Ernie Dances to the Didgeridoo By Alison Lester

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Ernie Dances to the Didgeridoo By Alison Lester by Mind Map: Ernie Dances to the Didgeridoo By Alison Lester

1. Key:

1.1. Reading & Viewing

1.1.1. Writing

1.1.1.1. Speaking & Listening

2. INCURSION

2.1. Students will have an incursion that will run for half a day (4 hours) which will they will gain new understanding and enhance their previously learning surrounding Aboriginal culture.

2.2. "Yarn Bark provide a range of cultural experiences that can be utilised to tailor and develop an immersive experience that aligns to your school’s expectations and visions towards what is most beneficial for the learning and development of students involved"

2.2.1. Yarn Bark - Aboriginal Cultural Immersion Experiences

2.2.2. 9am – 10am Part One – Acknowledgement of Country, Ancestors & Traditions • Personal Introduction and Cultural Story & Journeys of Yarn Bark Facilitators. • Ask facilitators to link learning to Ernie dances to the didgeridoo based in Arnhem land. Any stories or information. • Didgeridoo, Clap Stick and Language song – Reflection and grounding activity. Just as Ernie does in text. • Discussion around the significance of acknowledging / caring for the country in which you live.

2.2.3. 10am – 10.40am Part Two – Traditional Games, Competitions & Activities • Introduction to various traditional games and competitions - Utilised as group ice breakers, team building activities and development of group norms. Including Tin Tin which Christine played in text.

2.2.4. 10.40 – 11am: Recess

2.2.5. 11am – 12pm Part Three – Storytelling (Tradition Dance, Song & Significance of Place) • Dream time and creation stories. Just as Ernie listened to in text. • Students learn the Gunditjmara Keerray Wurrung gum leaf dance and animal spirit.

2.2.6. 12pm – 12.45pm Part Four – Arts & Craft • Students learn Aboriginal Art Symbols and meaning. • Students paint their own specific story on artefacts provided by Yarn Bark to keep and take home.

2.2.7. 12.45pm – 1pm: Part Five - Traditional Aboriginal Values & Ways of Life. • Students reflect on the values of respect, responsibility, accountability and connection and how they represent them in their own life.

3. ENGLISH

3.1. Literacy

3.1.1. Interpretating, Evaluation & Analysing

3.1.1.1. Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670) Activity 1 1. First students complete a wonder cloud outlining any questions they don’t know or are interested in about Aboriginal Culture 2. Students will be reading text for the first time 3. Reading begins by looking at the front cover and analysing what they think text might be about 4. Teacher reads first few pages so students can gain contextual knowledge 5. Some of the text is then covered and teacher shows modelled reading with predicting 6. Teacher will then continue to read and stop at covered words for students to predict. 7. Students will take turns to individually predict the text by passing around a crystal ball 8. Attempt to allow all students to have a go 9. This is a good assessment of prior knowledge for the teacher

3.1.1.1.1. *Predicting helps readers to activate their prior knowledge about a topic so they begin to combine what they know with the new material in the text. Predictions are based on clues in the text such as pictures, illustrations, subtitles and plot

3.1.2. Creating Text

3.1.2.1. Re-read and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1672) Activity 12 1. Silly sentences: Whole class marking an 3 incorrect sentence on the board, with the teacher scribing 2. Teacher to review how to edit text when looking for spelling, punctuation and structure 3. Students are to use their work from Activity 11, where they created a letter for Ernie. 4. Students to go into pairs and mark each others work 5. Making sure students are paired with those on equal literacy levels and that students are creating a positive environment for error 6. Students to return work to partner and all ensure the marking is correct

3.1.2.2. Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671) Activity 11 1. Students are required to create a letter, similar to Ernie's in the book 2. The letter is to be written to Ernie as if students are his classmates 3. The teacher is to allocate each student an Arnhem season 4. Students to write letter based on the knowledge of that Arnhem season discovered in Activity 3 and the text structure a letter in learnt in Activity 10 5. The letter must include An address to Ernie The Arnhem season What it looks like/feels like Describe 5 things they do in that season in Western Australia (their lives) Sign off as student. 6. Students will add to their letter artwork from Activity 25 and create one large book of all the letters to Ernie, similar to a floor book, which will be presented at assembly

