<h1>History</h1><h3>Year 7</h3><p><span style="color: rgb(34, 34, 34)">The importance of conserving the remains of the&nbsp;ancient&nbsp;past, including the heritage of Aboriginal and Torres Strait Islander Peoples&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK171">(ACHASSK171)</a></p><ul><li><p>Explore repatriation movements (i.e. the removal of ancient Aboriginal and Torres Strait Islander remains and sacred objects over the past 150 years) across Australia from a range of language groups and varying perspectives.</p></li><li><p>Consider the preservation of Aboriginal and Torres Strait Islander languages and the significance of maintaining and reviving languages for all Australians.</p></li></ul><p>Examine primary sources and secondary sources to determine their origin, purpose and reliability&nbsp;<span style="color: rgb(34, 34, 34)">&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSI156">(ACHASSI156)</a></p><ul><li><p>Discuss the difficulties in identifying the origin and purpose of some sources of Aboriginal and Torres Strait Islander languages, histories, stories and knowledges. Consider how Indigenous languages across Australia have been recorded and by whom and consider some of the challenges.</p></li></ul><h3>Year 8</h3><p>The Year 8 curriculum provides study of history from the end of the ancient period to the beginning of the modern period, c.650 AD (CE) – 1750. This was when major civilisations around the world came into contact with each other. Social, economic, religious, and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape.</p><ul><li><p>Compare this study with what was happening in Australia at that time and consider the hundreds of nations and Australian language groups and their distinct cultures and how they compared to other societies across the world at that time.</p></li><li><p>Consider the way of life in Australia (social, linguistic, cultural, economic and political features) and the roles and relationships of and between different nations and groups in Aboriginal societies and Torres Strait Islander societies at that time.</p></li><li><p>Explore the systematic way of life that enabled sustainability over many tens of thousands of years dependant on the interrelationships between land, languages and cultures.</p></li><li><p>Investigate the contact and trade with other groups across Australia during that period e.g. Macassans with East Arnhem land from 1720 and the shared language that still exist today as a result of these relationships e.g. Balanda for white person.</p></li></ul><h3>Year 9</h3><p>The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander people&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACDSEH020">(ACDSEH020)</a></p><ul><li><p>Consider how this contact impacted the hundreds of Aboriginal and Torres Strait Islander languages spoken across Australia at that time.</p></li></ul><p>Living and working conditions in Australia around the turn of the twentieth century (that is 1900)&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACDSEH090">(ACDSEH090)</a></p><ul><li><p>Consider the living and working conditions of Indigenous Australians including their language situation at that time.</p></li></ul><h3>Year 10</h3><p>Background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACDSEH104">(ACDSEH104)</a></p><ul><li><p>Research the practices and policies that impacted on Aboriginal and Torres Strait Islander Australians e.g. Aboriginal Protection and Restriction of the Sale of Opium Act in 1897 in Queensland and the impact it had on all aspects of life including the loss of language.</p></li></ul><p>Identify the origin, purpose and context of primary and secondary sources&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHHS187">(ACHHS187)</a></p><ul><li><p>Explore the context of a source such as the Bringing Them Home Report (1997) and the significance of that context in understanding responses to the report (from varying perspectives noticing language differences).</p></li></ul>

History

<h1>Year 2</h1><h3>English</h3><p>Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/glossary/popup?a=E&amp;t=audience">audience</a>, purpose,&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/glossary/popup?a=E&amp;t=context">context</a>&nbsp;and cultural background&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1460">(ACELA1460)</a></p><ul><li><p>Explore culturally specific greetings and expressions of politeness in the languages of the school community including local (and neighbouring) Aboriginal and Torres Strait Islander languages. For example compare common greetings used in Aboriginal and Torres Strait Islander languages such as ‘Where are you from?’ ‘Where are you going?’</p></li><li><p>Consider different expressions of politeness and how they are different in every culture. E.g. explore the many different words for extended family relationships and respect terms used in Aboriginal and Torres Strait Islander languages etc.</p></li></ul><h3><span style="color: rgb(34, 34, 34)">Humanities and Social Sciences – History</span></h3><p>The importance today of a historical site of cultural or spiritual significance in the local area, and why it should be preserved <a target="_blank" rel="noopener noreferrer nofollow" href="https://www.australiancurriculum.edu.au/Search/?q=ACHASSK045">(ACHASSK045)</a></p><ul><li><p>Identify, in consultation with Aboriginal and Torres Strait Islander people, local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander people (for example engraving sites, rock paintings, natural sites or features such as rock shelters, creeks or mountains as well as special meeting and hunting places or town camps)</p></li><li><p>Learn the local Aboriginal and / or Torres Strait Islander names for places and add them to local area maps.</p></li></ul><p>Compare objects from the past with those from the present and consider how places have changed over time <a target="_blank" rel="noopener noreferrer nofollow" href="https://www.australiancurriculum.edu.au/Search/?q=ACHASSI039">(ACHASSI039)</a></p><ul><li><p>Identify Aboriginal and Torres Strait Islander place and street names in the local community and determine their origin and meaning (for example Teralba Park in Everton Park as well as Sorry Day plaques at Teralba Park, Everton Park, West End ; historical events such as Deadman’s Creek etc)</p></li></ul><p><span style="color: rgb(34, 34, 34)">How changing technology affected people’s lives (at home and in the ways they worked, travelled, communicated and played in the past)&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK046">(ACHASSK046&nbsp;</a>)&nbsp;</p><ul><li><p>Research traditional toys used by different Aboriginal and Torres Strait Islander groups and (where available and appropriate) learn their language names. For example Arrernte children learn to play string games so they can remember stories they have been told.</p></li><li><p>Learn some traditional Aboriginal and Torres Strait Islander games and their language names in different Aboriginal and Torres Strait Islander languages (see Traditional Indigenous Games: Yulunga resource as an example)</p></li></ul><h3>Humanities and Social Sciences - Geography</h3><p><span style="color: rgb(34, 34, 34)">The idea that places are parts of Earth’s surface that have been named by people, and how places can be defined at a variety of scales&nbsp;</span>&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="https://www.australiancurriculum.edu.au/Search/?q=ACHASSK048">(ACHASSK048)</a></p><ul><li><p>Investigate the names and meanings of local features and places given by local Aboriginal and Torres Strait Islander People and groups.</p></li></ul><p><span style="color: rgb(34, 34, 34)">The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular&nbsp;</span>Country/Place<span style="color: rgb(34, 34, 34)">&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK049">(ACHASSK049</a></p><ul><li><p>Explore how some people have special connections to many Countries through, for example, marriage, birth, residence and chosen or forced movement. Explore the names of these countries and their languages.</p></li><li><p>Find out about the connections of local Aboriginal or Torres Strait Islander Peoples with the land, sea and animals of their place and learn some of the language names for these important parts of culture.</p></li></ul><h3>Mathematics</h3><p>Name and order months and seasons&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMMG040">(ACMMG040)</a></p><ul><li><p>Explore local Aboriginal and Torres Strait Islander seasons, learn the names given to them and identify how they differ from the European season we have adopted: summer, autumn, winter, spring.</p></li><li><p>Invite local Aboriginal and Torres Strait Islander community to share stories, knowledge’s and language about country in terms of the seasons in the local area.</p></li></ul><p>Interpret simple maps of familiar locations and identify the relative positions of key features&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMMG044">(ACMMG044)</a></p><ul><li><p>Identify specific locations and features important to Aboriginal and Torres Strait Islander people in the local area. Locate them on maps and learn their names in language.</p></li><li><p>Consider how familiar locations and features can be represented by Aboriginal and Torres Strait Islander peoples and groups in a range of ways e.g. through art, story, dance etc.</p></li></ul><h3>Science</h3><p>Earth’s resources, including water, are used in a variety of ways&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSSU032">(ACSSU032)</a></p><ul><li><p>Research Aboriginal and Torres Strait Islander peoples and cultures expertise and language around finding and conserving water supplies, as well as their knowledge of construction of irrigation systems for their crops</p></li></ul><p>People use science in their daily lives, including when caring for their&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/glossary/popup?a=S&amp;t=Environment">environment</a>&nbsp;and living things&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSHE035">(ACSHE035)</a></p><ul><li><p>Find out about the diverse ways Aboriginal and Torres Strait Islander people and language groups use science to meet their needs, including food supply, environmental sustainability over generations, their knowledge and ability to allow the land to ‘farm’ to suit their needs.</p></li><li><p>Consider how we can continue to learn from Aboriginal and Torres Strait Islander people through culture and language to care for our environment.</p></li></ul>

