Aboriginal and Torres Strait Islander Histories and Culture Education: Tangdimmaa, People, Environment and Place.

What Children Are Learning

Students in year 4 will this term be studying an integrated unit centred around the local Aboriginal history and culture of the Rocky Cape National Park. This land holds great significance, both past and present, to the Aboriginal community and is known as Tangdimmaa. Students will be guided by the following inquiry questions informed by the Australian Curriculum for this year group:

•  How did the natural environment support the Tommeginer people of this land?
• What was the traditional diet of the Tommeginer people?
•   How did the Tommeginer people ensure that food sources were adequate from season to season?
•   How was the traditional Aboriginal diet affected by colonisation?
•  What is being done today to manage these resources?
  

Why They Are Learning 

The Australian Curriculum asserts that all students should be offered rich and meaningful learning experiences to “engage in reconciliation, respect and recognition of the world’s oldest continuous living cultures” (ACARA, 2015). A further commitment has been outlined in the Melbourne Declaration to ensure “students understand and acknowledge the value of Indigenous cultures and possess the knowledge, skills and understanding to contribute to, and benefit from, reconciliation between Indigenous and non-Indigenous Australians” (MCEETYA, 2008). This unit aims to align with both of these commitments by using inquiry based learning to promote creative and divergent thinking while building skills, knowledge, understandings to close the gap between indigenous and non-indigenous Australians. 

How They Are Learning 

The teaching and learning that will occur in this unit will be guided by the 8 ways of learning framework developed for Aboriginal education. The purpose of this is to ensure students will learn through culture, not just about it. An interconnected approach to learning has been adopted to deepen understandings and draw on multiple learning areas from the curriculum. Students will:

•  Construct learning maps to answer inquiry questions.
• Participate in hands on and kinaesthetic learning through contextualised experiences in the field. This will occur through linking learning to the land by taking part in an excursion to Rocky Cape National Park to meet, listen to stories, and be guided by a local Aboriginal elder.
•   Invite community members into the school to showcase their work and present an acknowledgement of country. 
• Prepare and share food featuring traditional and indigenous ingredients, plant an indigenous food garden and share stories of their learning and experiences throughout the unit.
  

How Parents/Carers Can Support Their Child’s Learning

•  As a family you could watch the movie Manganinnie, a story of an Aboriginal woman set in Tasmania. It is available on SBS on demand, or follow the link. http://www.sbs.com.au/ondemand/video/48205379935/manganinnie
•  Talk to your children about the importance of Aboriginal culture to foster an attitude of respect and curiosity.
•   Investigate and visit together other local Aboriginal sites and people.
•  Come along to the open day that will be planned by students to showcase their work in this unit.
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  References

Australian Curriculum, Assessment and Reporting Authority, (2015). Australian curriculum: Humanities and social sciences. Retrieved from:http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f-10?layout=1

Australian Curriculum, Assessment and Reporting Authority, (2015). Australian curriculum: cross curriculum priorities, Aboriginal and Torres Strait Islander histories and culture. Retrieved from: http://www.australiancurriculum.edu.au/crosscurriculumpriorities/aboriginal-and-torres-strait-islander-histories-and-cultures/overview

 Department of Education and Skills (2006). Learning outside the classroom manifesto. Retrieved from: https://mylo.utas.edu.au/content/enforced/157858-AW_EED_16S2_11696_1_0_0_1_1/module%2002/Week%2010/Learning%20outside%20classroom%20UK-Manifesto.pdf?_&d2lSessionVal=Xjeph8GU3mHbBlRkRoPR4XgoG&ou=157858

Department of Primary Industries, Parks, Water and Environment [DPIPWE] (2008). Parks and wildlife services Tasmania. Retrieved from: http://www.parks.tas.gov.au/indeX.aspX?base=3710

Gilbert, R. & Hoepper, B. (2014). Teaching humanities and social sciences: history, geography, economics & citizenship (5th Ed.). South Melbourne, Vic: Cengage Learning Australia Pty. Ltd.

Ministerial Council on Education, Employment, Training and Youth Affairs, (2008). Melbourne declaration on educational goals for young Australians. Retrieved from: http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Reynolds, R. (2014). Teaching humanities and social sciences in the primary school (3rd Ed.). Melbourne, Vic: Oxford University Press.

Taylor, T., Fahey, C., Kriewaldt, J. & Boon, D. (2012). Place and time: Explorations in teaching Geography and History, Frenchs Forest, NSW: Pearson Australia

Yunkaporta, T., (2009). Aboriginal pedagogies at the cultural interface. Retrieved from: http://researchonline.jcu.edu.au/10974/4/04Bookchapter.pdf