Unit of Work 102085

Site Details: The Australian Botanic Gardens, Mount Annan.

Site Description: The Australian Botanic Gardens is a native Australian garden that is an important Aboriginal and Torres Strait Islander site for Dharawal people. The
gardens are located in Mt Annan, a place known by Dharawal people as Yandel’ora, a place of peace and meeting between people (The Australian Botanic Gardens, 2018;
Bodkin & Bodkin-Andrews, 2013). The Australian Botanic Gardens stolen generation memorial is an important meeting place with an interactive sculpture and boardwalk.
The fruit loop garden uses the seasonal calendar of Dharawal people to grow significant flora used as sources of food and medicine. Both the stolen generation memorial
and fruit loop garden have been created through community consultation, led by Frances Bodkin to create a place of reflection and learning (ABC, 2013).

Group member Lesson plan Outline Curriculum area covered and link to your site
number X/10
Jade Cunningham 17999508 2, 5 & 8 Geography – Landscapes and Landforms: The Australian Botanic Gardens allows students to investigate the
ways in which Aboriginal and Torres Strait Islander people culturally, spiritually and aesthetically value the site
and its landscapes and landforms. Students are able to interact with the features of the built and natural
environment that makes the site an important place of peace for Dharawal people.
Michael Flarrety 18309241 3 & 10 Music – Introduction to Non-Traditional Methods of Notating and Composing. Soundscape in music involves
the acoustic properties of the physical environment. Physical environments are diverse and versatile; their
acoustic properties are a potential catalyst for musical inspiration. Before going to the Botanic Gardens
students will be given contextual knowledge on how musical ideas can be extracted from the environment
around them. Students will be shown how to use Aboriginal listening tools as a source of musical
instrumentation. At the end of the unit, students will be assessed on how effectively they are able to
compose using their link to the Botanical Gardens.
Joseph Gatehau 17806741 6&9 Music – Composing and performing with Non-Traditional Methods of music. These lessons will focus on using
Dharawal symbols as a catalyst in breaking down the preconception that, ‘you have to be able to read music
to play music’. After going to the Botanic Gardens students will have partaken in Dadirri listening exercises.
During the exercises and throughout the day they would have exposed themselves to a variety of different
soundscapes. These lessons will focus on how students can graphically notate and perform their musical idea
using Dharawal symbols. The Botanical Gardens will be an inspiration for the student’s musical ideas.
Michael Holmes 19266611 1, 4 & 7 English – In this unit students will engage with core English concepts such as symbolism through a site visit of
the Mount Annan Botanical Gardens. Through engaging with this site students will enhance their own writing
and comprehension. Students will study context and reflection, while learning how to write for different
purposes.

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Stage 4 Year 8
Unit description References
ABC. (2013). Aunty Fran. Gardening Australia. Retrieved from
Students investigate the value of Aboriginal and Torres Strait Islander sites as Yandel’ora, a place of https://www.abc.net.au/gardening/factsheets/aunty-
meeting through people. Students explore the cultural and aesthetic value of the Australian Botanic fran/9434386
Garden and its significance for Aboriginal and Torres Strait Islander people. Focus is placed on the sites Australian Botanic Gardens. (2018). Indigenous heritage. The
built and natural landscape, including its flora and fauna. Botanic Gardens Trust. Retrieved from
https://www.australianbotanicgarden.com.au/About-
Time allocation
Us/History-and-Facts/Indigenous-Heritage
Australian Institute for Teaching and School Leadership (AITSL).
10x 60 minute duration
(2014). Australian professional standards for teachers.
AITSL. Retrieved from http://www.aitsl.edu.au/australian-
professional-standards-for-teachers/standards/list
Bodkin, F., & Bodkin-Andrews, G. (2013). Dharawal dreaming
stories. Dharawal Stories.
Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural
interface. (PhD thesis). Retrieved from
https://researchonline.jcu.edu.au/10974/4/04Bookchapter.
pdf

Targeted outcomes- Stage 4

English
EN4-2A: Effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies
EN4-3B: Uses and describes forms, features and structures of texts appropriate to a range of purposes, audiences and contexts
EN4-4B: Makes effective language choices to creatively shape meaning with accuracy, clarity and coherence
EN4-7D: Demonstrates understanding of how texts can express aspects of their broadening world and their relationships within it