Year 2

<h1>English</h1><h3>Year 7</h3><p>Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1528">(ACELA1528)</a></p><ul><li><p>Explore Aboriginal and Torres Strait Islander languages and dialects and how they have evolved to incorporate changes since colonisation e.g. new technologies such as different modes of transport, new illnesses, household items, computer technology and so on.</p></li><li><p>Listen to some new languages such as Yumplatok and Kriol and come to understand how these new languages have evolved as a result of our shared history.</p></li></ul><p>Understand how accents, styles of speech and idioms express and create personal and social identities&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1529">(ACELA1529)</a></p><ul><li><p>Identify Aboriginal and Torres Strait Islander languages connected to your local area i.e. language/s of traditional custodians as well as languages of local communities who have long histories locally with heritage links to other areas.</p></li><li><p>Notice the accents, styles of speech and idioms of local Aboriginal and Torres Strait Islander people and groups and connect with them to talk about the importance of language and how it creates personal and social identities (languages may include creoles and varieties of Aboriginal English).</p></li></ul><p>Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1619">(ACELT1619)</a></p><ul><li><p>Consider stories and texts by Aboriginal and Torres Strait Islander peoples valuing their oral traditions.</p></li><li><p>Notice the language/s used and reflect on the significance of using Australia’s first languages in terms of expressing ideas and viewpoints about events.</p></li></ul><p>Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1622">(ACELT1622)</a></p><ul><li><p>Consider Aboriginal and Torres Strait Islander authors from a range of backgrounds (urban, rural, remote) and explore their use of language, traditional as well as new varieties and dialects of English.</p></li><li><p>Reflect on the different approaches and the diversity of Aboriginal and Torres Strait Islander authors as well as the similarities e.g. importance of the oral tradition and consider narratives told through dance, song and other art forms as well as through text.</p></li></ul><h3>Year 8</h3><p>Understand the influence and impact that the English language has on other languages or dialects and how English has been influenced in return&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1540">(ACELA1540)</a></p><ul><li><p>Explore examples of Kriol, Yumplatok (Torres strait Creole) and other Australian creoles spoken by Aboriginal and Torres Strait Islander communities in your area / state to hear how languages change over time. Find out about how these languages have evolved as a result of our shared histories and consider how these new languages us English vocabulary in different ways building on traditional sounds and grammar.</p></li><li><p>Investigate words that have been borrowed from a range of Aboriginal and Torres Strait Islander languages into English e.g. vocabulary such as yakka and mob.</p></li><li><p>Look at a map of your region and identify town names might have an Aboriginal origin. Research the original pronunciation and meanings of these words.</p></li></ul><p>Understand how conventions of speech adopted by communities influence the identities of people in those communities&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1541">(ACELA1541)</a></p><ul><li><p>Reflect on what you know (or don't know) about your own language and cultural heritage. Are their conventions of speech still passed on through your family and / or community? Do you think it is important? Why or why not?</p></li><li><p>Consider the language differences in your class and school community including Aboriginal and Torres Strait Islander peoples and consider how speech may (or may not) reflect culture and first languages. Talk to people about how it influences their sense of identity.</p></li></ul><p>Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1626">(ACELT1626)</a></p><ul><li><p>Consider a wide range of Aboriginal and Torres Strait Islander authors and notice the language used and how these choices impact on ideas and viewpoints e.g. Melissa Lucashenko’s use of Yugambeh language in her novel Mullumbimby and Jackie Huggins use of language in Aunty Rita.</p></li><li><p>Consider literary texts by Aboriginal and Torres Strait Islander peoples and groups in a variety of languages i.e. traditional first languages, new language varieties including creoles and dialects of English. If possible share, discuss and seek opinions from different Aboriginal and Torres Strait Islander people in your school community and local area.</p></li></ul><p>Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1806">(ACELT1806)</a></p><ul><li><p>Consider biographical and autobiographical works that explore the survival of Aboriginal and Torres Strait Islander spirituality and connection to the land e.g. Ruby Langford, Glenyse Ward, Ella Simon, Alice Nannup, Melissa Lucashenko.</p></li><li><p>Reflect on the use of language and the importance in plays in terms of identity and culture.</p></li></ul><h3>Year 9</h3><p>Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1550">(ACELA1550)</a></p><ul><li><p>Explore how creoles have evolved in Australia i.e. Kimberley Kriol, Torres Strait Creole and other creoles e.g. spoken in Cape York region and Aboriginal communities.</p></li><li><p>Consider how English words have been borrowed in these new language varieties (and dialects of English such as Aboriginal English) to create new meanings and the different pronunciation and accents that are reflective of the sounds and grammar of Australia’s first languages.</p></li></ul><p>Understand that roles and relationships are developed and challenged through language and interpersonal skills&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1551">(ACELA1551)</a></p><ul><li><p>Explore how roles and relationships are reflected through Aboriginal and Torres Strait Islander languages e.g. extensive vocabulary for family relations; the complex pronoun system of many traditional languages and restricted language e.g. for mother-in-laws or younger / older siblings.</p></li><li><p>Reflect on how language and interpersonal skills reflect culture and notice differences between English and other languages. What can language tells us about the value and belief systems of the culture?</p></li></ul><p>Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1633">(ACELT1633)</a></p><ul><li><p>Compare Aboriginal and Torres Strait Islander authors from a variety of locations (urban, rural and remote) and over different time periods e.g. pre-contact stories passed down through oral traditions to contemporary stories presented through a range of medium.</p></li><li><p>Reflect on how language is used (traditional language as well as new language varieties) in texts and how this influences how diverse groups of peoples are represented.</p></li></ul><p>Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELY1739">(ACELY1739)</a></p><ul><li><p>Explore texts by Aboriginal and Torres Strait Islander Australians including Indigenous media sources e.g. Koori Mail, Indigenous Times, NITV and analyse their use of language. E.g. is there traditional language incorporated? Consider how this influences the reader / viewer.</p></li></ul><p>Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELY1740">(ACELY1740)</a></p><ul><li><p>Explore Indigenous speakers, academics and comedians and notice their use of language, the language features they use and how this positions the listener to respond in particular ways.</p></li></ul><h3>Year 10</h3><p>Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1563">(ACELA1563)</a></p><ul><li><p>Investigate how Aboriginal and Torres Strait Islander languages impact on Standard Australian English throughout our shared history and explore words that have been borrowed into SAE e.g. from plants (dilly bag, piccabeen, midgen, bunya), words (jackaroo, yakka) as well as place names (Taringa, Goodna, Yerongpilly). Find out which traditional languages some of those words were borrowed from. Find our about Indigneous words from the language/s in your local area.</p></li></ul><p>Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1564">(ACELA1564)</a></p><ul><li><p>Reflect on how you use language to include and exclude individual people and groups you are involved with.</p></li><li><p>Talk to a person whose first language or dialect is not Standard Australian English including Aboriginal and Torres Strait Islander people and groups and reflect on their experiences of language in terms of feeling empowered or disempowered.</p></li></ul><p>Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1573">(ACELA1573)</a></p><ul><li><p>Consider words that have been borrowed from Aboriginal and Torres Strait Islander languages and explore the different sounds systems e.g. Ngukurr and other words starting with ng / ny.</p></li><li><p>Discuss the challenges of writing down Aboriginal and Torres Strait Islander languages that are based on oral traditions with very different sounds systems to those found in Standard Australian English. Reflect on the many different spellings found in Australia’s first languages that have been written down by English and European migrants.</p></li></ul><p>Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1639">(ACELT1639)</a></p><ul><li><p>Consider how Aboriginal and Torres Strait Islander people are represented in a range of contexts and reflect on the language/s used.</p></li><li><p>Thoughtfully include representations of Aboriginal and Torres Strait Peoples and stories prior to colonisation through traditional languages, songs, dance, story and reflect on the complex economic, social and cultural systems they had in place to care for the country so efficiently.</p></li></ul>

