Contents 

Facilitator guide 

Overview of topic 3 

Background to this topic 3 

Structure of the topic 3 

CGEA and ACSF/NRS mapping 4 

Imported Units 5 

Employability skills 5 

Delivery of the topic 6 

Assessment 7 

Hands 2: Community 

Activities 14 

Summary of assessment 32 

VBQU120 Engage with simple texts for learning purposes 32 

VBQU124 Create simple texts for learning purposes 32 

VBQU168 Access the internet for language learning 33 

Summary of handouts for this topic 34 

Resources 35 

General 35 

Protocol 35 

Apology 35 

National Sorry Day 36 

Stolen Generation 36 

Teaching resources in hard copy 37 

Appendix A: Reading Checklist CGEA 1 (initial level) 38 

Appendix B: Reading Checklist CGEA 1 (introductory level) 39

21770VIC Course in Initial General Education for Adults 

Hands 2: Community 

Overview of topic 

The activities and resources in this topic explore the idea of hands as 

symbols of connection to community and culture. The topic draws on 

a variety of research skills and community based activities to develop 

literacy, social capital and employability skills of learners. 

While these activities have been particularly developed to support 

Indigenous learners, they have application to a range of learners and 

learning environments. Many of the activities focus on developing 

computer based skills and completion of the topic will enable 

learners to achieve VBQU168 Access the internet for language learning. If 

computer support is not available, most activities can be undertaken 

with minimum adaptation. Exceptions to this are activities two: 

Skimming, scanning and locating information on the internet and seven: 

The Sea of Hands. 

Background to this topic 

The approach to the topic, and some activities and resources, have 

been developed in collaboration with Anne Mahon and Eva Sahanna 

of Centacare, Western Australia. 

Structure of the topic 

This topic is the second of two using the motif of hands. It is linked 

to the resource bank topic Hands 1: Identity but may be delivered 

separately. 

It consists of a series of resources and activities, which focus on 

the concept of hands, to support the development of reading, 

writing, computer based learning and oral communication skills 

from the perspective of gathering, recording and communicating 

information. Some of these activities relate directly to the image 

of hands empowering individuals within a community, such as 

3

4 Add water and stir: A resource bank of CGEA material for LLNP 

the Sea of Hands activities. Others are more loosely connected to 

the concept of hands linking individuals within communities, and 

symbolically carrying forward the traditions of cultural identity 

within communities. 

Reference to the Stolen Generation 

The issue of the Stolen Generation is an important theme for 

exploring community and tradition for indigenous learners; however, 

no specific activity on the Stolen Generation has been developed for 

inclusion in this topic (although Kevin Rudd’s Apology is included for 

reading and discussion). This is because exploring this issue directly 

requires sensitivity to the needs of particular learners and groups of 

learners. Some excellent teaching resources have been developed for 

exploring issues concerning the Stolen Generation (see the HREOC 

site referenced in the Resources) and it is recommended that teachers 

explore these resources and incorporate them into their program 

delivery as appropriate to their particular learner group. Teachers can 

then feel confident that they have approached this issue in a way that 

is respectful to the needs of their learners. 

CGEA and ACSF/NRS mapping 

The table identifies the relationship of the CGEA units to the 

performance indicators of the ACSF and the NRS and units from the 

Mumgu-dhal tyama tiyt certificates. Table 1 identifies CGEA language 

units VBQU120 Engage with simple texts or learning purposes, VBQU create 

simple texts for learning purposes and VBQU168 Access the internet for 

language learning . 

While the topic also provides many opportunities for development 

and assessment of oral communication skills, assessment of oral 

communication is not central to the assessment design of the topic 

and oral communication has not therefore been formerly included in 

the mapping. See comments under Assessment below. 

With the exception of VBQU168 Access the internet for language learning, 

learning strategies have not been formally included in the alignment. 

See comments under Assessment below 

The topic is designed to be delivered through the CGEA with the 

appropriate ACSF/NRS level and indicators identified and aligned as 

closely as possible. Teachers need to be aware that an alignment is not

Hands 2: Community, Facilitator Guide 5 

always a neat equation because the CGEA and the ACSF are inherently 

different in their purposes. In addition, particular circumstances of 

delivery (e.g. context, support) and differences between individual 

learners (e.g. background knowledge in one Aspect but not another) 

will affect performance in any given ACSF/NRS Indicator. The 

activities support attainment of the CGEA units identified and provide 

evidence towards ACSF/NRS performance in the relevant indicators. 

In some cases this may provide complete evidence; however, teachers 

need to review the alignment, the circumstances of delivery and 

individual responses to the tasks and vary alignment as appropriate. 

Imported Units 

This topic has been linked where appropriate to the units from the 

indigenous curriculum, 21861VIC Certificate II Mumgu-dhal tyama-tiyt. 

Activities for this topic may also contribute significantly to the CGEA 

imported module VBQM479 Indigenous Australia. For CGEA Certificate 

1 Introductory; however, further activities concerning the history of 

Indigenous Australia would need to be added to the topic . 

Employability skills 

The activities described in this unit relate to Employability Skills. 

These have been linked directly to the learning and assessment 

activities within the unit. Employability Skills have been a part of the 

delivery and assessment of Language, Literacy and Numeracy courses 

for a number of years. They are also referred to as generic skill, life 

skills, key competencies and lifelong learning skills. Development of 

Employability Skills enhances students’ opportunities to participate 

more fully in the community and in further education, as well as 

developing the skills that employers have nominated as being critical. 

It is a common understanding that Employability Skills are best 

developed in context so it is important to identify how and when 

these skills can be developed. It is also critical that teachers are 

explicit about the development of these skills so that students can 

develop the knowledge and learn how to apply Employability Skills in 

the appropriate context. 

In the table below we have identified opportunities for students 

to develop and demonstrate Employability Skills. However, it is 

important that teachers use these opportunities to incorporate the


teaching and assessment of Employability Skills. For example, a 

particular activity might suggest that students work in teams. In this 

instance teachers need to explicitly address the skills of being a good 

team member so that students understand this skill and learn when it 

might be put to good use. 

