The Story of the Birrarung (Yarra River) - Year 9 Drama Lesson

This Place: The Story of the Birrarung through - Drama Year 9 Drama Lesson 

 

Pedagogical Framework: Yunkaporta’s Eight Ways of Knowing 

Content Area: Dramatic storytelling, First Nations perspectives, physical theatre, 

Learning Intentions To understand and explore the cultural significance of the Birrarung (Yarra River) and the stories shared by Jaeden Williams-Briggs. To use drama techniques to represent First Nations stories respectfully. To engage with Yunkaporta’s Eight Ways framework to deepen cultural, creative, and relational learning. 

Success Criteria Students will: 

 ✔ Contribute to group dramatic explorations that show understanding of Country, movement, and story ✔ Use gesture, space, and voice to embody elements of the Birrarung story 

✔ Demonstrate respectful engagement with First Nations cultural knowledge 

✔ Reflect on their own learning and connections to the story 

Lesson Sequence (60 Minutes) 

0–5 min — Acknowledgement & Orientation Eight Ways Link: Community Links Teacher gives an Acknowledgement of Country. Briefly explain that today’s drama work engages with Boonwurrung Country and stories shared by Yalukit Willam man, Jaeden Williams-Briggs. Introduce the Eight Ways model as a guiding structure for learning today. 

 

5–10 min — Watch or Review the Video / Hearing the Story https://www.abc.net.au/education/this-place-the-story-of-the-birrarung-the-yarra-river-/105985566 

Eight Ways Link: Story Sharing Revisit the transcript by displaying key excerpts or retelling the story in spoken form. Highlight elements: Birrarung as a living being Rock Falls as a sacred crossing Colonisation’s impact Ngargee celebrations Bundjil and Waa Promises to care for land, water, and children. 

Prompt: “What images, feelings, or movements do you hear inside the story?” 

10–20 min — Land-Based/Place-Based Warm-Up 

Eight Ways Link: Land Links Students spread around the room and imagine they are on Country, moving as different elements of the Birrarung: flowing water shifting rocks wind from Waa’s bag Bundjil soaring 

Encourage grounded movement connected to landscape: low levels, wide shapes, listening to silence. 

Debrief Question: “What did your body teach you about the story that your mind hadn’t yet?” 

20–30 min — Visualising Story Through Group Tableaux 

Eight Ways Link: Non-verbal, Deconstruct/Reconstruct Students form small groups (3–5). 

Teacher assigns each group one part of the story: Crossing at Solomon’s Ford Rock Falls and its destruction Ngargee/Tromgin celebration Bundjil’s creation story 

The two promises Groups build three frozen images: 

BEFORE DURING AFTER

Encourage symbolic gestures, levels, and focus. 

Teacher Role: Support respectful storytelling and avoid literal re-enactment of sacred 30–40 min — Movement Sequences (Connecting the Tableaux) 

Eight Ways Link: Symbol–Image–Action, Backtracking (sequencing story pathways) Each group now adds simple transitions between their tableaux using movement motifs inspired by Country: flowing arms (river) spirals (winds) grounded stomps (mountains/rock) They “walk the story back” by rehearsing their sequence slowly, reflecting on meaning. 

Guidance: Emphasise that movement honours story rather than copies ceremony. 

40–50 min — Sharing (Performing the Stories) 

Eight Ways Link: Community Links, Non-verbal Groups perform their short sequences in a respectful classroom circle. Before each performance, the group names the part of the story they explored. Audience watches silently with attention to metaphor, shape, and land connection. 

Optional: Light rhythmic clapping or breath to support transitions between groups. 

50–55 min — Reflection Circle Eight Ways Link: Story Sharing, Learning Maps Students reflect verbally: 

“Which part of the story resonated with you and why?” 

“How did movement help you understand Birrarung differently?” 

“What responsibilities did you feel while telling this story?” 

Catalogue key ideas on the board as a “learning map.” 

55–60 min — Final Connection & Exit Slip 

Eight Ways Link: 

Links Between People and Place Exit slip prompt: “What is one way you could honour Bundjil’s two promises in your own life or through your drama work?” 

Students hand in slips as they exit. 

Resources Needed 

Projector/video or transcript excerpts Open space Chart paper or whiteboard for learning map Soft background sound (optional nature ambience) 

Teacher Notes (Cultural Protocols) Avoid role-playing sacred beings (e.g., Bundjil) in a literal sense—use symbolic movement, gesture, or metaphor. Emphasise respect, listening, and relational accountability. Acknowledge that this is one story from Boonwurrung Country; different mobs have different stories. 

Resources 

ABC Education. 2025. This Place - The Story of the Birrarung, the Yarra River. Nov. 10 2025.  

https://www.abc.net.au/education/this-place-the-story-of-the-birrarung-the-yarra-river-/105985566

Eckersley, M. 2022. Australian First Nations Drama. Tasman Press. 

Murphy, A.J., Kelly, A. & Kennedy L. 2019. Wilam: A Birrarung story. CSIRO Publishing. 

Murphy, A.J., Kelly, A. & Kennedy L. 2019. Wilam: A Birrarung story. [Video].  https://www.youtube.com/watch?v=RZP_KS2ZiCE

Victorian Department of Education and Training. (n.d.) Birrarung: a story from Wurundjeri Country [Interactive book]. State Government of Victoria. 

Yunkaporta, T. Aboriginal pedagogies at the cultural interface. (Doctoral dissertation). Townsville: James Cook University.