English

<h1>Foundation Year</h1><h3>English</h3><p>Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1426">(ACELA1426)</a></p><ul><li><p>Talk to students about different ways people speak.</p></li><li><p>Listen to different languages spoken in your school and wider community.</p></li><li><p>Talk about what languages students in the classroom speak: fluently, can understand but can’t speak, know a few words etc.</p></li><li><p>Make a wall map of all the languages known and spoken in the classroom, being sure to include as many Aboriginal languages as possible. Add them to a world map and Australian map.</p></li><li><p>Use the Australian languages map to show the diversity of languages across the country.</p></li></ul><p>Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/acelt1575">(ACELT1575)</a></p><ul><li><p>Share stories and other texts that reflect the social, cultural and linguistic groups to which students belong.</p></li><li><p>Share stories by Aboriginal and Torres Strait Islander storytellers from books, online as well as from local community members. Present in a range of languages: traditional Aboriginal and Torres Strait Islander languages, creoles and other new varieties of English as well as in English.</p></li></ul><h3>Humanities and Social Sciences (HASS) –History</h3><p>Who the people in their family are, where they were born and raised and how they are related to each other <a target="_blank" rel="noopener noreferrer nofollow" href="https://www.australiancurriculum.edu.au/Search/?q=ACHASSK011">(ACHASSK011)</a></p><ul><li><p>Compare family structures of children in the classroom including the names given to family members: mother, father, grandparents and siblings etc. in different dialects and languages, including Aboriginal and Torres Strait Islander languages.</p></li><li><p>Create family trees with students including nuclear and extended families, using drawings, photos and label with language names.</p></li><li><p>Be explicit about the linguistic similarities and the differences. Celebrate both.</p></li><li><p>Explore and present other families in the school community, the wider community as well as nationally and internationally including Aboriginal and Torres Strait Islander families from a variety of languages groups.</p></li></ul><p>How the stories of families and the past can be communicated, for example through photographs,&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/glossary/popup?a=H&amp;t=Artefacts">artefacts</a>, books,&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/glossary/popup?a=H&amp;t=Oral+histories">oral histories</a>, digital media, and museums&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="https://www.australiancurriculum.edu.au/Search/?q=ACHASSK013">(ACHASSK013)</a></p><ul><li><p>Share family stories of children in the classroom and identify the languages and countries from which they come on the world map and the Australian languages map.</p></li><li><p>Recognise and value oral traditions passed down from generation to generation and their relevance to the past as well as to the present and the future. Listen to them in a variety of languages including Aboriginal and Torres Strait Islander languages, both traditional and new language varieties such as creoles.</p></li></ul><h3>Humanities and Social Sciences- Geography</h3><p><span style="color: rgb(34, 34, 34)">The&nbsp;</span>representation<span style="color: rgb(34, 34, 34)">&nbsp;of the location of places and their features on simple maps and models&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK014">(ACHASSK014</a>)</p><ul><li><p>Explore the variety of ways Aboriginal and Torres Strait Islander Peoples represent the location of Country/Place and their features from a range of language groups. For example, by the variety of styles of inscriptions on stone, stories, sand, bark and cave paintings as well as through song, music and dance.</p></li></ul><p><span style="color: rgb(34, 34, 34)">The Aboriginal or Torres Strait Islander&nbsp;</span>Country/Place<span style="color: rgb(34, 34, 34)">&nbsp;on which the school is located and why&nbsp;</span>Country/Place<span style="color: rgb(34, 34, 34)">&nbsp;is important to Aboriginal and Torres Strait Islander Peoples&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK016">(ACHASSK016</a>)</p><ul><li><p>Invite traditional custodians and local Aboriginal and Torres Strait Islander people to talk about the importance of country, place and language to them.</p></li><li><p>Work with Aboriginal people and Torres Strait Islander people to find out about places in the local area / region / state that have significance for them. Find out the language names for these places (where appropriate) and add them to your class maps.</p></li></ul><p><span style="color: rgb(34, 34, 34)">The reasons why some places are special to people, and how they can be looked after&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK017">(ACHASSK017</a>)&nbsp;</p><ul><li><p>Identify places students and their families consider to be ‘special’ and discuss how they look after them.</p></li><li><p>Work with Aboriginal or Torres Strait Islander families and groups to locate places of family significance and how they look after them (these could include historical sites, places for hunting, meeting places, bush camps, reconciliation gardens etc.) Learn the languages names (where available and appropriate).</p></li><li><p>Identify and use the name of the local Aboriginal/Torres Strait Islander custodians and other Language Groups in the area.</p></li><li><p>Identifying how and why the words Country/Place are used by Aboriginal and Torres Strait Islander Peoples for the places to which they belong and learn the local language word/s for these terms (where available and appropriate).</p></li></ul><h3>Mathematics</h3><p>Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from&nbsp;any starting&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/glossary/popup?a=M&amp;t=Point">point</a>&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMNA001">(ACMNA001)</a></p><ul><li><p>Read stories from languages and cultures that students in the class are connected to and that feature counting in sequence to assist students to recognise ways of counting in different languages and across cultures.</p></li><li><p>Include the counting systems of Aboriginal and Torres Strait Islander languages and cultures.</p></li></ul><h3>Science</h3><p>Daily and seasonal changes in our&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/glossary/popup?a=S&amp;t=Environment">environment</a>, including the weather, affect everyday life&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSSU004">(ACSSU004)</a></p><ul><li><p>Consider Aboriginal and Torres Strait Islander language groups from across the country and how their concepts of time and weather patterns explain how things happen in the world around them (see Indigenous Weather Knowledge on BOM site).</p></li><li><p>Invite Aboriginal and Torres Strait Islander people in your school community or region to share their ideas about weather and time and learn appropriate language words that can be incorporated into daily class</p></li></ul>

Foundation

Foundation Year

<h1>Economics</h1><h3>Year 7</h3><p><span style="color: rgb(34, 34, 34)">Why individuals work, types of work and how people derive an income&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK202">(ACHASSK202)</a></p><ul><li><p>Consider the types of work associated with Aboriginal and Torres Strait Islander language maintenance, revival and renewal and it’s intricate links with the land, sustainability and health and wellbeing.</p></li></ul><h3>Year 8</h3><p>The traditional markets of Aboriginal and Torres Strait Islander communities and their participation in contemporary markets&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHEK028">(ACHEK028)</a></p><ul><li><p>Research the economics of language in terms of the maintenance, revival and renewal of Australia’s first languages for example employment opportunities, sustainability and education, health and well-being.</p></li></ul>