For more information on identifying and applying Employability 

Skills in Language Literacy and Numeracy teaching please see 

Making the Link Employability Skills and Further Education Casarotti, N 

Commonwealth of Australia, 2007 

Delivery of the topic 

The following features are recommended for delivery of this topic: 

A mix of foreground and background delivery 

In order to foster flexibility and variety of delivery, it is recommended 

that the selected activities take place through a mixture of focused 

foreground delivery and ongoing background learning. This allows 

several activities to be co-delivered within a particular training session 

and enables learners to move between learning styles. (E.g. from direct 

teacher/learner engagement in an activity to one requiring more 

independent, self paced learning; or from more formal, instructional 

learning to more creative learning). 

Flexibility in selection of activities and resources 

The activities of this resource are not sequential, so teachers may 

select and sequence those activities to suit their learners’ interests and 

particular learning contexts. The activities and handouts have been 

broadly developed for learners with reading and writing skills at CGEA 

Certificate 1 (Introductory); however, most of these activities may be 

extended to accommodate the needs of learners operating at higher 

levels of the CGEA. 

Code switching 

This resource acknowledges the importance of home language, 

Aboriginal English and standard Australian English to Aboriginal 

learners; however, this section of the resource does not offer particular 

activities or handouts on Aboriginal English or home language. This 

is partly because many of the reading and writing activities are about 

learning to use language within the context of particular registers and 

for particular social purposes. Teachers may adapt the activities to


accommodate home language and Aboriginal English as appropriate to 

their particular learner needs. 

Assessment 

The assessment for this unit has been integrated with delivery. The 

CGEA performance criteria for reading and writing units VBQU 

120, VBQU124, and the computer unit VBQU168 have been detailed 

against each activity. Table 2 shows how the activities and assessments 

have been designed to meet the elements and performance criteria of 

these units. Recommended key assessments for each of these units are 

located at the end of the activities section. 

While the activities for this topic also provide opportunities for the 

assessment of oral communication skills, they have not been formally 

identified in the activities and assessment table. As stated above, 

teachers may wish to incorporate the following CGEA units into the 

assessment of this oral communication as appropriate to the needs of 

individual learners: 

• VBQU170 Communicate with others in familiar and predictable 

contexts 

• VPAU107 Use presentation skills 

In addition, while teachers may not identify appropriate CGEA oral 

communication units for their learners, engagement in the topic will 

still provide rich opportunities for gathering and documenting ACSF/ 

NRS evidence of performance in Oral Communication. 

This topic does not identify a direct alignment between the CGEA 

units and the ACSF/NRS in learning strategies, therefore this skill is 

not identified in table 1. (An exception to this is VBQU168 Access the 

internet for language learning which has been aligned with ACSF 2.02.). 

ACSF/NRS Learning Strategies are embedded in all activities and these 

activities will provide teachers with many opportunities to gather 

evidence for development of this skill.


Table 1 CGEA – ACSF/NRS mapping grid 

ACSF levels 

CGEA Element and indicators NRS levels and indicators Imported units 

VBQU120 Engage with simple texts or learning purposes 

1 Locate specific I 

formation in simple 

texts relevant t to the 

learning environment 

2 Read and interpret 

short, explicit texts 

relevant to the learning 

environment. 

2.03 Identifies and 

interprets relevant 

information within 

familiar contexts 

2.04 Uses a number of 

reading strategies to 

identify and locate relevant 


familiar text types. 

2.1 Reads and interprets short 

simple texts on personally relevant 

topic. 

2.2 Locates specific information 

relating to familiar contexts in a 

text which may contain data in 

simple graphic, diagrammatic, 

formatted or visual form. 

There is no 

parallel unit to 

unit mapping 

to the CGEA, 

however, the 

activities for 

CGEA VBQU120 

and VBQU21859 

will allow 

learners to 

achieve the 

following 

units in VIC 

Certificate 1 in 

Mumgu-dhal 

tyama-tiyt. 

VPAU122 

Investigate 

and present 

on features of 

indigenous 

culture 

VPAU101Work 

with indigenous 

community 

members 

VPAU105 profile 

an indigenous 

person or 

community 

organisation 

VBQU124 Create simple texts for learning purposes 

1 Describe simple 

text types relevant to 

learning 

2 Prepare simple text in 

the learning context 

3 Produce simple text in 

the learning context 

2.05 Conveys intended 

meaning on familiar topics 

for a limited range of 

purposes and audience 

2.06 Produces familiar 

text types using simple 

vocabulary, grammatical 

structures and conventions 

2.3 Writes about a familiar 

topic using simple sentence 

structure and joining ideas 

through conjunctive links where 

appropriate. 

2.4 Completes forms or writes 

notes using factual or personal 

information relating to familiar 

contexts. 

There is no 

parallel unit to 

unit mapping 

to the CGEA, 

however, the 

activities for 

CGEA VBQU120 

and VBQU21859 

will allow 

learners to 

achieve the 

following 

units in VIC 


Mumgu-dhal 

tyama-tiyt. 

21859VIC 

Certificate 1 in


Table 1 CGEA – ACSF/NRS mapping grid – continued 

ACSF levels 

CGEA Element and indicators NRS levels and indicators Imported units 

Mumgu-dhal 

tyama-tiyt 

VPAU122 

Investigate 

and present 

on features of 

indigenous 

culture 

VPAU101Work 

with indigenous 

community 

members 


an indigenous 

person or 

community 

organisation 

VBQU168 Access the internet for langiuage learning 

1 Identify types of 

information available 

on the internet 

2 Complete online 

language learning 

activities 

3 Communicate using 

simple email messages 

Provides evidence for: 

2.02 Applies a limited range 

of learning strategies in 

structured and familiar 

contexts 

2.03 Identifies and 

interprets relevant 


familiar contexts 

2.04 Uses a number of 

reading strategies to 

identify and locate relevant 


familiar text types 

2.06 Produces familiar 

text types using simple 

vocabulary, grammatical 

structures and conventions 

. 

2.1 Reads and interprets short 

simple texts on a personally 

relevant topic. 

2..2 Locates specific information 

relating to familiar contexts in a 

text which may contain data in 

simple graphic, diagrammatic, 

formatted or visual form. 

2.4 Completes forms or writes 

notes using factual or personal 

information relating to familiar 

contexts. 

. 

While there is 

no parallel unit 

to unit mapping 

to the CGEA, 

the activities 

for CGEA unit 

VBQU168 will 

contribute 

to learners 

achievement of 

the following 

units in VIC 


Mumgu-dhal 

tyama-tiyt. 

