Storytellers

Learning Areas

English | Visual Arts

In this unit

In this unit, students will immerse themselves in the rich storytelling traditions of the Adnyamathanha people using the installation and online experience Same Like Yesterday: Virlkuthalypila and Other Stories from Our Country as a starting point. Through interactive activities, they will explore Dreaming stories, and understand how these stories can convey information about identity, values, and the environment. They will participate in yarning circles, mind mapping activities, and art-making, developing a deeper understanding of the importance of storytelling.

This unit includes:

Discovery Map

Unit

Teacher Resource

Cultural Protocols

Learning Areas

English Year 3

AC9E3LA03
Describe how texts across the curriculum use different language features and structures relevant to their purpose
AC9E3LA09
Identify how images extend the meaning of a text
AC9E3LE01
Discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
AC9E3LE02
Discuss connections between personal experiences and character experiences in literary texts and share personal preferences
AC9E3LE03
Discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative
AC9E3LE05
Create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts
AC9E3LY02
Use interaction skills to contribute to conversations and discussions to share information and ideas
AC9E3LY05
Use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
AC9E3LY06
Plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words

English Year 4

AC9E4LA03
Identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes
AC9E4LE01
Recognise similar storylines, ideas and relationships in different contexts in literary texts by First Nations Australian, and wide-ranging Australian and world authors
AC9E4LE02
Describe the effects of text structures and language features in literary texts when responding to and sharing opinions
AC9E4LE03
Discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions
AC9E4LE05
Create and edit literary texts by developing storylines, characters and settings
AC9E4LY03
Identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
AC9E4LY05
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
AC9E4LY06
Plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation.

Visual Arts Year 3 and 4

AC9AVA4E01
Explore where, why and how visual arts are created and/or presented across cultures, times, places and/or other context
AC9AVA4E02
Explore how First Nations Australians use visual arts to communicate their connection to and responsibility for Country/Place
AC9AVA4D01
Experiment with a range of ways to use visual conventions, visual arts processes and materials
AC9AVA4C01
Use visual conventions, visual arts processes and materials to create artworks that communicate ideas, perspectives and/or meaning

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 Indigenous 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_TSIP1
Australia has 2 distinct First Nations Peoples; each encompasses a diversity of nations across Australia. Aboriginal Peoples are the first peoples of Australia and have occupied the Australian continent for more than 60,000 years. Torres Strait Islander Peoples are the First Nations Peoples of the Torres Strait and have occupied the region for over 4,000 years.
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.

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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That’s Not My Name

Year levels: 5-6 3 lessons

Students explore the impact of colonisation on Adnyamathanha Yarta, focusing on the renaming of First Nations' sacred places, and why recognising and reclaiming the original name matters.

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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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Storytellers 3 Lessons

Focus Area Content

0% Complete 0/3 Steps

Storytellers – Lesson 1

Storytellers – Lesson 2

Storytellers – Lesson 3

Learning Areas

In this unit

This unit includes:

Discovery Map

Unit

Teacher Resource

Cultural Protocols

Learning Areas

English Year 3

English Year 4

Visual Arts Year 3 and 4

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander Histories and Cultures

Country/Place

Culture

People

Unit Content

Adnyamathanha Community

Years 3-4

English

Visual Arts

3 x 60 minutes

Unit Includes

Explore

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Storytellers

Learning Areas

In this unit

This unit includes:

Discovery Map

Unit

Teacher Resource

Cultural Protocols

Learning Areas

English Year 3

English Year 4

Visual Arts Year 3 and 4

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander Histories and Cultures

Country/Place

Culture

People

Related Units

Unit Content

Adnyamathanha Community

Years 3-4

English

Visual Arts

3 x 60 minutes

Unit Includes

Explore

Login or Subscribe

Contact us