Unit of Work 102085:

Site Details:
Art Gallery of NSW
Land of Gadigal
1 Art Gallery Road, Sydney 2000
Site Description:
The Art Gallery of NSW is located on the Gadigal land of the Eora nation who are the
traditional custodians of that land. The art gallery was established in 1871 and proudly
presents art works from all over the globe. The art gallery acknowledges all cultures,
traditions and art works and presents many collections. Indigenous art is presented in
multiple exhibitions. One of which is the Yiribana gallery which contains Aboriginal and
Torres Strait Islander art including historical, modern and contemporary work.
Group member Lesson plan Outline Curriculum area covered and link to your
number X/10 site
1 Eman Taleb 1/10 English - Creation Story
2 Gabriella Talarico 2/10 Visual Arts - Indigenous Art
3 Jinane Jomaa 3 & 5/10 Mathematics - Weaving (Measurement) & Statistical
Analysis
4 Lucy Tran 4/10 Commerce -Running a business/Trade
5 Mariam 6 & 10/10 Modern History - WWI
6 Pham Thanh Bao 7 & 9/10 Geography - Migration Post WW1 &
Nguyen Urbanisatiom/Settlement
7 Reema Saab 8/10 English - Contemporary English Literature
Unit description Resources
Modern and Indigenous 8 Aboriginal ways of Learning factsheet. (n.d.). Retrieved from
knowledge have long been painaustralia: https://www.painaustralia.org.au/static/uploads/files/8-
presented through art. aboriginal-ways-of-learning-factsheet2-wfklwmnralub.pdf
Mathematical measurements Australian Professional Standards for Teachers. (2018). Retrieved March
and ideas, historical events, 26, 2018, from NSW Education Standard Authority:
geographical sites, trading http://educationstandards.nsw.edu.au/wps/wcm/connect/8658b2fa-
philosophies and spiritual 62d3-40ca-a8d9-02309a2c67a1/australian-professional-standards-
beliefs are documented via art teachers.pdf?MOD=AJPERES&CVID=
in galleries and museums. Arts Board of Studies. (1995). Invasion and resistance: untold stories. Retrieved
chosen to create lesson plans from Board of studies.
for various key learning areas Board of Studies. (2015). Geography K-10 Syllabus. Sydney: Board of
in this unit of work are Studies.
displayed in the various Board of Studies NSW. (2012). English K-10 Syllabus. Retrieved from NSW
Aboriginal and Torres Strait Education Standards Authority :
Islander art exhibitions in the https://educationstandards.nsw.edu.au/wps/portal/nesa/k-
Art Gallery of NSW which is 10/learning-areas/english-year-10/english-k-10
located on the Sydney Dept. of Education and Training, Professional Learning and Leadership
harbour. The Gadigal people Development Directorate. (2006). A classroom practice guide. Sydney:
of the Eora nation are the Department of Education and Training, Professional Learning and
traditional custodians of the Leadership Development Directorate.
land which the art gallery is Gore, J. (2007). Improving Pedagogy- The challenges of moving teachers
situated. It is essential that toward higher levels of quality teaching. The University of Newscastle.
Aboriginal and Torres Strait NSW Education Standard Authority . (2003). Visual Arts Year 7-10
Islander art is preserved Syllabus. Retrieved from NSW Education Standard Authority:
through education as sacred. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-
As a general outcome, 10/learning-areas/creative-arts/visual-arts-7-10
Students will learn to NSW Education Standard Authority. (2003, June). Commerce 7-10
acknowledge Indigenous art Syllabus. Retrieved from NSW Education Standards Authority:
and draw connections http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
between art and modern areas/hsie/commerce
knowledge. NSW Education Standard Authority. (2012). Mathematics K-10
Syllabus. Retrieved from NSW Education Standard Authority:
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-
10/learning-areas/mathematics/mathematics-k-10/content
Time allocation 10 × 60- NSW Education Standards Authority. (2012). History K-10
minute lessons Syllabus. Retrieved from NSW Education Standards Authority.
Targeted outcomes
(Shown below

SYLLABUS SYLLABUS KEY INTEGRATED CONNECTIONS TO 8

OBJECTIVE OUTCOMES/ TEACHING, WAYS
S CONTENT LEARNING AND
ASSESSMENT
Lesson 1 English: Objective A In this lesson,
Creation Students: students focus
story Engage on the way
personally with experiences
texts affect
- Appreciat storytelling and
e, explain and how storytelling
respond to the can inform our
aesthetic sense of
qualities and community.
the power of Students are
language in an invited to listen
increasingly to the traditional
sophisticated creation story of
range of texts the Ngiyaampaa
Respond to and people, the story
compose texts of Guthi Guthi.
- Create This exercise
sustained texts, allows them to
including texts experience a
that combine cultural
specific digital connection
or media paying close
content, for attention to the
imaginative, dynamics of
informative or elder and
persuasive student, leading
purposes that to the concept of
reflect upon kinship and
challenging and community that
complex issues Indigenous
- Present people find so
an argument important. Using
about a literary Guthi Guthi as
text based on inspiration,
initial students are
impressions then introduced
and to Trevor
subsequent Nickolls ‘The
analysis of the Garden of Eden’
whole text from the Art
Objective C Gallery of NSW.
