Warning: This resource may contain references to Aboriginal and Torres Strait Islander people who may have passed away.

Water

[Episode 25 | Before Time : Bunda]

Bunda and his brother Garadi are competing with each other to find the best method of transporting water. Bunda constructs a raft to carry the water down the river, while his brother carries his water on foot. Bunda's father then tells his sons to bring him something that takes two to get.


English

The Australian curriculum: English

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The Australian Curriculum: English aims to ensure that students:

  • learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose
  • appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue
  • understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning
  • develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.

English activities [1]

Activity 1: Problem solving
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Subtheme(s): Customs and traditions; Indigenous perspectives; Social order and education
Discover
  • As a class, watch the clip Water and explain to the students that Bunda and his older brother Garadi have been set a challenge by their father to collect some fresh water and transport it back to him. While the brothers interpret this task as a competition, in fact their father wants the boys to work together to solve the problem and so collect more water. Ask students to assess the problem-solving abilities of each brother. Ask them to list the positive and negative aspects of each brother's solution. List these aspects on the board.
  • Draw students' attention to the way the filmmakers reinforce this sense of competition through image and sound in the clip. Discuss the use of camera positions to tell the stories of both boys, how the music enhances the tensions and the use of props to add to the reality of the storytelling. Use the Student Activity Sheet E25.5: Problem solving.
  • Focus students' attention on the conversation between the two boys when Garadi says that Bunda made him feel like an 'idiot' and 'useless' to which Bunda replies, 'Now you know how it feels'.

Reflect
  • Ask students to write a letter from one of the boys' perspectives to their father, apologising for not cooperating with each other on the day of the water task. 
  • Ask students to identity the Indigenous names for five local animals. Some useful websites about Indigenous Australian languages are:
  1. ABC Indigenous, 'Indigenous Language Map', www.abc.net.au/indigenous/map/
  2. Australian Institute of Aboriginal and Torres Strait Islander Studies, www.aiatsis.gov.au
  • There is also an interactive Aboriginal language CD and dictionary called 'Gayarragi, Winangali' (Find and Hear) created by Larrissa Behrendt which may be useful. It is available for download at:

Gayarragi, Winangali: Find and Hear, http://lah.soas.ac.uk/projects/gw/


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