That's Not My Name - Jajoo Warrngara

Learning Areas

Visual Arts | English | HASS

In this unit

This unit introduces students to the impact of colonisation on Adnyamathanha Yarta, focusing on the renaming of First Nations' sacred places. Through discussions and creative activities, students will explore the cultural significance of Adnyamathanha place names, what they teach about the land and its stories, and why recognising and reclaiming these names matters.

This unit includes:

Discovery Map

Unit

Cultural Protocols

Learning Areas

HASS Year 5

AC9HS5K02
The impact of the development of British colonies in Australia on the lives of First Nations Australians, the colonists and convicts, and on the natural environment
AC9HS5K04
The influence of people, including First Nations Australians and people in other countries, on the characteristics of a place
AC9HS5S01
Develop questions to investigate people, events, developments, places and systems
AC9HS5S05
Develop evidence-based conclusions
AC9HS5S06
Propose actions or responses to issues or challenges and use criteria to assess the possible effects
AC9HS5S07
Present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions

HASS Year 6

Visual Arts

AC9AVA6E01
Explore ways that visual conventions, visual arts processes and materials are combined to communicate ideas, perspectives and/or meaning in visual arts across cultures, times, places and/or other contexts
AC9AVA6E02
Explore ways that First Nations Australians use visual arts to continue and revitalise cultures
AC9AVA6C01
Use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning

English Year 5

AC9E5LE01
Identify aspects of literary texts that represent details or information about historical, social and cultural contexts in literature by First Nations Australian, and wide-ranging Australian and world authors
AC9E5LE02
Present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others
AC9E5LE03
Recognise that the point of view in a literary text influences how readers interpret and respond to events and characters
AC9E5LE04
Examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs
AC9E5LE05
Create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced
AC9E5LY06
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation

English Year 6

AC9E6LE01
Identify responses to characters and events in literary texts, drawn from historical, social or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors
AC9E6LE05
Create and edit literary texts that adapt plot structure, characters, settings and/or ideas from texts students have experienced, and experiment with literary devices
AC9E6LY04
Select, navigate and read texts for a range of purposes, monitoring meaning and evaluating the use of structural features; for example, table of contents, glossary, chapters, headings and subheadings
AC9E6LY05
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander Histories and Cultures

Country/Place

A_TSICP1
First Nations communities of Australia maintain a deep connection to, and responsibility for, Country/Place and have holistic values and belief systems that are connected to the land, sea, sky and waterways.
A_TSICP2
The occupation and colonisation of Australia by the British, under the now overturned doctrine of terra nullius, were experienced by First Nations Australians as an invasion that denied their occupation of, and connection to, Country/Place.
A_TSICP3
The First Peoples of Australia are the Traditional Owners of Country/Place, protected in Australian Law by the Native Title Act 1993 which recognises pre-existing sovereignty, continuing systems of law and customs, and connection to Country/Place. This recognised legal right provides for economic sustainability and a voice into the development and management of Country/Place.

Culture

A_TSIC1
First Nations Australian societies are diverse and have distinct cultural expressions such as language, customs and beliefs. As First Nations Peoples of Australia, they have the right to maintain, control, protect and develop their cultural expressions, while also maintaining the right to control, protect and develop culture as First Nations Cultural and Intellectual Property.
A_TSIC2
First Nations Australians’ ways of life reflect unique ways of being, knowing, thinking and doing.
A_TSIC3
The First Peoples of Australia (Aboriginal Peoples) belong to the world’s oldest continuous cultures. First Nations Australians demonstrate resilience in the maintenance, practice and revitalisation of culture despite the many historic and enduring impacts of colonisation, and continue to celebrate and share the past, present and future manifestations of their cultures.

People

A_TSIP2
First Nations Australians have sophisticated political, economic and social organisation systems, which include family and kinship structures, laws, traditions, customs, land tenure systems, and protocols for strong governance and authority.
A_TSIP3
The significant and ongoing contributions of First Nations Australians and their histories and cultures are acknowledged locally, nationally and globally.

Storytellers

Year levels: 3-4 3 lessons

Students engage with Adnyamathanha stories. They gain insights into the valuable lessons Dreaming stories convey about identity, values, and the environment. They participate in yarning circles, mind mapping activities, and art-making.

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Tracing Footsteps: A Journey Through Country

Year levels: 3-6 3 lessons

In this multi-year, cross-curriculum unit, students explore Adnyamathanha Country through the Same Like Yesterday mapping activities, storytelling, biographical interviewing, and visual art.

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The Impact of Uranium Mining

Year levels: 7-8 3 lessons

Students will explore the cultural, environmental, and ethical impacts of mining, focusing on the Beverley Uranium Mine and other global examples.

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Discovery Map – Creating Country Geography

Year levels: 8 3 lessons

Students will engage with the Creation Stories of 3 different Aboriginal Language groups throughout Australia.

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Discovery Map – Creating Country Science

Year levels: 8 3 lessons

Students will engage with the Creation Stories of 3 different Aboriginal Language groups throughout Australia.

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What Makes a Place Special?

Year levels: 4 1 lessons

Students will interact with the Adnyamathanha Creation story Yurlu: The Kingfisher Man and identify the significance of Country for the Adnyamathanha people.

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Returning Language to Place

Year levels: 4 1 lessons

Students will conduct research to identify different sources of information and identify different points of view in order to distinguish facts from opinions. In doing so, they will interact and respect other people’s point of view.

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Knowledge Through Story

Year levels: 3 3 lessons

Students will learn about the story: Yulu, the Kingfisher Man and its importance to the Adnyamathanha people.

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Significance of Country

Year levels: 5-6 2 lessons

The Adnyamathanha Creation story Yurlu: The Kingfisher Man is an important account of the Creation and history of the Flinders Ranges of South Australia.

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Forming Country

Year levels: 8 3 lessons

Students will understand how Woonyoomboo formed landscapes, particularly waterways alongside the deep spiritual connections of Aboriginal people to waterways.

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Unit Content

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That’s Not My Name 3 Lessons

Focus Area Content

0% Complete 0/3 Steps

That’s Not My Name – Lesson 1

That’s Not My Name – Lesson 2

That’s Not My Name – Lesson 3

That’s Not My Name

Learning Areas

In this unit

This unit includes:

Discovery Map

Unit

Cultural Protocols

Learning Areas

HASS Year 5

HASS Year 6

Visual Arts

English Year 5

English Year 6

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander Histories and Cultures

Country/Place

Culture

People

Unit Content

Adnyamathanha Community

Years 5-6

Visual Arts

English

HASS

3 x 60 minutes

Unit Includes

Explore

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That’s Not My Name

Learning Areas

In this unit

This unit includes:

Discovery Map

Unit

Cultural Protocols

Learning Areas

HASS Year 5

HASS Year 6

Visual Arts

English Year 5

English Year 6

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander Histories and Cultures

Country/Place

Culture

People

Related Units

Unit Content

Adnyamathanha Community

Years 5-6

Visual Arts

English

HASS

3 x 60 minutes

Unit Includes

Explore

Login or Subscribe

Contact us