Students: Given their
Develop and contemporary
apply context, they are
contextual asked to
knowledge: breakdown and
- Critically analyse their
respond to perceptions of
texts by the painting by
drawing on telling a story
knowledge of collectively as a
the historical class. This
context in exercise exposes
which texts the underlying
were themes of racism
composed and stigma,
through a biracial
program of relationships,
wide reading religion and the
and viewing Dreaming. Using
Objective D the ideas from
Students: the painting,
Respond to and students are
compose texts then invited to
- Respond work on their
to and own creation
compose stories using the
sustained provided
imaginative, scaffold for
creative and guidance, in
critical texts order to
that represent highlight their
aspects of their connection and
expanding perception to
personal and their own
public worlds, personal world
 for a wide and the way
range of they fit in it.
purposes,
including for
enjoyment and
pleasure
Lesson 2 Visual Arts: 5.1 develops Students will
Indigenous range and gain an in depth
Art autonomy in understanding of
selecting and Aboriginal and
applying visual Torres Strait
arts Islander Art with
conventions the help of Cara
and Pinchbeck, who
procedures to is the Aboriginal
make artworks curator of the
5.2 makes Art Gallery of
artworks NSW. Cara
informed by Pinchbeck will
their share stories and
understanding knowledge with
of the function the class, as well
of and as inspire
relationships students to
between artist create their own
– artwork – Aboriginal and
world – Torres Strait
audience Islander
5.7 applies artworks. Cara
their Pinchbeck and
understanding the teacher will
of aspects of help students
practice to analyse an
critical and artwork from the
historical Art Gallery of
interpretations NSW ‘Watiku
of art Nguru Pulkana’,
5.5 makes so that students
informed can understand
choices to the artwork and
develop and symbols used on
extend a deeper level.
concepts and Students will
different respectfully
meanings in gather items
their artworks from outdoors
 5.10 such as rocks,
demonstrates sticks, and leaves
how art to assist them
criticism and with their
art history artworks. As well
construct as these items,
meanings they are
encouraged to
incorporate
modern paints
and materials, all
while also
incorporating
the well-known
symbols that are
seen in
Indigenous
artworks such as
‘Watiku Nguru
Pulkana’.
Students will
receive a
worksheet with
Indigenous
symbols to
further support
and encourage
incorporating
these symbols
into their
artworks.
Lesson 3 Mathematic MA5.3-13MG – Video of weaving
s: Weaving Students by Indigenous
connect the people of the
concepts of Gadigal
surface area community is
and volume, shown to
discussing students
reasons for (Students
their plans in previously seen
relation to the weaved
these terms. baskets in Art
MA5.3-1WM - Gallery of
Students apply Arnhem Land).
the formula for Various images
surface area of of different sizes
a Sphere and types of
MA5.3-14MG – weaved baskets
Students apply are provided for
the formula for demonstration.
volume of a
sphere Students
develop their
plans for
creating a
weaved basket
(decide on the
purpose of the
basket and
develop the
dimensions
accordingly).
Students present
their plans to the
class and discuss
what their
basket will be
used for and
why their plan is
suitable.
Students are
invited to a
weaving club
where they can
create their
planned
baskets.
Land links are
created by
understanding
weaving in the
context of the
local community
through the
video resource.
Non-verbal
learning is
applied with
student's
development of
their own plans
using sketches.
Lesson 4 Commerce: 5.7 researches In this
Selling and assesses commerce
Products commercial lesson, students
and legal examine the
information barter system.
using a variety The barter
of sources system was a
5.8 explains common
commercial Indigenous
and legal method of
information exchanging
using a variety goods and
of forms services.
5.9 works Students will
independently work in groups
and to research and
collaboratively create an
to meet infographic
individual and about the
collective goals ‘Sydney Harbour
within Bridge’, 2002 by
specified Esme Timbery.
timelines The infographic
poster should
include
information
about:
 the artist
 the
artwork
itself
 the
resources
used to
create
the
artwork
 Indigeno
us
method
of selling
 A
marketin
g strategy
to sell
the
artwork
Lesson 5 Mathematic MA5.2-16SP – Students
s: Massacres Investigating develop their
of the understanding of
Indigenous relationship bivariate data
Populations between time analysis in the
and massacres context of
of Indigenous Aboriginal
populations massacres in
Australian
MA5.2-1WM - History. Judy
Students learn Watson’s “A
to construct Picnic with the
and interpret Natives – the
statistical data gulf” at the Art
(line graphs) Gallery of NSW is
used as an
initiation of the
conversation on
Aboriginal
massacres.
Students focus
on one area
(state or region)
and the different
time periods and
create a visual
representation
of the number of
massacres over
time (assistance
of interactive
map). Students
also create line
graphs of the
information. The
significance of
the various ways
of
representation
are discussed
and students use
their graphs to
discuss reasons
for change in
massacres over
time.
