Bush Tucker Learning Plan: Exploring Indigenous Culture with Children

This portfolio assignment presents a learning plan centered around 'Bush Tucker' to educate children aged 6-12 about Indigenous history and culture, specifically focusing on Noongar traditions. The plan involves activities such as exploring and identifying bush foods, learning their Noongar names, and understanding traditional preparation methods. It integrates Vygotsky's learning theories by using visual aids and practical activities. Resources needed include bush food samples, charts, books, and a video clip, with adjustments made to the learning environment to display these materials. The introduction involves engaging questions and the use of visual aids, while learning is facilitated through participation, guest speakers, and excursions. The experience concludes with students drawing and describing bush foods, reinforcing self-acceptance, respect, and social responsibility. The portfolio also includes reflections on personal attitudes, values, and the role of Indigenous education in advocating for children and families.

Learning plan template
Required
Headings Description example
Name of
Experience
Describe the experience (50 words)
Bush tucker
Lesson to offer the various experiences in learning about traditional foods and to
generate a Bush Tucker book with the assistance from the Noongar language.
Also, the students to learn the Noongar words for various food items they usually
refer to in English.
Participate in activities under the leadership of local Noongar people and interact
with them
Experience in research
Age group 6-12 years of age.
Description
Describe exactly what you will do with this experience (100 words)
Entire class:
To introduce the topic, show and discuss the group video of men or utilize the
poster kit of the Bush Foods. Discuss the gathered samples of bush foods. Explore
their features like physical appearance, taste, and preparation method. Make use of
the books, charts, and pictures that you collected to identify the names of the
samples, and to analyze the local varieties. The local guest or Noongar LOTE
teacher can assist to introduce the Noongar and English food names.
Individual:
Draw a picture of a family gathering food out in the bush and write a story about
the picture.
Entire class:
Present own stories and pictures to group or class.
Rationale Describe why this experience will help children learn about Indigenous history
and culture and why you have chosen these strategies. Link to theories or
curriculum framework (150 words)
Children in the middle childhood years are in the stage of exploration and are
quickly captivated by new things which they can physically observe and relate.
According to Vygotsky, this is a preoperational stage of development and children
learn out of observation of practical activities and visual aids (Smolucha &

Smolucha, 2012). This experience will provide students with the knowledge in
learning about traditional bush foods. Also, they will learn to create a Bush Tucker
book with the aid of words from the Noongar language. The students are also
expected to experience the types of bush foods that existed and how they were
traditionally prepared and eaten.
Therefore, these experiences will teach the children to accept and respect
themselves and others as they are, and also exercise care and respect for the rights
of others.
The students are also to take part in activities led by the local- Noongar people and
interrelate with the local Noongar people.
Resources
List and describe the resources you will need and any adjustments that would
need to be made to the learning environment (100 words)
• Gathering of bush foods, charts, books, and pictures
• A video clip made by men’s group (if accessible)
• Video player for the class to watch
• Noongar dictionary (if accessible- inquire with Aboriginal education team at
the DEO).
• Poster kit for bush food
• Sample of bush food
• Charts prepared by the teacher illustrating local bush foods labeled with both
Noongar and English names.
• Digital camera for day trips
• Writing/drawing materials- plain paper, pencils, crayons, for drawing allocated
bush food and a brief description using Noongar and English names.
• Clipboards for excursion
• Classroom corner for the display of pictures, books, and charts.
Introduction
How will you introduce the experience to the children (50 words)
Begin with questions on which types of foods the students like, and provoke their
minds by asking them if such foods existed long ago and how they think they were
prepared and perhaps called. Use the Men’s group video or the Bush Foods poster
kit to introduce the topic. Then briefly submit the food samples that you have
gathered by considering their physical appearance, taste, and preparation method.
Strategies List some of the strategies that describe how you will help the children to learn
100 words)
• Encourage and invite the children to participate.
• Introduce the Noongar and English-speaking guest or local speaker to help

on right pronunciation of the bush foods in the display.
• Discuss the features of the bush sample foods gathered- physical
characteristics, tastes, and ancient preparation method
• Use the assembled pictures, books and charts to examine other local
varieties.
• Draw a picture of a family gathering foods and develop a story about the
picture
• Present personal stories and pictures to the class.
• Participation in all discussions
• Organized excursion to the bush trail where local Aboriginal People can
relate with students.
• Observe the student’s participation and attentiveness level
Conclusion
How will you conclude the experience with the children (50 words)
The students can lastly be examined to draw an allocated bush food and a short
description. The students are to be made to appreciate self-acceptance and
individual self-respect. Furthermore, they are to be reminded of their social, civic
and environmental responsibility.
References
Smolucha, L., & Smolucha, F. (2012). Vygotsky’s theory of creativity: Figurative thinking allied with
literal thinking. Contemporary perspectives on research in creativity in early childhood
education, 63-85.