Teaching with aunty curriculum ... - Crackerjack Education

ACARACURRICULUMCORRELATIONS TEACHINGWITHAUNTY:FOUNDATION www.crackerjackeducation.com.au

FOUNDATION

KNOWLEDGEAREA ACARACODE SUBJECTAREA CONTENTDESCRIPTION ELABORATION TWACONTENT

ACHASSK013 HISTORY

Howthestoriesoffamiliesandthepastcanbecommunicated,forexample,throughphotographs,artefacts,books,oralhistories,digitalmediaandmuseums

•engagingwiththeoraltraditions,paintingandmusicofAboriginalandTorresStraitIslanderPeoplesandrecognisingthatthepastiscommunicatedthroughstoriespasseddownfromgenerationtogeneration

Inthestory,agroupofgirlssentonaspecialerranddisobeyinstructionsandareblownupintotheskytojointhestars.ItisoneversionofatraditionalAboriginalstoryabouthowtheSouthernCrosscameintobeingandwhyitisdifferentfromotherstars.

•identifyingandusingthenameofthelocalAboriginalorTorresStraitIslanderlanguagegroup•identifyinghowandwhythewords‘Country/Place’areusedbyAboriginalandTorresStraitIslanderPeoplesfortheplacestowhichtheybelong•invitingmembersofthetraditionalownergrouptotalkaboutCountry/PlaceandplacesofculturalandhistoricalsignificancetotheAboriginalorTorresStraitIslandercommunityinthelocalneighbourhood,suburb,townorruralarea

ACSSU004 SCIENCEDailyandseasonalchangesinourenvironmentaffecteverydaylife

•learninghowAboriginalandTorresStraitIslanderconceptsoftimeandweatherpatternsexplainhowthingshappenintheworldaroundthem

Aboriginal&TorresStraitIslanderpeopleappliedknowledgeofparticularstarsandconstellationsformanyimportantpurposes,includingacalendarforthechangingseasons.

DREAMINGACHASSK016 GEOGRAPHY

TheAboriginalorTorresStraitIslanderCountry/PlaceonwhichtheschoolislocatedandwhyCountry/PlaceisimportanttoAboriginalandTorresStraitIslanderPeoples

VISUALSTIMULUSTITLE:THESTORYOFTHESOUTHERNCROSS(VIDEO)

ThisanimatedDreamingstoryisfromtheWiilman(Wheel-man)peopleoftheSouthWestregionofWesternAustralia(nearPerth).TheWiilmanareadialecticalgroupoftheNoongarpeopleofWesternAustralia.



ACHASSK013 HISTORY



TheSandSymbols tellsthestoryoftraditionalAboriginal&TorresStraitIslanderpaintingsthatdepicteverydayeventssuchashuntingandcorroborees,aswellasmythsandlegends.WediscovertheimportanceofhandingdowntheknowledgeofAboriginalart,whichistheonlywaytokeepitalive.

ACHASSK014 GEOGRAPHYTherepresentationofthelocationofplacesandtheirfeaturesonsimplemapsandmodels

•identifyingthewaysAboriginalandTorresStraitIslanderPeoplesrepresentthelocationofCountry/Placeandtheirfeatures(forexample,byinscriptionsonstone,stories,sanddrawings,paintings,song,musicanddance)

TheSandSymbols introducesAboriginalfamilyheritage,language,traditionaldailylives,sanddrawingsandsymbolsintotheclassroom.AboriginalElderSarahshowshowthefeaturesofthelandscapecanberepresentedthroughart.

ACAVAM106

Exploreideas,experiences,observationsandimaginationtocreatevisualartworksanddesign,includingconsideringideasinartworksbyAboriginalandTorresStraitIslanderartists

•identifyingandusingvisualconventionsintheirartworksafterinvestigatingdifferentart,craftanddesignstylesfromotherculturesandtimes,forexample,Expressionism,Fauvism,AboriginalandTorresStraitIslanderPeoples,andAsia

StudentscompleteactivitiestoemulateAboriginalcaveart,suchasX-rayartandpaintblowing.Theydiscusssymbolsfromthestoryandtheirmeanings,andlearnabouttheconnectionbetweenAboriginalartsymmetry,symbolismandiconography.

•identifyingwheretheymightexperienceartintheirlivesandcommunities,forexample,keepingadiaryof‘artexperiences’andcombiningtocreateaclasslistandthendiscussinghowvisualartworkssustainandcommunicateculturalknowledge

•Consideringviewpoints–societiesandcultures:Forexample–Whereisthisartworkfromandwhywasitmade?Whomadetheartworks?Whereandhowaretheydisplayed?

VISUALARTS

VISUALSTIMULUSTITLE:THESANDSYMBOLS(VIDEO)FOUNDATION

ARTSTYLES

Aboriginalartwasmeaningful.Everydot,everydashandeverycolourhadameaning.Itcouldrangefromasinglelinetoacompleximageofahuntingscene.Aboriginalpeopledidnotdoartasahobby.TheirarttoldoftheDreaming,theirwayoflife,traditionsandlaws.

Respondtovisualartworksandconsiderwhereandwhypeoplemakevisualartworks,startingwithvisualartworksfromAustralia,includingvisualartworksofAboriginalandTorresStraitIslanderPeoples

ACAVAR109



ACPPS007HEALTH&PHYSICAL

EDUCATIONParticipateinplaythatpromotesengagementwithoutdoorsettingsandthenaturalenvironment

•playingtraditionalAboriginalandTorresStraitIslandergamessuchasKolapusingnaturalmaterials

TheBushFoodDelightMovements activityteachesstudentsabouttraditionalIndigenousgamesandoutdooractivities.LikemanyIndigenousdances,huntinggamesandstories,itinvolvesmovementsrelatingtoanimals.

ACELT1575 ENGLISHRecognisethattextsarecreatedbyauthorswhotellstoriesandshareexperiencesthatmaybesimilarordifferenttostudents’ownexperiences

•viewingstoriesbyAboriginalandTorresStraitIslanderstorytellersfromonlinesources

BushFoodDelight usesdescriptivelanguagewrittenbyAboriginalauthorNolaTurner-JensentoexplainthedifferenttypesofbushfoodsthatcanbefoundintheAustralianbush.

ACTDEK003DESIGN&

TECHNOLOGIES

Explorehowplantsandanimalsaregrownforfood,clothingandshelterandhowfoodisselectedandpreparedforhealthyeating

•identifyingandcategorisingawiderangeoffoods,includingAboriginalbushfoods,intofoodgroupsanddescribingtoolsandequipmentneededtopreparetheseforhealthyeating

Tofeedagroup,itwastheresponsibilityofthemothers,fathersandolderpeopleofthegrouptohuntlargerormoreplentifulgamesotherewasenoughfoodforeveryone.


•investigatinghowchangesintheweathermightaffectanimalssuchaspets,animalsthathibernate,ormigratoryanimals•learninghowAboriginalandTorresStraitIslanderconceptsoftimeandweatherpatternsexplainhowthingshappenintheworldaroundthem

ACELY1650 ENGLISHUsecomprehensionstrategiestounderstandanddiscusstextslistenedto,viewedorreadindependently

•drawingeventsinsequence,recognisingthatforsomeAboriginalandTorresStraitIslanderstoriesthesequenceofeventsmaybecyclical

TheweatherindicatorsobservedbyAboriginal&TorresStraitIslanderpeopleareoftencyclical,whichmeansthattheyhappeninregularpatternsorintervals.OneGreenFroghighlightshowstoriesaboutnativeanimals,plantsortheAustralianlandscapecanholdtheknowledgeofancientAustralianpeople.

VISUALSTIMULUSTITLE:BUSHFOODDELIGHT(eBOOK)FOUNDATION

VISUALSTIMULUSTITLE:ONEGREENFROG(eBOOK)FOUNDATION

FOODGATHERING

OneGreenFrog introducesstudentstoAboriginalanimalweatherindicators.Thesearelivingcreatureswhosebehaviourorproductionispredictableatcertaintimesoftheyear.

WEATHERSEASONS

SCIENCEACSSU004Dailyandseasonalchangesinourenvironmentaffecteverydaylife



•learningthatdifferentlanguagesexist;discussingthevariouslanguagesencounteredinthecommunityandatschool;acknowledgingthehomelanguagesofstudentswhospeakanotherlanguage,andvaluingtheabilitytospeakmorethanonelanguage

•recognisingthatsometextscanincludebothStandardAustralianEnglishandelementsofotherlanguagesincludingAboriginalandTorresStraitIslanderlanguages

ACSSU004 SCIENCEDailyandseasonalchangesinourenvironmentaffecteverydaylife

•learninghowAboriginalandTorresStraitIslanderconceptsoftimeandweatherpatternsexplainhowthingshappenintheworldaroundthem

ThisDreamingstorytellshowdolphinsandthestingingMarchflieshelptheNoongarpeopleofWesternAustraliaknowtheweatherseasonsandwhentohuntforfish.


•identifyingwheretheymightexperiencemusicintheirlivesandcommunities,forexample,consideringhowmusicsustainsandcommunicatesculturalknowledge•listeningtoandtalkingaboutmusicandmusicalinstrumentsfromdifferentcontextsandcultures

ACHASSK013 HISTORY



MusicwasnotjustusedforrecreationinAboriginal&TorresStraitIslanderculture.Itwasalsoawayoftellingsacredstories,andofpraisingthespiritssotheywouldbehappyandkeepfamiliessafe.Today,musicisawayofkeepingAboriginal&TorresStraitIslanderculturealive.

Respondtomusicandconsiderwhereandwhypeoplemakemusic,startingwithAustralianmusic,includingmusicofAboriginalandTorresStraitIslanderPeoples

IndigenousMusicalPairs helpsstudentslearntoidentifyandmatchthesoundsandimagesoftraditionalAboriginal&TorresStraitIslandermusicalinstruments,suchasthebull-roarer,didgeridooandclapsticks.

VISUALSTIMULUSTITLE:INDIGENOUSMUSICALPAIRS(GAME)

CEREMONIESANDDANCE

ACAMUR083 MUSIC

TOOLS,WEAPONSAND

UTENSILS

UnderstandthatEnglishisoneofmanylanguagesspokeninAustraliaandthatdifferentlanguagesmaybespokenbyfamily,classmatesandcommunity

TheLegendofKwilena isagreatexampleofAboriginalstorytellingandintroducesAboriginalEnglishandlanguagewordstostudents.

ENGLISHACELA1426

FOUNDATION

FOUNDATIONVISUALSTIMULUSTITLE:THELEGENDOFKWILENA(VIDEO)



•makingacalendarofcommemorativeeventsthatstudents,theirfamilyandfriendscelebrate(forexample,birthdays,religiousfestivalssuchasEaster,Ramadan,Buddha’sBirthday,FeastofPassover;familyreunionsandcommunitycommemorationssuchasNAIDOCweekandAnzacDay)anddiscussingwhytheyareimportant

•recognising‘AcknowledgementofCountry’and‘WelcometoCountry’atceremoniesandeventstorecognisethattheCountry/Placeandtraditionalcustodiansoftheland,sea,waterwaysandskyareacknowledged

Aboriginalpeopleheldspecialeventswheretheydressedupincostumesanddancedtotellstories,learnthelawandkeepthegodsorspiritshappy.Thesespecialeventswerecalledceremonies.CeremonialperformancesarethecentreofculturallifeforIndigenouspeople.

Howthey,theirfamilyandfriendscommemoratepasteventsthatareimportanttothem

HISTORYACHASSK012

FOUNDATIONVISUALSTIMULUSTITLE:CULTURALEVENTSCALENDAR(INTERACTIVE)

FAMILYLIVING



ACHASSK014Therepresentationofthelocationofplacesandtheirfeaturesonsimplemapsandmodels

•identifyingthewaysAboriginalandTorresStraitIslanderPeoplesrepresentthelocationofCountry/Placeandtheirfeatures(forexample,byinscriptionsonstone,stories,sanddrawings,paintings,song,musicanddance)

SacredsitesareplaceswithinthelandscapethathaveaspecialmeaningorsignificanceunderAboriginaltradition.Hills,rocks,waterholes,trees,plainsandothernaturalfeaturesmaybesacredsites.Carvingsonrockarefoundincavesandrockshelters.People,animalshapes,tracksandnon-figurativedesignslikecircleswerecommon.

•identifyingandusingthenameofthelocalAboriginalorTorresStraitIslanderlanguagegroup

•identifyinghowandwhythewords‘Country/Place’areusedbyAboriginalandTorresStraitIslanderPeoplesfortheplacestowhichtheybelong

•invitingmembersofthetraditionalownergrouptotalkaboutCountry/PlaceandplacesofculturalandhistoricalsignificancetotheAboriginalorTorresStraitIslandercommunityinthelocalneighbourhood,suburb,townorruralarea

ACMNA002 MATHSConnectnumbernames,numeralsandquantities,includingzero,initiallyupto10andthenbeyond

•usingscenariostohelpstudentsrecognisethatotherculturescountinavarietyofways,suchastheWotjoballumnumbersystems

InWiradjurilanguage,thereareindividualwordsfornumeralsuptofive.Iftheyneededtocountanyhigher,Wiradjuripeopledoubledorcombinedthosefivenumerals.TheWiradjurilanguagewordforfiveismara —itisalsothewordfor‘hand’.Therefore,fivefingersoneachhandmakemaramara .

GEOGRAPHY

ACHASSK016

TheAboriginalorTorresStraitIslanderCountry/PlaceonwhichtheschoolislocatedandwhyCountry/PlaceisimportanttoAboriginalandTorresStraitIslanderPeoples

Aboriginalpeopledevelopedanintimaterelationshipwiththeenvironmentandecosystemsoverthousandsofgenerations.TheevidenceofAboriginaloccupationinAustraliaispresentthroughoutthelandscapeintheformofAboriginalculturalsitesandinthepersonal,familyandcommunityhistoriesofAboriginalpeople.