Economics

<h1>Year 5</h1><h3>English</h3><p>Understand that the pronunciation, spelling and meanings of words have histories and change over time&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1500">(ACELA1500)</a></p><ul><li><p>Explore the variety of particular words from Aboriginal and Torres Strait Islander languages in which pronunciation, writing and meaning has changed over time:</p></li><li><p>Traditional language words such as Coolabah (from gulabaa);</p></li><li><p>New varieties of English spoken by Aboriginal and Torres Strait Islander people that have adapted the meaning of English words such as country (home, land) and deadly (fantastic, awesome)</p></li><li><p>Recognise that knowledge about these word origins is not only interesting but also builds on students vocabulary and spelling skills as well as a deeper understanding of our shared history.</p></li></ul><p>Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1608">(ACELT1608)</a></p><ul><li><p>Identify variability within cultural and linguistic contexts in literary texts and recognise the diversity of people’s experiences within a cultural group such as Aboriginal and Torres Strait Islander peoples and language groups across Australia and the differences in setting and lifestyle between urban and remote.</p></li><li><p>Share a variety of Aboriginal and Torres Strait Islander texts in different languages and recognise the similarities and differences between groups.</p></li></ul><p>Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1610">(ACELT1610)</a></p><ul><li><p>Listen to the narrative voice in texts from Aboriginal and Torres Strait Islander traditions and languages, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response.</p></li></ul><h3><span style="color: rgb(34, 34, 34)">Humanities and Social Sciences – History</span></h3><p><span style="color: rgb(34, 34, 34)">The nature of convict or colonial presence, including the factors that influenced patterns of&nbsp;</span>development<span style="color: rgb(34, 34, 34)">, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the&nbsp;</span>environment<span style="color: rgb(34, 34, 34)">&nbsp;changed&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK107">(ACHASSK107)</a></p><ul><li><p>Use the Australian languages map to reflect and make inferences on the experiences of Aboriginal and Torres Strait Islander Peoples languages, cultures and daily life in the past.</p></li><li><p>Research and reflect on how Aboriginal and Torres Strait Islander people and their languages were affected by convict and colonial presence throughout history. For example impact of disease, the forced removal of people from their homes into large missions and communities with many other different language groups thrown together who could not communicate.</p></li></ul><h3>Humanities and Social Sciences- Geography</h3><p><span style="color: rgb(34, 34, 34)">The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK112">(ACHASSK112)</a></p><ul><li><p>Research and identify how Aboriginal and Torres Strait Islander communities and particular languages groups altered the environment through their methods of land and resource management. For example fire stick farming used in East Arnhem Land.</p></li></ul><p><span style="color: rgb(34, 34, 34)">The influence of people on the environmental&nbsp;</span>characteristics of places<span style="color: rgb(34, 34, 34)">&nbsp;in Europe and North America and the location of their major countries in relation to Australia&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK111">(ACHASSK111)</a></p><ul><li><p>Find out how to conduct ethical research with people and communities, including the protocols for consultation with local Aboriginal/Torres Strait Islander communities and language groups including the use of appropriate language.</p></li><li><p>Be aware of language differences in your local community (traditional languages as well as new languages varieties such as creoles and dialects of English)</p></li></ul><h3>Humanities and Social Sciences- Economics and Business&nbsp;</h3><p><span style="color: rgb(34, 34, 34)">Types of&nbsp;</span>resources<span style="color: rgb(34, 34, 34)">&nbsp;(natural, human,&nbsp;</span>capital<span style="color: rgb(34, 34, 34)">) and the ways societies use them to satisfy the&nbsp;</span>needs<span style="color: rgb(34, 34, 34)">&nbsp;and&nbsp;</span>wants<span style="color: rgb(34, 34, 34)">&nbsp;of present and future generations&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK120">(ACHASSK120)</a></p><ul><li><p>Explore how Aboriginal and Torres Strait Islander Peoples’ use of resources reflects their spiritual connections to the land, sea, sky and waterways and how these connections contribute to resource use.</p></li><li><p>Reflect on how these understandings are inextricably linked to language and culture and consider the economics of Indigenous languages. For example in terms of maintaining cultural connections and identity, cultural tourism, creating employment for Indigenous Australians, for overall health and wellbeing of Aboriginal and Torres strait Islander peoples.</p></li></ul><h3>Humanities and Social Sciences- Civics and Citizenship</h3><p><span style="color: rgb(34, 34, 34)">Why regulations and laws are enforced and the personnel involved&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK117">(ACHASSK117)</a></p><ul><li><p>Research and reflect on Aboriginal and Torres Strait Islander peoples, communities and languages groups experience of Australian Law. For example consider the Royal Commission of Aboriginal Deaths in Custody including recommendation that came out of this report.</p></li><li><p>Invite Aboriginal and Torres Strait Islander people, lawyers, linguistics and other experts to share their experiences with Australian law and their own cultural lore including the challenges that come with language and cultural differences.</p></li></ul><h3>Science</h3><p>Important contributions to the advancement of science have been made by people from a range of cultures&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSHE082">(ACSHE082)</a></p><ul><li><p>Learn about the range of scientific aspects of Aboriginal and Torres Strait Islander cultures and languages that continue to contribute to the field of science. For example the use of observation of the night sky to assist with navigation.</p></li><li><p>Learn about individual Aboriginal and Torres Strait Islander peoples and their contributions to the field of science. For example Ngarrindjeri man, David Uniopan, an inventor and writer who studied aerodynamics and invented the a mechanical sheep shearing handpiece, Bruce Pacoe’s research on the agricultural and technological sophistication of Aboriginal Australians before contact.</p></li></ul><p>Scientific knowledge is used to inform personal and community decisions&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSHE217">(ACSHE217)</a></p><ul><li><p>Consider the knowledges and languages of Aboriginal and Torres Strait Islander peoples and cultures and what they can teach us about made to grow particular plants and crops to suit diverse environmental conditions across Australia.</p></li></ul>