21859VIC 


Mumgu-dhal 

tyama-tiyt 


an indigenous 

person or 

community 

organisation 

VPAU106 

Participate 

in current 

indigenous 

events of 

significance


Table 2: Activity, assessment and outcome guide 

Activities Assessment CGEA performance criteria Employability skills 

Activity 1: Sharing and talking about culture 

Handout 1: Talking about culture 

Handout 2: Self Evaluation 

Reading: Questions on presentation 

prompt sheet; reading and completing 

self-assessment form 

Writing: Completion of handouts 1 

and 2, Email message 

Internet learning: Send/receive 

feedback email 

Oral communication: Observation of 

presentation 

Completion of self-assessment sheet: 

Complete in consultation with teacher 

VBQU120 

• 1.1, 1.2, 1.3 

• 2.2, 2.3, 2.4 

VBQU124 

• 1.2 

• 2.1 

• 3.1 

VBQU168 

• 3.1, 3.2, 3.3, 3.4, 3.5 , 3.6 

Communication 

Teamwork 

Problem solving 

Self management learning 

Activity 2: Skimming, scanning and locating information on the internet 

Handout 3: Deadly Acheivers 

Handout 4: Thinking about the 

information 

Reading tasks include: Research task. 

Teacher observation of engagement in 

task. Completion of handout 4 

Internet learning: Observation of 

engagement in task and discussion. 

Writing: Completion of task in 

handout 3 

VBQU120 

• 1.1, 1.2, 1.3 

• 2.1, 2.2, 2.3, 2.4, 2.5 

VBQU124 

• 1.1, 1.2, 1.3 

• 2.1, 2.2, 

• 3.1, 3.2, 3.3 

VBQU168 

• 1.1, 1.2, 1.3, 

• 2.1, 2.2, 2.3, 2.4 

Communication 

Teamwork 

Learning 

Technology


Activity 3: Indigenous heroes 

Handout 5 (optional) 

Handout 6 Profile of a community 

leader/inspiring person 

Reading Completion of handout 6 and 

poster 

Writing: Notes in handout 6; 

Production of poster 

Internet learning 

Activity 4: Profile a local indigenous community organisation 

Handout 7: Draft Information flyer 

Handout 8: Sample thank you letter 

Reading: Notes from interview to put 

in flyer; discussion of format for thank 

you letter 

Writing: Notes from tape/taken at 

interview, production of flyer, thank 

you letter or card. 

Oral communication: Teacher 

observation in discussion; completion 

of interview 

Activity 5: Reading Koori Mail online 

Handout 9: Reading the Koori Mail 

Reading: Observation of engagement 

in online reading (Use Reading 

checklist – see appendix 1); 

completion of Handout 9 

Internet learning: Completion of 

handout 9 

VBQU120 

• 1.1, 1.2, 1.3, 

• 2.1, 2.2, 2.3, 2.4, 2.5 

VBQU124 

• 1.1, 1.2, 1.3, 

• 2.1, 2.2 

• 3.1, 3.2, 3.3 

VBQU168 

• 1.1, 1.2, 1.3, 

• 2.1, 2.2, 2.3, 2.4 

VBQU120 

• 1.1, 1.2, 1.3 

• 2.1, 2.2, 2.3, 2.4, 2.5 

VBQU124 

• 1.1, 1.2, 1.3 

• 2.1, 2.2, 

• 3.1, 3.2, 3.3 

VBQU120 

• 1.1, 1.2, 1.3 

• 2.1, 2.2, 2.3, 2.4, 2.5 

VBQU168 

• 1.1, 1.2, 1.3 

• 2.2, 2.3, 2.4 

• 3.1,3.2, 3.4, 3.6 

Communication 

Self management 

Learning 

Technology 

Communication 

Teamwork 

Initiative and enterprise 

Self management 

Learning 

Technology 

Communication 

Learning 

Technology


Table 2: Activity, assessment and outcome guide – continued 

Activities Assessment CGEA performance criteria Employability skills 

Activity 6: Catching and passing around ideas – debating a community issue 

Part A: Reading 

Handout 10: Should AFL and NRL 

players be role models for kids? 

Handout 11: Questions about the text 

Part B: Discussion of issues 

Handout 12 

Part C: Writing 

Handout 13 Writing about the issue 

Handout 14 Extension activities 

Reading: Observation of engagement in 

discussion; completion of handout 11 

Writing: Completion of handout 11, 13 

Extension activities for CGEA 1: 

Completion of tasks in handout 14 

VBQU120 

• 1.1, 1.2, 1.3 

• 2.1, 2.2, 2.3, 2.4,2.5 

VBQU124 

• 1.1, 1.2, 1.3 

• 2.1, 2.2 

• 3.1, 3.2, 3.3 

Communication 


Teamwork 


Activity 7: Sea of Hands 

Part A: Reading 

Handout 15: About the Sea of Hands 

Handout 16: Writing about the Sea of 

Hands 

Part B: Interacting with the Sea of Hands 

Handout 17 

Part C: Extension activity reading 

justice statement 

Part D: Email about the Sea of Hands 

Reading : Completed handout and 

observation of discussion from the 

ANTAR photo gallery and the handout 

Writing: Completion of handout 16; 

Completion of the email /memo in 

part d of activity 

Internet learning: Accessing Sea of 

Hands; navigating site locations; using 

interactive sea to read messages on 

hands/go through steps of joining the 

sea 

Extension activity: Teacher 

observation 

Email giving feedback about the Sea 

of Hands 

VBQU120 

• 1.1, 1.2, 1.3 

• 2.1, 2.2, 2.3, 2.4, 2.5 

VBQU124 

• 1.1, 1.2, 1.3 

• 2.1, 2.2 

• 3.1, 3.2, 3.3 

VBQU168 

• 1.1, 1.2, 1.3 

• 2.1,2.2, 2.3, 2.4, 

• 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 

Communication 

Teamwork 

Technology 

Teamwork 


Learning


Activity 8: The national apology 

Handout 18: Kevin Rudd’s Apology 

Speech 

Reading: Observation of discussion, 

completion of group response 

Internet learning: Observation of 

learner accessing video of speech from 

one of the suggested sites 

VBQU120 

• 1.3 

• 2.1,2.2, 2.3, 2.4, 2.5 

VBQU168 

• 1.1,1.2, 1.3 

• 2.1,2.2, 2.3, 2.4 

Communication 

Teamwork 


Technology


Activities 

Preparation and delivery 

The activities focus on the symbolic role hands have in connecting 

us to community, through expressing and sharing knowledge and 

culture, or working together.