FOUNDATIONVISUALSTIMULUSTITLE:ABORIGINALCULTURALSITESMAPF–2(INTERACTIVE)

COUNTRYANDPLACE

AllmaterialidentifiedbyismaterialsubjecttocopyrightundertheAustralianCopyrightAct1968(Cth)andisownedbytheAustralianCurriculum,AssessmentandReportingAuthority2017.ForallAustralianCurriculummaterial,thisisanextractfromtheAustralianCurriculum.

ACARACURRICULUMCORRELATIONS TEACHINGWITHAUNTY:YEAR1 www.crackerjackeducation.com.au


DREAMING ACELY1655 ENGLISHRespondtotextsdrawnfromarangeofculturesandexperiences

•exploringsomeofthemeaningsandteachingsembeddedinDreamingstories

DreamingstoriesarehandeddowntochildrenfromtheirparentsandElderstoshowthelocationofsacredplaces,howtostaysafe,andtoteachthedifferencebetweengoodandbadbehaviour.


ACELT1586Recreatetextsimaginativelyusingdrawing,writing,performanceanddigitalformsofcommunication

•creatingvisualrepresentationsofliterarytextsfromAboriginal,TorresStraitIslanderorAsiancultures

OneFluffyPossum isavisualliteraryresource.Studentsareprovidedwithstimulustoinspirethemtocreatetheirownstories,artworksandperformancesbasedaroundAboriginalnativeanimals.

ACELT1585Listento,recite,andperformpoems,chants,rhymesandsongs,imitatingandinventingsoundpatternsincludingalliterationandrhyme

•exploringperformancepoetry,chantsandsongsfromAboriginalandTorresStraitIslanderpeoplesandAsiancultures

OneFluffyPossum isagreatwaytointroducepoetryandcountingintoyourclassroomusingsimplifiedtext,colourfulimagesshowinghighlightednumerals,numberwordsandgroupings.DiscoverpicturesofwonderfulAussieanimalsandassociatedtextdescribingtheiractionsandbehaviours.

ACAVAM106 VISUALARTS



ManynativeanimalsareAboriginaltotems.TotemsarerepresentedinAboriginalart,suchaspaintingsandrockcarvings.InAboriginalX-rayart,artistsshowtheoutsideoftheanimalaswellastheinternalorgansandskeleton.ThistypeofartwasmainlyfoundinArnhemLand,NorthernTerritory,wherehugemuralscanbeseenonrockwalls.

YEAR1

YEAR1VISUALSTIMULUSTITLE:LOONGIETHEGREEDYCROCODILE(VIDEO)

VISUALSTIMULUSTITLE:ONEFLUFFYPOSSUM(eBOOK)

ARTSTYLES

ENGLISH



ACTDEK003DESIGN&

TECHNOLOGIES



AnexplanationofthedifferentAboriginaltools,howtheywereusedandthenaturalmaterialstheyweremadefromusingthetechnologyofthetime.

ACSHE022 SCIENCEPeopleusescienceintheirdailylives,includingwhencaringfortheirenvironmentandlivingthings

•consideringthattechnologiesusedbyAboriginalandTorresStraitIslanderpeoplerequireanunderstandingofhowmaterialscanbeusedtomaketoolsandweapons,musicalinstruments,clothing,cosmeticsandartworks

AncientAustraliansweremastersofutilisingeveryinchofthenaturalmaterialsintheirarea.Theyalsoestablishedamazingtraderoutestoaccesscertainnaturalmaterialsthatwerenecessary,butnotavailable,intheirlocallandscape.Colouredochreforrockartorshellsforspearheadsaresomeexamplesfromlivinginthedesert.


ACHASSK029 HISTORY

Howthepresent,pastandfuturearesignifiedbytermsindicatingtime,aswellasbydatesandchangesthatmayhavepersonalsignificance,suchasbirthdays,celebrationsandseasons

•examiningseasonalcalendarsofAboriginalandTorresStraitIslandergroups(forexample,theGagudju(Kakadu)andtheD’harawal(Sydney)calendars,eachwithsixseasons,theArrernte(centralAustralia)withfive,theWoiwurrung(UpperYarraValley)withseven,andnorth-eastTasmaniawiththree

ThecycleoftheweatherseasonsinfluencedwhereAboriginalpeoplelived,whattheyateandhelpedthemprepareforthechangesintheweather.Insteadofsettingfourseasonsfortheentirecountry,theyallocatedseasonsdependingonhowtheweatherfeltandacted.

ACHASSK032 GEOGRAPHYTheweatherandseasonsofplacesandthewaysinwhichdifferentculturalgroups,includingAboriginalandTorresStraitIslanderPeoples,describethem

•comparingtheAboriginalorTorresStraitIslanderPeople’sseasonalcalendarforthelocalareawithonestudentsarefamiliarwith,suchasthefourseasonscalendarderivedfromEurope

MostAboriginalpeoplehadmanymoreweatherseasonsthanpeopleofmodernAustralia.Insteadoffourmainseasons(spring,summer,autumn,winter),Aboriginalpeoplehadnamesforhotweather,coldweather,justbeforethehotandwindyseason,summerstormseason,andwinterrainclouds,justtonameafew.Somegroupshaduptotwelveweathereventstheynamedandlookedoutfor.

ACSSU019 SCIENCE Observablechangesoccurintheskyandlandscape

•recordingshortandlongertermpatternsofeventsthatoccuronEarthandinthesky,suchastheappearanceofthemoonandstarsatnight,theweatherandtheseasons

Itwasalsoimportanttolookatenvironmentalevents—suchasplantsfloweringorfruitingandanimalbehaviourpatterns—tounderstandtheweatherandwhentohuntorcollectfoods.Thenightskywasequallyimportant.

YEAR1

YEAR1VISUALSTIMULUSTITLE:TRADITIONALABORIGINALTOOLS(eBOOK)

VISUALSTIMULUSTITLE:ABORIGINALWEATHERSEASONSINDICATORMAP(INTERACTIVE)

WEATHERSEASONS

FOODGATHERING





Boomerangsaremadefromtreerootsorbranchesandtheycomeinmanydifferentshapesandsizes.WithinAboriginal&TorresStraitIslanderculture,aboomerangwasamultifunctionaltool.Itwasusedforkeepingtimewithmusic,cuttingupgametoeat,huntingandfighting.

ACPPS015HEALTHANDPHYSICALEDUCATION

Describetheirownstrengthsandachievementsandthoseofothers,andidentifyhowthesecontributetopersonalidentities

•describingpersonalachievementssuchasdoingsomethingontheirownforthefirsttimeandsharinghowtheyfeltandhowitinfluencedpersonalidentities

InthestoryThrowingOurBoomerang ,threechildrenlearnhowtothrowaboomerang.TheirUncleTexisgoodatthrowingtheboomerangbecausehehasbeendoingitforalongtime.Thestoryemphasisestheideathatpractiseisimportantifyouwanttobegoodatsomething.

ACTDEK002DESIGNAND

TECHNOLOGIESExplorehowtechnologiesuseforcestocreatemovementinproducts

•exploringhowtheprinciplesofpushandpullareusedinthedesignoftoys,forexampleinaspinningtoysuchasanAboriginalmammandur

Indigenouspeoplealsousedthematerialsinnaturearoundthemtomakedifferentkindsoftoys,suchasspinningtops.Onetypeofspinningtopwasmadefromahollowplantgourdwithaholeatbothends.Astickwaspushedthroughtheholeandkeptinplacewithtwineandbeeswax.Thereweresmallholesinthesideofthegourd,sowhenthestickwasrubbedbetweenthepalmsoftwohandstotwirlit,thespinningtopmadeawhistlingorhummingsound.

TOOLS,WEAPONS

ANDUTENSILS

YEAR1VISUALSTIMULUSTITLE:THROWINGOURBOOMERANG(eBOOK)



ACELT1585 ENGLISHListento,reciteandperformpoems,chants,rhymesandsongs,imitatingandinventingsoundpatternsincludingalliterationandrhyme

•exploringperformancepoetry,chantsandsongsfromAboriginalandTorresStraitIslanderpeoplesandAsiancultures

CountingTorresStraitIslander isacountingandrhymingpoemabouttheTorresStraitIslandsandthepeoplewholivethere.ThiseBookisagreatwaytointroducepoetryandcountingintoyourclassroom.

ACADAM003Presentdancethatcommunicatesideastoanaudience,includingdanceusedbyculturalgroupsinthecommunity

•exploringthemovementsindanceswithrepresentativesoftheAboriginalandTorresStraitIslandercommunity,forexample,creatingmovementsthatrepresentanimalsfromtheirregion

ACADAR004

Respondtodanceandconsiderwhereandwhypeopledance,startingwithdancesfromAustraliaincludingdancesofAboriginalandTorresStraitIslanderPeoples

•identifyingwheretheymightexperiencedanceintheirlivesandcommunities,forexample,consideringhowdancesustainsandcommunicatesculturalknowledge



Tomakeawarup,ahollowlogiscarved,thenadriedgoanna,eelorsnakeskinisstretchedoverthemouthofthedrum.Thisiswhathelpstomakethesound.Beeswaxisalsodepositedinthemiddleofthedrum.Thiscanchangethesoundortimbreofthewarup.

ACAVAM106



ACAVAR109


•describingandinterpretingrepresentationsinaselectionofartworks,forexample,consideringthesubjectmatter,stylesandtechniquesofaselectionofartworks,andhowtheartworksmakethemthinkandfeelinresponsetotheartists’intentions

Islanddanceisamajorformofcreativeandcompetitiveexpression.Shakers,grassskirts,bracelets/ankletsandintricatelyhandmadeheaddressesvividlyenhanceTorresStraitIslanderdanceperformanceswithcolour,movementandsound.Theycreatestrikingvisualrepresentationsofland,water,andcelestialenvironments.Traditionalstories,aswellascontemporarylifestylesarereflectedindanceequipment.

Dhariaremadefrombirdfeatherswithcaneusedtomaketheframe.Dhariarestillusedtodayintraditionaldanceandarealsomadeforornamentalpurposes.Onetypeofdrum,thehourglassshapedwarupdrumhadcarvingsofanimals,whichsometimesreferencedtheowner’stotem.Shellsandnutsattachedtothesedrumsrattledwiththebeatingofthedrumandwerenotpurelydecorative.

CEREMONIESANDDANCE

DANCE

VISUALARTS

VISUALSTIMULUSTITLE:COUNTINGTORRESSTRAITISLANDER(eBOOK)YEAR1



•examiningimagesordescriptionsofdifferentfamilies,communitiesandculturalgroupstoidentifythefeaturesthatmakethemsimilaranddifferent

•exploringtheimportancetodifferentculturesofstorytellingthroughdance,musicandsong,includingAboriginalDreaming/Creationstories



ACADAR004


•identifyingwheretheymightexperiencedanceintheirlivesandcommunities,forexample,consideringhowdancesustainsandcommunicatesculturalknowledge

ACAMUM081Singandplayinstrumentstoimprovise,practisearepertoireofchants,songsandrhymes,includingsongsusedbyculturalgroupsinthecommunity

•learningasongusedbygroupsinthelocalcommunity,suchasAboriginalsongsorTorresStraitIslandersongsfromtheircommunity,respectingculturalprotocols

TabaNaba isatraditionalchildren’ssongfromtheTorresStraitIslands.Itisaccompaniedbyadancethatisperformedwhilesittingdown.ItissunginMeriamMirlanguage.

•identifyingwheretheymightexperiencemusicintheirlivesandcommunities,forexample,consideringhowmusicsustainsandcommunicatesculturalknowledge•listeningtoandtalkingaboutmusicandmusicalinstrumentsfromdifferentcontextsandcultures•comparingandcommentingonphotographsandoralhistories(forexample,talkingtoparents,grandparentsandotherelders)tofindouthowdailyliveshavechanged•comparingwhathaschangedovertime(forexample,homes,familytraditions,leisure,communicationtechnology,rules,howneedsweremetthenandnow,wants,andshopping/consumerhabits)

ACAMUR083

ACHASSK030Differencesandsimilaritiesbetweenstudents’dailylivesandlifeduringtheirparents’andgrandparents’childhoods

Recognisesimilaritiesanddifferencesinindividualsandgroups,andexplorehowthesearecelebratedandrespected

Whenraisingtheirchildren,Aboriginal&TorresStraitIslanderpeopleincludenotjusttheirclosefamily,butalsothecommunitytheylivein.ThisisquitedifferentfrommostmodernAustralianfamilies,whorelyononlyafewpeoplewithveryspecificrolestobringupachild(e.g.Mum,Dad,GrandmaandGrandpa).

DANCE

ThewordcorroboreewasfirstusedbyearlyEuropeansettlerstodescribeAboriginalceremoniesthatinvolvedsinginganddancing.Thesenationaldancesareperformedonceremonialandfestiveoccasions.

HISTORY

MUSICRespondtomusicandconsiderwhereandwhypeoplemakemusic,startingwithAustralianmusic,includingmusicofAboriginalandTorresStraitIslanderPeoples

YEAR1VISUALSTIMULUSTITLE:IWANTTODANCE(eBOOK)

WithinAboriginalandTorresStraitIslanderculture,musicwasnotjustusedforrecreation,itwasalsoawayoftellingsacredstoriesandkeepingculturealive.ItwastheresponsibilityoftheEldersandoldermentoteachtheyoungoneshowtoplaythesetraditionalinstrumentsandsingthesesacredsongs.

