.2 Citizenship Through History - Aboriginal & Torres Strait Islander Histories and Cultures Kim McLachlan


Welcome Parents/Carers

It really sparks your interest to discover that a pile of rocks, a scar on a tree or a mound of soil can retell an account of history of Aboriginal and Torres Strait Islander Peoples? In the Citizenship through History - Aboriginal & Torres Strait Islander histories and cultures unit I am aiming to cultivate a sense of wonder and curiosity through inquiry teaching and learning by positing the learner as an active participant in the learning process. (Murdock, 2015)

1.     What was life like for Aboriginal & Torres Strait Islander Peoples before the arrival of the Europeans?

2.     How is the identity of Aboriginal & Torres Strait Islander Peoples in Australia is shaped by Country/Place?

3.     Our role as a citizen in protecting places of outstanding significance to Australia?

(Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016)


Your child will brainstorm questions using this image.
                                                          (Flickr, 2015)




We are going to consider evidence that challenges the view that all Aboriginal peoples were nomads.

YouTube clip: Aboriginal Industry part 03 - https://www.youtube.com/watch?v=hN0X9G2Z5U8

Australian Broadcasting Corporation. Catalyst: Aboriginal Village. [Transcript]. URL: www.abc.net.au/catalyst/stories/s805459.htm

Pascoe (2014) explains that “Early travellers in the Alps remark on the small villages of stone houses and large populations” (p.91).
The students will then take on the role of junior archaeologist at a local site by using an iPad to collect photographic evidence of possible Aboriginal inhabitants and their connection to Country/Place such as rock formations, scar trees, bush foods, land clearing, artefacts and water sources.
A member from the ‘Taungurung Clan’ will guide our archaeologist field trip to Cathedral Range State Park, Victoria where the ‘Taungurung Clans’ are the traditional owners. The Cathedral Range was declared a State Park in 1979 due to its landscape features, diverse woodland types and protection of significant pre and post European historic sites (Parks Victoria, 2019).




                                                          (Lifeunseen,2019)
This field trip will include an ‘Acknowledgement of Country’ and a yarning story with the member/s from the ‘Taungurung Clan’ about how they lived, the connection to Country and the importance of  
this site.
Also, the student will develop essential skills in thinking, collaborating, communicating and researching.
On conclusion of the unit the students will create a PowerPoint presentation that features images and text that document their learning about how Aboriginal Peoples lived prior to European settlement, how they are shaped by Country/Place and the historical and cultural importance of protecting these sites by state law and National Heritage Listing.

How can parents/cares support their child’s learning? 
Please watch the clip and read the transcript provided in the links above. Another great resource is the Guide to Aboriginal sites and Places -
Discuss the importance of identifying and protecting these places and how they tell our national stories.
This may be a sensitive topic for some families and I am available to address concerns or answer questions regarding this unit.
Thank-you
Kim McLachlan




Reference List

Australian Curriculum, Assessment and Reporting Authority. [ACARA] (2016,
December 16). The Australian curriculum: Humanities and Social Science (Version
8.3). All year levels. Retrieved from             http://www.australiancurriculum.edu.au/download/f10
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016). Aboriginal and Torres Strait Islander Histories and Cultures. Retrieved
from https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-
priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/
 Australian Broadcasting Corporation. (2003). Catalyst: Aboriginal Village.
[Transcript]. Retrieved from www.abc.net.au/catalyst/stories/s805459.htm
Australian Broadcasting Corporation. (2003). Catalyst: Aboriginal Village. [Image].
Retrieved from
Creative Spirit. (2019). Guide to Aboriginal sites and places. Retrieved from https://www.creativespirits.info/aboriginalculture/land/guide-to-aboriginal-sites-and-places
Lifeunseen. (2019). Cathedral Ranges state park. Retrieved from
Parks Victoria. (2019). Culture and heritage. Retrieved from
Pascoe, B. (2014). Dark emu. Black seeds: agriculture or accident. Broome, Western
Australian: Magabala Books Aboriginal Corporation.
The Tabellarius. (2015). Aboriginal Industry part 03. [YouTube clip]. Retrieved from

































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Tuesday, March 12, 2019

AT1.1 Civics & Citizenship Blog Kim McLachlan




Welcome Parents/Carers

A current article in the local paper The Alexandra & Eildon Standard has highlighted the need for the community to get involved in waste education (Smith, 2019, p.20). This is a great opportunity for K3 students and families to take up this challenge in our Civics and Citizenship unit. We are exploring the inquiry question ‘How can I actively participate in my community to help life on earth?’
                                                                            (Smith, 2019) 

The students are learning about their roles and responsibilities of being an active citizen in their community to reduce the amount of waste being sent to landfill, improving recycling and minimising resource consumption. Also, the environmental and economic impacts waste has on the local community and ways to communicate ideas/solutions to others in the community about waste education.

The purpose behind getting involved in this community project is to develop skills and knowledge in how our actions in our local community can help life on earth. By reducing waste, we can significantly reduce impacts on the local and global environment. Australian Curriculum, Assessment and Reporting Authority (2012) recognises “the role of civic and political activity in generating more sustainable patterns of living. Actions to improve sustainability are both individual and collective endeavours shared across local and global communities” (p.15).  Additionally, your child will develop essential decision-making skills through posing questions, organising information/ideas and creating systems for a sustainable tomorrow.

 The students will develop their learning by exploring the inquiry question ‘How can I actively participate in my community to help life on earth?’ This will involve reviewing and improving our waste management system at school and at home which involves class discussions, posing questions, research and action. Also, our class will visit the Murrindindi Resource Recovery Centre, participate in the waste education activities, complete surveys and explore the roles and responsibilities of the local council. Brett (2019) explains that “Group enquiry; cooperative and experiential learning can increase student participation, improve communication skills, and empower students to become more engaged” (p.3). On conclusion of this unit the students will create waste management systems and posters that can be displayed around the school and local environment educating others about the importance of sustainable waste management.

(Can Stock Photo Inc, 2019)
How can parents/cares support their child’s learning? Get involved, have fun and celebrate your child’s steps towards becoming an active citizen in reducing the amount of waste being sent to landfill, improving recycling and making informed decisions when purchasing products. Activities will be sent home with your child that educate about what can and can not be recycled and making a compost or worm farm that can assist in reducing your family’s waste. You could also explore other recycling avenues about how you can recycle e-waste, soft plastics and batteries in your area. Most importantly have the conversation about reducing your household waste and the benefits it has economically and environmentally.

I am excited to introduce this Civics and Citizenship unit to your child and family. Any suggestions or questions are warmly welcomed.

Thanking-you

Kim McLachlan


Reference List

Australian Curriculum, Assessment and Reporting Authority. [ACARA], (2016, December

16). The Australian Curriculum: Humanities and Social Science (Version 8.3). All year levels. Retrieved from https://www.australiancurriculum.edu.au/download?view=f10

Australian Curriculum, Assessment and Reporting Authority. (2012). The Shape of the


Brett, P. (2019). Civics and Citizenship, week 2 content. [Lecture notes]. Retrieved from


Can Stock Photo Inc. (2019). Angry Cartoon Trash Can Vector. [Image]. Retrieved from


Smith, T. (2019, February 27). Get involved in waste education. The Alexandra & Eildon



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