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Gibberagong Environmental Education Centre

Gibberagong Environmental Education Centre

Wonder, Engage, Inspire

Telephone02 9457 8245

Emailgibberagon-e.school@det.nsw.edu.au

Bush Journal

Bush Journal

History: Community and Remembrance

Overview

This excursion provides a study of the early life of Norman Windybanks, the son of local pioneer, Edward Windybanks, the founder of a boat building industry in the Cowan Creek area.

During the day, the students will follow the fictitious diary  of Norman as he and good friend Sims wind their way down along the Birrawanna Track to Bobbin Head in the early 1900's. 

Through his diary entries, the students will learn about the history of the area to get a sense of life in the early 1900s.

Program Locations

Kalkari to Bobbin Head


Inquiry questions

How has our community changed? What features have been lost and what features have been retained?

What is the nature of the contribution made by different groups and individuals in the community?


Learning Activities

Kalkari Visitors Centre

Commencing at the Kalkari Visitors Centre, the students get to know more about the Windybanks family through Norman’s Bush Journal and old photos of the Windybanks family. This will enable them to compare with their own lives in the 21st century.

The students will receive their own blank bush journal enabling them to document their own journey along the bush track during the day.

Reading from Norman’s diary, the students will learn about Norman’s Aboriginal friend, Sims and the Aboriginal engravings of the area. At the 3D map, the students find related rivers and places.

Bushwalk to Bobbin Head

During the walk to Bobbin Head, the students follow Norman’s path and journal entries, recreating a day in his life and comparing his daily life to their own. The students are will undertake several hands-on activities to help them understand the history and changes of the area which they will document in their own journals, including sketching and poetry reading. Students will also learn the local Aboriginal names for several of the plants and animals that will be seen along the way.

Bobbin Head history

Journal reading is completed. Students are challenged in their observations of old photos of early Bobbin Head to see what has remained the same and what has changed.


Sample Timetable

NOTE: Variations to timetable based on specific location, group size and weather

Time Classes A, B, C
10.00am Acknowledgement of Country, Welcome, Overview of the day
10.10am Morning Tea
10.30am Kalkari Visitors Centre
12.30pm Bushwalk to Bobbin Head
1.2.30pm Lunch
1.00pm Bushwalk continues
1.30pm Bobbin Head history
2.00pm Conclusion and depart


Teacher Information

Download the program flyer

Excursion locations Kalkari to Bobbin Head
Bus access map

Map for access to venue will be sent with the confirmation

Please ensure you print a copy and provide to the bus driver on the morning of the excursion.

Cost

2023 DoE $15 per student - GST free

2023 Non-gov school cost $25 per student - GST free, minimum charge $575 per class. 

NOTE:  National Parks entry is $1.10 per student in addition

Risk Assessments

Kalkari to Bobbin Head

COVID

Social Stories Kalkari to Bobbin Head
Supporting Resources
Student activities (coming soon)
What to bring

Backpack, medication, low-waste food, water bottle, sunblock, raincoat, hat, sturdy shoes, mask.

Students wear sports uniform.

Adverse weather
On days where the weather is unsuitable (see risk assessment), a Gibberagong staff member will contact the organising teacher to discuss alternative arrangments.
Medical notifications
Notify Gibberagong EEC by completing and returning the medical form before the excursion. This form will be sent out upon confirmation of booking.


Syllabus outcomes and content

History K-10 Syllabus 

Outcomes

A student:

> describes and explains how significant individuals, groups and events contributed to changes in the local community over time H2-2

> applies skills of historical inquiry and communication HT2-5

Content

Community and Remembrance

The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to an area is the content. (ACSHE060)

  • Students:
    identify the original Aboriginal languages spoken in the local area

     - identify the special relationship that Aboriginal and/or Torres Strait Islander peoples have to Country and Place

     - respond to Aboriginal stories told about Country

ONE important example of change and ONE important example of continuity over time in the local community  (ACSHE061)

History K-10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012