Year 5

<h1>Year 1</h1><h3>English</h3><p>Respond to texts drawn from a range of cultures and experiences&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELY1655">(ACELY1655)</a></p><ul><li><p>Explore a range of different texts from Aboriginal and / or Torres Strait Islander cultures and languages. Find the languages on the map and talk about their geographical location.</p></li><li><p>Explore the language used (noticing how the sounds and structures are different to English) and learn the meaning of language words used.</p></li><li><p>Draw attention to the wide range of languages from across the country as well as the diverse teachings that are embedded in the stories: Creation stories, Oral histories, cultural practices etc.</p></li></ul><p>Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1444">(ACELA1444)</a></p><ul><li><p>Identify the effect words, symbols, gestures and body language can have on the way we communicate in English and other languages including Aboriginal and Torres Strait Islander languages from across Australia.</p></li></ul><h3><span style="color: rgb(34, 34, 34)">Humanities and Social Sciences – History</span></h3><p>Differences in family structures and roles today, and how these have changed or remained the same over time <a target="_blank" rel="noopener noreferrer nofollow" href="https://www.australiancurriculum.edu.au/Search/?q=ACHASSK028">(ACHASSK028)</a></p><ul><li><p>Consider the family structures of children in the classroom and the language used for family members and compare with those from the recent past (the families of parents and grandparents) in terms of their size, structure and language used (for example the different types of family such as nuclear, single parent, blended).</p></li><li><p>Invite local Aboriginal and Torres Strait Islander people to talk about the importance of family for them and common language terms used in their family (where appropriate).</p></li></ul><h3>Humanities and Social Sciences- Geography</h3><p>The natural, managed and constructed&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/glossary/popup?a=SSCHGE&amp;t=Features">features</a>&nbsp;of places, their location, how they&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/glossary/popup?a=SSCHGE&amp;t=Change">change</a>&nbsp;and how they can be cared for&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="https://www.australiancurriculum.edu.au/Search/?q=ACHASSK031">(ACHASSK031)</a></p><ul><li><p>Work with traditional custodians and local community people in your school community to learn about Aboriginal stories or Torres Strait stories (where available and appropriate) that identify the natural features of a place in local language/s and in English.</p></li></ul><p>The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="https://www.australiancurriculum.edu.au/Search/?q=ACHASSK032">(ACHASSK032)</a></p><ul><li><p>Compare Aboriginal or Torres Strait Islander seasonal calendars from across the country in a range of languages and compare with the four seasons calendar derived from Europe and familiar to mainstream Australia (see the Indigenous Weather Knowledge on the BOM website).</p></li><li><p>Explore local knowledge about Aboriginal and Torres Strait Islander seasons in the area and learn the language terms for these (where available and appropriate).</p></li></ul><h3>Mathematics</h3><p>Give and follow directions to familiar locations&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMMG023">(ACMMG023)</a></p><ul><li><p>Invite local Aboriginal and Torres Strait Islander people to share stories about direction and locations and learn local language names and words for directions and locations and their cultural significance.</p></li></ul><h3>Science</h3><p>People use science in their daily lives, including when caring for their&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/glossary/popup?a=S&amp;t=Environment">environment</a>&nbsp;and living things&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSHE022">(ACSHE022)</a></p><ul><li><p>Consider the technologies and languages used by Aboriginal and Torres Strait Islander people that require an understanding of how materials (particularly from the natural environment) can be used to make tools and weapons, musical instruments, clothing and artworks.</p></li></ul>

Year 1

<h1>Year 4</h1><h3>English</h3><p>Understand that&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/glossary/popup?a=E&amp;t=Standard+Australian+English">Standard Australian English</a>&nbsp;is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1487">(ACELA1487)</a></p><ul><li><p>Identifying words used in Standard Australian English that are derived from Aboriginal and Torres Strait Islander languages. For example: words like dillibag, yakka, kangaroo, jackaroo.</p></li><li><p>Use the languages map to research what languages these words may have originated and if the original meaning is reflected in the way it is used in English. e.g. place names such as Yerongpilly, Toowong, Nundah.</p></li></ul><h3><span style="color: rgb(34, 34, 34)">Humanities and Social Sciences – History</span></h3><p><span style="color: rgb(34, 34, 34)">The diversity of Australia's first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to&nbsp;</span>Country/Place<span style="color: rgb(34, 34, 34)">&nbsp;(land, sea, waterways and skies)&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK083">(ACHASSK083)</a></p><ul><li><p>Use the languages map to show the diversity of Aboriginal and Torres Strait Islander language groups in Australia, with particular emphasis on your local area and your state or territory.</p></li><li><p>Research and examine early archaeological sites and language sources for example Nauwalabila, Malakunanja, Devil’s Lair, Lake Mungo, Preminghana that show the long and continuous connection of Aboriginal Peoples to Country.</p></li><li><p>Invite local Aboriginal and Torres Strait Islander families, groups and community to share they understanding of custodianship and stewardship of land and the strong connections between land, language, culture and spirituality.</p></li></ul><p><span style="color: rgb(34, 34, 34)">The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and environments&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK086">(ACHASSK086)</a></p><ul><li><p>Investigate contact Aboriginal and Torres Strait Islander people experienced before 1788 (e.g. trade between the Macassans of Indonesia and the Yolngu people of North East Arnhem Land) Explore the sharing of language that took place between these groups and where it is still evident today e.g. the Macassan word Balanda (white people) used across Arnhem Land in the Northern Territory.</p></li><li><p>Explore the effects interactions between Europeans and Aboriginal and Torres Strait Islander peoples had (positive or negative) and the challenges faced due to language difference.</p></li><li><p>Compare the European concept of land ownership with the Aboriginal and Torres Strait Islander Peoples' relationship with the land and sea and language; discuss how this affected relationships between different groups.</p></li></ul><h3>Humanities and Social Sciences- Geography</h3><p><span style="color: rgb(34, 34, 34)">The&nbsp;</span>custodial responsibility<span style="color: rgb(34, 34, 34)">&nbsp;Aboriginal and Torres Strait Islander Peoples have for&nbsp;</span>Country/Place<span style="color: rgb(34, 34, 34)">, and how this influences views about&nbsp;</span>sustainability<span style="color: rgb(34, 34, 34)">&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK089">(ACHASSK089)</a></p><ul><li><p>Use the languages map to reflect on the distribution of Aboriginal and Torres Strait Islander Peoples and cultures. For example the concentration of language groups in the coastal and riverine areas of Australia.</p></li><li><p>Investigate how Aboriginal and Torres Strait Islander Peoples’ ways of living were adapted to the resources of their Country/Place, for example, the desert country of the Arrernte People; the savannah country of the Jawoyn People; the riverine plains of the Wiradjuri People.</p></li><li><p>Explore how this may be reflected through their language/s.</p></li><li><p>Investigate how knowledge, language and practices shared among Aboriginal and Torres Strait Islander Peoples are linked to sustainable use of resources and environments. For example the rotational use and harvesting of resources, mutton bird harvesting in Tasmania, and the collection of bush food from semi-arid rangelands)</p></li></ul><h3>Humanities and Social Sciences- Civics and Citizenship</h3><p><span style="color: rgb(34, 34, 34)">The different cultural, religious and/or social groups to which they and others in the community belong&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK093">(ACHASSK093)</a><span style="color: rgb(0, 98, 155)">&nbsp;&nbsp;&nbsp;</span>&nbsp;</p><ul><li><p>Recognise that the identity of Aboriginal and Torres Strait Islander Peoples in Australia is shaped by Country/Place, language and knowledge traditions.</p></li><li><p>Encourage students to share their family and community experiences, for example religious celebrations and other groups they are involved in to identify similarities and differences.</p></li><li><p>Share and explore stories from Aboriginal and Torres Strait Islander families, community and language groups including the importance of spiritual connections to land and language.</p></li><li><p>Celebrate similarities and differences.</p></li></ul><h3>Science</h3><p>Science involves making predictions and describing patterns and relationships&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSHE061">(ACSHE061)</a></p><ul><li><p>Consider how scientific practices such as sorting, classification and estimation are used by Aboriginal and Torres Strait Islander people in everyday life in the past and the present.</p></li><li><p>Explore how these are expressed through Aboriginal and Torres Strait Islander languages.</p></li></ul><p>Science knowledge helps people to understand the effect of their actions&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSHE062">(ACSHE062)</a></p><ul><li><p>Identify knowledge and expertise of Aboriginal and Torres Strait Islander Peoples and language groups such as their use of science in the intricate understandings of the environment. For example fire stick farming still used in Arnhem Land to ensure sustainability of the environment across large areas of country and the identification and selection of appropriate natural materials for tools, utensils and materials for clothing, shelter and so on.</p></li><li><p>Research how Aboriginal and Torres Strait Islander People worked to make plants and animals so abundant, predictable and convenient across the many different languages groups of Australia over tens of thousands of years.</p></li></ul>