ThemostwellknownandcommonmusicalinstrumentsAboriginalpeopleusedacrossAustraliawereclapsticks,boomerangs,drumsanddidgeridoos.TherewerenotraditionalstringedinstrumentsinAboriginalhistory.

FAMILYLIVING




ACPPS019Describewaystoincludeotherstomakethemfeeltheybelong

•talkingabouttheroleofkinshipasanimportantpartofAboriginalandTorresStraitIslandercultures

AttheendofTheBe ,themysteriousthingjustwantedtobelongandconnectupwithhisfamily.Thiswasonlyabletohappenwhenthebrotherswerekindandtalkedtohimtofindouthisproblem.Thisallowedthemalltoidentifythosewiththesamelanguagesongsandcountry—theirfamily.

ACPPS024Recognisesimilaritiesanddifferencesinindividualsandgroups,andexplorehowthesearecelebratedandrespected


Aboriginalpeoplehavebeenconnectedbysongsandlanguagethatareuniquetoeachlanguageortribalgroupforthousandsofyears.Themysteriousmanknewthebrothers’languageandsongs;therefore,hemusthavebeenconnectedinsomeway.Therearemanywaysfamiliesareconnected,nomatterwheretheycomefrom—throughlanguage,similarlooks,place,sharedknowledgeandinformation.

ACELY1655 ENGLISHRespondtotextsdrawnfromarangeofculturesandexperiences

•exploringsomeofthemeaningsandteachingsembeddedinDreamingstories

TheBe isaYirritjaDreamingstorytoldinDalabonlanguagefromCentralArnhemLandintheNorthernTerritory.Thestoryexploreskinshipandidentificationwithacommunity.Itincludesfullnarrationtoassistteacherswithenunciationoflanguagewordsandsongs,andintroducesAboriginallanguagetostudents.

HEALTHANDPHYSICALEDUCATION

COUNTRYANDPLACE

YEAR1VISUALSTIMULUSTITLE:THEBE(VIDEO)




ACHASSK048 GEOGRAPHYTheideathatplacesarepartsofEarth’ssurfacethathavebeennamedbypeople,andhowplacescanbedefinedatavarietyofscales

•investigatingthenamesandmeaningsgiventolocalfeaturesandplacesbythelocalAboriginalorTorresStraitIslanderPeoples

SacredsitesareplaceswithinthelandscapethathaveaspecialmeaningorsignificanceunderAboriginaltradition.Hills,rocks,waterholes,trees,plainsandothernaturalfeaturesmaybesacredsites.

•discussingwhyaparticularsitehasheritagesignificance/culturalvalueforpresentgenerations(forexample,itprovidesarecordofasignificanthistoricalevent,hasaestheticvalue,reflectsthecommunity’sidentity)

•identifying,inconsultationwithAboriginalandTorresStraitIslanderPeoples,andvisiting(whereappropriate)localsites,placesandlandscapesofsignificancetoAboriginalandTorresStraitIslanderPeoples(forexample,engravingsites,rockpaintings,naturalsitesorfeaturessuchastheBirrigairockshelter,creeksormountains)

ACHASSK045 HISTORYTheimportancetodayofahistoricalsiteofculturalorspiritualsignificanceinthelocalarea,andwhyitshouldbepreserved

VISUALSTIMULUSTITLE:ABORIGINALCULTURALSITESMAPF–2(INTERACTIVE)

TheevidenceofAboriginaloccupationinAustraliaispresentthroughoutthelandscapeintheformofAboriginalculturalsitesandinthepersonal,familyandcommunityhistoriesofAboriginalpeople.ThesesitesarevitalnotonlyforAboriginalpeople,butformodernarchaeologiststolearnaboutAustralia’shistory.

YEAR2

DREAMING



ACELA1460

Understandthatspoken,visualandwrittenformsoflanguagearedifferentmodesofcommunicationwithdifferentfeaturesandtheirusevariesaccordingtotheaudience,purpose,contextandculturalbackground

•identifyingexamplesandfeaturesofdifferentkindsofspoken,non-verbal,writtenandvisualcommunicationfromAboriginalandTorresStraitIslandercommunitiesandfromseveralAsiancultureswithinAustralia,andassociatingthosefeatureswithparticularcommunities

ThisgamewillhelpstudentsdiscoverthemeaningsofmanyAboriginalartsymbolscommonlyusedinpaintingsandrockart.TheywilllearntoidentifyiconographyandtraditionalrepresentationsusedbythefirstAustralianstocommunicatewitheachotherusingnonverbal,visualcommunication.

ACELT1587Discusshowdepictionsofcharactersinprint,soundandimagesreflectthecontextsinwhichtheywerecreated

•exploringiconographyofAboriginalandTorresStraitIslandercultures

Aboriginalsymbolstellstories,relayinformationabouteventsbigandsmall,andcommunicatehistory.Thepaintingstheyappearinportrayeverydayevents,suchashuntingandcorroborees,aswellasmythsandlegends.



•findingoutabouthowAboriginalandTorresStraitIslanderpeopleusesciencetomeettheirneeds,includingfoodsupply

Experiencedhuntershadmanyclevertrickstocatchtheirprey,includingsqueezingthejuicefromcertaintoxicplantsintothewatertoknockoutthefishforashortwhileandthenscoopingthemupquicklyastheyfloatedtothetop.

ACSHASSK049 GEOGRAPHYThewaysinwhichAboriginalandTorresStraitIslanderPeoplesmaintainspecialconnectionstoparticularCountry/Place

•describingtheconnectionsofthelocalAboriginalandTorresStraitIslanderPeopleswiththeland,sea,waterways,skyandanimalsoftheirCountry/Place,andhowthisinfluencestheirviewsontheuseofenvironmentalresources

TheconnectionsofAncientAustralianstotheirlocalanimalswerethebasisformuchofeverychild’seducation.Thiswashowtheylearnedtosurviveinwhatweresometimesharshconditionswhencomparedtothoseoftoday.Thiseducationincludedstorytelling,art,totemsanddance.

ACTDEK003DESIGN&

TECHNOLOGIES



Forthousandsofyears,Aboriginal&TorresStraitIslanderpeopleofAustralialivedoffwhatnatureprovided.Theirfoodwassuppliedbythefloraandfaunawithintheirtribalregions.

VISUALSTIMULUSTITLE:ABORIGINALARTSYMBOLSF–2(GAME)

VISUALSTIMULUSTITLE:BARRAMUNDIFORBREKKIE(eBOOK)

YEAR2

YEAR2

ARTSTYLES ENGLISH

FOODGATHERING



ACELT1591Discussthecharactersandsettingsofdifferenttextsandexplorehowlanguageisusedtopresentthesefeaturesindifferentways

•investigatingAboriginalstories,foundfromonlinesources,thatexplainphysicalfeaturesofthelandscapeandidentifyanddescribethecommonfeaturesoflanguageused

TheStoryoftheSouthernCross isoneversionofatraditionalAboriginalstoryabouthowtheSouthernCrosscameintobeingandwhyitisdifferentfromotherstars.Ittellsofatribethatlivesneartheseawheretheearthandthewatertouchthesky.Fourgirlsfromthetribearesenttogetwaterfromtheriver.Theyareinstructednottogonearthesacredwaterhole,asitisforbiddentowomen.Thegirlsdisobeyinstructionsandareblownupintotheskytojointhestars.

ACELT1460

Understandthatspoken,visualandwrittenformsoflanguagearedifferentmodesofcommunicationwithdifferentfeaturesandtheirusevariesaccordingtotheaudience,purpose,contextandculturalbackground

•identifyingexamplesandfeaturesofdifferentkindsofspoken,non-verbal,writtenandvisualcommunicationfromAboriginalandTorresStraitIslandercommunitiesandfromseveralAsiancultureswithinAustralia,andassociatingthosefeatureswithparticularcommunities

ThisanimatedDreamingstoryisfromtheWiilmanpeopleoftheSouthWestregionofWesternAustralia(nearPerth).TheWiilmanareadialecticalgroupoftheNoongarpeopleofWesternAustralia.ThevideoincludesfullnarrationtoassistteacherswiththeenunciationofAboriginallanguageandintroducesAboriginalEnglishtostudents.

ACHASSK049 GEOGRAPHYThewaysinwhichAboriginalandTorresStraitIslanderPeoplesmaintainspecialconnectionstoparticularCountry/Place


Indigenouslanguagegroupssharethecommonbeliefthattheland,seaandothernaturalphenomenaarelivingthings.Everytree,waterwayorevenabushpossessesthelivingessenceoftheirancestors.TheseancestorsarerepresentedinDreamingstories,songs,carvings,songlinesandartwork.


ACAVAM106



AboriginalpeoplecreatedartusingwhateverthingswereavailableintheAustralianbusharoundthem.Theychewedorhammeredtheendsofstickstomakepaintbrushes.Theyalsomadecoloursfromrocks,ashfromfiresorevenusedwhiteclaytocolourtheirbodiesforceremony.

ACAVAR109


•Consideringviewpoints–societiesandcultures:Forexample–Whereisthisartworkfromandwhywasitmade?Whomadetheartworks?Whereandhowaretheydisplayed?

Aboriginalpeoplepaintedandcarvedonrockandwood.Theytoldstoriesthroughpicturestheydrewinthesand,andtheypaintedtheirbodiesinimagesandshapesthatwerethousandsofyearsold.Therewasnopaperorcardboardtodecorateorpainton,sotheyusedrockwalls,treesorwoodenitemsastheircanvases.

VISUALARTSTOOLS,

WEAPONSANDUTENSILS

VISUALSTIMULUSTITLE:GRINDINGOCHRE(VIDEO)

YEAR2

YEAR2

WEATHERSEASONS

ENGLISH

VISUALSTIMULUSTITLE:THESTORYOFTHESOUTHERNCROSS(VIDEO)




Recognisesimilaritiesanddifferencesinindividualsandgroups,andexplorehowthesearecelebratedandrespected


TheancientIndigenousancestorscreatedmanyoftheDreamingstoriesaselaboratesongcycles(songlines)thatrelatetotheirspecificplace,groupandindividual.Thiswasawayforpeopletolearntheircountryandhanddownknowledgebysinging,thusconnectingeachgenerationtothegroupandcountry.



ACADAR004


•identifyingwheretheymightexperiencedanceintheirlivesandcommunities,forexample,consideringhowdancesustainsandcommunicatesculturalknowledge•identifyingwheretheymightexperiencemusicintheirlivesandcommunities,forexample,consideringhowmusicsustainsandcommunicatesculturalknowledge•listeningtoandtalkingaboutmusicandmusicalinstrumentsfromdifferentcontextsandcultures

ACELY1665 ENGLISHDiscussdifferenttextsonasimilartopic,identifyingsimilaritiesanddifferencesbetweenthetexts

•identifyingexamplesandfeaturesofdifferentkindsofspoken,non-verbal,writtenandvisualcommunicationfromAboriginalandTorresStraitIslandercommunitiesandfromseveralAsiancultureswithinAustralia

WithinAboriginalandTorresStraitIslanderculture,musicwasnotjustusedforrecreation;itwasalsoawayoftellingsacredstoriesandkeepingculturealive.ItwastheresponsibilityoftheEldersandoldermentoteachtheyoungoneshowtoplaythesetraditionalinstrumentsandsingthesesacredsongs.

CEREMONIESANDDANCE

ACAMUR083

DANCE

MUSIC

ThewordcorroboreewasfirstusedbyearlyEuropeansettlerstodescribeAboriginalceremoniesthatinvolvedsinginganddancing.Theseregionaldancesareperformedonceremonialandfestiveoccasions.

ThemostwellknownandcommonmusicalinstrumentsAboriginalpeopleusedacrossAustraliawereclapsticks,boomerangs,drumsanddidgeridoos.TherewerenotraditionalstringedinstrumentsinAboriginalhistory.

YEAR2VISUALSTIMULUSTITLE:IWANTTODANCE(eBOOK)

Respondtomusicandconsiderwhereandwhypeoplemakemusic,startingwithAustralianmusic,includingmusicofAboriginalandTorresStraitIslanderPeoples



•identifyinganddescribingsignificantrelationshipsintheirlivesandhowthesehaveevolvedorchangedovertime•discussingwaysfamiliesandculturalgroupsacknowledgeandcelebratemajorstagesofdevelopment•discussingtaskstheyareallowedtodobythemselvesandexplaininghowthesehavechangedsincetheywereyounger



Forthousandsofyears,theAboriginalkinshipsystemhashadstrictrulesandlawsforpeopletofollowandliveby.Thissystemtellsmembersofthetribalgroup/clanwhotheycanandcan’tmarry;whotheirrelatives,skinnameandtotemsare;andwheretheirtraditionallandsarelocated.

ACHASSK045Theimportancetodayofahistoricalsiteofculturalorspiritualsignificanceinthelocalarea,andwhyitshouldbepreserved

•identifying,inconsultationwithAboriginalandTorresStraitIslanderPeoples,andvisiting(whereappropriate)localsites,placesandlandscapesofsignificancetoAboriginalandTorresStraitIslanderPeoples(forexample,engravingsites,rockpaintings,naturalsitesorfeaturessuchastheBirrigairockshelter,creeksormountains)

AstheAboriginalmalegrew,partofhistribaltrainingwouldincludebeingtakentosacredareastolearnthesecretsofthespiritualbeingsandtheirancientAustralianritualsandsongs.