3.1.2.2.1. For example: Dear Ernie, It is now Wurrkeng seaoson, the early dry season, which means burnt backs and lots of swimming. In Wurrkeng seaoson, I like to go to the beach, play cricket, celebrate Christmas, go bike riding and eat ice cream. From Student

3.1.3. Interacting with others

3.1.3.1. Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions (ACELY1666) Activity 17 1. When at incursion, Students to listen to dreamtime story told by Indigenous elder just as Ernie did in the text 2. After incursion, Students need to use Ipads to video themselves answering the following questions: What was the dreamtime story about? Quickly retell the key parts. What animals were included or connections to land? What was the message of the story? How do you feel about the story? 3. After students to share video with small groups and send to teacher

3.1.4. Text in context

3.1.4.1. Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665) Activtiy 5 1. Teacher to read the text ‘Two Mates’ by Melaine Prewett 2. Students to then draw upon knowledge of Ernie Dances to the Digeridoo and construct a Venn diagram on the differences in each text and similarities (location, characters, season, daily activities) 3. Students to then in groups discuss common features they thought occurred 4. Bring to mat for a class discussion on the importance of connection to land for all Aboriginal communities (doesn’t matter if Broome or Arnhem land) 5. To also discuss inclusion that was present in both texts and how we can bring that into our classroom

3.2. Langauge

3.2.1. Text Structure & Organisation

3.2.1.1. Recognise that capital letters signal proper nouns and commas are used to separate items in lists (ACELA1465) Activity 4 1. Teacher to explicitly teach proper nouns 2. Complete class Shapego with all proper nouns students can see in class 3. Each individual student receives a Popstick with a label of ‘proper noun’ on one side and ‘NOT a proper noun’ on the other 4. The teacher reads Ernie Dances to the Didgeridoo and students are required to hold up popstick every time they see a proper noun 5. Teacher to stop on words that students might get confused with as a proper noun such as (desert, floodplains, home, frogs, bike etc) as they are person, places or things however are not specific so don’t require a proper noun, they are known as a common noun 6. At the end of text Students to add to their class ShapeGo all the new proper nouns they have learnt

3.2.1.1.1. *A proper noun is a noun that names a specific person, place, or thing and begins with a capital letter.

3.2.1.2. Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463) Activity 10 1. Students to do a think, pair, share on different reasons why someone would write a letter and share with class 2. Class to write a letter to Yarn Bark Incursions asking if they can come to our school and show us some things about Aboriginal culture 3. Teacher to stand at the front and take a modelled approach to writing a letter 4. Students to work together to put all the information in one letter. It needs to include Writers Address Recipients Address Date Name or Title Body of the letter; Why Conclusion Signature 5. After completing students to copy down in their workbook and send class letter to address

3.2.1.2.1. *For example Dear Yarn Bark, We are the year two’ s of Notre Dame and we have been reading the text ‘Ernie Dances to the Didgeridoo’ By Alison Lester. We have been learning all about Aboriginal Culture and would love if you could come visit us to teach us more about their traditions, seasons and connection to land. We are available in week 6 or 7. Please get back to us by contacting our Teacher. Kind Regards, Year Two’s.

3.2.2. Expressing & Developing ideas

3.2.2.1. Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction (ACELA1467) Activity 13 1. Students to first go on a scavenger hunt. Teacher has placed cards around the classroom with different coordinating conjunctions on them. Students to search classroom to find one each. 2. Students then gather to compare what word they got and see if they can guess what all these words might be. 3. Teacher explains what a coordinating conjunction is and explains students are all holding an example of one 4. Explains they are used for compound sentences 5. Teacher reads out random sentences, some from Ernie Dances the Didgeridoo and some general sentences. 6. Students need to do a jumping jack every time they hear their coordinating conjunction read out 7. Teacher to explain if students are incorrect 8. Students then receive read out sentences on a worksheet and have to highlight all co-ordinating conjunctions they have heard

3.2.2.1.1. *Coordinating Conjunction are placed between words, phrases, clauses, or sentences of equal rank, e.g. FANBOYS (for, and, nor, but, or, yet, so)

3.2.2.1.2. *Compound sentences have more than one subject or predicate.