Year 4

<h1>Year 10</h1><h3>English</h3><p>Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1563">(ACELA1563)</a></p><ul><li><p>Investigate how Aboriginal and Torres Strait Islander languages have impacted on SAE throughout our shared history and explore words that have been borrowed into SAE e.g. from plants (dilly bag, piccabeen, midgen, bunya), words (jackaroo, yakka) as well as place names (Taringa, Goodna, Yerongpilly). Find out which traditional languages some of those words were borrowed from. Find our about Indigneous words from the language/s in your local area.</p></li></ul><p>Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1564">(ACELA1564)</a></p><ul><li><p>Reflect on how you use language to include and exclude individual people and groups you are involved with.</p></li><li><p>Talk to a person whose first language or dialect is not Standard Australian English including Aboriginal and Torres Strait Islander people and groups and reflect on their experiences of language in terms of feeling empowered or disempowered.</p></li></ul><p>Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1573">(ACELA1573)</a></p><ul><li><p>Consider words that have been borrowed from Aboriginal and Torres Strait Islander languages and explore the different sounds systems e.g. Ngukurr and other words starting with ng / ny.</p></li><li><p>Discuss the challenges of writing down Aboriginal and Torres Strait Islander languages that are based on oral traditions with very different sounds systems to those found in Standard Australian English. Reflect on the many different spellings found in Australia’s first languages that have been written down by English and European migrants.</p></li></ul><p>Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1639">(ACELT1639)</a></p><ul><li><p>Consider how Aboriginal and Torres Strait Islander people are represented in a range of contexts and reflect on the language/s used.</p></li><li><p>Include representations of Aboriginal and Torres Strait Peoples and stories prior to colonization through traditional languages, songs, dance, story and reflect on the complex economic, social and cultural systems they had in place to care for the country so efficiently.</p></li></ul><h3>Mathematics</h3><p>Construct and interpret box plots and use them to compare data sets&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMSP249">(ACMSP249)</a></p><ul><li><p>Use parallel box plots to compare data about the distribution of Aboriginal and Torres Strait Islander languages still spoken by whole communities of people in Australia with that of Australian languages that are not spoken by whole communities.</p></li></ul><h3>Science</h3><p>The universe contains features including galaxies, stars and solar systems and the Big Bang theory can be used to explain the origin of the universe&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSSU188">(ACSSU188)</a></p><ul><li><p>Compare the Big Bang theory to theories from other languages and cultures such as the value and belief embedded in Aboriginal spirituality through care and connection to the land.</p></li><li><p>Research Aboriginal astronomy and spirituality and stories from language groups in your local area (both traditional custodians as well as those of other local community members with connections to other places).</p></li></ul><h3>Humanities and Social Sciences - History</h3><p>Background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACDSEH104">(ACDSEH104)</a></p><ul><li><p>Research the practices and policies that impacted on Aboriginal and Torres Strait Islander Australians e.g. Aboriginal Protection and Restriction of the Sale of Opium Act in 1897 in Queensland and the impact it had on all aspects of life including the loss of language.</p></li></ul><p>Living and working conditions in Australia around the turn of the twentieth century (that is 1900)&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACDSEH090">(ACDSEH090)</a></p><ul><li><p>Consider the living and working conditions of Indigenous Australians including their language situation at that time.</p></li></ul><p>Identify the origin, purpose and context of primary and secondary sources&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHHS187">(ACHHS187)</a></p><ul><li><p>Explore the context of a source such as the Bringing Them Home Report (1997) and the significance of that context in understanding responses to the report (from varying perspectives noticing language differences).</p></li></ul><h3>Humanities and Social Sciences -Geography</h3><p>The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of explaining Aboriginal and Torres Strait Islander models of sustainability that contribute to broader conservation practices Australia&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHGK072">(ACHGK072)</a></p><ul><li><p>Research the role of Aboriginal and Torres Strait Islander Peoples, their knowledges and languages, in environmental management.</p></li><li><p>Explain Aboriginal and Torres Strait Islander models of sustainability that contribute to broader conservation practices including the maintenance and revival of Australia’s first languages and their importance to place and culture.</p></li></ul><p>The different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHGK076">(ACHGK076)</a></p><ul><li><p>Examine and compare different concepts of human wellbeing, including those held by Aboriginal and Torres Strait Islander Peoples</p></li><li><p>Exploring why the revival and maintenance of Australian languages is so important to wellbeing of all Australians.</p></li></ul><h3>Humanities and Social Sciences -Civics and Citizenship</h3><p>How Australia’s international legal obligations shape Australian law and government policies, including in relation to Aboriginal and Torres Strait Islander Peoples&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHCK093">(ACHCK093)</a></p><ul><li><p>Research language rights or the rights of linguistic minorities as part of the International Convention on the Elimination of All Forms of Racial Discrimination, Convention on the Rights of the Child, and the Declaration on the Rights of Indigenous Peoples.</p></li><li><p>Identify whether these international conventions and declarations have shaped Australian government policies with regard to the languages of Aboriginal and Torres Strait Islander Peoples.</p></li></ul>

Year 10

<h1>Civics and Citizenship</h1><h3>Year 7</h3><p><span style="color: rgb(34, 34, 34)">The process for constitutional change through a&nbsp;</span>referendum<span style="color: rgb(34, 34, 34)">&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK194">(ACHASSK194)</a></p><ul><li><p>Examine the Uluru Statement from the Heart, the Recognise campaign, and calls for Treaties with Aboriginal and Torres Strait Islander peoples. Consider the place Australia’s first languages play in these discussion and how they should be acknowledged.</p></li></ul><h3>Year 8</h3><p>The freedoms that enable active participation in Australia’s democracy within the bounds of law, including freedom of speech, association, assembly, religion and movement&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHCK061">(ACHCK061)</a></p><ul><li><p>Research policies and practices that have restricted Aboriginal and Torres Strait Islander people’s participation in Australia’s democracy throughout our shared history. Reflect on how language difference can restrict participation, particularly without the awareness and acknowledgment of the languages differences that exist.</p></li><li><p>Consider Aboriginal Protection and Restriction Act in Queensland, the Cape Barren Island Reservation Acts of 1912 &amp; 1945 in Tasmanian, or a similar Act in your State/Territory that restricted all aspects of peoples lives including not legally being able to speak their own languages. Consider the long-term impact these policies have had.</p></li></ul><p>The types of law in Australia, including criminal law and civil law, and the place of Aboriginal and Torres Strait Islander customary law&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHCK064">(ACHCK064)</a></p><ul><li><p>Consider customary law of a number of different language groups from across Australia e.g. the Ngarra law of the Yolngu people (who speak the Yolngu Matha languages) in Arhnem Land, NT.</p></li><li><p>Consider the challenges presented to Aboriginal and Torres Strait peoples within Australian laws e.g. language difference including creoles and other dialects of English that are not acknowledged and cause mis-communication at many levels. (e.g. Diana Eades research language in courts).</p></li></ul><p>Different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives, and what it means to be Australian&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHCK066">(ACHCK066)</a></p><ul><li><p>Consider the perspectives of a number of Aboriginal people from different languages groups and how important language and land are to identity.</p></li><li><p>Reflect on how this informs a national identity for all Australians to celebrate.</p></li></ul><h3>Year 9</h3><p>The influence of a range of media, including social media, in shaping identities and attitudes to diversity&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHCK080">(ACHCK080)</a></p><ul><li><p>Explore Indigenous media sources e.g. Koori Mail, Indigenous Times, NITV and consider the differences to mainstream media. Notice the difference in language used both varieties of English as well as traditional languages and consider how this can shape identities and attitudes to diversity.</p></li><li><p>Watch some Indigenous TV (for example, Black Comedy, 8MMM Aboriginal Radio, or Dinghy Gurls) listen to how different types of English/Aboriginal English are used between Aboriginal people. Listen for terms like 'deadly'; 'mob' etc. and for how Aboriginal and Torres Strait Islander people change their 'English' depending on who they are talking to.</p></li></ul><h3>Year 10</h3><p>How Australia’s international legal obligations shape Australian law and government policies, including in relation to Aboriginal and Torres Strait Islander Peoples&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHCK093">(ACHCK093)</a></p><ul><li><p>Research language rights or the rights of linguistic minorities as part of the International Convention on the Elimination of All Forms of Racial Discrimination, Convention on the Rights of the Child, and the Declaration on the Rights of Indigenous Peoples.</p></li><li><p>Identify whether these international conventions and declarations have shaped Australian government policies with regard to the languages of Aboriginal and Torres Strait Islander Peoples.</p></li></ul>

