Significance of landscapes to people – interactive story*
Year 8: Level Description
Explore the significance of landscapes to people, including Aboriginal and Torres Strait Islander Peoples
Year 8: Geographical Knowledge and Understanding - The aesthetic, cultural and spiritual value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049)
Foundation: Geographical Inquiry and Skills –Make observations about familiar places and pose questions about them (ACHGS001)
Teachers to discuss this part with students before the story.
We are going for a walk in the bush just like aboriginal people have been doing for years. In Toowoomba Aboriginal people were known as the Gaibul/Jarrowair people, Toowoomba was their ngura or home. Aboriginal people believe they are connected to everything, they were a part of the earth and its land and water was sacred. They believed the earth was their mother and she would look after them with bush tucker and shelter. Just like the aboriginal people we are going to go for a walk and find some bush tucker. Reference to the book Nyuntu Ninti – Bob Randall and Melanie Hogan
Key concepts – Aboriginal Peoples’ connection to the land, the bush, food, water, shelter
By the last story what do we want the students to have been given the opportunity to demonstrate?
Level 1a, 1b – Comprehending – responding to familiar adult / key phrase “Who wants a turn?”
Level 1a, 1b – Composing – accepting or rejecting the offer to have a turn; requesting ‘more’ or another turn; requesting attention
Level 1a – Social management - respond to the feelings, needs and interests of others (giving appropriate response to a peer’s achievements such as by clapping, smiling or cheering
(Refer to individual student goals)
We acknowledge the traditional custodians of this land now known as Australia and pay our respects to the elders both past, present and future, for they hold the memories, the culture and the traditions and hopes for aboriginal people.
We must always remember that under the concrete and asphalt this land is was and always will be traditional aboriginal land.
Key concepts /vocabulary
To start our bush walk we need to go over this mountain.
Ok let’s start our bush walkabout and see what tucker the earth can provide for us. The birds and animals know where all the best tucker is so let’s have a look and see what they have found. Who wants a turn?
Food - fruit / berries
Do you know another food we can find in the bush that the birds provide – eggs? We have to look for their nests that they will have hidden among the trees that grow on the land. Who wants a turn?
Food - eggs
Sometimes there might be little snack in the bark of the tree. Let’s have a look and see. Who wants a turn?
Food - witchetty grubs
The Aboriginal People had no need to build houses to live in. Mother earth provided them with the shelter that they needed. One thing the Aboriginal People could find shelter in was a cave. A cave is a big hollow or hole in a mountain or the earth. Let’s see if we can find it.
Shelter - cave
So far we have found food – fruit, eggs, witchetty grubs, we have found shelter from the hot sun and rain. Now we also need water to drink and to bathe in. The Aboriginal People knew that mother earth provided for this in lots of different ways – creeks, rivers, lakes and gullies and billabongs. Let’s continue on our walk and find the gully and hopefully there will be some water in the billabong at the end to have a wash in.
To conclude discuss what we have discovered about Aboriginal People’s connection to the land. Encourage students to respond using a variety of communication strategies (speech, visuals, gesture, informal response to closed question)
Aboriginal People are connected to the land. The land gives them food, water and shelter.
Interactive stories are rich multi-sensory experiences designed to engage and include everyone, whatever their level of ability.
Interactive stories are spoken or chanted, often featuring rhythm and repetition to engage students and provide opportunities for communication development. Use of rhythm and repetition within stories serves to create familiar routines and learning contexts in which students can respond.
Within the interactive story, staff look-out for student’s responses and communicative attempts and follow their lead.