# data[].attributes.body
Explicitly mapping/ visualising processess

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Picture Book (Fiction)

https://classroom.walkerbooks.com.au/welcome/

Great ideas and resources here.

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Scaffolding and support strategies underpin effective teaching and learning for EAL/D students. The writing cycle model that will be familiar to many mainstream teachers is crucial for EAL/D students. Sequencing and repetition of controlled, guided and independent tasks (for example, modelling of an exemplar text  deconstruction of the text  joint reconstruction of the text  independent construction of the text) will assist students to understand the structure, patterns and language features of the text.

Other strategies for supporting learning include:

providing visual supports and gestures for key words and concepts so that all students can follow the gist of information when new material is being introduced

referring to stories or events that are familiar to the students

placing EAL/D students with a buddy, rather than in a larger group, for discussion and group work so that they have only one language input to process and so that the buddy can better adapt their language to suit the language level of their EAL/D buddy

providing text frameworks and sentence prompts to support writing

providing writing guides and glossaries to support reading

monitoring the language of teacher instruction to ensure that it is at a level commensurate with the student’s phase of English language learning

providing alternative oral explanations, and using and encouraging circumlocution

ensuring that explanations and paraphrasing don’t use vocabulary more complicated than the target word or concept
https://education.nsw.gov.au/teaching-and-learning/curriculum/multicultural-education/english-as-an-additional-language-or-dialect

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(This is where the students are from)
Could be used to further explore the Welcome to Country concept- explains more about the students' home. - could lead into a final writing piece about the students' 'country'
https://www.youtube.com/watch?v=NlmV0caSf8o

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the Yeperenye (Caterpillar) story of the Western Arrernte people and discover the fascinating spiritual origins of the MacDonnell Ranges.

In the Arrernte Aboriginal people’s Dreamtime story, this region was created by giant caterpillars. These creatures became the stunning ridges of the East and West Macdonnell Ranges that shelter the town of Alice Springs.
-
https://northernterritory.com/alice-springs-and-surrounds/see-and-do/art-and-culture/aboriginal-culture#:~:text=In%20the%20Arrernte%20Aboriginal%20people's,the%20town%20of%20Alice%20Springs.

Great link here which explains the Dreaming and also the Caterpillar Dreamtime story - relevant to where our students are from

Great quote on diversity
Beliefs
Due to the rich diversity, it is impossible to state a particular set of beliefs that apply to all Aboriginal language groups. However the following quote accurately summarises some of the more central understandings of Aboriginal Spirituality.

We don't own the land, the land owns us. The land is my mother, my mother is the land. Land is the starting point to where it all began. It's like picking up a piece of dirt and saying this is where I started and this is where I'll go. The land is our food, our culture, our spirit and identity.

~ S.Knight

The Arrernte people of Central Australia refer to the 'Dreamtime' as altjeringa, alcheringa, alchera,  or aldjerinya - “springing from eternity”. (A must use of key words - relevant to our students - teaching their language first)

The Yeperenye (Caterpillar) Dreaming
Arrernte people believe in the Caterpillar Dreaming - "We're caterpillar Dreaming. That Dreaming, it's been there all the time, its through Creation.  We follow what our old people told us - that dreaming was given to them in the beginning of time" ~ Rosie Furber. This dreamtime story explains how the MacDonnell Ranges were created.

The MacDonnell Ranges were created by great mounds of carcasses of caterpillars of the Hawk Moth - the Ayepe-arenye (tar-vine caterpillar), Utnerrengatye (emu bush caterpillar) and Ntyarlke (elephant caterpillar) - when they lost a great battle with their enemies, the stink bugs. The caterpillars came from different places known today as Central Mount Stuart in the north, Finke in the south, Atula in the east and Mt Zeil in the west. The city of Alice Springs (Mpwarntwe) on the Todd River is central to the Yeperene Dreaming story, and gaps in the range are said to have been formed when the heads of caterpillars were bitten off by the stink bugs.

http://religioneightaspects.weebly.com/aboriginal-spirituality.html

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Yothu Yindi (Sunset Dreaming)

https://www.youtube.com/watch?v=abH-jVqRWeY

Students could listen and view the lyrics - look for the themes and connections to Aboriginal culture and writing - it is about the unfairness to the Aboriginal people. Could pose a writing activity?

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My Country (another picture book) by Ezekiel Kwaymullina & Sally Morgan 

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My Country (another picture book) by Ezekiel Kwaymullina & Sally Morgan 

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*could be used as a comparative text - identify similar themes.
*Further explore the importance of My country
https://www.youtube.com/watch?v=vXHA4GBHrcs

Another example of 'My country' - belonging. Students could eventually construct their own about 'Their Country' - what they love, what it involves ? as a piece of writing at the end of the unit?