Geography
GE4-1: Locates and describes the diverse features and characteristics of a range of places and environments
GE4-2: Describes processes and influences that form and transform places and environments
GE4-5: Discusses management of places and environments for their sustainability
GE4-8: Communicates geographical information using a variety of strategies

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Music
4.2: Performs music using different forms of notation and different types of technology across a broad range of musical styles.
4.3: Performs music demonstrating solo and/or ensemble awareness.
4.4: Demonstrates an understanding of musical concepts through exploring, experimenting, improvising, organising, arranging and composing.
4.5: Notates compositions using traditional and/or non-traditional notation.
4.7: Demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas.
4.8: Demonstrates an understanding of musical concepts through aural identification and discussion of the features of a range of repertoire.
4.11: Demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an artform.
4.12: Demonstrates a developing confidence and willingness to engage in performing, composing and listening experiences

LESSON SYLLABUS KEY OUTCOMES/ CONTENT INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS RESOURCES
SEQUENCE TO 8 WAYS
Lesson 1 English  Engage with the language Context:  Worksheet
and structure of texts in  This lesson will introduce students to the
meaningful, contextualised Dharawal people, providing necessary context The Dharawal People
and authentic ways (EN4- prior to the site visit. http://brettrolfe.com/wp-
3B) content/uploads/2012/01/m
Introduction: teach_Dharawal-
 Describe and analyse the  At the commencement of the lesson students will Resource.pdf
purpose, audience and be provided with printed versions of ‘The
context of texts (EN4-3B) Dharawal People’ worksheet (see resources) Migadan: The Legend of the
 Particular attention will be paid to Geography, Bargo River
Major Totems and Family Structure. https://dharawalstories.files.
 Students will be encouraged to consider wordpress.com/2015/05/mi
differences to their everyday lives. gadan1-1kb.pdf
 Students will then be instructed to select from one
of the totems and draw their selection.
 They will then be required to do some basic
research on the selected totem.

Dharawal Dreaming:
 The class will read the Dharawal dreaming story
‘Migadan: The Legend of the Bargo River’ by
Frances Bodkin.
 After a read through, the class will annotate the
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 text, paying attention to particular techniques. For
example, the alliteration of “slapped the surface.”
Lesson 2 Geography Spiritual, aesthetic and cultural Warm-up:  Yuwin cards
value of landscapes and  Using teacher made Yuwin cards, as students  Laptops
landforms for people, including enter the room, they choose a card that most  Projector/ Smart Board
Aboriginal and appeals to them (each card has a quote related to  Exit slips
Torres Strait Islander Peoples Dharawal people’s value of landscapes and
(ACHGK049) background image of flora and fauna from the Dharawal language
botanic gardens site). http://dharug.dalang.com.au
 Locates and describes the  In a yarning circle students’ have the opportunity /language/dictionary?dialect
diverse features and to share their thoughts on their quote and image, =All&numeric=A&query=&ty
characteristics of a range of and how they as an individual value different pe=English
places and environments landscape
GE4-1 Google Earth
Site link: https://earth.google.com/w
 Using Google Earth and Google Maps, the class eb/@-
takes a virtual tour of the Mt Annan Botanic 34.0560568,150.7746852,10
Gardens site they will be visiting the following 5.27932431a,857.33555367d
week ,35y,0h,45t,0r/data=CmEaXx
 Students are able to see the different built and JXCiQweDZiMTJlZmQ2MzIw
natural landscapes, with particular focus on the NGM3MWI6MHhmMDE3ZD
Fruit Loops Garden and Stolen Generation Y4ZjlmMjU2MzAZ9VuF3iwH
Memorial QcAhP9adOMrYYkAqHVRoZS
BBdXN0cmFsaWFuIEJvdGFua
Group activity: WMgR2FyZGVuGAIgASgCKAI
 In table groups, students select three of their
Yuwin cards to become ‘experts’ on the flora or Google Maps
fauna shown on the card https://www.google.com/m
 Using laptops, students are given fifteen minutes aps/place/The+Australian+B
to research local Aboriginal and Torres Strait otanic+Garden/@-
Islander language of each flora or fauna, the 34.0560523,150.7724965,17
use/purpose for Dharawal people, and how/why it z/data=!3m1!4b1!4m5!3m4!
is valued at the gardens site 1s0x6b12efd63204c71b:0xf0
 Students draw on their prior knowledge of 17d68f9f25630!8m2!3d-
Dharawal people and how landscapes are valued 34.0560568!4d150.7746852
for culture and identity
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  Students make a table to summarise their
research on significant flora and fauna to the site
 Each table group selects one of their chosen flora
or fauna to share their ‘expert’ knowledge with
the class
 Students add to their table from the information
provided by other groups