3.2.3. Phonics & Word Knowledge

3.2.3.1. Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable (ACELA1824) Activity 14 1. Each student receive an elastic band 2. Students read the text Ernie Dances the Digeridoo 3. Students are learning vowel digraphs (e.g oo, ee, ea, ow ect) 4. Students will stretch the elastic band when reading out digraphs to enhance the vowel sound 5. Teacher to write vowels on board to remind students 6. Teacher will demonstrate a modelled reading with elastic band for the first few pages 7. Students will join and read text, when find digraphs stretching their elastic bands (E.g words such as goodbye, football, tree, rain, painting, spear etc) 8. Students will then give other examples of vowel diaphragms

3.2.3.1.1. *Vowel digraphs are combination of vowels that combine to make a single vowel sound like the OA in boat

3.2.4. Langauge variation & change

3.2.4.1. Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460) Activity 16 1. Students are going to learn some Kunwinjku words, just as Tess taught the class in the text 2. Teacher will display words in a powerpoint format with a slide featuring each word 3. Using choral reading, teacher will pronounce word for example goodbye is bobo and students will repeat 4. Go through the PowerPoint twice, the second time with less teacher direction 5. Students will then break into pairs to play a game of snap using cards that have the Kunwinjku word to match with an image. Students to play a few times and report back to the class how they went 6. Teacher to put up a poster with these words on it and use some during class, for example saying goodbye to students using bobo. Students to add words learnt from Incursion

3.2.4.1.1. *Words to learn Bobo = goodbye wirlarrk = egg barung = paint mimih = mimi spirit kinga = crocodile bekka = file snake komrdawh = turtle danjbun = spear kandidjdjawa = damper namarnkol = barramundi

3.3. Literature

3.3.1. Literature & Context

3.3.1.1. LITERATURE & CONTEXT Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587) Activity 9 1. Teacher to delegate a character of the book to each student (Ernie, Sammi, Christine, Patrick, Joseph, Tammy & Jenna) 2. Students need to pretend to be that character and create a resume based on what job they think the character would be good at. Students can be as creative as they like. 3. A resume worksheet will be provided where students need to fill out the following What is your name? What job are you applying for? How old are you? Where do you live? What do you look like? Students to draw image. What are you likes or interest? What are some good qualities you have? Why do you think you would be good at this job? 4. Students then present Job resumes to small groups and discuss how their CONTEXT creates the qualities of this character? Do you think you could apply for this job based on what your skills and how you grew up?

3.3.1.1.1. *For example What is your name? Joseph What job are you applying for? Olympic Back flipper How old are you? 11 Where do you live? Arnhem Land What do you look like? Students to draw image. What are you likes or interest? Backflipping off high trees, Football, Basketball, What are some good qualities you have? Helpful as I help my uncle collect bark and take my sister on walks, brave, funny Why do you think you would be good at this job? I think I would be good at this job because I am very athletic and have practiced backflipping off coconut trees for my whole life! I am also very brave and good at helping others.

3.3.2. Responding to Literature

3.3.2.1. RESPONDING TO LITERACTURE Compare opinions about characters, events and settings in and between texts (ACELT1589) Activity 6 1. Teacher to play a disagree or agree game with students standing on either end. Teacher to use random statements that get students beginning to think about their opintions 2. Student to construct their own opinion on which character from Ernie Dances to the Didgeridoo is their favourite and write an opinion statement. Ensure to teacher opinions need to have reasoning. 3. Student to then construct their own opinion on which event from Ernie Dances to the Didgeridoo is their favourite and write an opinion statement 4. Student to then construct their own opinion on what they think the end of the text might be and write an opinion statement 5. Cut up all opinion statements and put in 3 separate hats. Teacher to pull out two statements from a hat and ask student who wrote opinions to come to the front to further justify their decision and compare with other students.