ACHASSK046Howchangingtechnologyaffectedpeople’slives(athomeandinthewaystheyworked,travelled,communicatedandplayedinthepast)

•examiningthetraditionaltoysusedbyAboriginalandTorresStraitIslanderchildrentoplayandlearn(forexample,Arrerntechildrenlearntoplaystringgamessotheycanrememberstoriestheyhavebeentold)

WithinAboriginal&TorresStraitIslanderculture,aboomerangwasamultifunctionaltool.Itwasusedforkeepingtimewithmusic,cuttingupgametoeat,huntingandfighting.InNorthernQueenslandnearCairns,crossboomerangswereoftenusedbyolderAboriginalboysinthrowingcompetitions.

•explainingthatsomeAboriginalandTorresStraitIslanderpeoplehavespecialconnectionstomanyCountries/Places(forexample,throughmarriage,birth,residenceandchosenorforcedmovement)•discussinghowsomepeopleareconnectedtooneCountry(forexample,becauseitis“mother’s”Countryor“father’s”Country)


Mimickingtheroutineandmethodsofhisfather,unclesandotherolderboys,thepre-teenagerhadalreadylearnedwheretofindwater,andhowtothrowaboomerangandspear.Inmosttribalgroups,theyoungboypreparedforinitiation,wherehewouldhavetopasssometoughtests,usuallyhavehisfrontteethknockedoutandfollowtraditionalrules(lore)toprovehewasreadytobecomeamanofthegroup.


HISTORY

ACHASSK049 GEOGRAPHYThewaysinwhichAboriginalandTorresStraitIslanderPeoplesmaintainspecialconnectionstoparticularCountry/Place

Describephysicalandsocialchangesthatoccuraschildrengrowolderanddiscusshowfamilyandcommunityacknowledgethese

YEAR2VISUALSTIMULUSTITLE:ABORIGINALBOYTRIBALLIFECYCLE(INTERACTIVE)

FAMILYLIVING

ACPPS016

Theproviderofthelargefoodsandmeatforhisfamily,thefatherspenthisdayfishing,trackinggame,fixingandmakingtoolsandweapons,andhuntingsmallanimals.Hewasnowmoreexperiencedwithbushmedicine,andatreadingthestarsandseasonalindicators.



•identifyinganddescribingsignificantrelationshipsintheirlivesandhowthesehaveevolvedorchangedovertime•discussingwaysfamiliesandculturalgroupsacknowledgeandcelebratemajorstagesofdevelopment•discussingtaskstheyareallowedtodobythemselvesandexplaininghowthesehavechangedsincetheywereyounger



Forthousandsofyears,theAboriginalkinshipsystemhashadstrictrulesandlawsforpeopletofollowandliveby.Thissystemtellsmembersofthetribalgroup/clanwhotheycanandcan’tmarry;whotheirrelatives,skinnameandtotemsare;andwheretheirtraditionallandsarelocated.

•explainingthatsomeAboriginalandTorresStraitIslanderpeoplehavespecialconnectionstomanyCountries/Places(forexample,throughmarriage,birth,residenceandchosenorforcedmovement)•discussinghowsomepeopleareconnectedtooneCountry(forexample,becauseitis“mother’s”Countryor“father’s”Country)


COUNTRYANDPLACE


GEOGRAPHYACHASSK049

ACPPS016Describephysicalandsocialchangesthatoccuraschildrengrowolderanddiscusshowfamilyandcommunityacknowledgethese

ThewaysinwhichAboriginalandTorresStraitIslanderPeoplesmaintainspecialconnectionstoparticularCountry/Place

Themainproviderofthedailyfoodsforherfamily,themothercollectedseeds,berries,fruit,eggsandsmallanimals.Stilllearningaboutthetraditionsofhergroup,shewasnowmoreexperiencedwithbushmedicine,andatreadingthestarsandseasonalindicators.

Mimickingtheroutineandmethodsofhermother,auntiesandotheroldergirls,thepre-teenagerhadalreadylearnedwheretofindwaterandfoodforthetribalgroup.Insometribalgroups,theyounggirlpreparedforinitiationorwomanhood,whereshewouldhavetopasssometoughtests,andfollowtraditionalrules(lore)toproveshewasreadytobecomeawomanofthegroup.

VISUALSTIMULUSTITLE:ABORIGINALGIRLTRIBALLIFECYCLE(INTERACTIVE)


YEAR2



ACSHE050 SCIENCEScienceinvolvesmakingpredictionsanddescribingpatternsandrelationships

•researchinghowknowledgeofastronomyhasbeenusedbysomeAboriginalandTorresStraitIslanderpeople

Aboriginalknowledgeaboutparticularstarsandconstellationshelpedthemtofindtheirwayinthedark,tellthetimeandknowwhattheweatherwouldbelike.ManyoftheirDreamingstoriesareabouthowthestarsandplanetsweremade.

ACHASSK062 HISTORYTheimportanceofCountry/PlacetoAboriginaland/orTorresStraitIslanderPeopleswhobelongtoalocalarea

•listeningtoAboriginalorTorresStraitIslanderElders,grandparentsandoldercommunitymemberstellstoriesassociatedwiththelocallanguagegroupsandthelandtheybelongto

WaitjandtheDjindong isoneversionofatraditionalAboriginalstoryaboutthestars,planetsandweather.Aboriginalpeoplewereanoralsociety.Theycommunicatedtheirbeliefs,rulesandlawthroughstorieshandeddowntoeachgeneration.


ACTDIK008DIGITAL

TECHNOLOGIESRecognisedifferenttypesofdataandexplorehowthesamedatacanberepresentedindifferentways

•exploringcodesandsymbolsthatarerepresentationsofdata,forexamplemorsecodeandsemaphoreandhowsimilarsymbolsinAboriginalandTorresStraitIslanderartcanrepresentdifferentconceptsdependingonthecontext,forexamplethreecircles,drawnaslines,canrepresentants,fruit,flowersoreggsdependingontheartregion

ThisgamewillhelpstudentsdiscoverthemeaningsofmanyAboriginalartsymbolscommonlyusedinpaintingsandrockart.TheywilllearntoidentifyiconographyandtraditionalrepresentationsusedbythefirstAustralianstocommunicatewitheachotherusingnon-verbal,visualcommunication.

ACELA1475 ENGLISH

Understandthatlanguageshavedifferentwrittenandvisualcommunicationsystems,differentoraltraditionsanddifferentwaysofconstructingmeaning

•learningthatawordorsigncancarrydifferentweightindifferentculturalcontexts,forexamplethatparticularrespectisduetosomepeopleandcreaturesandthatstoriescanbepassedontoteachushowtoliveappropriately

Aboriginalsymbolstellstories,relayinformationabouteventsbigandsmall,andcommunicatehistory.Thepaintingstheyappearinportrayeverydayevents,suchashuntingandcorroborees,aswellasmythsandlegends.

DREAMING

ARTSTYLES

YEAR3

VISUALSTIMULUSTITLE:ABORIGINALARTSYMBOLS3–6(GAME)

VISUALSTIMULUSTITLE:WAITJANDTHEDJINDONG(VIDEO)

YEAR3



•liasingwithCommunitytoidentifyoriginallanguagegroupsofAboriginalorTorresStraitIslanderPeopleswhobelongtothelocalareaandexploringtherelationshipbetweenlanguage,Country/Placeandspirituality.(Thisisintendedtobealocalareastudywithafocusononelanguagegroup;however,ifinformationorsourcesarenotreadilyavailable,anotherepresentativeareamaybestudied.)•listeningtoAboriginalorTorresStraitIslanderElders,grandparentsandoldercommunitymemberstellstoriesassociatedwiththelocallanguagegroupsandthelandtheybelongto•discussingwhentouse‘AcknowledgementofCountry’and‘WelcometoCountry’atceremoniesandeventstorespectfullyrecognisetheCountry/Placeandtraditionalcustodiansoftheland,sea,waterwaysandsky

ACSHE051 SCIENCEScienceknowledgehelpspeopletounderstandtheeffectoftheiractions

•researchingAboriginalandTorresStraitIslanderpeople’sknowledgeofthelocalnaturalenvironment,suchasthecharacteristicsofplantsandanimals

AboriginalpeoplewholiveinKakadurecognisesixdifferentweatherseasons(notthefourcommonEuropeanseasonsrecognisedinAustralia).Aboriginalpeoplelooktothenativebushfruitplantstotellthemwhenadifferentseasoniscoming.Tarrahtellsuswhereshelivesandhighlightsthefirstweatherindicatorinthestoryoffloweringtreesthattellherthattheplumsareripetoeat.

YEAR3VISUALSTIMULUSTITLE:MYHOMEINKAKADU(VIDEO)

MyHomeinKakadu iswrittenbyrespectedBunitjElderJaneChristophersenthroughtheeyesofhergranddaughter,andisillustratedbyChristineChristophersen.Inthestory,Tarrahgoesoutwithherfamilygatheringbushtucker,fishingandhunting.

FOODGATHERING

HISTORYACHASSK062TheimportanceofCountry/PlacetoAboriginaland/orTorresStraitIslanderPeopleswhobelongtoalocalarea



ACSHE050Scienceinvolvesmakingpredictionsanddescribingpatternsandrelationships

•researchinghowknowledgeofastronomyhasbeenusedbysomeAboriginalandTorresStraitIslanderpeople

Therewerenocompassesormaps,soTorresStraitIslanderpeoplenavigatedbythestarswhentheywereoutatseafishingandhunting.Theirknowledgeofwherethedifferentstarsystemsandplanetssatatvarioustimesofdaywasincredible.

ACSHE051Scienceknowledgehelpspeopletounderstandtheeffectoftheiractions


Readinglandscapes,seasonsandenvironmentshaslongbeenatraditionforTorresStraitIslandersthroughtheircloserelationshipswiththeirislandsandseas.Theinformationvariesfromdetailsonthemigrationandnestingpatternsofkeytotembirds,tothemovementoftheTagaistarconstellation,totheonsetofwindpatternsindicatingcertainplantingorfishingcycles.

•liaisingwithCommunitytoidentifyoriginallanguagegroupsofAboriginalorTorresStraitIslanderPeopleswhobelongtothelocalareaandexploringtherelationshipbetweenlanguage,Country/Placeandspirituality.(Thisisintendedtobealocalareastudywithafocusononelanguagegroup;however,ifinformationorsourcesarenotreadilyavailable,anotherrepresentativeareamaybestudied.)•listeningtoAboriginalorTorresStraitIslanderElders,grandparentsandoldercommunitymemberstellstoriesassociatedwiththelocallanguagegroupsandthelandtheybelongto

YEAR3VISUALSTIMULUSTITLE:TORRESSTRAITISLANDSWEATHERSEASONSWHEEL(INTERACTIVE)

TheTagaiconsistsofstorieswhicharethecornerstoneofTorresStraitIslanders’spiritualbeliefs.ThesestoriesfocusontheoriginsofthesestarsandidentifyTorresStraitIslandersasseapeoplewhoshareacommonwayoflife.LanguagewasusedtoidentifyIslandgroups,totems,kinships,oraltraditions,creationstories,ceremoniesandseasons.

SCIENCE

TheimportanceofCountry/PlacetoAboriginaland/orTorresStraitIslanderPeopleswhobelongtoalocalarea

HISTORYACHASSK062

WEATHERSEASONS



ACTDEP014DESIGNAND

TECHNOLOGIES

Critiqueneedsoropportunitiesfordesigningandexploreandtestavarietyofmaterials,components,toolsandequipmentandthetechniquesneededtoproducedesignedsolutions

•exploringthedifferentusesofmaterialsinarangeofproducts,includingthosefromAboriginalandTorresStraitIslandercommunitiesandcountriesofAsia

Someofthewayskangaroopartswereusedincludeforweapons(bones),food(meat),dress(fur),decoration(claws),jewellery(teeth)ortools(musclesinewforstring).

ACSHE051 SCIENCEScienceknowledgehelpspeopletounderstandtheeffectoftheiractions


ThekangaroowasoneofthemainfoodsourcesofAboriginalAustralia.Itsustainedlargegroupsandeverysinglepartofthekangaroowaseatenandutilised.Itwasusuallyroastedwholeinagroundovenoroverafire.


•examiningthesymbolismofflags(forexample,theAustralian,AboriginalandTorresStraitIslanderflags)andrecognisingspecialoccasionswhentheyareflown(forexample,allthreeflagsareflownduringNAIDOCWeek,NationalReconciliationWeek,NationalSorryDayandMaboDay)andtheroles,rightsandresponsibilitiesthecommunityhaswhenobservingprotocolsaroundflagflying•recognisingthesignificanceofotherdaysorweeks(includingtheanniversaryofthenationalApologytoAustralia’sIndigenousPeoplesof2008,NationalReconciliationWeek,InternationalWomen’sDay,LabourDayandHarmonyDay)

TOOLS,WEAPONS

ANDUTENSILS

CEREMONIESANDDANCE

ACHASSK064 HISTORY

YEAR3VISUALSTIMULUSTITLE:CULTURALEVENTSCALENDAR(INTERACTIVE)

DaysandweekscelebratedorcommemoratedinAustralia(includingAustraliaDay,AnzacDay,andNationalSorryDay)andtheimportanceofsymbolsandemblems

TherearesomedaysinthecalendaryearthatareconsideredveryimportanttoAboriginal&TorresStraitIslanderpeople.TheseoftencommemoratesignificanteventsinthehistoryofIndigenouspeoplesinceBritishsettlement.