Civics

Civics and Citizenship

<h1>Geography</h1><h3>Year 7</h3><p><span style="color: rgb(34, 34, 34)">Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/glossary/popup?a=hass&amp;t=Asia">Asia</a><span style="color: rgb(34, 34, 34)">&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/glossary/popup?a=hass&amp;t=region">region</a><span style="color: rgb(34, 34, 34)">&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK186">(ACHASSK186)</a>&nbsp;&nbsp;</p><ul><li><p>Find language, stories, symbols and broader cultural understandings of the importance of water for Aboriginal and Torres Strait Islander people in your local area and/or across Australia. Research language words for water and other water related concepts.</p></li><li><p>Explore the multilayered meanings (material, cultural and spiritual wellbeing) and the local language words associated with rivers, waterholes, seas, lakes, soaks and springs for Aboriginal and Torres Strait Islander Peoples.</p></li></ul><h3>Year 8</h3><p>The aesthetic, cultural and spiritual value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHGK049">(ACHGK049)</a></p><ul><li><p>Investigate the diversity of words and concepts used across Aboriginal Australia to explain spirituality or ‘dreaming’ by local groups:</p></li><li><p>Ungud: Ngarinyin people, North-western Australia</p></li><li><p>Aldjerinya: Arrernte people, Central Australia</p></li><li><p>Tjukurpa: Pitjantjatjara people, North-Western South Australia</p></li><li><p>Wongar: North-Eastern Arnhem Land</p></li><li><p>Bugari: Broome, North-Western Australia</p></li><li><p>(From Edwards, 1994 PG 67 in Tripconny, 1996)</p></li><li><p>Also find out about the Legends of the Torres Strait.</p></li><li><p>Consider how these ideas reflect the formation, meaning and interconnection of landforms and landscapes.</p></li><li><p>Explore the multilayered meanings (material, cultural and spiritual wellbeing) and the local language words associated with landscapes and landforms by Aboriginal and Torres Strait Islander Peoples in your area.</p></li></ul><p>The ways of protecting significant landscapes&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHGK052">(ACHGK052)</a></p><ul><li><p>Identify the contribution Aboriginal and Torres Strait Islander knowledges and languages present with regards to the use and management of landforms and landscapes.</p></li></ul><h3>Year 9</h3><p>The perceptions people have of place, and how this influences their connections to different places&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHGK065">(ACHGK065)</a></p><ul><li><p>Compare students’ perceptions and use of places and spaces in their local area, particularly at different times of day, between males and females, different age groups, people with and without a disability, and people from diverse cultures and languages.</p></li><li><p>Work closely with Aboriginal and Torres Strait Islander people to understand the unique connections with place through time and relationships and the role language plays.</p></li></ul><h3>Year 10</h3><p>The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of explaining Aboriginal and Torres Strait Islander models of sustainability that contribute to broader conservation practices Australia&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHGK072">(ACHGK072)</a></p><ul><li><p>Research the role of Aboriginal and Torres Strait Islander Peoples, their knowledges and languages, in environmental management.</p></li><li><p>Explain Aboriginal and Torres Strait Islander models of sustainability that contribute to broader conservation practices including the maintenance and revival of Australia’s first languages and their importance to place and culture.</p></li></ul><p>The different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHGK076">(ACHGK076)</a></p><ul><li><p>Examine and compare different concepts of human wellbeing, including those held by Aboriginal and Torres Strait Islander Peoples</p></li><li><p>Exploring why the revival and maintenance of Australian languages is so important to wellbeing of all Australians.</p></li></ul>

Geography

<h4>Ways to connect</h4><ul><li><p>Talk to local Aboriginal and Torres Strait Islander community members about what kind of relationships they would like to have with the school and the role they see for language in that relationship.</p></li><li><p>Use the languages map as a stimulus to link with Aboriginal and Torres Strait Islander people and talk about their connections to country and languages across Australia.</p></li><li><p>Consider creative ways to allow people the opportunities to share their knowledge, stories and languages. For example, engaging language workers to visit the school regularly, participating in national language projects such as&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://marringamu.com.au/">Marrin Gamu</a>&nbsp;and/or&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="https://www.abc.net.au/thisplace/">This Place</a>, and display a languages map in a prominent place in the school where community can see and engage with it.</p></li></ul><h4>Things to consider</h4><ul><li><p>Do your own research and find out what you can about the local languages situation in your area.</p></li><li><p>Take responsibility for your own learning and education with regard to our shared history. Don’t expect Aboriginal people and Torres Strait Islander people to have all the answers for you.</p></li><li><p>Find out about past policies and practices and how they have impacted on Aboriginal and Torres Strait peoples and their languages in the local area / region / state. Consider their ongoing impact.</p></li><li><p>Look for stories about people’s experiences with regard to language and talk to people about their own.</p></li><li><p>Understand that our complex shared history leads to better understandings about the language situation today.</p></li><li><p>Be aware of the local traditional custodians in your area as well as local community people and elders who have long histories in the area with strong connections.</p></li><li><p>Avoid assuming the language backgrounds of Aboriginal and Torres Strait Islander people in your school community.</p></li><li><p>Get to know people first and communicate openly and genuinely.</p></li><li><p>Language can be a sensitive issue for Aboriginal and Torres Strait Islander peoples, particularly for those who have been dispossessed of their country, their language and their families. Tread lightly and discuss ways of communicating in respectful ways.</p></li><li><p>Different locations around the country will have different levels of awareness about the languages spoken (both past and present).</p></li><li><p>There will be different ways of talking about language in different places across the country. For example, people may talk about traditional Indigenous language in terms of ‘lingo’, ‘tribal way’ and how language belongs to country. Terms like ‘home language’, ‘Koori/Murri way’, or connections to particular towns e.g. Cherbourg talk may be used to explain new languages such as creoles and varieties of Aboriginal English.</p></li><li><p>Give people time to think, reflect and discuss the ideas about language in terms of our complex shared histories. It may take many discussions before you come to a shared understanding about the language situation in your local area.</p></li><li><p>Recognise and value the oral traditions of Aboriginal and Torres Strait Islander peoples and groups of the past, the present and for the future. It is often not written down.</p></li><li><p>It is important to recognise that payment for language services may be appropriate.</p></li></ul><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://gambay.com.au/teachers/resources">Further information has been compiled for teachers and communities interested in taking the next step and developing an Aboriginal or Torres Strait Islander Language Curriculum for delivery at their school.</a></p><p></p>