Formative assessment:
 As an exit slip, students create a learning goal for
what they want to get out of their site visit and
what they wish to learn about Dharawal culture
and values
 These learning goals are collected and will be
reflected upon post site visit
Lesson 3 Music Introduction to musicology and Mind Map Exercise:  Worksheet
the non-traditional methods of  Divide the class into small groups of 4 -5  Projector/Smart Board
Michael making music. (Depending on size of class and table structure).  Speaker
Flarrety  Divide the class again into two groups.  Variety of items from the
18309241 Explore the music and  Have one group brainstorm and mind map, “What oval that can be used as
Individual influences of Aboriginal and is music?” musical instruments. For
Lesson Plan Torres Strait Islander Peoples.  Have one group brainstorm and mind map, “What example, Branches
is sound/soundscape” sticks/twigs and/or
 4.7 Demonstrates an instruments that can
understanding of musical Dadirri Listening Exercise: replicate sounds from
concepts through listening,  Take students outside onto an oval or quiet the oval.
observing responding, outside area. They are going to bring worksheet
discriminating, analysing  For 1-minute students are going to listen to their
discussing and recording surroundings and then write down what they
musical ideas. hear.

4.8 Demonstrates an IMPORTANT: Explain that our natural surroundings

understanding of musical are an inspiration for music.
concepts through aural
identification and discussion  Demonstrate examples of how the natural
of the features of a range of surroundings are an inspiration for music.
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repertoire. Students are going to list the different sounds in YouTube: John Cage ‘Water
the video. Walk’
https://www.youtube.com/
Youtube Clip and Discussion: watch?v=gXOIkT1-QWY
 First YouTube link is John Cage ‘Water Walk’ Cage Watch from 1:00
is using a variety of objects to create sound.
 Ask prompt questions to class: YouTube: David Hudson
“Is this music or is this sound?” ‘Playing a Digeridoo’
“How has he used sound to create music?” https://www.youtube.com/
 Students listen to second YouTube link, Hudson, watch?v=0XlEkeot7HM
using animal sounds from his environment to Watch from 2:10 – 4:30
make music with his didgeridoo
 Ask prompt question to class:
How has Hudson used the environment to
create sound?

Chinese Whispers Game Based on Dadirri:

 Teacher is going to make a rhythmic ostinato
based on the types of sounds the students heard
during Dadirri. For example, if you hear the
rustling of leaves, have branches with leaves on it
ready for both teachers and students to use.
 Teacher plays a quick rhythm using items from
the oval and/or instruments (the instruments
must emulate the sounds from the Dadirri).
 The teacher passes it onto 1 group of 4-5.
Together the students are going to try to
recreate the rhythm using the items and/or
instrument. If they get it correct, they can play it
again and add an additional rhythm on top of it.
The students then pass the rhythm onto another
group.
 The point of the game is to progressively make
the ostinato more difficult. If a group is unable to
make the ostinato they are disqualified. Winner
is last group standing.
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  Students are encouraged to be creative and add
additional sounds. For example, if they hear bird
noises. They can add those noises to the
ostinato.
AUSTRALIAN BOTANIC GARDENS, MT ANNAN SITE VISIT

Lesson 4 English  Use processes of Site Link Introduction:  Projector/Smart Board

representation, including  As a class, the symbolism of the Stolen  Worksheet
the creative use of symbols, Generations memorial will be discussed.
Michael images, icons, clichés,  Students will be asked how they resonated with Remembering the Stolen
Holmes stereotypes, connotations the memorial and what it represented to them. Generations
19266611 and particular aural, visual,  The memorial incorporates water and the https://www.rbgsyd.nsw.gov
Individual and/or digital techniques symbolism of this water will be discussed – that .au/stories/2018/the-stolen-
Lesson Plan (EN4-2A.) the water represents a “river of tears.” generations-memorial-
%E2%80%93-remembering-
 Plan, draft and publish Research Activity: thos
imaginative, informative  Students will visit The Royal Botanic Garden
and persuasive texts, website, where they will read about the memorial Worksheet
selecting aspects of subject (see resources) https://docs.google.com/doc
matter and particular  Students will then complete a worksheet (see ument/d/1fz4NxC4RBe_hdP-
language, visual and audio resources), worksheet questions are based on the VWPFjHVgvZXdVTM5KEtylM
features to convey content of the webpage. hR-3Fg/edit?usp=sharing
information and ideas (EN4-
4B.)