YEAR3VISUALSTIMULUSTITLE:KANGAROOPOSTER(INTERACTIVE)



•listeningtoAboriginalorTorresStraitIslanderElders,grandparentsandoldercommunitymemberstellstoriesassociatedwiththelocallanguagegroupsandthelandtheybelongto•discussingwhentouse‘AcknowledgementofCountry’and‘WelcometoCountry’atceremoniesandeventstorespectfullyrecognisetheCountry/Placeandtraditionalcustodiansoftheland,sea,waterwaysandsky

ACHASSK064

DaysandweekscelebratedorcommemoratedinAustralia(includingAustraliaDay,AnzacDay,andNationalSorryDay)andtheimportanceofsymbolsandemblems

•recognisingthesignificanceofotherdaysorweeks(includingtheanniversaryofthenationalApologytoAustralia’sIndigenousPeoplesof2008,NationalReconciliationWeek,InternationalWomen’sDay,LabourDayandHarmonyDay)

TherearesomedaysinthecalendaryearthatareconsideredveryimportanttoAboriginal&TorresStraitIslanderpeople.TheseoftencommemoratesignificanteventsinthehistoryofIndigenouspeoplesinceBritishsettlement.


Exploreideasandartworksfromdifferentculturesandtimes,includingartworkbyAboriginalandTorresStraitIslanderartists,touseasinspirationfortheirownrepresentations

•Consideringviewpoints–meaningsandinterpretations:Forexample–Whatisthispaintingtellingusaboutthepast?Howdoestheartworkusevisualconventionstoconveymeaning?Howdidtheartistworkwithinaspace,andatthistime?Howandwhydidtheyinnovatetheirpractice?

TreecarvingwaspractisedbytheWiradjuriandKamilaroigroupsofNewSouthWales.Designswerecarvedintothetrunksoftreesusingstonetoolstomarksacredplace.

ACELT1594Discusstextsinwhichcharacters,eventsandsettingsareportrayedindifferentways,andspeculateontheauthors’reasons

•readingtextsinwhichAboriginalandTorresStraitIslanderchildren/youngpeoplearethecentralcharacters/protagonistsandmakinglinkstostudents’ownlives,notingsimilarities•discussingrelevantpriorknowledgeandpastexperiencestomakemeaningfulconnectionstothepeople,places,events,issuesandideasinthetext•exploringtextsthathighlightissuesandproblemsinmakingmoraldecisionsanddiscussingthesewithothers•drawingonliteraturefromAboriginal,TorresStraitIslanderorAsiancultures,toexplorecommonalitiesofexperienceandideasaswellasrecognisingdifferenceinlifestyleandworldview

TheimportanceofCountry/PlacetoAboriginaland/orTorresStraitIslanderPeopleswhobelongtoalocalarea

Drawconnectionsbetweenpersonalexperiencesandtheworldsoftexts,andshareresponseswithothers

ThemaincharacterofTellMeWhyisahalf-AboriginalgirlnamedSarah.ThebookhighlightsseveralimportantissuesrelevanttoIndigenouspeoplelivinginAustraliatoday,suchastheStolenGenerations,havingalightskincolourandnolongerlivingundertraditionallaw.

GrandmaDorisisanElderofSarah’sfamily.AnElderisarespectedolderpersonwhoisthoughtofaswiseandknowledgeablebytheAboriginalcommunitytheylivein.

FAMILYLIVING

ACHASSK062

ACELT1596

YEAR3VISUALSTIMULUSTITLE:TELLMEWHY(VIDEO)

HISTORY

ENGLISH



ACELT1594Discusstextsinwhichcharacters,eventsandsettingsareportrayedindifferentways,andspeculateontheauthors’reasons

•readingtextsinwhichAboriginalandTorresStraitIslanderchildren/youngpeoplearethecentralcharacters/protagonistsandmakinglinkstostudents’ownlives,notingsimilarities

ThemainthemeofthestoryFairSkinBlackFellaistonotjudgeabookbyitscover,andthatnotallAboriginalpeoplehavedarkskinandliveatraditionallife.ThecharacterOldNedtellsthegirlstotreateveryoneequally,nomatterwhattheylooklike,andtogettoknowapersonbeforeyoujudgethem.

ACELT1596Drawconnectionsbetweenpersonalexperiencesandtheworldsoftexts,andshareresponseswithothers

•drawingonliteraturefromAboriginal,TorresStraitIslanderorAsiancultures,toexplorecommonalitiesofexperienceandideasaswellasrecognisingdifferenceinlifestyleandworldview

ThestoryhighlightstheissuesofcontemporaryAboriginalpeopleofallageswhonolongerhaveveryblackskinorliveundertraditionallaw.ItintroducestheconceptsofAboriginalfamilyheritage,languageandstructure.

ACELA1475

Understandthatlanguageshavedifferentwrittenandvisualcommunicationsystems,differentoraltraditionsanddifferentwaysofconstructingmeaning

•learningthatawordorsigncancarrydifferentweightindifferentculturalcontexts,forexamplethatparticularrespectisduetosomepeopleandcreaturesandthatstoriescanbepassedontoteachushowtoliveappropriately

Aboriginal&TorresStraitIslanderpeoples’cultureisbasedonoraltraditions.Theyhadmanywaysofcommunicatingwitheachother,suchasthroughartworkandstorytelling.

ACHASSK062 HISTORYTheimportanceofCountry/PlacetoAboriginaland/orTorresStraitIslanderPeopleswhobelongtoalocalarea

•listeningtoAboriginalorTorresStraitIslanderElders,grandparentsandoldercommunitymemberstellstoriesassociatedwiththelocallanguagegroupsandthelandtheybelongto

Inthestory,thecharacterOldNedisanElder.EldersarethewiseonesinAboriginalsociety.Quiteoften,theyaretheonlyoneswhoknowthesacredsites,storiesorsongsattachedtoatribalregion.OldNedisresponsibleforsharinghisknowledgeandexperience.Heisalsoresponsibleforkeepingtraditionsandstoriesalivetopassdowntofuturegenerations.

•describinghowtheterritoryofAboriginalandTorresStraitIslanderPeoplescontainstheCountry/Placesofmanyindividualsandlanguagegroups•exploringhoworaltraditionsofAboriginalandTorresStraitIslanderPeopleswereusedtomaplandscapes

COUNTRYANDPLACE

TherepresentationofAustraliaasstatesandterritoriesandasCountries/PlacesofAboriginalandTorresStraitIslanderPeoples;andmajorplacesinAustralia,bothnaturalandhuman

GEOGRAPHYACHASSK066

ENGLISH

Aboriginalpeoplespeaklotsofdifferentlanguages.SomeofthewordsinthestoryarefromtheWiradjuripeopleofCentralWestNewSouthWales,whichisjustoneofmanyAboriginallanguagegroupsaroundAustralia.WiradjuriisoneofthelargestlanguagegroupsinNewSouthWales.Itisspokenovermuchofthecentralsouthernregionofthe

YEAR3VISUALSTIMULUSTITLE:FAIRSKINBLACKFELLA(VIDEO)




•mappingthediversityofAboriginalandTorresStraitIslanderlanguagegroupsinAustraliaandrecognisingthegroupsoftheirlocalareaandstate/territory(orconsideringwhytheremaynotbespecificlocalrecords)•recognisingthatAustraliahastwoindigenousculturalgroups:AboriginalPeoplesandTorresStraitIslanderPeoples•studyingearlyarchaeologicalsites(forexample,Nauwalabila,Devil’sLair,LakeMungo)thatshowthelongandcontinuousconnectionofAboriginalPeoplestoCountry•investigatingpre-contactwaysoflifeoftheAboriginaland/orTorresStraitIslanderPeoples;theirknowledgeoftheirenvironmentincludinglandmanagementpractices;andtheirfundamentalbeliefsabouttheinterconnectednessofCountry/Place,People,CultureandIdentity•exploringhowAboriginalPeoplesexchangedideas,technologyandgoodswitheachotherandwithTorresStraitIslanderPeoplesacrossvastdistances

•studyingtotemsinthelivesofAboriginaland/orTorresStraitIslanderPeoplesandexaminingthedifferencesbetweentheirtotems

ACPPS042HEALTH&PHYSICAL

EDUCATIONResearchownheritageandculturalidentities,andexplorestrategiestorespectandvaluediversity

•readingDreamingstoriesuniquetoanAboriginalgroupandcomparingthemtostoriessharedindifferentcultures

TheLegendofKwilena isaDreamingstorythatusesamazinganimatedimageryofAustralianlandscapes,peopleandanimals.ItisagreatexampleofAboriginalstorytellingandintroducesAboriginalEnglishandlanguagewordstostudents.

ACSHE061 SCIENCEScienceinvolvesmakingpredictionsanddescribingpatternsandrelationships

•consideringhowscientificpracticessuchassorting,classificationandestimationareusedbyAboriginalandTorresStraitIslanderpeopleineverydaylife

ThisDreamingstorytellshowthedolphinsandstingingMarchflieshelptheNoongarpeopleofWesternAustraliaknowtheweatherseasonsandwhentohuntforfish.

YEAR4VISUALSTIMULUSTITLE:THELEGENDOFKWILENA(VIDEO)

DREAMING

ThediversityofAustralia’sfirstpeoplesandthelongandcontinuousconnectionofAboriginalandTorresStraitIslanderPeoplestoCountry/Place(land,sea,waterwaysandskies)

ACHASSK083 HISTORY

IndigenousAustralianStephen(Bambaa)AlbertintroducesaDreamingstoryabouthowdolphins(kwilena )helpedtheNoongarpeopleofWesternAustraliaknowtheweatherseasonsandwhentohuntforfish.



ACTDIK008DIGITAL

TECHNOLOGIESRecognisedifferenttypesofdataandexplorehowthesamedatacanberepresentedindifferentways

•exploringcodesandsymbolsthatarerepresentationsofdata;forexample,MorsecodeandsemaphoreandhowsimilarsymbolsinAboriginalandTorresStraitIslanderartcanrepresentdifferentconceptsdependingonthecontext,forexamplethreecircles,drawnaslines,canrepresentants,fruit,flowersoreggsdependingontheartregion

Studentsdiscusssymbolsfromthestoryandtheirmeanings.TheylearnabouttheconnectionbetweenAboriginalartsymmetry,symbolismandiconography.


Exploreideasandartworksfromdifferentculturesandtimes,includingartworkbyAboriginalandTorresStraitIslanderartists,touseasinspirationfortheirownrepresentations

•Consideringviewpoints–meaningsandinterpretations:Forexample–Whatisthispaintingtellingusaboutthepast?Howdoestheartworkusevisualconventionstoconveymeaning?Howdidtheartistworkwithinaspace,andatthistime?Howandwhydidtheyinnovatetheirpractice?

Aboriginalartwasmeaningful.Everydot,everydashandeverycolourhadameaning.Itcouldrangefromasinglelinetoacompleximageofahuntingscene.Aboriginalpeopledidnotdoartasahobby.TheirarttoldoftheDreaming,theirwayoflife,traditionsandlaws.


ACELA1487 ENGLISH

UnderstandthatStandardAustralianEnglishisoneofmanysocialdialectsusedinAustralia,andthatwhileitoriginatedinEnglandithasbeeninfluencedbymanyotherlanguages

•identifyingwordsusedinStandardAustralianEnglishthatarederivedfromotherlanguages,includingAboriginalandTorresStraitIslanderlanguages,anddeterminingiftheoriginalmeaningisreflectedinEnglishusage;forexample,‘kangaroo’,‘tsunami’,’typhoon’,‘amok’,‘orang–utan’

Inearlysettlementtimes,EuropeanexplorerswouldcomeacrossanunfamiliaranimalandaskAboriginaltribesmenwhattheanimalwas.Duetolanguagebarriers,whattheexplorersrecordedwasamixed-upversionofwhattheyheard.

ACHASSK083 HISTORY


•mappingthediversityofAboriginalandTorresStraitIslanderlanguagegroupsinAustraliaandrecognisingthegroupsoftheirlocalareaandstate/territory(orconsideringwhytheremaynotbespecificlocalrecords)

Therewereover500languagegroupsinAustraliaforthousandsofyears.Manywordsandplacesinmodern-dayAustralianlanguagecantracetheiroriginsbacktotraditionalAboriginallanguagenames.

YEAR4

YEAR4

VISUALSTIMULUSTITLE:THESANDSYMBOLS(VIDEO)

VISUALSTIMULUSTITLE:ANIMALNAMEORIGINSMAP(INTERACTIVE)

ARTSTYLES

FOODGATHERING



ACMNA078 MATHEMATICSCountbyquartershalvesandthirds,includingwithmixednumerals.Locateandrepresentthesefractionsonanumberline

•investigatingtheuseoffractionsandsharingasawayofmanagingCountry:forexampletakingnomorethanhalftheeggsfromanesttoprotectfuturebirdpopulations

SustainablepracticesbyAboriginal&TorresStraitIslanderpeopleincludednoteatingtheyoungofanimals,spreadingseedsformorefoodplantstogrow,leavingsomeeggsstillintheneststokeepspeciesstrongandreburyingpartoftheyamtoensurethattheirfoodsupplywouldbereplenishedforthefollowingyear.

ACTDEK012DESIGN&

TECHNOLOGIESInvestigatefoodandfibreproductionandfoodtechnologiesusedinmodernandtraditionalsocieties

•describingidealconditionsforsuccessfulplantandanimalproductionincludinghowclimateandsoilsaffectproductionandavailabilityoffoods,forexampleAboriginalseasonsandfoodavailability

Bymovingwiththeseasons,Aboriginal&TorresStraitIslanderpeopleallowedplantsandanimalsinanareatoreturntoastateofabundance.Thisprovedsustainableforeachregion,andensuredtherewasenoughtoeatandenoughleftforfuturehunting.