3.3.3. Examining literature

3.3.3.1. Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) Activity 7 1. Teacher to record the Didgeridoo, Clap Stick and Language song learnt at the Incursion 2. Teacher to write down song and create worksheet 3. Students to first identify any patterns in the song 4. Once identify students to use own ‘tapping sticks’ whatever they can find around class (construction blocks, pens, boxes etc) and tap together on every syllable 5. Students to then break into groups of 4 and work together to create and original rhythmic beat with their items that match the song. 6. Students to present to class and decide on one 7. Students to then practice this for the assembly

3.3.4. Creating Literature

3.3.4.1. Create events and characters using different media that develop key events and characters from literary texts (ACELT1593) Activity 18 1. Drawing upon the knowledge gained from the creation story at the incursion and reflections from Activity 17. Students are required to create their own dreamtime story using the app BookCreator on students Ipads 2. Students need to include animals or natural resources connected to the land to portray an original story. 3. Students need to use text, images and sound and can be creative as they like. Ensure to airdrop book to teacher at end

3.3.4.2. Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833) Activity 8 1. Activate students prior knowledge by bringing out a globe. Students to see if they can label any countries they have been to or know of. 2. Students are going to be working with their year 6 buddies 3. Students are going to select a country or place in the world they are interested in or have been too, preferably outside of Australia (e.g Bali, England, Spain, New Zealand) 4. With the understanding of the text ‘Ernie Dances to the Didgeridoo’ and the concept of setting students are to innovate the setting of the story 5. Using a template with similar design from the text, students to illustrate and write some sentence for 5 activities what Ernie would do if he travelled to that newsetting 6. Buddies are to use a computer or iPad to research what traditions, activities, special landmarks etc are at the location 7. Student and buddy to then pair up and share with another what country they chose and what they think Ernie would do there

3.3.4.2.1. *For example ‘Ernie dances in Spain’ Ernie eat lots of Tapas Ernie watches the carnival Ernie visits Barcelona Ernie pretends to be a flamingo dancer And Ernie goes to the markets

4. Ernie Dances to the Didgeridoo is based on Alison Lester's first hand experience on her travels to Arhem land. It follows the story of protagonist, Ernie and his moves to his new home , an area in the Northern Territory. Through letters to his friends back home, he describes his life filled with beautiful landscape, new friends and unique Aboriginal Culture. Activities are recommended to do in order

5. HUMANITIES & SOCIAL SCIENCES

5.1. Georgraphy

5.1.1. The ways in which Aboriginal and Torres Strait Islander Peoples maintain connections to their country/place (ACHASSK049) Activity 2 1. Begin class by discussing if anyone has travelled anywhere else in Australia perhaps with family or on a road trip? 2. As a class, students to show on an Australian map Ernie's plane journey to Arnhem land. From the students instruction, the teacher to draw with marker where Perth is, flying over the dessert, arriving in Darwin, over the floodplains, past the East Alligator river to Ernie’s new home in Arnhem 3. Students in pairs to write down on post-it notes anything they know about Arnhem land from the book (e.g Aboriginals live there, there are lots of rivers, alligators swim in the rivers) and stick it on the map of Australia. 4. Teacher to elaborate on other features (how many people, ocean surrounding, popular towns) 5. Teacher to further explain the CONNECTION between indigenous people (Ernie's friends) and the land

5.1.1.1. *Connection to land The land is a link between all aspects of Aboriginal people's existence - spirituality, culture, language, family, law and identity. Each person is entrusted with the cultural knowledge and responsibility to care for the land they identify with through kinship systems. Having seasons is part of this connection as the seasons are never at a specific time, it is rather when they feel the winds and land changing.

