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My Girragundji

Unit description

This unit of work explores the concepts of sense of self, changes, challenges, connectedness, bullying and seeking help. These concepts are examined using the texts by Meme McDonald and Boori Monty Pryor, My Girragundji and Maybe Tomorrow, and a school visit by Boori Pryor*. Through the texts and personal interaction with Boori Pryor, students will examine the experiences of the main character, a young Aboriginal boy. They will develop an understanding of how a young person’s family life, school experiences and life within their community shape their sense of self. Students will examine how developing a sense of connectedness can enhance resilience and support a person to build a positive sense of self. They will be provided with opportunities to reflect on these concepts in relation to their own lives.

Click here for a synopsis of the book My Girragundji. (PDF, 1 page, 66 KB)

*Note: This unit can also be taught without an author’s visit.

Aboriginal perspectives

This unit uses the text My Girragundji as the main stimulus to explore issues in the Self and relationships strand of the Stage 4 Syllabus. The unit uses The Black Snake (Aboriginal Nations Australia 2004) to explore aspects of power in relationships and the impact of bullying on a person’s sense of self. School visits by a local Aboriginal elder or Boori Pryor are also key learning experiences in the unit. The unit also uses a chapter from Meme McDonald and Boori Pryor’s text Maybe Tomorrow to examine the issue of grief and loss from an Aboriginal person’s perspective.

Phases of learning:

  1. Exploring a sense of self. Defining a sense of self, examining influences on a sense of self and the changing nature of a sense of self.
  2. Examining connectedness. Forms of connectedness, importance of connections and establishing connections.
  3. Bullying and harassment. Identifying bullying and harassment, reasons for bullying and harassment, effects of bullying and harassment, managing bullying and harassment.
  4. Changes and challenges. Identifying sources of changes and challenges, fears and feelings, predicting and preparing for future challenges, grief and loss.
  5. Seeking help. Contacting people and services that provide support, accessing support, benefits of support, supporting others, barriers to accessing support.

Quality teaching framework

All units have been mapped to QT throughout.

Click here for QT details for this unit (PDF, 1 page, 143 KB)


Assessment Task 1 (PDF, 1 page, 102 KB)

Students develop a mind map which represents their own sense of self. They use text and images to represent their sense of self. Based on their mind map, students write a reflective report.

Assessment Task 2 (PDF, 1 page, 106 KB)

From a range of possible help scenarios, students select three to identify an appropriate method for seeking help (writing a letter/email/text or speaking to a person). Students then respond in writing to a partner’s request for help, providing guidance, advice and support as necessary. They then role-play the situation and analyse their response.

Cross-curriculum content

  • ICT
  • Literacy
  • Environment
  • Key Competencies
Unit of work
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