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Having community Elders come in to tell dream time stories... get the students to follow along with narrative structure.

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The Dreaming: Stories and Spiritual Beliefs of Aborigines

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The Dreaming: Stories and Spiritual Beliefs of Aborigines

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https://theconversation.com/indigenous-picture-books-offering-windows-into-worlds-78591

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Australian Institute of Aboriginal and Torres Strait Islander Studies

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Aboriginal Studies Press (ASP) is the Australian Institute of Aboriginal and Torres Strait Islander Studies' (AIATSIS) publishing arm and Australia's leading publisher of Australian Indigenous studies. We have an eye for identifying compelling and award-winning narratives that capture the unique heritage and diverse lives of Australia's first peoples. We publish scholarly works, children's books, biographies, research papers and monographs across a broad range of topics. We pride ourselves on our ethical publishing which provides readers with a rich understanding of Aboriginal and Torres Strait Islander peoples' histories and cultures.

Our authors are Indigenous and non-Indigenous academics and writers who work independently and, at times, collaboratively to ensure that the best of Australia's stories are shared with current and future generations. We publish around six titles each year with about 200 titles available.

# data[].attributes.attachment_link.description
Aboriginal Studies Press (ASP) is the Australian Institute of Aboriginal and Torres Strait Islander Studies' (AIATSIS) publishing arm and Australia's leading publisher of Australian Indigenous studies. We have an eye for identifying compelling and award-winning narratives that capture the unique heritage and diverse lives of Australia's first peoples.

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Australian Aboriginal Heritage and Welcome to Country

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Australian Aboriginal Heritage and Welcome to Country

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Could be used for the descriptive language elements.

https://www.dorotheamackellar.com.au/archive/mycountry.htm

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Why the emu can't fly- an dreamtime short narrative 

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Why the emu can't fly- an dreamtime short narrative 

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fun community excursions to learn more about their culture - base narrative writing on

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The Little Corroboree Frog by Tracey Holton-Ramirez & Angela Ramirez (illus) pb 9781921248818 $14.95- this book is about an endangered frog species and how humans have threatened species- so many angles here to touch on narratives and extend with environment

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The Little Corroboree Frog by Tracey Holton-Ramirez & Angela Ramirez (illus) pb 9781921248818 $14.95- this book is about an endangered frog species and how humans have threatened species- so many angles here to touch on narratives and extend with environment

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Look at 8 ways of learning- can we get them outside? 

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Look at 8 ways of learning- can we get them outside? 

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1. read/teacher guided reading , discuss any new words, clarify understanding

2. Teacher re read, *words/grammar/punctuation

3. Teacher read again, character studies

4. Plot study

5. guided write your own

6 present your own creatively - video, cartoon, etc

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A bibliography of bush-foods and Aboriginal uses, prepared by the staff at the Australian National Botanic Gardens Library.

Last updated: November 2011

BUSH FOOD

Bindon, Peter 1996, Useful bush plants. Western Australian Museum, Perth. 286 pp.
On plants from Western Australia.

Clarke, Philip A 2007, Aboriginal people and their plants, Rosenberg, Dural, NSW. 191 pp.
An overview of indigenous relationships to plants in Aboriginal Australia. Chapters 6 and 7 cover collecting and processing plants for food.

Cribb, A.B. & Cribb, J.W. 1987, Wild food in Australia, 2 nd ed. Fontana/Collins, Sydney. 284 pp.
A guide to the edible plants of Australia with notes on distribution, identification and preparation for consumption.

Flood, Josephine 1996, Moth hunters of the Australian Capital Territory: Aboriginal traditional life in the Canberra region, JM Flood, Downer, ACT. 43 pp.

Hegarty, MP, Hegarty, EE & Wills, RBH 2001, Food safety of Australian plant bushfoods, Rural Industries Research and Development Corporation, Kingston, ACT. 76 pp.
Also available via the Internet at: https://rirdc.infoservices.com.au/downloads/01-028.pdf

Hiddins, Les 2001, Bush tucker field guide, Penguin Books, Ringwood, Vic. 184 pp.
Pocket-sized guide to 170 bush food and medicines. Includes some exotic species.

Isaacs, Jennifer 1987, Bush food: Aboriginal food and herbal medicine. Weldons, McMahons Point, N.S.W. 256 pp.
Has an emphasis on central and northern Australia.

Latz, Peter 1995, Bushfires & bushtucker: Aboriginal plant use in Central Australia. IAD Press, Alice Springs, N.T. 400 pp.