 

Activity 1: Sharing and talking about culture 

Maintaining one’s culture, values and traditions is beyond price. Human 

beings cannot live without that. We are glad to share our culture with 

Europeans and other migrants but we will never give them up. 

Getano Lui, jnr Thursday Island, 1994 

(Australian Museums online Indigenous site) 

• The purpose of this activity is to develop writing and oral 

communication skills by celebrating an individual’s connection 

to an aspect of their culture that the individual is comfortable 

sharing with others. 

• Ask learners to think about something that they can identify 

within their culture that is important to them. Some of these 

things may be tangible objects – e.g. places, objects, artwork, 

songs, language – which can be described and named; some may 

be intangibles – e.g. relationships, family, spiritual knowledge, 

memories. 

• Ask them to work in groups of 2–3 and discuss these things. One 

person per group could be the writer and each group could list 

these things and share their list with those of others. The purpose 

of this is to include a broad range of possibilities. 

• The teacher can write up a list of these things as the groups 

contribute their ideas. 

• Discuss with learners: ‘What it is that makes a culture special, 

unique?’ ‘What do they think is most important?’ ‘In what way are 

these things linked to each other?’ 

• Ask learners to bring to class something that is important to them 

and that links them to their culture. Assure learners that this what 

they choose needs to be something that they are happy and feel 

comfortable sharing and explaining to others 

• Discuss possibilities: these could be real items, such as food, 

artwork (or photos of it), or less tangible items such as family 

relationships. If less tangible, how could it be shown? E.g. a family 

relationships might be shown in a family photo, a special place 

by a photo, map, rock, earth. Songs could be used, words of a 

language explained, a story told. 

• Support learners in organising their presentation. Handout 1 gives 

some ideas for guiding the structure to the presentation, but this 

will vary according to what is chosen. 

• Learners will need some time to prepare for this. Set a date for this 

as a cultural sharing/celebrating day.


• An option for this would be to facilitate cross-cultural sharing 

with learners from other cultures. For example, learners from ESL 

and indigenous programs could complete the same activity, then 

come together to share items from their culture/personal history. 

• Learners could complete this activity with a self-assessment of 

their own organisational and presentation skills, using the self 

assessment guide questions in handout 2. 

• Encourage learners to ask questions and give positive feedback to 

other presenters. 

• Ask learners to send a brief email to other presenters with a 

positive message E.g. liked your talk/it was interesting, etc.


 

Activity 2: Skimming, scanning and locating information on the 

internet 

The purpose of this activity is to develop reading skills by accessing 

and looking at online information. The subject, finding out about an 

Indigenous “Deadly” winner , is a lead in to Activity 3. Suggest that 

learners pair up on a computer, so that there is maximum support. 

Ideally those not familiar with accessing information on the internet 

can be paired with someone who is more confidant. 

Using internet sites to locate information: Pair/group activity 

• Ask learners to access http://www.deadlys.vibe.com.au/ and follow 

the pathway as in the handout i.e Go to on the menu bar under 

The deadlys, Go to read more. This will take you to Deadlys 2008 

winners announced. 

• Read the text about the Deadlys awards with learners. Discuss 

to recap meaning. Questions could include: ‘When/where was 

the 2008 Deadlys awards night held?’ ‘Who hosted it and who 

performed there?’ ‘What do the Deadlys awards celebrate?’ 

• Ask learners to scan the award winners to find someone that they 

are interested in. 

• Explain to learners that you would like them to find out more 

about one of the award winners and then complete the task in 

handout 3. 

• Make sure learners are comfortable with the activity, especially 

with process of using a search engine to locate information. 

Teachers may need to model this and take learners through the 

process using one of the award winners names to demonstrate how 

to access a search engine through typing or cutting and pasting 

the name of the award winner. Cutting and pasting is useful in 

that there are no errors in spelling. 

• Learners may wish to work two to a computer in conducting their 

research. 

• Once learners have used the search engine to access sites about 

their chosen person, they will have to skim different sites to find 

the information. Explain that it is a good idea to browse a number 

of sites to find those that most suit their task and which they are 

comfortable reading. Teachers will need to support learners in this 

process. 

• Stress that not all sites will be suitable, and that they will have 

to browse to find the right site. Discuss what sites with .gov, .net,


and .com mean. How does this affect the kind of information 

presented? 

• If learners are not familiar with saving information in a word 

document, show them how to do this, modeling as required. 

• Learners do not need to complete an extensive report for this task. 

Handout 3 provides some guidance about the kind of information 

that they could collect. Some questions may not be easy to find 

the answers for. Assure learners that this is quite OK and they can 

discuss this when reporting back and sharing knowledge with 

class. 

• Once information is saved, learners can store it in a file and 

return to it at a later stage to access the information and complete 

the assignment. In order to avoid repetition of long tracts of 

information, stress to learners that bigger is not better. Just a 

sentence or two under each heading is enough. Ask learners to 

read the information to make sure that it makes sense. Ask learners 

to complete a rough draft of their research, check with teacher to 

revise and edit, and write a completed piece of around 250 words. 

• Teachers can set time aside so that learners can share their 

information with classmates. This does not need to be done as a 

formal reading of their work One or two of the most interesting 

things about their award winner is enough. Use Handout 4 to 

support learners in reflecting on the information. Ask learners to 

reflect on their information sites: Questions to stimulate reflection 

could include: 

––‘Which was the least useful?’ 

––‘Which was the most useful?’ 

––‘Which was the easiest to read?’ 

––‘Which was the most clearly set out?’ 

These responses can be part of the class discussion. then ask 

learners to complete Handout 4 individually.


 

Activity 3: Indigenous heroes 

This activity will consolidate learners information gathering skills. 

The idea is to gather a broad picture of Indigenous people who 

have made significant contributions over time and to share this 

information with others. Learners will not be required to complete 

a written report, but to use some writing to support oral sharing 

of knowledge about social, cultural and political achievements of 

Indigenous people over time. 

• Ask learners to access handout 5. After scanning the pages, ask 

them to select a group under one of the headings. i.e. Warriors 

political activists etc. Who could be added to this group? Learners 

can negotiate who could be on their list. Discuss in small and large 

groups (Many more names could be added – it is a deliberately 

incomplete list. This is just a starting point to stimulate reflection. 