5.1.2. The ways in which Aboriginal and Torres Strait Islander Peoples maintain connections to their country/place (ACHASSK049) Activity 3 1, Teacher to divide large poster paper into 6 sections and write 6 Arnhem seasons Ernie experienced: Kudjewk, Bangkerreng, Yekke, Wurrkeng, Kurrung, Kurnumeleng 2. Students to write keywords or draw what that season looks like, feels like, sounds like according to the text 3. Students then to go outside and collect items in the playground/around the school that would fit into each season and stick it on the poster (e.g flowers in yekke time, yellow grass in wurrkeng) 4. Students see if they can correlate the 6 seasons to the 4 West Australian seasons 5. Teacher to further discuss the relationship of seasons and connection to place for Indigienous people 6. Hang poster up for students reference

5.2. History

5.2.1. The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHASSK044) Activity 15 1. Look at page of book with mimi stilt dancers 2. Disucss what students think the mimi stilt dancers might be 3. Students to then watch small clip of dancers from 6mins – 8min, which was a performance by the festival of perth in Arnehm land of mimi spirts. The illustration in the book was taken from this exact event 4. Students to then use this website, to individually create a poster about Mimi Spirits 5. Students need to include: What natural environment commenced the history of the mimi spirits? (Nourlangie Rock in Arnhem Land) How long has the paintings been there for? What are mimi’s? What do they look like? What do they teach Aboriginals? What do you think mimi’s reveal about the past? Why do you think in the text, Sammi was scared of the mimi stilt dancers?

5.2.1.1. *Mimis are fairy-like beings of Arnhem Land. Mimi's live rocks and teaches traditions of Indigenous culture such as how to hunt and cook. They can also be quite scary!

5.2.1.2. Mimi Spirits

6. THE ARTS

6.1. Dance

6.1.1. Use of stimuli to explore movement ideas to create simple dance sequences (ACADAM001) Activity 22 1. Students are going to learn a dance, just as Christine learns the yam dance in the text 2. During incursion Students learnt the Gunditjmara Keerray Wurrung gum leaf dance 3. Student to understand these movements have come from a creation story (stimuli) 4. Teacher to record on camera during incursion 5. Students to refer to recording and memory to practice dance 6. Students to present at assembly

6.1.1.1. *Gum leaf was used as a tool for hunting birds. Indigenous people were able to blow the lead in a specific way so it sounds like a bird to attract other birds and animals to hunt

6.2. Drama

6.2.1. Performance of improvised drama that communicate ideas to an audience(ACADRM029) Activity 23 1. Students are to expand on their work from activity 11, where they wrote a letter to Ernie 2. In activity 11 the teacher gave each student an Arnhem season 3. Students are to be grouped based on season given. 4. Students are then required to select 1 of their favourite activity they wrote in their letter 5. The group are then required to create a dramatic sequence which portrays each selected activity

6.2.1.1. *For example In Kudjewk season (monsoon season) Jade likes to splash in puddles Tom likes to drink hot chocolate Mia likes to make art Aaron like to play football Steff likes to wear 3 pairs of socks

6.2.2. Performance skills (facing the audience) when sharing drama with peers (ACADRM029) Activity 24 1. Students are required to rehearse sequences from Activity 23 2. Students then required to present at assembly showing correct performance etiquette and confidence

6.3. Visual Art

6.3.1. Exploration of natural and man-made materials when creating artwork(ACAVAM107) Activity 25 1. Students are to expand on their work from activity 11 , where they wrote a letter to Ernie 2. Teacher to explain why bark was used for paining (website) 3. In the text Joseph collects bark for painting. Students are required to go into the park or playground and collect some bark off trees, preferably bark that has already fallen. Teacher to also have some pre-prepared 4. Students are required to look back on the 5 activities they wrote about 5. Students are required to paint their activities on the bark paper collected 6. It is encouraged that students use art symbols learnt at incursion but if finding too difficult can simply just paint

6.3.1.1. Living Knowledge - Yolŋu Sea Country

7. MATH

7.1. Measurement & Geometry

7.1.1. Compare masses of objects using balance scales (ACMMG038) Activity 19 1. Students are going to make Damper, just like Rosie in the text. 2. Teacher to ask if anyone knows what damper is/if they have had it before? Teacher to explain why damper is linked to Indigenous Australians 3. As a class students will observe teacher using large balancing scales to measure the 4 ingredients. Students to record in their workbook the comparison of masses and explain why (e.g why is the flour heavier than the milk?) 4. Students to split into 2 groups (1 with teacher, 1 with helper/EA) and create the damper for students to eat later

7.1.1.1. *Damper is also known as bush bread or seedcake, which is a type of bread made by Indigenous Australians for thousands of years by crushing seeds, nuts and roots, into a dough which is baked over coals of a fire.