ACHASSK089 GEOGRAPHYThecustodialresponsibilityAboriginalandTorresStraitIslanderPeopleshaveforCountry/Place,andhowthisinfluencesviewsaboutsustainability

•investigatinghowknowledgeandpracticessharedamongAboriginalandTorresStraitIslanderPeoplesarelinkedtosustainableuseofresourcesandenvironments(suchasrotationaluseandharvestingofresources,mutton-birdharvestinginTasmania,theuseoffire,andthecollectionofbushfoodfromsemi-aridrangelands)

Aboriginalpeoplewereexcellentconservationistswhopractisedsustainability.Theynevertookmorethantheyneededandalwaysleftplants,orpartsofplants,togrowforthenextseason.Firewassystematicallyusedtoburnoffareastopromotenewplantgrowth.Thisnewgrowthattractedanimalsthatcouldbehuntedortrappedforfood.

YEAR4

WEATHERSEASONS

VISUALSTIMULUSTITLE:ABORIGINALSUSTAINABILITY(eBOOK)



ACHASSK088 GEOGRAPHYTheimportanceofenvironments,includingnaturalvegetation,toanimalsandpeople

•explainingthesignificanceofvegetationendemicinthelocalareatosurvivalofAboriginaland/orTorresStraitIslanderPeoples(forexample,asasourceoffood,shelter,medicine,toolsandweapons)

AncientAustraliansweremastersofutilisingeveryinchofthenaturalmaterialsintheirarea.Theyalsoestablishedamazingtraderoutestoaccesscertainnaturalmaterialsthatwerenecessary,butnotavailable,intheirlocallandscape.Someexamplesfromlivinginthedesertarecolouredochreforrockartorshellsforspearheads.

•exploringthedifferentusesofmaterialsinarangeofproducts,includingthosefromAboriginalandTorresStraitIslandercommunitiesandcountriesofAsia

•exploringandtestingarangeofmaterialsunderdifferentconditionsforsuitabilityincludingsustainabilityconsiderationsandidentifyingappropriatetools,equipmentandtechniques

ACSSU074 SCIENCENaturalandprocessedmaterialshavearangeofphysicalpropertiesthatcaninfluencetheiruse

•selectingmaterialsforusesbasedontheirproperties

Thematerialsusedtomakespearswerewood,reed,bamboo,caneandgrasstreestems.Aboriginalbindingagentsincludedspinifexresinortreesap.Grindingstoneswereusedtocrush,grindorpounddifferentmaterials.

TOOLS,WEAPONSAND

UTENSILS ACTDEP014DESIGNAND

TECHNOLOGIES

Thousandsofyearsago,ancientAustralianscouldonlymaketheirtoolsusingthematerialsnatureprovided.Thesematerialsincludedwoodfromtrees,stone,vinesfromplants,gluefromthestickysapthatleaksoutofcertaintrees,andanimalbones.Theyusedthesematerialstomakebaskets,fishinglines,weapons,canoes,dishesandmanyotheritems.

Critiqueneedsoropportunitiesfordesigningandexploreandtestavarietyofmaterials,components,toolsandequipmentandthetechniquesneededtoproducedesignedsolutions

YEAR4VISUALSTIMULUSTITLE:TRADITIONALABORIGINALTOOLS(eBOOK)



ACHASSK083 HISTORY


•investigatingpre-contactwaysoflifeoftheAboriginaland/orTorresStraitIslanderPeoples;theirknowledgeoftheirenvironmentincludinglandmanagementpractices;andtheirfundamentalbeliefsabouttheinterconnectednessofCountry/Place,People,CultureandIdentity

TheAboriginalBoyTribalLifeCycleinteractive featuresimagesandtextaboutthestagesinthelifeofanAboriginalmale,andtheskills,knowledgeandactivitiesassociatedwitheachstage.ItisahistoricalportrayaloflifeinAustraliaoverthousandsofyearsandhowthisculturecontinuestoday.

•explaininghowpeople’sconnectionswiththeirenvironmentcanalsobeaesthetic,emotionalandspiritual•explainingthesignificanceofvegetationendemicinthelocalareatosurvivalofAboriginaland/orTorresStraitIslanderPeoples(forexample,asasourceoffood,shelter,medicine,toolsandweapons)•identifyingmeaninganddescribingpurposesinmusicfromdifferentsocial,culturalorhistoricalcontexts•comparingtheexpectationsandrequirementsofperformersandaudiencesindifferentculturalsettings

Theproviderofthelargefoodsandmeatforhisfamily,thefatherspenthisdayfishing,trackinggame,fixingandmakingtoolsandweapons,andhuntingsmallanimals.Hewasnowmoreexperiencedwithbushmedicine,andatreadingthestarsandseasonalindicators.

CEREMONIESANDDANCE

Asongline,likethatusedbyIndigenouspeople,isamapofeachlanguage(tribal)group.Thismapistoldorallybythewordsinsongs.Thesongscandescribeareasofsignificance,placeswherewatercanbefoundandthelocationofsacredareasthatwerecreatedbythespiritualbeings.

ACAMUR087 MUSIC

VISUALSTIMULUSTITLE:ABORIGINALBOYTRIBALLIFECYCLE(INTERACTIVE)

Identifyintendedpurposesandmeaningsastheylistentomusicusingtheelementsofmusictomakecomparisons,startingwithAustralianmusic,includingmusicofAboriginalandTorresStraitIslanderPeoples

ACHASSK088 GEOGRAPHYTheimportanceofenvironments,includingnaturalvegetation,toanimalsandpeople

YEAR4



ACHASSK093CIVICSANDCITIZENSHIP

Thedifferentcultural,religiousand/orsocialgroupstowhichtheyandothersinthecommunitybelong

•recognisingthattheidentityofAboriginalandTorresStraitIslanderPeoplesinAustraliaisshapedbyCountry/Place,languageandknowledgetraditions

‘TheBe’inthestoryremindsusthathumansandanimalsareconnectedandbelongtoatribalorlanguagearea,andthatlanguage,songsanddanceshelpbuildandmaintainthenecessaryrelationshipsbetweenhumans,natureandcountry.

ACHASSK083 HISTORY


•studyingtotemsinthelivesofAboriginaland/orTorresStraitIslanderPeoplesandexaminingthedifferencesbetweentheirtotems

Atotemisanaturalobject,plantoranimalthatisinheritedbymembersofaclanorfamilyastheirspiritualemblem.Totemsdefinepeoples’rolesandresponsibilities,andtheirrelationshipswitheachotherandcreation.


ACHASSK093CIVICSANDCITIZENSHIP

Thedifferentcultural,religiousand/orsocialgroupstowhichtheyandothersinthecommunitybelong

•recognisingthattheidentityofAboriginalandTorresStraitIslanderPeoplesinAustraliaisshapedbyCountry/Place,languageandknowledgetraditions

ThechildrenoftheStolenGenerationswerenotallowedtousethenamesgiventothembytheirparents.Theywerealsotoldnottospeakintheirownlanguage.Languageisthekeytotheuniqueidentityofanycultureorgroup.Banningorignoringthelanguageofagroupofpeopleisoneofthemostdestructivestrategiesorundertakingspossible,anditiskeytodismantlingaculturalbeliefsystem.

ACHASSK083


•investigatingpre-contactwaysoflifeoftheAboriginaland/orTorresStraitIslanderPeoples;theirknowledgeoftheirenvironmentincludinglandmanagementpractices;andtheirfundamentalbeliefsabouttheinterconnectednessofCountry/Place,People,CultureandIdentity

TheIndigenousculturesofAustraliagobackatleast50,000yearsandpossiblyasfaras65,000years.InStolenGirl ,thegirl’smothertaughtherthetraditionsofherancestors,suchashunting,gatheringandfishing.ThegirlalsolistenedtotheEldersinhercommunitytellstoriesaboutthepast.

•exploringtheimpactthatBritishcolonisationhadonthelivesofAboriginalandTorresStraitIslanderPeoples(dispossession;dislocation;andthelossoflivesthroughconflict,disease,lossoffoodsourcesandmedicines)

•consideringwhethertheinteractionsbetweenEuropeansandAboriginalandTorresStraitIslanderPeopleshadpositiveornegativeeffects

COUNTRYANDPLACE

Fromtheearly1900stothelate1960s,theAustraliangovernmentpassedpoliciesthatallowedauthoritiestotakeAboriginal&TorresStraitIslanderchildrenofmixeddescent(partIndigenousandpartwhite)fromtheirfamilies.Theyreferredtothechildrenbytheoffensiveterm‘half-caste’.Thechildrenweresenttoliveininstitutions,fosterhomesormissions.Thesechildrenlatercametobeknownasthe‘StolenGenerations’.

ThenatureofcontactbetweenAboriginalandTorresStraitIslanderPeoplesandothers,forexample,theMacassansandtheEuropeans,andtheeffectsoftheseinteractionson,forexample,peopleandenvironments

HISTORY

ACHASSK086


YEAR4VISUALSTIMULUSTITLE:STOLENGIRL(VIDEO)

FAMILYLIVING




ACADRR038 DRAMA

Explainhowtheelementsofdramaandproductionelementscommunicatemeaningbycomparingdramafromdifferentsocial,culturalandhistoricalcontexts,includingAboriginalandTorresStraitIslanderdrama

•understandingthatthedramaofAboriginalandTorresStraitIslanderPeoplesisuniquetotheCountryand/orPlaceofaparticulargrouporgroups,whilealsoconsideringtheprotocolsforparticularperformancestylesandtraditionssuchasAboriginalandTorresStraitIslandercustomarypractices

IndigenousAustralianVictorHoodtellsaveryancientstorythatistoldintheRembarrngalanguageinpartsofArnhemLandintheNorthernTerritory.Thestoryisaboutatraditionalfuneralceremonyandritualisticburialritepractices.

•identifyinganddiscussingmeaningsandsignificanceintendedbythechoreographer’suseofmovement,spaceandenergy,referringtotheirknowledgeofthecontextinwhichthedancewascreated,forexample,anAboriginalorTorresStraitIslanderdance,aChineseribbondance,oraSumatrantambourinedance•discussingsocialandculturalinfluencestorecognisetheroleofdanceanddancersinsocieties,cultures,environmentsandtimes,forexample,conventionsofaKecakdancefromBali,ortheprotocolsforperformingAboriginalandTorresStraitIslanderdance,includingwhenitisnotabletobeviewed

DREAMING

Explainhowtheelementsofdanceandproductionelementscommunicatemeaningbycomparingdancesfromdifferentsocial,culturalandhistoricalcontexts,includingAboriginalandTorresStraitIslanderdance

DANCEACADAR012

YEAR5VISUALSTIMULUSTITLE:MORNINGSTAR(VIDEO)

Aboriginalpeopleheldspecialeventswheretheydressedupincostumesanddancedtotellstories,learnthelawandkeepthegodsorspiritshappy.Thesespecialeventswerecalledceremonies.



•exploringcross-mediaeffectsandcharacteristicsofrepresentationwhenmakingartworksinspiredbyobservationorimagination,forexample,AboriginalandTorresStraitIslanderartfromthelocalcommunity,graffitiart,graphicdesign,ormangaart•Consideringviewpoints–materialsandtechnologies:Whatistheartworkmadeof?Howdoesthechoiceofmaterialenhancetheaudience’sunderstandingoftheartist’sintention?Whatmadeyouwanttotouchthissculpture?•explainingtheartisticvisionofartistsfromdifferentcontexts,particularlyreferencingthemeaningtheirartworksconvey,forexample,Aboriginalrockart,graffitiart,Egyptianart•Consideringviewpoints–meaningsandinterpretations:Forexample–Whatisthisartworkabout?Whatvisualconventionshavebeenusedtoconveymeaning?Howdidtheartistrepresenttheirsubjectmatter?Howdoestheartworkreflecttheartist’sperspectiveabouttheenvironment?Howdidtheaudiencereacttotheartworkwhenitwasfirstdisplayed?•analysinghowsymbolicmeaningormetaphorisconstructedintheirownartworksandartworksofothers

Exploreideasandpracticesusedbyartists,includingpracticesofAboriginalandTorresStraitIslanderartists,torepresentdifferentviews,beliefsandopinions

ARTSTYLES

ACAVAR117

VISUALARTS

YEAR5VISUALSTIMULUSTITLE:ABORIGINALARTSTYLES(eBOOK)

Aboriginalpeoplecreatedartusingwhatevermaterialswereavailableinthenaturalenvironmentaroundthem.TherearemanydifferentAboriginalartstyles.TheseincludeX-rayart,Mimiart,stencilling,rockcarvingsandtreecarvings.

Aboriginalpeopleusedsymbolsandimagestoportraymanyfacetsoftheirdailylivesincludingtime,whattheyate,sendingmessagestoothertribalgroupsandhandingdownimportantDreamingstoriesandknowledge.TheirarttoldoftheDreamtime,theirwayoflife,traditionsandlaws.

Explainhowvisualartsconventionscommunicatemeaningbycomparingartworksfromdifferentsocial,culturalandhistoricalcontexts,includingAboriginalandTorresStraitIslanderartworks

ACAVAM114



ACHASSK112 GEOGRAPHYTheinfluenceofpeople,includingAboriginalandTorresStraitIslanderPeoples,ontheenvironmentalcharacteristicsofAustralianplaces

•identifyinghowAboriginalandTorresStraitIslandercommunitiesalteredtheenvironmentandsustainedwaysoflivingthroughtheirmethodsoflandandresourcemanagement

Tarrahgoesoutwithherfamilytogatherbushtucker,fishandhunt.Herfamilyutilisestheirknowledgeoftheenvironmenttofindfood,learnandplay.

