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Alfred's War

Alfred's War

$28.00
$28.00
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A moving picture book about an Aboriginal serviceman whose wartime contribution was not recognised equally when he returned home.

Creator: Rachel Bin Salleh; illustrated by Samantha Campbell

📘 For teachers: classroom and curriculum guide

Suggested level: Years 4-8

Learning areas: English; Humanities and Social Sciences

Cross-curriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures, with connections to People, Culture and Country/Place through First Nations service, unequal recognition, remembrance and historical truth-telling.

Suggested Australian Curriculum V9 content descriptions:
AC9E5LE01: identify aspects of literary texts that represent historical, social and cultural contexts in literature by First Nations Australian and other authors
AC9HS6K02: changes in Australia's political system and citizenship after Federation that impacted First Nations Australians and others

These are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.

Learning focus: service, remembrance, historical perspectives, recognition and fairness.

Practical lesson sequence

  1. Before: Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.
  2. During and after: Compare Alfred’s experience with official remembrance narratives, identify whose voices are present or absent, then draft a museum label or commemorative statement that restores missing context.
  3. Evidence of learning: An evidence-based museum label using respectful historical language.

Curriculum reference: Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the Australian Curriculum Version 9.0 and the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority.

Respectful teaching

Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.

🎓 For staff professional learning

Suggested AITSL connections:
1.4: Strategies for teaching Aboriginal and Torres Strait Islander students
2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
6.2: Engage in professional learning and improve practice
6.3: Engage with colleagues and improve practice
View the Australian Professional Standards for Teachers.

Suggested use: Use the book as a staff inquiry into whose histories are visible in curriculum, commemorations and school displays. Review one existing unit or event and identify a concrete change.

45 to 60 minute staff activity: Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.

This is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.

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