Latz, Peter 1999, Pocket bushtucker: a field guide to the plants of Central Australia and their traditional uses. IAD Press, Alice Springs, N.T. 215 pp.

Low, Tim 1991, Wild food plants of Australia, Rev. ed. Angus & Robertson, North Ryde, N.S.W. 240 pp.

Low, Tim 1991, Wild herbs of Australia and New Zealand, Rev. ed. Angus & Robertson, North Ryde, NSW. 160 pp.

Maiden, J.H. 1975, The useful native plants of Australia, including Tasmania, facsim. ed. Compendium, Melbourne. 696 pp.
Originally published: Sydney: Technological Museum of NSW, 1889.
Uses made by Aborigines and early settlers are described.

The New crop industries handbook: native foods. Rural Industries Research and Development Corporation, Canberra. 47 pp.
Reports on bush tomato, lemon myrtle, native citrus, native pepper, quandong and Davidson plum.
Also available via the Internet at:https://rirdc.infoservices.com.au/items/08-021

Stewart, Kathy & Percival, Bob 1997, Bush foods of New South Wales: a botanic record and an Aboriginal oral history, Royal Botanic Gardens, Sydney. 52 pp.
Describes 30 of the most common bush food plants of NSW. Also available via the Internet at: http://www.rbgsyd.nsw.gov.au/__data/assets/pdf_file/0006/85542/Bushfoodsbook.pdf

Symons, Pat & Symons, Sim 1994, Bush heritage: an introduction to the history of plant and animal use by Aboriginal people and colonists in the Brisbane and Sunshine Coast areas. Pat and Sim Symons, Nambour, Qld. 106 pp.

Watsford, Penny 2010, Forest bountiful: settlers' use of Australian plants. Nullum Publications, Murwillumbah,NSW. ISBN 9780975682333 130 pp.
Non-indigenous use of plants (excluding for timber), in the Tweed Valley and surrounding areas of northern NSW and southeast Queensland from the 1840s to 1950s.

Zola, Nelly & Gott, Beth 1992, Koorie plants, Koorie people: traditional Aboriginal food, fibre and healing plants of Victoria. Koorie Heritage Trust, Melbourne. 71 pp.
Authoritative guide with colour photographs.

SERIES & NEWSLETTERS

ANFIL information bulletin, no. 1, 2006-
Australian Native Food Industry Ltd
http://www.anfil.org.au/index.php/industry-profile/anfil-bulletin/

Australian bushfoods magazine, issue 1, 1987 - issue 18, 2003.
http://www.ausbushfoods.com/
Covers industry development issues, along with technical and market information and general native food news and views.

Australian Food Plants Study Group newsletter, ISSN 0811-5362, no. 1, 1983-
Association of Societies for Growing Australian Plants, Frenchville, Qld
Documents reports from members on cultivation, propagation and natural occurrences of Australian edible plants.

Northern Territory botanical bulletin, ISSN 0314-1810, no. 1, 1976-
Currently produced by the N.T. Dept. of Natural Resources, Environment, the Arts and Sport.
Each issue has a distinctive theme. Issues 6,10, 11, 14-16, 18, 21-26, 29-30, 32-36 focus on ethnobotany or ethnobiology of different areas of the Northern Territory and have been prepared in collaboration with the indigenous communities.

Southern Bushfood Network newsletter, no. 1,1996 - no. 34, 2005
The Southern Bushfood Association produced newsletters dedicated to the Australian native food industry in southern Australia. The organization ceased in 2007.

INTERNET

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traditional uses of australian native plants; bibliography; australian national botanic gardens; herbarium; native; plant; flora; research; anbg; canbr;

# data[].attributes.attachment_link.title
Traditional uses of Australian native plants

# data[].attributes.attachment_link.description
A bibliography of bush-foods and Aboriginal uses, prepared by the staff at the Australian National Botanic Gardens Library. Last updated: November 2011 Bindon, Peter 1996, Useful bush plants. Western Australian Museum, Perth. 286 pp. On plants from Western Australia. Clarke, Philip A 2007, Aboriginal people and their plants, Rosenberg, Dural, NSW.

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Explicit Teaching - a must. I do/ We do/ You do model. 

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Explicit Teaching - a must. I do/ We do/ You do model. 

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" Accommodations

A variety of types of accommodations may be used to support English language learners as they develop English language proficiency. These include the following:

Accommodations related to instructional strategies, such as
• extensive use of visual cues;
• use of graphic organizers;
• strategic use of students’ first languages;
• allowance of extra time; • pre-teaching of key words;
• simplification/repetition of instructions as needed;
• simultaneous use of oral and written instructions.