•describinghowaspectsofliterature,forexamplevisuals,symbolicelements,dialogueandcharacterdescriptions,canconveyinformationaboutculturalelements,suchasbeliefs,traditionsandcustoms•identifyingvariabilitywithinculturalcontextsinliterarytexts,recognisingthediversityofpeople’sexperienceswithinaculturalgroupsuchasdifferencesinsettingandlifestylebetweenurbanandremoteAboriginalandTorresStraitIslanderpeoples

ACHASSK120ECONOMICS&

BUSINESS

Typesofresources(natural,human,capital)andthewayssocietiesusethemtosatisfytheneedsandwantsofpresentandfuturegenerations

•exploringhowAboriginalandTorresStraitIslanderPeoples’traditionalandcontemporaryuseofresourcesreflectstheirspiritualconnectionstotheland,sea,skyandwaterways

IntraditionalAboriginal&TorresStraitIslandersociety,theybartered,shared,predictedandgroupedpeopleanditemsofimportance.TradewasvitaltoAboriginalexistenceinsomeareasasitimprovedthequalityoflifeformembersoffamilygroups.

YEAR5VISUALSTIMULUSTITLE:MYHOMEINKAKADU(VIDEO)

FOODGATHERING ACELT1608 ENGLISH

Identifyaspectsofliterarytextsthatconveydetailsorinformationaboutparticularsocial,culturalandhistoricalcontexts

StorytellinginIndigenousAustraliaisstillaveryimportantwayofpassingoninformationtopeople.ThesestorieskeepalivethetraditionsandheritageofIndigenousAustralia,notonlywithinIndigenouscommunitiesbutalsowithinthewidercommunity.



ACELT1610 ENGLISHRecognisethatideasinliterarytextscanbeconveyedfromdifferentviewpoints,whichcanleadtodifferentkindsofinterpretationsandresponses

•examiningthenarrativevoiceintextsfromAboriginalandTorresStraitIslandertraditions,whichincludeperspectivesofanimalsandspirits,abouthowweshouldcarefortheEarth,forexamplereflectingonhowthisaffectssignificance,interpretationandresponse

WaitjandtheDjindong isoneversionofatraditionalAboriginalstoryaboutthestars,planetsandweather.ItisnarratedbyIndigenousAustralianStephen(Bambaa)Albert,whotalksabouttheAboriginalbeliefintheskyworlds.Throughthestory,studentsareintroducedtoAboriginalEnglishandlanguagewords.

ACMMG110 MATHEMATICSCompare12-and24-hourtimesystemsandconvertbetweenthem

•investigatingthewaystimewasandismeasuredindifferentAboriginalCountry,suchasusingtidalchange

Indigenouspeopleusedtheirknowledgeofthestarsandconstellationstotellthetimeandasacalendarforthechangingseasons.Theylookedatwherestarpatternsandplanetswerepositionedintheskyatcertaintimesofyeartohelpthemdothis.

ACSHE081 SCIENCE

Scienceinvolvestestingpredictionsbygatheringdataandusingevidencetodevelopexplanationsofeventsandphenomenaandreflectshistoricalandculturalcontributions

•learninghowAboriginalandTorresStraitIslanderPeoplesusedobservationofthenightskytoassistwithnavigation

TheknowledgeofstarpatternsandconstellationshelpedIndigenousAustraliansfindtheirwayinthedark.Theyalsoworkedasasurvivalstrategyifpeoplewerelost—thestarsandplanetscouldbeusedlikeamap.

VISUALSTIMULUSTITLE:WAITJANDTHEDJINDONG(VIDEO)YEAR5

WEATHERSEASONS



ACHASSK112 GEOGRAPHYTheinfluenceofpeople,includingAboriginalandTorresStraitIslanderPeoples,ontheenvironmentalcharacteristicsofAustralianplace


Forthousandsofyears,Aboriginal&TorresStraitIslanderpeopleofAustralialivedoffwhatnatureprovided.Theirfoodwassuppliedbythefloraandfaunawithintheirtribalregions.

ACHASSK120ECONOMICSAND

BUSINESS

Typesofresources(natural,human,capital)andthewayssocietiesusethemtosatisfytheneedsandwantsofpresentandfuturegenerations

•exploringhowAboriginalandTorresStraitIslanderPeoples’traditionalandcontemporaryuseofresourcesreflectstheirspiritualconnectionstotheland,sea,skyandwaterways

AnimalswereveryimportanttothelivesofIndigenousAustralians.Theywerenotonlyasourceoffood,butdifferentpartswereusedtomakeclothing,jewellery,medicines,andtoolsandweapons.

ACTDEK021DESIGNAND

TECHNOLOGIES

Investigatehowandwhyfoodandfibreareproducedinmanagedenvironmentsandpreparedtoenablepeopletogrowandbehealthy

•consideringtraditionalandcontemporarymethodsoffoodpreparationusedinavarietyofcultures,includingAboriginalandTorresStraitIslandermethods

Theemuwasalargegamebirdandoneofthefewnativeanimalsthatcouldfeedalargegroup.Emueggsweredeliciousbushtucker.Theywerealsousefuliftherewasnotwateraroundtogetliquid.Theoiloftheemuwasconsideredexcellentbushmedicineforjointpain.Itwasalsousedtocoatfishwhenitwasbeingcooked.

ACAVAM115 VISUALARTSDevelopandapplytechniquesandprocesseswhenmakingtheirartworks

•Consideringviewpoints–materialsandtechnologies:Whatistheartworkmadeof?Howdoesthechoiceofmaterialenhancetheaudience’sunderstandingoftheartist’sintention?Whatmadeyouwanttotouchthissculpture?

Aboriginalartistsfromsouth-eastAustraliaandWesternAustraliacarvedemueggsinthe20thcentury,andsomecontinuetodosotoday.ThesecarvedemueggsareknownasKaltipaarti .Artistsfromdifferentlanguagegroupscreatedifferentstylesofdesigns,sometimescreatingscenesoflandscapesallaroundtheegg,orjustconcentratingononeortwopicturesofanimals.

YEAR5VISUALSTIMULUSTITLE:EMUPOSTER(INTERACTIVE)

TOOLS,WEAPONS

ANDUTENSILS



ACELT1608 ENGLISHIdentifyaspectsofliterarytextsthatconveydetailsorinformationaboutparticularsocial,culturalandhistoricalcontexts

•identifyingvariabilitywithinculturalcontextsinliterarytexts,recognisingthediversityofpeople’sexperienceswithinaculturalgroupsuchasdifferencesinsettingandlifestylebetweenurbanandremoteAboriginalandTorresStraitIslanderpeoples

AncientAustralia isarhymingpoemaboutthemanyfacetsofAboriginaltraditionallifeandwhatmakesitsuchauniqueandspecialcultureforallAustralianstobeproudof.

•identifyinganddiscussingmeaningsandsignificanceintendedbythechoreographer’suseofmovement,spaceandenergy,referringtotheirknowledgeofthecontextinwhichthedancewascreated,forexample,anAboriginalorTorresStraitIslanderdance,aChineseribbondance,oraSumatrantambourinedance

•discussingsocialandculturalinfluencestorecognisetheroleofdanceanddancersinsocieties,cultures,environmentsandtimes,forexample,conventionsofaKecakdancefromBali,ortheprotocolsforperformingAboriginalandTorresStraitIslanderdance,includingwhenitisnotabletobeviewed

YEAR5VISUALSTIMULUSTITLE:ANCIENTAUSTRALIA(eBOOK)

CEREMONIESANDDANCE Ceremonialperformancesarethecentreofculturallifefor

Indigenouspeople.Theseceremoniesbringtogethersong,dance,bodydecoration,sculptureandpainting,andaresometimesheldatsacredplaces.Dancestellstories,andmanyIndigenouschildrenlearndancefromanearlyage.Dancers’bodiesareoftenpaintedwithdesigns,usingochreandpipeclay,whichhelptellthestories.


ACADAR012 DANCE



•investigatinghowpersonalandculturalidentitiesareinfluencedbythegroupsandcommunitiestowhichwebelongandtheplacestowhichwefeelconnected

•exploringhowfamily,peers,popularcultureandthemediainfluencehowindividualsinteractandthechoicestheymakeingivensituations•discussingthenotionof‘bordercrossing’;thatis,howAboriginalandTorresStraitIslanderPeoplesliveintwoworlds

•discussinghowtheactionsofbystanders,friendsandfamilycanpreventand/orstopbullyingandotherformsofdiscriminationandharassment

•proposingstrategiestohelpothersunderstandpointsofviewthatdifferfromtheirownandtoencouragefurtherdiscussionaboutindividualandculturalsimilaritiesanddifferencesinordertotackleracism

•exploringandcelebratinghowculturesdifferinbehaviours,beliefsandvalues

ACELT1608 ENGLISHIdentifyaspectsofliterarytextsthatconveydetailsorinformationaboutparticularsocial,culturalandhistoricalcontexts

•identifyingvariabilitywithinculturalcontextsinliterarytexts,recognisingthediversityofpeople’sexperienceswithinaculturalgroupsuchasdifferencesinsettingandlifestylebetweenurbanandremoteAboriginalandTorresStraitIslanderpeoples

ThestoryhighlightstheissuesofcontemporaryAboriginalpeopleofallageswhonolongerhaveveryblackskinorliveundertraditionallaw.ItintroducestheconceptsofAboriginalfamilyheritage,languageandstructure.

FAMILYLIVING

ACPPS060

ACPPS051


Examinehowidentitiesareinfluencedbypeopleandplaces

InthestoryFairSkinBlackFella ,thecharacterOldNedisanElder.EldersarethewiseonesinAboriginalsociety.Quiteoften,theyaretheonlyoneswhoknowthesacredsites,storiesorsongsattachedtoatribalregion.OldNedisresponsibleforsharinghisknowledgeandexperience.Heisalsoresponsibleforkeepingtraditionsandstoriesalivetopassdowntofuturegenerations.

Identifyhowvaluingdiversitypositivelyinfluencesthewellbeingofthecommunity

Themainthemeofthestoryistonotjudgeabookbyitscover,andthatnotallAboriginalpeoplehavedarkskinandliveatraditionallife.ThecharacterOldNedtellsthegirlstotreateveryoneequally,nomatterwhattheylooklike,andtogettoknowapersonbeforeyoujudgethem.

YEAR5VISUALSTIMULUSTITLE:FAIRSKINBLACKFELLA(VIDEO)



ACHASSK112 GEOGRAPHYTheinfluenceofpeople,includingAboriginalandTorresStraitIslanderPeoples,ontheenvironmentalcharacteristicsofAustralianplaces


Aboriginalpeopledevelopedanintimaterelationshipwiththeenvironmentandecosystemsoverthousandsofgenerations.TheevidenceofAboriginaloccupationinAustraliaispresentthroughoutthelandscapeintheformofAboriginalculturalsitesandinthepersonal,familyandcommunityhistoriesofAboriginalpeople.

•exploringcross-mediaeffectsandcharacteristicsofrepresentationwhenmakingartworksinspiredbyobservationorimagination,forexample,AboriginalandTorresStraitIslanderartfromthelocalcommunity,graffitiart,graphicdesign,ormangaart•Consideringviewpoints–materialsandtechnologies:Whatistheartworkmadeof?Howdoesthechoiceofmaterialenhancetheaudience’sunderstandingoftheartist’sintention?Whatmadeyouwanttotouchthissculpture?•explainingtheartisticvisionofartistsfromdifferentcontexts,particularlyreferencingthemeaningtheirartworksconvey,forexample,Aboriginalrockart,graffitiart,Egyptianart•Consideringviewpoints–meaningsandinterpretations:Forexample–Whatisthisartworkabout?Whatvisualconventionshavebeenusedtoconveymeaning?Howdidtheartistrepresenttheirsubjectmatter?Howdoestheartworkreflecttheartist’sperspectiveabouttheenvironment?Howdidtheaudiencereacttotheartworkwhenitwasfirstdisplayed?

•analysinghowsymbolicmeaningormetaphorisconstructedintheirownartworksandartworksofothers

COUNTRYANDPLACE

ACAVAM114

VISUALARTS



TherearemanydifferentAboriginalartstyles.TheseincludeX-rayart,Mimiart,stencilling,rockcarvingsandtreecarvings.Carvingsweremadeonflat,softrock;orinrockoverhangs.People,animalshapes,tracksandnon-figurativedesignslikecircleswerecommon.

Theknowledgeofcultureandcustodialresponsibilitiestotheland,itsspiritsandtheancestorswerepassedonthroughstory-telling,rockpaintingsandceremonialdances.Artworklikehandstencilpaintingsarearecordofpeoplewholivedonthelandforthousandsofyears.

YEAR5VISUALSTIMULUSTITLE:ABORIGINALCULTURALSITESMAP3–6(INTERACTIVE)

ACAVAR117




•recognisingthattherearemorethan150AboriginallanguagesandtwoTorresStraitIslanderlanguagesandthattheyrelatetogeographicareasinAustralia•recognisingthatalllanguagesanddialectsareofequalvalue,althoughweusedifferentonesindifferentcontexts,forexample,theuseofStandardAustralianEnglish,AboriginalEnglishandformsofCreoleusedbysomeTorresStraitIslandergroupsandsomeofAustralia’snearneighbours•identifyingandcomparinghowtheelementsofmusicareusedandcombinedindifferentmusicstylesfromdifferentcultures•Consideringviewpoints–societiesandcultures:Forexample–Howdodifferentculturesusemusic?Whyisthispieceofmusicimportantinthisculture?

ACAMUR091 MUSIC

Explainhowtheelementsofmusiccommunicatemeaningbycomparingmusicfromdifferentsocial,culturalandhistoricalcontexts,includingAboriginalandTorresStraitIslandermusic

ENGLISHACELA1515

Aboriginalpeoplehavebeenconnectedbysongsandlanguagethatareuniquetoeachlanguageortribalgroupforthousandsofyears.ThemysteriousmaninTheBeknewthebrothers’languageandsongs;therefore,hemusthavebeenconnectedinsomeway.