7.1.1.2. Damper Recipe Ingredients - 250g self-raising flout - 25g butter - 75ml (g) milk - 1 tsp (or 5g) of salt Steps 1. Mix the salt in with the flour using a large bowl 2. Add the butter and rub it into the flour with finger tips until it resembles fine bread crumbs. 3. Add milk until you have a soft dough. 4. Turn out onto a floured surface, knead and shape into a flat ball. 5. Bake for 30 minutes at 180 degrees until golden brown

7.2. Number & Algebra

7.2.1. Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031) Activity 20 1. Students to go collect goose eggs, just like Patrick in the text 2. Teacher to set out eggs around school (using plastic eggs) 3. Before beginning Teacher asks where eggs come from? Why we think Patrick would be collecting eggs? 4. Students to be divided into a group of 4 and select one carton collect the eggs in (2x6, 3x4, 1x12) 5. Groups gather 12 eggs each and return to class 6. Students need to compare with other groups to see how different representations (arrays) can all equal 12 7. Teacher to explicitly teach rows and columns as a representation of multiplication 8. Students to then draw other representations of multiples of 12 (e.g. draw 2 rows and 6 columns of fish, 3 rows and 4 columns of fairy floss) 9. Eventually progressing to other multiples

7.2.1.1. *Special bird called Magpie Geese which mainly live in Arnhem Land and along East coast laid geese eggs. The eggs are very large and were eaten by Aboriginal by boiling them on the coal pits or simply raw. Sometimes the shells were also used for art.

7.2.1.2. *Rows = Go down Columns = Go across The first number we see in the multiplication equation we put in the rows column, for example 4 x 3. So I go down 1, 2, 3 ,4. The next number I see is 3 so I go across 1,2,3 on all of the rows. I then can count how many there are altogether, 12!

7.3. Statistics & Probability

7.3.1. Create displays of data using lists, table and picture graphs and interpret them (ACMSP050) Activity 21 1. Students to play the game Tin Tin, just as Christine did in the book 2. Students have previously learnt game at incursion 3. Students to play in groups of 4 4. Each student required to bring in 6 tin cans each 5. Students are to set up their cans and play against each other for 7 rounds 6. Students are required to record data of who is the winner first using a tally 7. Once a tally is completed students have to display data in a list, table, picture graph 8. Compare which is easiest to view data

7.3.1.1. *Tin Tin Is a traditional game played by Indigenous children where they create a pyramid with tins, with the aim to knock them all down,

7.3.1.2. *List = correct axis with ticks Table = correct axis with coloured columns Picture graph = image of student at bottom, games won on side, how many faces is how many games won

8. CLASS ASSEMBLEY

8.1. Part 1: INTRODUCTION Select one student to explain the book Ernie Dances to the Didgeridoo along with some information about Alison Lester. State some activities students have been doing in class and experience of incursion they had

8.2. Part 2: CLASS BOOK ACTING In response to Ernie’s letter the students responding what they were doing in WA in the corresponding Arnehm seasons.(Kudjewk, Bangkerreng, Yekke, Wurrkeng, Kurrung, Kurnumeleng) Students use their letter from Activity 11 and Artwork added from Activity 25 to create the large class book which will be scanned and presented on the background as students are presenting Students in their groups will act out sequences that have been rehearsed in Activity 23 as part of the Drama curriculum

8.3. Part 3: SONG Students will present the Didgeridoo, Clap Stick and Language song learnt in the incursion with the selected rhythmic beat selected and rehearsed from Activity 7

8.4. Part 4: DANCE Students to present the Gumnut dance from the incursion and rehearsed in Activity 21

8.5. Part 5: LANGUAGE Students to teach whole school some Kunwinjku words, Students to say words and ask school to repeat as learnt in Activity 16

8.6. Part 6: CONCLUSION What we have learnt from this unit of work