The point is to customize the list to the particular interests and 

contexts of learners. This is not to disrespect the contributions of 

others but to limit the task to something that is achievable and 

relevant to the needs of learners.) 

• Learners may decide to prioritise Indigenous achievers whom they 

do not know very much about, and would like to know more. 

• Each group of learners can then be responsible for finding out 

something about the people named under the heading that they 

have chosen. Each individual learner can be responsible for 

finding out a little bit about one individual. Learners can use the 

internet as for the previous task and consolidate their information 

accessing skills. They may wish to access other sources such as 

books, orally transmitted cultural knowledge, TV/video. 

• Learners do not have to complete a written report for this, 

however, they can jot/copy down some notes to jog their memories 

for when they reassemble as a group to share their information. 

Handout 6 will support the organization of this information so 

that it can easily be shared with others. 

• Ask learners to share their knowledge in small groups to prepare 

what they are going to say. Report back to the wider group. What 

have they learnt about the person? What have they learnt about 

accessing information? 

• Option: Learner groups to produce a poster which profiles a 

little information about each the people in they researched E.g. 

landrights/political activists etc.


Some useful sites for this activity 

• Ask learners to look up the Deadly Awards using a search engine. 

This will allow them to access the names of contemporary figures 

who have been recognised most recently for their contributions to 

Australian society. 

• www.leopold.vic.edu.au/koori/koori_famous.htm 

Links to various texts and sources. This site is useful for critical 

literacy and discussing the way information is presented because 

of the multiple entries for many of the listed individuals. 

• www.eps.vic.edu.au/history/Famous%20Aborigines.htm 

Text at ACSF 2. Contains very readable text about 7 famous 

indigenous Australians. Some entries have a very upper primary 

school flavour to them, however (e.g. children’s illustrations). 

• www.teachers.ash.org.au/aussieed/reference_indigenousaustralia.htm 

Text at ACSF 3. Learners at CGEA Introductory will need support. 

• Discuss other sources of information. e.g. libraries for books and 

video footage.


 

Activity 4: Profile a local indigenous community organisation 

The purpose of this activity is to develop reading, writing, oral 

communication and learning skills through gathering knowledge 

about Indigenous organisations and their activities within the local 

community. These activities could include political, sporting, music 

art, cultural or social groups. 

Possible Extension Activity 

This activity could be a “stem” activity through which learners could 

begin investigations about volunteering or working with community 

organisations. This could be built upon later and encompass 

VPAU101Work with indigenous community members from Certificate 1 

Mumgu-dhal tyama-tiyt. 

Alternatively, learners could profile an individual who has been 

an active community member but who is not part of a formal 

organisation. In this case a publicity flyer would not be appropriate as 

a writing activity. Handout 6, used for activity 3, could be substituted 

as a writing activity. Consult with learners about how they would like 

to present their information. 

Propose to learners that they find out about the work of a local 

Indigenous organisation. Learners may choose to work with a partner 

or group of three to complete this activity. 

• As a group, teacher and learners brainstorm to compile list of 

local Indigenous community organisations. These might be 

organisations specific to the local community or organisations 

that operate locally but have state or national links. Ask learners 

to also reflect on people who have made a significant contribution 

to the local community. 

• Ask learners to work in groups of 2–3 and select a group to find 

out more about. Consider what they already know about the 

work of the organisation and how they could find out further 

information. 

• Ask learners to check to see if there is any print material about the 

organisation and access this if possible. (e.g. brochure, website) 

• Ask learners to prepare to contact the organisation/individual. 

Learners may need to consider the appropriate protocol for 

approaching an individual and may require advice from elders of 

their community.


Ask learners to arrange to visit the organisation and meet a member 

of the organisation to find out more about its activities. Arrange to 

meet with an individual, explaining who they are and the purpose 

of the visit. Teacher to support learners in this activity as required in 

accordance with protocols. See: www.abc.net.au/indigenous/education/ 

cultural_protocol.htm to find out cultural protocols in regards to 

Indigenous Australians, if appropriate to context. 

• Prepare learners for their visit to the organisation/member of 

organisation. Brainstorm list of questions that they might ask. 

This will vary according to the nature of the organisation, but may 

include: 

––‘What is the name of the organisation/group?’ 

––‘Who is it for?’ 

––‘What does it do in the community?’ 

––‘When did it start?’ 

––‘How many people are involved?’ 

––‘What are its aims/goals?’ 

––‘What are some of the things it has done so far?’ 

––‘How can other people get involved in it?’ 

––‘Who is a good person to contact about the group, and how 

can they be contacted?’ 

––‘How did (the person being interviewed) get involved?’ 

––‘What is the best thing about being part of the group?’ 

––‘What is the hardest thing?’ 

––‘How often does the group meet?’ 

––‘How can you become a volunteer or member of this group?’ 

––‘Does the group holds any special events/fundraisers?’ 

‘When are these held?’ 

• Talk about how the information is to be gathered and recorded. 

Learners will need to ask permission to record the interview prior 

to attending their meeting. Later, listen to the tape and write 

down information against questions in the list. If taping is not 

appropriate, each group of learners will need to work out how best 

to gather the information. Possibilities include:1–2 people in the 

group take responsibility for writing down information during 

the interview/asking the person being interviewed to jot down 

some notes on a question sheet given earlier/requesting a support 

“scribe” to accompany the group to the interview, then reading 

the notes and sorting them into answers to the questions asked.


• Review the information gathered. This may mean: replaying the 

interview, conferring as a group to confirm details/reviewing notes 

with scribe to clarify information. 

• Complete publicity flyer which profiles the organisation/ 

community group. Details can be filled in using a dot point 

format. Handout 7 is a guide to completing this, although it may 

not be appropriate to all groups and may need to be adapted. 

Teacher to confer with each group about what is appropriate to 

each profile. 

• Ask learners to write a thank you letter or card to the person they 

interviewed. Handout 8 is a model for this which may then be 

customized to particular circumstances. Discuss the template 

with learners and ask them to consider what words could be put 

in the blank spaces. Write possibilities up on board. Ask learners 

to complete their own thank you letter, using the model as a 

guide. Support learners in personalizing it for their own situation. 

Discuss when it is more appropriate to use a card, when more 

appropriate to use letter. (e.g. informality of card if they know 

the person interviewed, more formal letter if they do not.) Check 

drafts before asking learners to write final copy. 