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 Custodian Letter Writing:
Above image is displayed on the board as a
prompt for students understanding of water
symbolism used at the Stolen Generations
memorial
 Students will then be instructed to write a letter
addressed to the custodians of the site, thanking
the custodians for letting the students visit and
addressing the importance of the Stolen
Generations memorial and its symbolism.
 Students will be provided with a question, written
on the board, to help guide their letter writing.
The question will read:
“Please write a letter to the custodians of the
Australian Botanic Gardens thanking them for
your visit. In this letter you will inform the
custodians what you learnt about the Stolen
Generations memorial. Make sure that you tell the
custodians how powerful the symbolism was and
how it impacted you, keeping in mind the symbol
of water.”
 The teacher will scaffold this letter for students,
showing them a complete letter and then breaking
it down into paragraphs for students. Students will
write their paragraphs first before using them to
form a complete letter.
Lesson 5 Geography Spiritual, aesthetic and cultural Warm up: Management Information
value of landscapes and  Each table group is given fifteen minutes to create https://www.australianbota
landforms for people, including a learning journey to visualise their experiences of nicgarden.com.au/About-
Aboriginal and the site visit. The poster must feature Yandel’ora Us/Our-Organisation
Torres Strait Islander Peoples as a focus
(ACHGK049)  Site photographs such as below are displayed on https://www.australianbota
the board for students’ reference nicgarden.com.au/About-
 Discusses management of  Students posters include key words and sketches Us/History-and-Facts/Our-
places and environments for to describe their understanding of Dharawal 200-years
their sustainability GE4-5 people’s value of the Fruit Loop Garden and Stolen
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 Generation Memorial https://www.australianbota
 Communicates geographical nicgarden.com.au/About-
information using a variety of Us/History-and-
strategies GE4-8 Facts/Indigenous-Heritage

Site link:
 Using the research gathered during the site visit
and laptops, students are to investigate the
sustainable management practices used in the
Fruit Loops Garden and Stolen Generation

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 Memorial
 In table groups students add information to their
poster to create a detailed story/description of the
value of the site and how this is reflected in its
management practices
 Using their information, students gain a holistic
understanding of how cultural and aesthetic value
of landscapes shape the sustainable management
practices of Aboriginal and Torres Strait Islander
sites
 Each group is given the opportunity to share their
poster with the class, highlighting information
they found to be most important and their
creative features of the poster
 Posters are displayed around the room

Closing activity:
 In pairs students are to make a judgement on the
available information on local Aboriginal and
Torres Strait Islander management and
sustainability practices used in the gardens
 Using a scale of 1 (being lowest) and 10 (being
highest) each pair chooses on the scale a measure
of the difficulty and the quality of information
available
 Each pair uses their scale number to join the class
human scale to visualise where students’ opinions
are
 Discussion is held as to why students have similar
or differing opinions

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 Lesson 6 Music Exploration of music symbols Site Visit: Resource Folder
and sounds at The Australian  At the site visit, students were asked to work in https://drive.google.com/dri
Joseph Botanic Gardens pairs, creating their own symbols that ve/folders/1huml8L67-
Gatehau represented the sounds they heard at various A8uGIfGodTX8oJo15b5kcQg?
17806741  4.4 Demonstrates an locations around the garden usp=sharing
Individual understanding of musical  Students were asked that their symbols depict
Lesson Plan concepts through exploring, the sounds to the best of their ability. Symbols Kahoot Link
experimenting, improvising, must demonstrate duration (short long sound https://create.kahoot.it/k/21
organising, arranging and lengths) and pitch (high and low). 8f9263-7127-4888-be55-
composing.  Teacher gave a demonstration before the activity 87340a74f404
begun. Students discussed teachers use of
 4.5 Notates compositions duration and pitch in the example given.
using traditional and/or
non-traditional notation. Dharawal symbols and sounds introduction:
 Students play a quiz on Kahoot, identifying the
 4.7 Demonstrates an symbol that best depicts the sound being played.
understanding of musical  Students look at Dharawal Symbols and the
concepts through listening, teacher will ask the class ‘How would you notate
observing, responding, Bird noises?’
discriminating, analysing,  Students will then be asked ‘How would we create
discussing and recording these sounds with instruments?’
musical ideas.
Non-traditional method (exploring sounds and
symbols) drawing own/new symbols and imitating
sounds on instruments:
 Class is instructed to collect advised instruments,
return to their seats and wait for further
instructions.
 The teacher will discuss with the class about
creating a YBGN (Yandel’ora Boomerang Graphic
Notation) composition and about what it would
look like and how it would be performed. The
teacher will draw an example on the board and
will play an instrument to imitate the different
sounds for each symbol.
 Lastly, teacher will get the class involved with
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 imitating sounds on their instruments.