TheBe isaYirritjastorytoldinDalabonlanguagefromCentralArnhemLandintheNorthernTerritory.ThisanimatedDreamingstoryincludesfullnarrationtoassistteacherswithenunciationoflanguagewordsandsongsandintroducesAboriginallanguagetostudents.

UnderstandthatdifferentsocialandgeographicaldialectsoraccentsareusedinAustraliainadditiontoStandardAustralianEnglish

DREAMING




•exploringcross-mediaeffectsandcharacteristicsofrepresentationwhenmakingartworksinspiredbyobservationorimagination,forexample,AboriginalandTorresStraitIslanderartfromthelocalcommunity,graffitiart,graphicdesign,ormangaart•Consideringviewpoints–materialsandtechnologies:Whatistheartworkmadeof?Howdoesthechoiceofmaterialenhancetheaudience’sunderstandingoftheartist’sintention?Whatmadeyouwanttotouchthissculpture?•explainingtheartisticvisionofartistsfromdifferentcontexts,particularlyreferencingthemeaningtheirartworksconvey,forexample,Aboriginalrockart,graffitiart,Egyptianart•Consideringviewpoints–meaningsandinterpretations:Forexample–Whatisthisartworkabout?Whatvisualconventionshavebeenusedtoconveymeaning?Howdidtheartistrepresenttheirsubjectmatter?Howdoestheartworkreflecttheartist’sperspectiveabouttheenvironment?Howdidtheaudiencereacttotheartworkwhenitwasfirstdisplayed?•analysinghowsymbolicmeaningormetaphorisconstructedintheirownartworksandartworksofothers

TherearemanydifferentAboriginalartstyles.TheseincludeX-rayart,Mimiart,stencilling,rockcarvingsandtreecarvings.Carvingsweremadeonflat,softrock;orinrockoverhangs.People,animalshapes,tracksandnon-figurativedesignslikecircleswerecommon.

ARTSTYLES

ACAVAM114

VISUALARTS


YEAR6VISUALSTIMULUSTITLE:ABORIGINALCULTURALSITESMAP3-6(INTERACTIVE)

ACAVAR117


Theknowledgeofcultureandcustodialresponsibilitiestotheland,itsspiritsandtheancestorswerepassedonthroughstory-telling,rockpaintingsandceremonialdances.Artworklikehandstencilpaintingsarearecordofpeoplewholivedonthelandforthousandsofyears.



•usingadictionarytoexploreanduseknowledgeofwordorigins,includingsomeGreekroots,tospellwords•learningaboutwordsfromotherlanguages,forexample‘umbrella’comesfromtheItalianwordombrello,andthewordfor‘yabby’isderivedfromtheAboriginalword‘yabij’•recognisingthattherearemorethan150AboriginallanguagesandtwoTorresStraitIslanderlanguagesandthattheyrelatetogeographicareasinAustralia•recognisingthatalllanguagesanddialectsareofequalvalue,althoughweusedifferentonesindifferentcontexts,forexampletheuseofStandardAustralianEnglish,AboriginalEnglishandformsofCreoleusedbysomeTorresStraitIslandergroupsandsomeofAustralia’snearneighbours

FOODGATHERING

YEAR6VISUALSTIMULUSTITLE:ANIMALNAMEORIGINSMAP(INTERACTIVE)

UnderstandthatdifferentsocialandgeographicaldialectsoraccentsareusedinAustraliainadditiontoStandardAustralianEnglish

ENGLISH

Inearlysettlementtimes,EuropeanexplorerswouldcomeacrossanunfamiliaranimalandaskAboriginaltribesmenwhattheanimalwas.Duetolanguagebarriers,whattheexplorersrecordedwasamixed-upversionofwhattheyheard.TheoriginsofmanywordsandnamesofplaceswithintheAustralianmoderndaylanguagecanbetracedbacktotraditionalAboriginallanguage.

ACELA1526

Understandhowtouseknowledgeofknownwords,wordoriginsincludingsomeLatinandGreekroots,basewords,prefixes,suffixes,letterpatternsandspellinggeneralisationstospellnewwordsincludingtechnicalwords

ACELA1515

Therewereover500languagegroupsinAustraliaforthousandsofyears.Eachofthedifferentshadedorcoloured-inareasontheAboriginalTribalLanguageMaprepresentsadifferentAboriginalorTorresStraitIslanderlanguagegroup.



ACHASSK140 GEOGRAPHYTheworld’sculturaldiversity,includingthatofitsindigenouspeoples

•investigatingsustainabilityoftheenvironmentsinwhichmanyindigenouspeopleshavelivedsustainablyovertime

TorresStraitIslanderpeoplehavecloserelationshipswiththeirislandsandseas.Byreadingtheindicatorsinthelandscape,seasonsandtheenvironment,theycandeterminethebesttimetoplantandharvesttheirfoodsources.

ACSSU094 SCIENCEThegrowthandsurvivaloflivingthingsareaffectedbyphysicalconditionsoftheirenvironment

•consideringtheeffectsofphysicalconditionscausingmigrationandhibernation

TorresStraitIslanderpeopletelltheweatherbylookingatchangesinnature,suchasthemigrationandnestingpatternsofbirds,windpatterns,andthemovementofconstellations.

ACELT1613 ENGLISH

Makeconnectionsbetweenstudents’ownexperiencesandthoseofcharactersandeventsrepresentedintextsdrawnfromdifferenthistorical,socialandculturalcontexts

•recognisingtheinfluenceourdifferenthistorical,socialandculturalexperiencesmayhaveonthemeaningwemakefromthetextandtheattitudeswemaydeveloptowardscharacters,actionsandevents

TorresStraitIslandertraditionalstoriesarecommonlycalledlegendsinsteadofcreationorDreamingstories.StorytellingisanimportantpartofthecultureoftheTorresStraitIslands.ManyoftheirstoriesarerelatedtotheTagaiconstellationofstarsandtheirwayoflifeaspeopleofthesea.


ACTDEK021DESIGNAND

TECHNOLOGIES

Investigatehowandwhyfoodandfibreareproducedinmanagedenvironmentsandpreparedtoenablepeopletogrowandbehealthy

•consideringtraditionalandcontemporarymethodsoffoodpreparationusedinavarietyofcultures,includingAboriginalandTorresStraitIslandermethods

GrandmaDorisgivesSarahafamilyhistorylessonabouthowpastgenerationsofAboriginalAustralianslivedtogetherinharmonywiththelandbeforeEuropeanscametothiscountry.Sheexplainsthetoolsandweaponstheyused,aswellashowtheycollectedandpreparedfood.

ACHASSK135 HISTORY

ExperiencesofAustraliandemocracyandcitizenship,includingthestatusandrightsofAboriginalandTorresStraitIslanderPeoples,migrants,womenandchildren

•investigatingthelackofcitizenshiprightsforAboriginalPeoplesandTorresStraitIslanderPeoplesinAustralia,illustratedbycontrolsonmovementandresidence,theforcibleremovalofchildrenfromtheirfamiliesleadingtotheStolenGenerations,andpoorpayandworkingconditions

InthestoryTellMeWhy ,Sarah’sgreat-great-grandmaRosiewaspartoftheStolenGenerations.ThiswasatimewhenmanyIndigenouschildrenandbabieswereremovedfromtheirfamiliessoEuropeanscouldbringthemupinwhiteculture.

YEAR6

TOOLS,WEAPONS

ANDUTENSILS

VISUALSTIMULUSTITLE:TELLMYWHY(VIDEO)

YEAR6

WEATHERSEASONS

VISUALSTIMULUSTITLE:TORRESSTRAITISLANDSWEATHERSEASONSWHEEL(INTERACTIVE)



ACADRR038 DRAMA

Explainhowtheelementsofdramaandproductionelementscommunicatemeaningbycomparingdramafromdifferentsocial,culturalandhistoricalcontexts,includingAboriginalandTorresStraitIslanderdrama

•understandingthatthedramaofAboriginalandTorresStraitIslanderPeoplesisuniquetotheCountryand/orPlaceofaparticulargrouporgroups,whilealsoconsideringtheprotocolsforparticularperformancestylesandtraditionssuchasAboriginalandTorresStraitIslandercustomarypractices

IndigenousAustralianVictorHoodtellsaveryancientstorythatistoldintheRembarrngalanguageinpartsofArnhemLandintheNorthernTerritory.Thestoryisaboutatraditionalfuneralceremonyandritualisticburialritepractices.

•identifyinganddiscussingmeaningsandsignificanceintendedbythechoreographer’suseofmovement,spaceandenergy,referringtotheirknowledgeofthecontextinwhichthedancewascreated,forexample,anAboriginalorTorresStraitIslanderdance,aChineseribbondance,oraSumatrantambourinedance

•discussingsocialandculturalinfluencestorecognisetheroleofdanceanddancersinsocieties,cultures,environmentsandtimes,forexample,conventionsofaKecakdancefromBali,ortheprotocolsforperformingAboriginalandTorresStraitIslanderdance,includingwhenitisnotabletobeviewed

ACADAR012 DANCE


Aboriginalpeopleheldspecialeventswheretheydressedupincostumesanddancedtotellstories,learnthelawandkeepthegodsorspiritshappy.Thesespecialeventswerecalledceremonies.

YEAR6VISUALSTIMULUSTITLE:MORNINGSTAR(VIDEO)

CEREMONIESANDDANCE




Examinehowidentitiesareinfluencedbypeopleandplaces

•discussingthenotionof‘bordercrossing’;thatis,howAboriginalandTorresStraitIslanderPeoplesliveintwoworlds

ThechildrenoftheStolenGenerationsweretaughttoforgettheirIndigenousheritage.TheauthoritiesbelievedthatIndigenouschildrenofmixedheritageneededtoassimilateintowhitesocietyandlearnwhitecustomsinordertobeaccepted.

•investigatingthelackofcitizenshiprightsforAboriginalPeoplesandTorresStraitIslanderPeoplesinAustralia,illustratedbycontrolsonmovementandresidence,theforcibleremovalofchildrenfromtheirfamiliesleadingtotheStolenGenerations,andpoorpayandworkingconditions•describingthesignificanceofthe1962righttovotefederallyandthe1967referendum•investigatingthestoriesofindividualsorgroupswhoadvocatedorfoughtforrightsintwentieth-centuryAustralia(forexample,JackPattenortheAboriginesProgressiveAssociation)

•investigatingtheexperiencesofdemocracyandcitizenshipofmigrantgroups(forexample,WhiteAustraliaPolicy,internmentcampsduringWorldWarII,assimilationpolicies,anti-discriminationlegislation,multiculturalism,Reconciliation,mandatorydetention,payandworkingconditions

FAMILYLIVING

ACHASSK135 HISTORY


YEAR6VISUALSTIMULUSTITLE:STOLENGIRL(VIDEO)

Fromtheearly1900stothelate1960s,theAustraliangovernmentpassedpoliciesthatallowedauthoritiestotakeAboriginal&TorresStraitIslanderchildrenofmixeddescent(partIndigenousandpartwhite)fromtheirfamilies.Theyreferredtothechildrenbytheoffensiveterm‘half-caste’.Thechildrenweresenttoliveininstitutions,fosterhomesormissions.Thesechildrenlatercametobeknownasthe‘StolenGenerations’.



•investigatingthelackofcitizenshiprightsforAboriginalPeoplesandTorresStraitIslanderPeoplesinAustralia,illustratedbycontrolsonmovementandresidence,theforcibleremovalofchildrenfromtheirfamiliesleadingtotheStolenGenerations,andpoorpayandworkingconditions•describingthesignificanceofthe1962righttovotefederallyandthe1967referendum•investigatingthestoriesofindividualsorgroupswhoadvocatedorfoughtforrightsintwentieth-centuryAustralia(forexample,JackPattenortheAboriginesProgressiveAssociation)•investigatingtheexperiencesofdemocracyandcitizenshipofmigrantgroups(forexample,WhiteAustraliaPolicy,internmentcampsduringWorldWarII,assimilationpolicies,anti-discriminationlegislation,multiculturalism,Reconciliation,mandatorydetention,payandworkingconditions)•investigatingtheroleofspecificculturalgroupsinAustralia’seconomicandsocialdevelopment(forexample,thecattleindustry,theSnowyMountainsScheme,thepearlingindustry)•consideringnotableindividualsinAustralianpubliclifeacrossarangeoffields(forexample,thearts,science,sport,education),includingAboriginalandTorresStraitIslanderpeople,arangeofculturalandsocialgroups,andwomenandmendrawnfromtheNationalLivingTreasureslist,theAustralianDictionaryofBiographyortheAustralianHonourslists)


ThecontributionofindividualsandgroupstothedevelopmentofAustraliansocietysinceFederation

TherearesomedaysinthecalendaryearthatareconsideredveryimportanttoAboriginal&TorresStraitIslanderpeople.TheseoftencommemoratesignificanteventsinthehistoryofIndigenouspeoplesinceBritishsettlement.NationalReconciliationWeekcelebratestherichcultureandhistoryoftheFirstAustraliansandisheldfrom27Mayuntil3Juneeachyear.Thesetwodatesmarkthe1967AustralianreferendumrelatingtoIndigenousAustraliansandthehistoricMabodecision.

HISTORY

YEAR6VISUALSTIMULUSTITLE:CULTURALEVENTCALENDAR(INTERACTIVE)

Inthe1960s,agroupofstudentsfromtheUniversityofSydneycametogethertoformagroupcalledStudentActionforAborigines(SAFA).TheywereledbyanAboriginalmannamedCharlesPerkins.In1965,thestudentsofSAFAembarkedonabustourofNewSouthWalestoprotestagainstthediscriminationofIndigenousAustralians.

COUNTRYANDPLACE

ACHASSK137

ACHASSK135


Teaching with aunty curriculum ... - Crackerjack Education

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