• Some useful sites for researching groups can be found at: 

––www.ncistudent.net/CourseResources/AboriginalStudies/ 

WebLinks.htm 

––Go to: Aboriginal community organisations in menu. This 

site contains www.naccho.org.au/ for community health 

organizations


 

Activity 5: Reading the Koori Mail online 

Communication is important to community and belonging. The 

purpose of this exercise is to develop a range of reading skills by 

engaging learners with the Indigenous newspaper, to be aware of 

what it offers and to gain confidence browsing through its sections 

and pages. The Koorie mail offers a range of services – news and 

sports items, advertising, letters, a job section and the opportunity to 

advertise events and to give feedback. 

• Ask learners to go to www.koorimail.com/ 

• As a group, take learners through the various sections of the Koori 

Mail. Demonstrate how to access different parts of the paper by 

using the menu bar on the left hand side of the home page. Show 

learners how to access the general news and the sports news 

through Newsroom in the menu. Go to the Employment section 

and the Contact us section to review the information found in 

these sections of the menu. 

• Ask learners to go to CUZ Telegraph on the menu bar. Explain 

the purpose of Cuz Telegraph, and show learners how to join Cuz 

Telegraph by completing the registration form online. 

• Asks them to browse the menu on the left hand side of the home 

page, and complete the questions in handout 9. 

• Complete the feedback activity at the end of handout 9.


 

Activity 6: Catching and passing around ideas: debating 

community issues 

Part a: Reading 

The aim of this activity is to develop reading, writing and oral 

communication skills by encouraging learners to share and compare 

opinions in a non confrontational style. The issue of footballers as role 

models is discussed here, however, the format can be adapted to other 

topics of particular relevance and meaning to learner groups 

The resource in handout 10 has been modified from Blog material and 

is in a conversational tone. Teachers can talk about the differences in 

the language used here to that of the language used in the reading for 

their research project. Is it different? What makes it different? 

• Teachers ask learners to access handout 10. Look at the title and 

the setup of the page to predict what the writing will be about. 

Confirm with learners that there is no one right view, just some 

opinions with which they are free to agree or disagree. 

• Read handout 10 with learners, confirming pronunciation and 

meaning of particular words as required. Learners may be keeping 

a personal word list/dictionary. Ask them to add relevant words. 

• Elicit the gist of each paragraph with learners, without 

commenting on what you think of the views expressed. 

• Ask learners to reread the opinions carefully, and complete the 

reading task described in handout 11. 

The last question asks learners to extrapolate unstated meaning from 

Ty Williams comment. It takes learners beyond evidence for reading at 

NRS 2.1 and provides some evidence of reading at NRS 3.2.This is also 

the case with the ACSF; most of the reading tasks are pitched at ACSF 

2.03, the questions 8and 9 move readers into performance indicators 

more appropriate to ACSF 3.03. 

Part b: Discussion of the issue 

Ask learners to form into groups of 3–4 and compare responses, 

commenting on the views as they share their information. Discussion 

can be guided by handout 12. 

Ask learners to share their views with the class, and listen to the 

responses of others. The handout suggests that one person per group


be nominated as the report back person, but teachers may decide it is 

more appropriate to invite all members of each group to comment. 

Part c: Writing about the issue 

Handouts 13 and 14 invite learners to respond to the issue in writing. 

Handout 13 is designed to elicit a response at CGEA 1 (Introductory). 

The handout provides for drafting conferencing and revision, however, 

learners may require further drafting. Final copy could be typed and 

stored in a personal file on the computer. 

Handout 14 provides extension reading and writing activities for 

learners who have more independent reading skills and who can access 

Blogs, read entries and who are operating or moving towards CGEA 1 

ACSF/NRS 3 in writing.


 

Activity 7: Sea of Hands 

Part a: Reading about the Sea of Hands 

Ask learners what they know about the Sea of Hands: Have they seen a 

Sea of Hands display? 

• Ask learners to access the Sea of Hands photo gallery in this site: 

http://www.antar.org.au/sea_of_hands and click on the arrow to start 

the show. Ask them to read handout 15 

• From reading handout 15 and viewing the Sea of Hands photo 

gallery, ask learners to discuss: 

––‘What is the purpose of the Sea of Hands display?’ 

––‘What does each hand represent?’ 

––‘When did it start?’ 

––‘How many people have joined the Sea of Hands?’ 

––‘Where have Sea of Hands displays been shown?’ 

––‘Which famous people support the Sea of Hands?’ 

––‘Which is their favourite visual display in the video?’ ‘Why 

is that?’ 

––‘Which source of information, the handout or the visual 

display would be more effective in getting people to notice 

the Sea of Hands?’ ‘Why is that?’ 

• Ask learners to locate and write down specific information 

about the Sea of Hands using handout 16. Learners can draw on 

information in handout 15, and/or replay the photo gallery from 

the Sea of Hands site (see above). 

Part b: Interacting with the Sea of Hands 

The Sea of Hands enables anyone who wants justice for Aboriginal 

people to join a community of like minded individuals. It gives learners 

with an opportunity to interact with the community and be political 

if they wish to do so. Learners can choose whether or not they wish 

to add their name to the Sea of Hands; the decision to add their name 

to the “Sea” needs to be entirely their own. What ever they decide, all 

learners will gain skills from exploring the website and its links. 

• Ask learners to return to the Sea of Hands site and click on 

Animated version (opens in a new window). This allows individuals 

to view the Sea of Hands online and add their hand to the “Sea” if 

they wish. 

• Reading the “Sea” Ask learners to “catch” a hand floating in the sea 

by clicking on it. What details come upon the hand? (The added


hand has the person’s name, a design of their own on the hand 

and a statement of commitment to justice attached.) 

• Adding a hand Take learners through the process of adding a hand, 

but do not ask them to do so, unless they want to. Use handout 17 

to guide the process. 

Part c: Extension activity. Reading the commitment to justice statement 

The site is accessible to a wide range of readers: it is a highly interactive 

site with great appeal. Inconsistent with this, however, is the inclusion 

of a justice statement which requires reading skills at a level which 

would exclude many readers at ACSF 2 and 3. Learners may be able to 

get the gist of the meaning of the justice statement, but the reading of 

it would need to be highly supported. 

Reading this statement and discussing it with learners would be a good 

way of encouraging them to think about the relationship between 

writing, audience and purpose. 

Ask learners to pause at this statement and read it aloud to them. As a 

group, then discuss: 

• ‘What do you think about the language used in the statement?’ 

