Listening, Learning, Growing

Overview

Students use Dadirri—deep listening, quiet reflection and respectful yarning—to learn about the Gurindji Wave Hill Walk-Off, land rights and reconciliation. Through Paul Kelly and Kev Carmody’s song From Little Things Big Things Grow, students consider how fairness, culture, family, community and respectful relationships contribute to identity, health and wellbeing.

Learning intentions

Students will:

• learn how Dadirri can guide respectful listening and reflection
• identify key ideas about the Wave Hill Walk-Off and land rights
• explain how fairness, respect and support contribute to reconciliation
• describe how culture, family, community and place can shape identity and wellbeing

Success criteria

• I can listen quietly and respectfully to another person’s story.
• I can retell one important idea from the song or its historical context.
• I can explain why fairness and respect are important for reconciliation.
• I can suggest one action that helps build respectful relationships in my school or community.

Curriculum links

• PDHPE — Identity, health and wellbeing: responsible choices improve health and wellbeing.
• PDHPE — Identity, health and wellbeing: culture, family and place can shape identity.
• PDHPE — Identity, health and wellbeing: the role of family and community in Aboriginal and Torres Strait Islander Peoples’ identities.
• PDHPE — Identity, health and wellbeing: identifying messages and their purpose in media.

Lesson structure (40 minutes)

1. 0–5 min · Welcome and prepare to listen. Teacher explains that Dadirri is a way of being present, listening deeply, thinking carefully and learning respectfully; display the learning intention using the learning intention and Dadirri introduction slide and invite students to sit comfortably and take three quiet breaths. Students practise stillness, notice their breathing and share one idea about what respectful listening looks and sounds like.

2. 5–10 min · KWL inquiry. Teacher introduces the broad questions, “What is fairness?” and “What might land rights mean?”, then records student contributions in a whole-class KWL chart; students complete the know and wonder sections of the KWL and reflection sheet independently or with a partner. Emphasise that students may say “I’m not sure” and that today is an opportunity to learn, not to guess about or speak for Aboriginal and Torres Strait Islander Peoples.

3. 10–15 min · Historical context. Teacher uses the historical context slides to explain in age-appropriate language that Aboriginal and Torres Strait Islander Peoples have continuing connections to Country, culture and community. Explain that in 1966 Gurindji workers and families walked off Wave Hill Station because they experienced unfair pay and poor working conditions; Vincent Lingiari helped lead the action, which contributed to an important land rights victory. Show a respectful historical image of Vincent Lingiari and Gough Whitlam and explain that the image represents recognition of Gurindji land rights. Students listen and record or draw one new fact.

4. 15–22 min · Deep listening to the song. Teacher briefly introduces From Little Things Big Things Grow as a song by Paul Kelly and Kev Carmody that tells part of this history, then plays the song or suitable video from the nominated Narragunnawali resource without interruption. Students listen for repeated ideas, people, places and changes, without singing over the first viewing. Reassure students that they do not need to understand every word immediately.

5. 22–27 min · Silent reflection. Teacher returns to the reflection prompt slide, allows quiet thinking time and plays selected sections again if needed. Students draw or write: “One part I remember is…”, “One feeling or question I have is…”, and “The song shows fairness when…”. Students may use words, pictures or teacher-scribed responses.

6. 27–36 min · Yarning circle and Think–Pair–Share. Teacher establishes yarning agreements—listen to understand, one speaker at a time, pass is allowed, and respond to ideas rather than judging people—using the Think Pair Share poster. Facilitate discussion with the yarning questions slides:

• What does “from little things, big things grow” mean?
• Why was the Wave Hill action about fairness?
• Why should Aboriginal and Torres Strait Islander Peoples, workers and businesses be treated with respect and supported?
• How can culture, family, community and place help shape identity?
• What is one small action our class could take to build respectful relationships?

Students first think silently, then discuss with a partner, and finally share selected ideas in the circle. Avoid asking students to imitate Aboriginal symbols, stories or ceremonies; focus on listening, fairness and respectful action.

7. 36–40 min · Revisit and assess. Teacher returns to the KWL chart and records what students have learnt, then displays the conclusion and action prompt slide. Students complete the final section of the KWL and reflection sheet: “I learnt…”, “Dadirri means…”, and “One respectful action I can take is…”. Invite two or three volunteers to share, reminding the class that reconciliation grows through many thoughtful actions.

Resources

• the Dadirri, context, reflection, discussion and conclusion slide deck
• the KWL and reflection sheet
• the Think Pair Share poster
• Teacher-approved audio or video of From Little Things Big Things Grow
• Respectful historical image of Vincent Lingiari and Gough Whitlam
• Whiteboard or interactive display
• Pencils, drawing materials and writing paper
• Classroom yarning-circle seating

Assessment

• Observe whether students use respectful listening behaviours, take turns and contribute appropriately during partner talk and the yarning circle.
• Check KWL and reflection responses for understanding of Dadirri, fairness, land rights, reconciliation and the influence of culture, family, community and place.
• Use students’ final action statements to identify whether they can connect learning to respectful relationships and wellbeing.

Differentiation

• Provide visual prompts, repeated key words, drawing options and sentence starters such as “I noticed…”, “I wonder…” and “A fair action would be…”.
• Pre-teach and revisit terms including Country, fairness, respect, land rights, reconciliation and community; clarify that Country includes relationships with land, waters, culture, people and ancestors.
• Allow students to pass during sharing, respond privately on the worksheet, or work with a trusted partner. Provide teacher scribing, speech-to-text or additional processing time where needed.
• Extend confident students by asking them to connect the song’s message to a current class or community action that supports respectful relationships and Aboriginal and Torres Strait Islander Peoples’ businesses or communities.