Accommodations related to learning resources, such as
• extensive use of visual materials;
• use of adapted texts and bilingual dictionaries;
• use of dual-language materials;
• use of technology "

(Canada Grows doc WK 9 BB).

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put any ideas under each learning below

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approaching learning through narrative

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applying intra-personal and kinaesthetic skills to thinking and learning

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Using images and metaphors to understand concepts and content.

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Place-based learning, linking content to local land and place.

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Producing innovations and understanding by thinking laterally or combining systems.

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Modelling and scaffolding, working from wholes to parts (watch then do).

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Centring local viewpoints, applying learning for community benefit.

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Collection of stories about significant issues facing Indigenous Australians centered on themes of Our Places, Our Culture and Our Voices.

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Working in collaboration with the National Museum of Australia, First Australians: Plenty Stories is a comprehensive series that draws on a range of sources to tell stories about significant issues facing Indigenous Australians.

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poetry, short stories, novels, picture books, story boards, play scripts etc

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By Pearson Australia. A literacy series for middle and upper primary students.

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Video - to explore narrative structure. 

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Video - to explore narrative structure. 

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Little J and Big Cuz. ABC series.

https://www.sbs.com.au/nitv/video/934822467556/Little-J-and-Big-Cuz-S1-Ep12-Territories

We could have students use a visual template to put the elements of this story in, prior to their own construction. (Story Mountain example below).

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Sustainability of land/species
Land practises for sustainability of food
Bushfire management/land management

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https://www.8ways.online/8-ways-creative-and-productive-pedagogy-activities

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page 363 of text book has a great table comparing the two modes. Some students may be more comfortable in one mode than another. Synaesthesia (joining or merging of senses that arnt normally connected) and multimodal literacies make for powerful learning. giving students confidence to extend their representational rpertoire by shifting from a favoured mode to a less comfortable but equally useful mode within the classroom.

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Gifted and Talented (GT)
Students with a Disability (SWD)
Students at Educational Risk (SAER)
English as an additional language or dialect (EAL/D)

# data[].attributes.body
underpin effective teaching and learning for EAL/D students. The writing cycle model that will be familiar to many mainstream teachers is crucial for EAL/D students. Sequencing and repetition of controlled, guided and independent tasks (for example, modelling of an exemplar text  deconstruction of the text  joint reconstruction of the text  independent construction of the text) will assist students to understand the structure, patterns and language features of the text.

Other strategies for supporting learning include:

providing visual supports and gestures for key words and concepts so that all students can follow the gist of information when new material is being introduced

referring to stories or events that are familiar to the students

placing EAL/D students with a buddy, rather than in a larger group, for discussion and group work so that they have only one language input to process and so that the buddy can better adapt their language to suit the language level of their EAL/D buddy

providing text frameworks and sentence prompts to support writing

providing writing guides and glossaries to support reading

monitoring the language of teacher instruction to ensure that it is at a level commensurate with the student’s phase of English language learning

providing alternative oral explanations, and using and encouraging circumlocution

ensuring that explanations and paraphrasing don’t use vocabulary more complicated than the target word or concept

(EAL/D ACARA considerations document).

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Nanberry - Black Brother White by Jackie French

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Nanberry - Black Brother White by Jackie French

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Grim Crims and Convicts by Jackie French

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Grim Crims and Convicts by Jackie French

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Sharing Stories Foundation (multi-modal texts)

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Sharing Stories Foundation (multi-modal texts)

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https://sharingstoriesfoundation.org/our-stories/culture/

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Bush Heritage Australia (multi-modal texts)

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Bush Heritage Australia (multi-modal texts)

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https://www.bushheritage.org.au/places-we-protect

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- good for narrative structure, character studies, plot analysis activities

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Plot and character analysis- language skills

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narrative about sustainability- imagery, figurative language tasks! Character studies, plot analysis, Guided narratives from the perspective of a different character

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links to environmental science- narrated by main character of turtle

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Where the forest meets the sea- Jeannie Baker

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Where the forest meets the sea- Jeannie Baker

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depicts the change in environment- opportunity to review language structure/ character but to also explore aspects of sustainability- land use, sustainable farming

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https://education.abc.net.au/home#!/media/105266/-the-be-

Viewing opp

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By Sally Morgan

https://www.hsiensw.com/uploads/4/7/7/1/47718841/picture_bks__intercultural_understanding.pdf

pages 6 -7

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By Ambelin Kwaymullina and Leanne Tobin

Great Text- to -Text for Sam's Bush Journey