• ‘What does the statement basically mean?’ 

• ‘Who should be the reading audience for the Sea of Hands?’ ‘Is the 

statement written for everyone?’ 

• ‘Is there a simpler way of getting the commitment to justice 

message across?’ 

• ‘What could be written there instead?’ 

Part d: Email about the Sea of Hands 

• Support learners in writing an email/memo to either: 

––Tell a friend about the Sea of Hands explaining how to get to 

the site, and how to add their name. The notes learners took 

for the reading exercise in handout 16 and handout 17 could 

be used to support their writing. Appropriate opening and 

closing comments and greetings for emails and memos could 

be discussed and put on whiteboard as a reference. 

––Send an email to ANTAR giving them feedback about the 

Sea of Hands site – ‘What is good about it?’ ‘How could it 

be improved?’ This could be done as a group activity, with 

teacher modeling writing processes and writing ideas on 

the whiteboard, (things people like about the site, things


they’d like to see improved.) Opening greetings discussed, 

appropriate closes discussed. Learners could then write a 

draft as hard copy or write an email and save in drafts, using 

the written guidelines on the whiteboard. Teacher could 

review the draft with the learner, learner could make any 

changes, and the email/memo sent. 

• Email addresses for ANTAR can be located by clicking Contact 

us in the menu bar and then going to the various states. There is 

space to write an email and send it from here. Alternatively, postal 

addresses can also be located using Contact us on the menu bar. 

• Learners can join the Sea of Hands online if they wish, but this is 

not necessary to provide evidence of performance in the relevant 

elements.


 

Activity 8: The National Apology 

The purpose of this activity is to provide a platform through which 

issues in contemporary Indigenous culture can be introduced for 

further discussion. While the written text in itself is not readily 

accessible for readers at CGEA Introductory level, and is not a simple 

text, it is accompanied by its oral text format. Learners can listen, reread 

and replay as required. This is a different reading skill for learners 

to develop, and a strategy for dealing with more difficult text. Teachers 

can offer appropriate support by guiding learners through the reading, 

focusing on particular areas of meaning, and engaging learners in 

discussion. For example, what is the effect of the repetition of words 

and phrases in the text (such as ‘we say sorry’)? It should not be 

considered for assessment without audio visual and teacher support. 

• Provide learners with Handout 18, which is part of the text of 

Kevin Rudd’s apology speech . Then ask learners to access The 

Prime Minister’s National Apology to Aboriginal peoples. This 

can be done via the internet form the following site. http://www. 

abc.net.au/news/events/apology/ Go to featured video and select PM 

Kevin Rudd says Sorry to the Stolen Generations. (Handout 18 is the 

written transcript of this excerpt.) 

• After viewing, ask learners to return to Handout 1 and support a 

discussion of the content of the speech. Suggested questions to 

support this discussion are: 

––‘When and where was the apology made?’ 

––‘On whose behalf was the apology being made?’ 

––‘Who is the apology being made to?’ 

––‘What is the apology for?’ 

––‘Why is the apology important for Australia’s future?’ 

• Ask learners to work in small groups and work out what they 

would like to say to Kevin Rudd in response to this speech. Work 

out one or two sentences in response. Ask member of group to 

write this down – teacher to assist where necessary. Report back to 

whole class. 

Extension reading activity 

The ABC site allows readers to access the full text of the apology 

motion, access Brendan Nelson’s speech, view footage from the 

speeches (either full footage or excerpts) and go to related links. A


further activity could be to view Brendan Nelson’s speech and discuss 

the reaction to it. Ms Lyman’s response to Brendan Nelson’s use of her 

story is also included on this site. Learners working at CGEA II and 

III could continue more independently with this activity comparing 

content in Nelson and Rudd’s speeches.


Summary of assessment 

All assessment listed. Key assessment activities in bold 

VBQU120 Engage with simple texts for learning purposes 

Opportunities for assessment of VBQU120 occur in the following 

activities: 

• Activity 1: Sharing and talking about culture – use of prompt sheet 

handout 1; completion of self-assessment sheet. 

• Activity 2: Skimming, scanning and locating information on the 

internet – Observation of engagement in task and discussion using 

handout 3; completion of handout 4 

• Activity 3: Indigenous Heroes – Completion of handout 6 

• Activity 4: Profile a local Indigenous community organization – 

Notes from interview to put in flyer (handout 7); discussion of 

format for thank you letter (handout 8) 

• Activity 5: Reading the Koori mail – Observation of engagement 

in online reading; completion of Handout 9. 

• Activity 6: Debating a community issue, Part A: Observation of 

engagement in discussion; completion of handout 11 

• Activity 7: Sea of Hands, Part A: Completed handout and 

observation of discussion from the ANTAR photo gallery and 

handout 15; completion of handout 16. 

• Activity 8 : The national Apology – Observation of engagement in 

reading and discussion; completion of group response 

VBQU124 Create simple texts for learning purposes 


activities: 

• Activity 1: Sharing and talking about culture – Completion of 

handouts 1 and 2; email message 

• Activity 2: Skimming, scanning and locating information on the 

internet Part B: Notes in handout 4 

• Activity 3: Indigenous heroes – Notes in handout 6, production 

of poster. 

• Activity 4: Profile a local Indigenous community organization 

– Notes from tape/taken at interview, production of flyer, thank 

you letter/card


• Activity 5: Reading Koori mail – Notes in handout 9 

• Activity 6: Debating a community issue Part C: Completion of 

Handout 13 

• Activity 7: Sea of Hands Part A: Completion of handout 16; Part D: 

Completion of email/memo 

• Activity 8: The national Apology – Observation of group writing 

activity 

VBQU168 Access the internet for language learning 


activities: 

• Activity 1: Sharing and talking about culture – send/receive 

feedback email 

• Activity 2: Skimming, scanning and locating information on 

the internet – Observation of engagement in task and discussion 

of sites. Details of research in handouts 3 and 4. 

• Activity 3: Indigenous heroes – Evidence of internet research. 