Class discussion for next music lesson:

 Teacher will split students up into groups of 4 and
students will need to remember their groups
members.
 Students will work on performing their
composition in a group of 4 and will learn to
create their own story by designing their own
symbols on a template of a Boomerang that
depicts their experience at Yandel’ora.
 Students will also have to discuss why or why not
these symbols easily depict the sound the student
are referring to by referencing duration and pitch.
 Students then compare it to the Dharawal symbols
and discuss how they are similar or how they are
different.

Assessment as learning:
 Teacher will observe student’s engagement in
class discussion.
 Teacher will give written and verbal feedback on
student involvement.
These learning goals will be reflected upon post
site visit
Lesson 7 English Respond to and compose Site Visit Video:  Site visit video
sustained texts in an  This lesson will require students to reflect on their  Writing stimulus
increasingly wide range of visit to the Australian Botanic Gardens, Mount  Projector/Smart Board
forms that reflect their Annan.
broadening world and their  The lesson will commence with students watching
relationship within it (EN4-7D.) a video the teacher has created of the gardens,
paying particular attention to the Stolen
Generations memorial walk.

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Writing stimulus – ‘Yandelora’:
 Students will be reminded that Mount Annan is
known to Aboriginal people as ‘Yandelora,’ which
means ‘a meeting place of all peoples.’
 Above prompt is displayed for students
 This phrase will be used as a writing stimulus for
students to reflect on their visit to their gardens
and their personal experience of the memorial
walk.

Reflection:
 Students will be encouraged to write about what
the memorial walk meant to them and how the
walk made them feel. They will be encouraged to
reflect on how they connected with the land itself.
 Students that require additional help will also be
provided with images of the land and the
memorial walk to act as an additional stimulus.

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 Extension Reflection:
 Students that finish early will be encouraged to
discuss their written reflection with the teacher.
 If students require further work, they will then be
instructed to reflect on the fruit loop garden.
 The teacher will hand out Yuwin cards with
descriptors of particular plants, instructing
students to reflect on the usefulness of these
plants and how they could be used in everyday life
Lesson 8 Geography Spiritual, aesthetic and cultural Lesson preparation:  Native plants
value of landscapes and  During site visit teacher purchased a range of  Site visit photographs
Jade landforms for people, including native Australian plants from the garden’s nursery  Heavy books
Cunningham Aboriginal and (alternatively school may have a selection of  Parchment paper
17999508 Torres Strait Islander Peoples planted natives within school grounds)  Clear snap-lock bags
Individual (ACHGK049)  Plants are labelled by the descriptive plaque  Worksheets
Lesson Plan photographed in the Fruit Loops Garden to  Exit slips
 Describes processes and identify its use by Dharawal people
influences that form and  Resources are gathered for the lesson Australian Botanic Gardens
transform places and  Community members are invited to join class for Nursery
environments GE4-2 flower pressing https://www.australianbota
nicgarden.com.au/What-s-
 Discusses management of Lesson Introduction: On/Plants-for-Sale
places and environments for  Students are outlined the lessons learning
their sustainability GE4-5 intentions and success criteria Site Visit Photographs
 Community members are introduced to the class https://photos.app.goo.gl/At
and join students Ec6pyggbNt9svw6
 Site photographs displayed on the board, in a
yarning circle the class reflects on the significance Flora Pressing Information
of the flora to Dharawal people’s culture and https://www.proflowers.co
identity m/blog/how-to-press-
 Students discuss the importance of the site for the flowers
protection and education of both the built and
natural environment of the site

Activity:
 Instructions for flora pressing activity are explicitly
Page 14 of 18
 detailed to class using the procedure worksheet
 Students select a variety of different native flora
to use for the pressing process
 In books students are to write a description of the
value of each flora they have chosen to press,
leaving space for their pressing to be added

Assessment for learning:

 Students are given their learning goals made prior
to the site visit
 Using the flora pressings and learning goals as
prompts, students write a reflective journal about
how the site is valued by Dharawal and how this
influences its management and sustainability
 Teacher collects reflective summary for marking
and feedback
Lesson 9 Music Yandel’ora Boomerang Graphic Composition on Yandel’ora – A place of peace and Resource Folder
Notation Composition. meeting between people https://drive.google.com/dri
ve/folders/1huml8L67-
 4.4 Demonstrates an Recap and Composition: A8uGIfGodTX8oJo15b5kcQg?
understanding of musical  Students will recap from previous music lesson usp=sharing
concepts through exploring, and the teacher will ask the class to get into their
experimenting, improvising, groups of 4.
organising, arranging and  Teacher will advise students that the remainder of
composing. the lesson will be spent on starting their
compositions.
 4.5 Notates compositions  Students will need to show their composition to
using traditional and/or the teacher once they have completed it so that
non-traditional notation they have permission to grab their preferred
instrument for the composition.

Rehearse:
 All students will get 40 minutes’ max to rehearse
their composition/performance.
 Teacher will visit each group to make sure they are
staying on track.
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 Reflection:
 Last (5 min) students will reflect on their input and
involvement in participating in their group
composition and performance.
 Each will be asked these questions:
Why or why not these symbols easily depict the
sound the student is referring to by referencing
duration and pitch?

When comparing their comp to the Dharawal

symbols, discuss how they are similar or how they
are different?

Assessment as learning:
 Teacher will observe student engagement in
activity and willingness to participate.
 Teacher will give verbal feedback to students,
assisting them in their composition and
performance.
Lesson 10 Music Performance of compositions Pre-production:  Worksheet
and self-reflection  Students will have songs/soundscapes/spoken
word/deadly bush raps that they are working on.
Teacher and students give have  Students will have non-traditional sheets of music
time to evaluate the with Dharawal Symbols on them (this is there
performances. sheet music).
 Students will be finishing their compositions. If
 4.2 Performs music using some students have finished already ask them,
different forms of notation “What can you do to make this composition
and different types of stronger?”
technology across a broad
range of musical styles. Student composition:
 4.3 Performs music  Students perform their compositions in front of
demonstrating solo and/or classmates.
ensemble awareness.  Opportunity is given for positive and supportive
 4.4 Demonstrates an feedback from peers
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 understanding of musical
concepts through exploring, Quiet self-reflection time:
experimenting, improvising,  Students will be given a worksheet with questions
organising, arranging and on it. They are encouraged to self-reflect.
composing. Questions include:
4.5 Notates compositions - What went well?
using traditional and/or - What could you have done better?
non-traditional notation. - What would you have changed if you were to
do this performance again?

Page 17 of 18
 AUSTRALIAN BOTANIC GARDENS COMMUNITY ENGAGEMENT
Prior to, during the site visit and throughout the creation of the unit of work and poster, it has been difficult to engage with the community to enrich our knowledge of
Dharawal community’s use of the Australian Botanic Gardens as a place of peace and meeting for people (Yandel’ora). Speaking to Shirley Gilbert provided important
insight to significant community members and utilising the site.
1. Shirley Gilbert suggested we use the work of Aunty Fran Bodkins, a writer who has extensive knowledge on both the Dharawal people the area around the
Botanical Gardens.

2. Shirley Gilbert also suggested musician Tony Albert. He works for the Campbelltown Arts Centre.

3. For the musical compositions we discussed appropriating the resources of the Botanical Gardens and how they could be used to explore sounds of the digital age.

4. Gilbert suggested using of visual cues. Not just photos but playing videos. We took some footage from the stolen generation walk, using that footage as a prompt
for an English lesson or the inspiration for a song.

5. For the Geography unit Gilbert suggested using rubbings and collecting flowers as a tool for learning. She also suggested finding the flowers within the local
community/ around the school.

6. For the Dharawal Calendar Shirley Gilbert suggested using a Dharawal calendar http://www.bom.gov.au/iwk/calendars/dharawal.shtml

7. In the discussion there was a big push to link everything together. Instead of using images try to reuse footage and re appropriate it into other units.

8. Big on reflection. We also talked about keeping a diary throughout the unit an using it as a tool for student reflection.

9. Big on the presentation itself one group of musicians/dancers performed their unit of work

10. Make sure all YouTube links are accessible via word doc and YouTube links/ website

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