‘NATIONAL SORRY DAY’ – Annotated bibliography

Licencing

Owned/Subscribed

Copyrighted for person and educational use but not for distribution.

Owned.

Evaluation

The box set is aimed at Indigenous students as they would identify with the storylines and characters and thus be more likely to engage with it.  The language is colloquial and could be considered a Hi-Lo series for older readers. Since many Indigenous teens have lower literacy than their non Indigenous peers, it is important to have books that cater to their ability and interest (AIHW, 2017)

The resources allows for development of a subtle and covert knowledge and understanding of indigenous peoples.  Authenticity and perspective has been maintained as all stories have been compiled by Indigenous authors and anthologies led by tribal elders.

OI: 1, 4, 5, 6, 7, 8,9

This book is excellent at initiating educators to Indigenous culture and histories especially those who have had limited exposure to Australian and Indigenous culture such as overseas born staff and students. There is an accompanying website listed in the book with additional materials. It is aimed at adults as a teaching resource, but can be read recreationally by both staff and senior students.

Stage 5 – Drama – (ACADRR053); English – (ACELT1772) (ACELT1636)

GC – Lit, CCT, ICU, PSU

OI: 2, 5, 8

This play, whilst dated, can be used as a culmination for National Sorry Day or similar units of work. The themes may be distressing for younger students, so class discussion is essential.  The play uses common language that resonates with the reader. It can be analysed from an Australian perspective and it can be performed to a groups as informative drama or as a dramatic reading. Good for kinesthetic learners.

Downloading/editing/embedding with citation permitted

And. (ACDSEH023) (ACDSEH104)  (ACDSEH134) (ACDSEH149)

OI: 2, 4, 5, 6,7,8,9

This resource is heavy in learning outcomes, capabilities and ATSI CPP.  The multimodality will support teaching and learning in discrete lessons and as part of NAIDOC week and National Sorry Day.  

The resources are appropriate for a school setting and are of mixed literacy ability and an inclusive school.    The main downside of this digi-book is that it does not belong to the school and there is no guarantee of its continuance.

GC – PSC, ICU, CCT

OI: 1, 2, 3, 4, 5, 6, 7, 8, 9

This report has a narrow use in a school setting. It is NOT to be disseminated to the students but rather excerpts used in specific teaching and learning practices.  Teacher discretion required. For example, to provide ‘voices’ for a yarning circle as a classroom exercise which would highlight the importance of oral traditions for Indigenous peoples and thus in turn, the significance of mother tongue.  Or as stimulus for class discussion and debating targeting CCP and CCT.

As this video is short it can easily be used to introduce this topic to elicit discussion.  The video is aimed at upper primary, and its interactive aspect has low level Bloom’s questioning so can be used as an activity for students with learning needs.  The theme of reconciliation would be useful in an RE context too.

(ACHASSK086) (ACHASSK108)  (ACHASSK135)

GC: ICT, ICU

OI: 1,6,9

This website is strong on digital literacy due to the depth and layers present.  The embedding of videos, images and hyperlinks work seamlessly to inform the view of events significant to Indigenous and non-Indigenous history.  This tool would be great to use across the History KLA but also for the ATSI CCP in identifying key dates. Additionally, data can be searched for by date, event and decade. Whilst the language used is stage appropriate, digitally illiterate students will need guidance due to the multi-layering of information.  

• Noyce, P., Olsen, C., Winter, J., Sampi, E., Sansbury, T., Monaghan, L., Buena Vista     Home Entertainment (Firm). (2003). Rabbit-proof fence. Sydney, New South Wales: Australian Film Finance Corp. Retrieved from https://online.clickview.com.au/libraries/videos/2754037/rabbit-proof-fence

Stage 4 – English  (ACELA1541) (ACELT1619)  (ACELT1806)

GC – ICU, CCT,

OI: 2, 5, 6, 8, 9

This interactive movie is rated for 13+ and whilst appropriate for Stage 4 students, it can be used in both History as a social viewpoint or in English (without interactive) from a technical language perspective. The video, with embedded questions would be a great choice for homework and the resulting critical and analytical collaborative discussion held in class.  The book is also in the collection already.

Stage 4- Geography –  (ACHGS048)  (ACHGS051)  (ACHGS052)

Stage 5 – Mathematics – (ACMSP227)  (ACMSP283) (ACMSP253)

GC: Numeracy, CCT, ICT.  OI: 1, 6,

This document and accompanying materials are ideal for statistical analysis activities.    The students could analyse the raw data and account for variances as well as question the disparity.  The resource would also supplement HASS/Geography as it would provide evidence for discussion/analysis.  

Stage 4 will need scaffolding which licencing permits, whereas Stage 5 could criticise and evaluate the raw data.  It would also provide good material for test papers or as an extension supplement for advanced students in all KLAs.  Bloom’s Taxonomy of Questioning can be used in its varying formats with this resource.

An example would be the age structure breakdown analysis –

Indigenous lifespan graph has no bell curve graphically – Identify reasons why and justify with evidence.

Stage 4 Arts – Visual art ACAVAM125 ACAVAR131

Stage 4 – RE – World religions

Stage 4 – English ACELA1552

GC – Literacy, CCT, PSC, ICU.  OI 1,2,3,4, 5, 7, 8, ,9

The exhibit will be exemplify the importance of Country, kinship and oral traditions to attendees and thus the ramification of the stolen generation had on communities then and now.   It will challenge both students and teachers in their perceptions of the ancient culture. The oral traditions during the exhibit use powerful imagery and evocative language to complement the paintings and thus force the viewer to engage deeply with the subject matter.   

Educators can use this multidisciplinary exhibit as stimulus, a unit of work itself or culmination for a unit of work.  The supporting text resource will provide background to the exhibit and guide the educator in understanding the imagery present within the artefacts.   Whilst this excursion is expensive, the multidisciplinary nature and CCP coverage makes it valuable.