Teacher observation of internet research processes 

• Activity 5: Reading the Koori mail – Completion of handout 9 

• Activity 6 : Debating community issue (optional extension activity 

– Blog response) 

• Activity 7: Accessing Sea of Hands; Navigating site locations; 

Using interactive sea to read messages on hands/go through steps 

of joining the sea; send email about Sea of Hands 

• Activity 8: The national Apology – Observation of learner 

accessing video of speech on line from one of the suggested sites


Summary of handouts for this topic 

1. Talking about culture 

2. Self-evaluation 

3. Deadly Acheivers 

4. Thinking about internet information 

5. Indigenous heroes 

6. Profile of a community leader/inspiring person 

7. Information flyer – rough draft 

8. Sample thank you letter 

9. Reading the Koori Mail 

10. Should AFL and NRL players be role models for kids? 

11. Questions about the text 

12. Group discussion – Should we expect footy players to be role 

models? 

13. Writing about the issue 

14. Extension activities reading and writing about an issue 

15. About the Sea of Hands 

16. Writing about the Sea of Hands. 

17. Joining the Sea of Hands 

18. Kevin Rudd’s Apology Speech


Resources 

General 

www.atsic.gov.au/events/naidoc 

www.dreamtime.net.au/ 

Australian Museums online Indigenous site 

www.koorimail.com/ 

www.ANTaR.org.au/sea_of_hands 

Sea of Hands – ANTaR – Australians for Native Title and Reconciliation 

http://www.daretolead.edu.au/servlet/Web?s=169694&p=DTL08_Home 

http://www.bennelong.com.au/ 

The Bennelong Society 

Protocol 

Message Stick – Cultural Protocol A place to find out cultural 

protocol’s in regards to Indigenous Australians. From the ABC’s 

Message Stick website 

http://www.abc.net.au/message/proper/default.htm 

Apology 

Prime Minister Kevin Rudd’s Apology to the Stolen Generations of 

Australia. The full text of Kevin Rudd’s Apology [PDF, 42 kb] 

http://www.aph.gov.au/house/Rudd_Speech.pdf 

The ABC carried complete live coverage of this significant national 

event – in 3 parts (streamed video – 3:18, 26:02, 25:29 mins) 

http://www.abc.net.au/tv/apology/ 

Reconciliation Australia – contact for Apology video and poster 

http://www.reconciliation.org.au/ 

The Koori Mail (edition 420, 27 February 2008) has a 24 page section 

on the Apology and Responses 

http://www.koorimail.com/index.php?page=Home


Response to government to the national apology to the Stolen 

Generations by Tom Calma. This webpage at HREOC contains the 

transcript of Tom Calma’s speech, links to the video and audio 

download. 

http://www.abc.net.au/news/video/2008/02/13/2162138.htm 

Lateline: Tony Jones talked to historian Henry Reynolds and political 

commentator Gerard Henderson about the impact of the formal 

apology to the Stolen Generations (13 February 2008) – (streamed 

video – 15:49) 

http://www.abc.net.au/news/video/2008/02/13/2162136.htm 

National Sorry Day 

National Sorry Day Committee – for events connected with Stolen 

Generation and sorry day in various states across Australia 

http://www.nsdc.org.au/ 

Stolen Generation 

Us Taken-Away Kids: Experiences and Artwork from the Indigenous 

Community 

http://www.humanrights.gov.au/about/links/index.html#sj 

ANTaR (Australians for Native Title and Reconciliation) Participate in 

online petitions to urge the Federal government to act on the Bringing 

them home report: Sorry is the first step. Also contains opinion about 

the NT Intervention and invites participant response 

http://www.antar.org.au/ 

HREOC (Human Rights and Equal Opportunity Commission) 

Resources from the Human Rights and Equal opportunity commission 

http://www.humanrights.gov.au/ 

Poster to down load tracking the history of the separation of 

Indigenous children from their families: Download a poster PDF The 

Track the history timeline is available in three formats: a poster version, 

online and text-only. The poster version can be ordered from the 

Commission at 

http://www.humanrights.gov.au/education/bth/download/Track_History_ 

A1poster.pdf


Personal Stories: Comparison Activity PDF or Word Stories and 

activities connected with the Stolen Generation 

http://www.humanrights.gov.au/education/bth/download/personal_stories_ 

resources.pdf 

‘Bringing Them Home’ report 

http://www.humanrights.gov.au/social_justice/bth_report/report/ 

Stolen Generations Alliance 

http://www.sgalliance.org.au/ 

Teaching resources in hard copy 

Deadly Eh, Cuz, Teaching Speakers of Koori English, Goulburn Valley 

Education Consultative Group Incorporated, 1996, language Australia 

Langwij Comes to school Promoting literacy among Speakers of 

Aboriginal English and Australian Creoles, DEET, Order free copies of 

this magazine: 06 240 9086 

Making the Jump, A resource book for teachers of Aboriginal Students, 

Rosalind Berry and Joyce Hudson, Catholic Education Commission of 

Western Australia, 1997


Appendix A: Reading Checklist CGEA 1 (initial level) 

VBQU107 Engage in short simple texts to participate in the community 

Required Skills and Knowledge 

Uses cues from context, personal experience and document layout to identify highly familiar 

words, phrases, symbols and numbers 

Teacher comment Competent £ Not Yet Competent £ 

........................................................................................................................................................ 

........................................................................................................................................................ 

Uses a limited range of reading strategies including ability to draw on a small bank of sight 

vocabulary of personally relevant words/phrases and use elementary word attack skills 


........................................................................................................................................................ 

........................................................................................................................................................ 

Locates specific information in short, simple, personally relevant texts 


........................................................................................................................................................ 

........................................................................................................................................................ 

Follows the left to right, top to bottom orientation of printed texts and screen based texts 


........................................................................................................................................................ 

........................................................................................................................................................ 

Communication skills to undertake assessment 


........................................................................................................................................................ 

.....................................................................................................................................................…


Appendix B: Reading Checklist CGEA 1 (introductory level) 

VBQU120 Engage with simple texts for learning purposes 

Required Skills and Knowledge 

Can identify the main idea and key information and supporting information in a text 


........................................................................................................................................................ 

........................................................................................................................................................ 

Can understand that a text represents the author’s experiences, purposes and opinions 


........................................................................................................................................................ 

........................................................................................................................................................ 

Has understanding of a range of purposes and a range of audiences for texts 


........................................................................................................................................................ 

........................................................................................................................................................ 

Can interpret basic structural conventions of texts, e.g. Chronological sequencing of events/ 

identification followed by description, Conventions of paragraph writing: one major topic in 

each paragraph; use of topic sentences 


........................................................................................................................................................ 

........................................................................................................................................................ 

Can draw on a range of decoding and meaning making strategies 


........................................................................................................................................................ 

.....................................................................................................................................................…

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