Barangaroo's world would be perfect if only Mani, the biggest boy in her group of friends, would stop trying to be number one. Deep down, Barangaroo knows she's better than he is. That's why Mani keeps shutting her out from important adventures - to make himself look good.

Provocation Question

What does Barangaroo’s story show about leadership, courage and caring for others, and what can we learn from the responsibilities young people carried in her community?

Barangaroo and her friends are warned not to go near Mumuga country, and they discuss the nature of the Mumuga. To cheer up Mung, they decide to host a cook-up. Barangaroo and Mani have a dance-off to see who is the most worthy to carry the spear. 

https://myplace.edu.au/teaching_activities/clip/4296?tab=History

Tuning In

Barangaroo wants to carry the spear, but Mani keeps trying to be the leader. As you watch, think about:

• What does the spear symbolise?
• Why is dance used to decide who carries it?
• What does this moment tell us about leadership and respect?

With a partner, imagine you are Barangaroo and Mani:

• What might you be thinking, feeling, or wondering?
• What does this moment mean to each of you?

(write your responses on sticky notes)

As a class, add responses under these sentence starters:

‘Barangaroo might be thinking…’

‘Mani might feel…’

‘I wonder why…

Finding Out & Sorting Out

In small groups, investigate how roles and responsibilities are shared in First Nations communities, and include the following points in your research:

• ceremonial roles
• gendered responsibilities
• leadership through action, not dominance
• cultural protocols for carrying tools or symbols

Organise your research notes into a Source Analysis Grid:

• What does the source show?
• Who holds responsibility?
• How is leadership shown?
• What values are being taught?

Apply your thinking and interpret the dance-off using your knowledge of cultural protocols, by writing or recording a short response to the question:

“What does the spear symbolise in this story, and why is it important who carries it?”

Create a Symbol Map to illustrate your writing, showing:

Spear > meaning > responsibility > cultural value

Learning Support:

Provide a partially completed map with visual cues and sentence starters.

Making Connections

Barangaroo and Mani both want to carry the spear, but their reasons and their responsibilities are different. Think about a time when you had to show what you could do, not by being the loudest, but by showing respect, skill or patience.

Individual or Partner Task:

Create a short, multimodal digital story (audio, slideshow or illustrated booklet) retelling the dance-off from Barangaroo’s perspective.

Show:

• what the spear means to her
• how she feels during the dance-off
• what she learns about leadership and responsibility

Start with a storyboard to organise your ideas.

Remember to include :

• a clear beginning, middle and end
• cause/effect (challenge > dance-off > understanding)
• one respectful action or cultural value

Learning Support:

Provide storyboard panels with caption starters such as:

‘I wanted to carry the spear because…’

‘When Mani challenged me…’

‘I showed leadership by…’

‘The most important lesson was…’

Barangaroo and Mung collect yabbies for the cook-off. When Barangaroo returns to the camp she finds that Mung has gone missing in Mumuga country, so she and her friends go searching for him.

https://myplace.edu.au/teaching_activities/clip/4303?tab=History

Tuning In

Barangaroo shows care and courage when Mung goes missing. As you watch, think about:

• What does this moment show about her leadership?
• Why is Mumuga country important?
• How do the children respond to danger?

As a class, use the Thinking Routine: What Makes You Say That? Share your ideas and justify them with evidence from the clip.

Use a visual prompt with speech bubbles:

‘I think this shows…’

‘Because I saw…’

Finding Out & Sorting Out

Research ‘Country, Boundaries and Protocols’ by exploring:

• sacred or restricted areas
• cultural boundaries and permissions
• responsibilities when entering Country
• ecological knowledge (yabbies, water, seasons)

Use a Country Protocol Chart to organise your research notes and show:

Place > Permission > Purpose > Responsibility

Apply your research to interpret the danger and respect shown in the clip.

Prompt: ‘What does this story teach us about respecting Country and caring for each other?

In small groups, create a Cause–Effect–Response chart:

• Cause: Mung enters Mumuga
• Effect: He goes missing
• Response: Barangaroo leads search
• Cultural meaning: What values are shown?

Making Connections

Barangaroo shows courage and care when Mung goes missing. Think about a time when you helped someone because it was the right thing to do, even if it felt challenging.

Individual or Partner Task: Create a 4–6 panel comic strip or digital storyboard showing the search for Mung from Barangaroo’s point of view.

Include:

• how she uses knowledge of Country
• how she leads her friends
• how she shows responsibility and care

Rememeber to include

• clear sequence of events
• how Barangaroo uses cultural knowledge (e.g., reading Country, listening, observing)
• one moment of leadership or care

Learning Support:

Provide a comic template with prompts such as:

‘We were collecting yabbies when…’

‘I noticed something was wrong because…’

‘I decided to…’

‘This taught me that…’