Us Mob Walawurru
Us Mob Walawurru
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Set in Central Australia in the 1960s, Ruby’s sharp observations illuminate cultural divides, schooling, identity and the assumptions of well-meaning adults.
Creator: David Spillman and Lisa Wilyuka
📘 For teachers: classroom and curriculum guide
Suggested level: Years 6-9
Learning areas: English; Humanities and Social Sciences
Cross-curriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures, with connections to Country/Place, Culture and People through Central Australian life, schooling, identity, language and cultural authority.
🧭 Suggested Australian Curriculum V9 content descriptions:
AC9E8LE01: explain how ideas and points of view may represent the values of individuals and groups in literary texts from historical, social and cultural contexts
AC9HG7K07: the cultural connectedness of people to places, including First Nations Australians' cultural connectedness to Country/Place
These are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.
Learning focus: voice, historical setting, education, cultural identity and power.
Practical lesson sequence
- Before: Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.
- During and after: Build a timeline of the setting, analyse how Ruby’s voice challenges adult assumptions, then rewrite one incident from another viewpoint and compare what each perspective reveals or conceals.
- Evidence of learning: A comparative response citing language choices from both perspectives.
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 as a staff reading circle to examine deficit assumptions, voice and whose knowledge is privileged in schooling. Conclude by revising one classroom routine or resource-selection practice.
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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