 The lesson
involves story
sharing as it
begins with the
story which
emanates from
the artwork of
Judy Watson and
how stories of
Indigenous
people are
shared. It also
incorporates
symbols and
images in the
ways that
students choose
to represent
their statistical
information
creatively.
Lesson 6 Modern › sequences The modern
History: and explains history of
WW1 the significant Australia
patterns of witnessed a
continuity and number of
change in the milestones and
development turning points
of the modern that changed the
world and shape of
Australia HT5-2 Australia and its
people.
In the modern
era, Australia
witnessed
imperialism,
colonisation,
industrialism and
nationalism. The
peak of
development in
the Australian
modern history
was world WWI
& WWII (NESA).
This lesson will:
 1) Allow
students to
explore the
causes of WWI
and aspects of
WWI that
contributed to
creating modern
Australia.
2) introduce to
students the
historical facts
pertaining
Indigenous
contribution and
service in WWI.
3) Allow
students to
make historical
and social links
and connections
that involve
discrimination
against
Indigenous
Australians.
SYLLABUS SYLLABUS KEY INTEGRATED CONNECTIONS TO 8
OBJECTIV OUTCOMES/ TEACHING, WAYS
ES CONTENT LEARNING AND
ASSESSMENT
Lesson 7 Geography A student: In this lesson,
Geograph Aboriginal - Explain students
y: Australian processes and investigate
Changing Internal influences reasons for and
places Migration: that form and effects of internal
Post WWI transform migration in
places and Australia among
environment Indigenous
- Analyses the soldiers and their
effect of family after they
interactions came back from
between the first world
people, places war.
and Students work in
environments groups to:
- Assess - Analyse and
management explain trends in
 strategies for migration post
places and WWI
environments - Assess
for their management
sustainability strategies for
- Acquires Aboriginal soldiers
and processes settlement in
geographical Sydney, in regard
information of places and
by selecting environment for
and using their sustainability
appropriate and demonstrate
and relevant by using Sydney
geographical map.
tools for - Discussion of
inquiry economics, social
- Communicat or environmental
es consequences of
geographical internal migration
information to on places of origin
a range of and destination
audiences
using a variety
of strategies
Lesson 8 Geography: Students Students learn
Geograph Urban investigate in about the
y: settlement urban population
Changing patterns settlement movement of
places pattern of Indigenous
contemporary communities in
Aboriginal modern society
community in Students:
modern  Read maps,
context: locate,
- Examination compare
of urban and
settlements to contrast
determine different
patterns of Sydney’s
concentration suburban
- Explanation developme
of factors nt: then
influencing and now.
urban  Investigate
concentration: the causes
climate and and effects
topography, of
 transportation urbanisatio
network, land n on
use and Aboriginal
perception of culture and
liveability living
- Assessment conditions
of the  Research
consequences social and
of urban economic
concentrations backgroun
on the ds of
characteristics, Aboriginal
liveability and community
sustainability as a result
of places of
urbanisatio
n
 Assess and
present the
consequen
ces of
urban
concentrati
on on
Aboriginal
culture,
use of land
and living
conditions.
Lesson 9 English: EN5-1A: Analyse In this lesson,
Contempora and explain the students develop on
ry Aboriginal use of symbols, their background
Literature icons and myths knowledge from
in still and lesson one and
moving images explore the ideas
and how these around racism and
augment stigma, biracial
meaning relationships,
(ACELA1560) religion and the
EN5-7D: Analyse Dreaming. Students
the ways in explore the use of
which creative symbols within the
and imaginative artwork and its
texts can representation of
explore human Aboriginal traditions
experience, and European
universal traditions. Students
themes and analyse the symbols
social contexts. to identify reasons
 EN5-8D: Explain and issues
and analyse surrounding the
cultural barrier between
assumptions in Aboriginal traditions
texts, including and European
texts by and traditions. Students
about Aboriginal deepen their
Australians. cultural knowledge
and explore reasons
such as racism,
essentialism and
otherness. Students
develop a sense of
community link by
exploring the idea of
cross-cultural within
the artwork and
respond to the
artwork from an
alternate
perspective.
Students can utilise
this understanding
of cross-cultural in
everyday life and to
work against the
barrier between
Aboriginal traditions
and European
traditions.
SYLLABUS SYLLABUS KEY INTEGRATED CONNECTIONS TO 8
OBJECTIVES OUTCOMES/ TEACHING, WAYS
CONTENT LEARNING AND
ASSESSMENT
Lesson 10 Modern › sequences The significance of
history: and explains the following for
Rights and the significant the civil rights of
freedoms patterns of Aboriginal and
continuity and Torres Strait
change in the Islander peoples:
development 1962 right to vote
of the modern federally; 1967
world and Referendum;
Australia HT5- Reconciliation;
2 Mabo decision;
› uses relevant Bringing Them
evidence from Home Report (the
sources to Stolen
support Generations); the
historical Apology
narratives, (ACDSEH106)
explanations Students outline
and analyses the background,
of the modern aims and
world and significance of key
Australia HT5- developments in
6 Aboriginal and
Torres Strait
Islander peoples'
struggle for rights
and freedoms