Ways to connect

<h1>Year 9</h1><h3>English</h3><p>Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1550">(ACELA1550)</a></p><ul><li><p>Explore how creoles have evolved in Australia i.e. Kimberley Kriol, Torres Strait Creole and other creoles e.g. spoken in Cape York region and Aboriginal communities.</p></li><li><p>Consider how English words have been borrowed in these new language varieties (and dialects of English such as Aboriginal English) to create new meanings and the different pronunciation and accents that are reflective of the sounds and grammar of Australia’s first languages.</p></li></ul><p>Understand that roles and relationships are developed and challenged through language and interpersonal skills&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1551">(ACELA1551)</a></p><ul><li><p>Explore how roles and relationships are reflected through Aboriginal and Torres Strait Islander languages e.g. extensive vocabulary for family relations; the complex pronoun system of many traditional languages and restricted language e.g. for mother-in-laws or younger / older siblings.</p></li><li><p>Reflect on how language and interpersonal skills reflect culture and notice differences between English and other languages. What can language tells us about the value and belief systems of the culture?</p></li></ul><p>Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1633">(ACELT1633)</a></p><ul><li><p>Compare Aboriginal and Torres Strait Islander authors from a variety of locations (urban, rural and remote) and over different time periods e.g. pre-contact stories passed down through oral traditions to contemporary stories presented through a range of medium.</p></li><li><p>Reflect on how language is used (traditional language as well as new language varieties) in texts and how this influences how diverse groups of peoples are represented.</p></li></ul><p>Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELY1739">(ACELY1739)</a></p><ul><li><p>Explore texts by Aboriginal and Torres Strait Islander Australians including Indigenous media sources e.g. Koori Mail, Indigenous Times, NITV and analyse their use of language. E.g. is there traditional language incorporated? Consider how this influences the reader / viewer.</p></li></ul><p>Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELY1740">(ACELY1740)</a></p><ul><li><p>Explore Indigenous speakers, academics and comedians and notice their use of language, the language features they use and how this positions the listener to respond in particular ways.</p></li></ul><h3>Mathematics</h3><p>Express numbers in scientific notation&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMNA210">(ACMNA210)</a></p><ul><li><p>Explore how scientific notation is built on a base 10 system and compare to the number systems in other languages and cultures. Learn the language words for numbers in local Aboriginal or Torres Strait Islander languages and investigate how their system/s work.</p></li></ul><h3>Science</h3><p>Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSSU176">(ACSSU176)</a></p><ul><li><p>Consider the holistic ways and understandings of the world from Indigenous perspectives and consider the interconnectedness of land, language and culture that Aboriginal groups and Torres Strait Islander groups share. Also consider the differences between Australia’s two distinct cultures and the diversity of language groups and ‘countries’ within them.</p></li></ul><p>People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSHE160">(ACSHE160)</a></p><ul><li><p>Acknowledge and reflect on knowledges from other languages and cultures e.g. Aboriginal and Torres Strait Islander knowledges, values and belief systems that are embedded in the languages, the land and through culture. Consider these knowledges as valued perspectives on seeing the world in diverse ways.</p></li></ul><h3><span style="color: rgb(34, 34, 34)">Humanities and Social Sciences - History</span></h3><p>The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander people&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACDSEH020">(ACDSEH020)</a></p><ul><li><p>Consider how this contact impacted the hundreds of Aboriginal and Torres Strait Islander languages spoken across Australia at that time.</p></li></ul><p>Living and working conditions in Australia around the turn of the twentieth century (that is 1900)&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACDSEH090">(ACDSEH090)</a></p><ul><li><p><span style="color: rgb(65, 131, 196)">﻿</span>Consider the living and working conditions of Indigenous Australians including their language situation at that time.</p></li></ul><h3>Humanities and Social Sciences - Geography</h3><p>The perceptions people have of place, and how this influences their connections to different places&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHGK065">(ACHGK065)</a></p><ul><li><p>Compare students’ perceptions and use of places and spaces in their local area, particularly at different times of day, between males and females, different age groups, people with and without a disability, and people from diverse cultures and languages.</p></li><li><p>Work closely with Aboriginal and Torres Strait Islander people to understand the unique connections with place through time and relationships and the role language plays.</p></li></ul><h3>Humanities and Social Sciences -Civics and Citizenship</h3><p>The influence of a range of media, including social media, in shaping identities and attitudes to diversity&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHCK080">(ACHCK080)</a></p><ul><li><p>Explore Indigenous media sources e.g. Koori Mail, Indigenous Times, NITV and consider the differences to mainstream media. Notice the difference in language used both varieties of English as well as traditional languages and consider how this can shape identities and attitudes to diversity.</p></li></ul>

Year 9

<h2>Teaching about Aboriginal and Torres Strait Languages as a Cross-curriculum Priority</h2><p>These notes have been complied to support teachers in teaching ABOUT Aboriginal and Torres Strait Islander Languages as a&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/">cross-curriculum priority</a></p><p>When learning and teaching about Australia's first languages, it is vital to work alongside Aboriginal and Torres Strait Islander families, groups and communities in your school community.</p><p>In addition to Aboriginal and Torres Strait Islander staff and families in your school, many of the language listings on&nbsp;<em>Gambay</em>&nbsp;include a link to a local Indigenous language centre or program as a point of contact for language advice.</p><p>For those languages where a link is not provided, when getting started it will be useful to have conversations with:</p><ul><li><p>Indigenous Education Workers in your district, region, state and/or jurisdiction.</p></li><li><p>Local organizations and groups in your area including libraries museums and cultural centres</p></li><li><p>Aboriginal and Torres Strait Islander cultural centres.</p></li><li><p>Indigenous Education Consultative Committees in your state.</p></li></ul>

Introduction

<h1>Mathematics</h1><h3>Year 7</h3><p>Introduce the concept of variables as a way of representing numbers using letters&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMNA175">(ACMNA175)</a></p><ul><li><p>Consider how different languages and cultures represent numbers and stories through symbols e.g. explore the use of iconography in a variety of Aboriginal languages and the range of symbols used to tell stories and compare these with other cultures and languages.</p></li><li><p><em>NB: Be careful not to copy Aboriginal and Torres Strait Islander symbols unless you have permission, rather make up your own symbols to express your own stories / problems.</em></p></li></ul><h3>Year 8</h3><p>Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use formulas to solve problems involving circumference and area&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMMG197">(ACMMG197)</a></p><ul><li><p>Explore the cultural significance of circles to Aboriginal and Torres Strait Islander cultures and language groups. Find out the local language words for circles and important related concepts.</p></li></ul><p>Solve problems involving duration, including using 12- and 24-hour time within a single time zone&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMMG199">(ACMMG199)</a></p><ul><li><p>Explore Tjukurrpa (dreaming in the Pitjantjatjara language of north-west south Australia and the Northern Territory) and the different ways people measure time both before contact and in contemporary times in a range of settings.</p></li></ul><h3>Year 9</h3><p>Express numbers in scientific notation&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMNA210">(ACMNA210)</a></p><ul><li><p>Explore how scientific notation is built on a base 10 system and compare to the number systems in other languages and cultures. Learn the language words for numbers in local Aboriginal or Torres Strait Islander languages and investigate how their system/s work.</p></li></ul><h3>Year 10</h3><p>Construct and interpret box plots and use them to compare data sets&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMSP249">(ACMSP249)</a></p><ul><li><p>Use parallel box plots to compare data about the distribution of Aboriginal and Torres Strait Islander languages still spoken by whole communities of people in Australia with that of Australian languages that are not spoken by whole communities.</p></li></ul>

Mathematics

<h1>Year 8</h1><h3>English</h3><p>Understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1540">(ACELA1540)</a></p><ul><li><p>Explore examples of Kimberley Kriol, Yumplatok (Torres strait Creole) and other Australian creoles spoken by Aboriginal and Torres Strait Islander communities in your area / state to hear how languages change over time. Find out about how these languages have evolved as a result of our shared histories and consider how these new languages us English vocabulary in different ways building on traditional sounds and grammar.</p></li><li><p>Investigate words that have been borrowed from a range of Aboriginal and Torres Strait Islander languages into English e.g. vocabulary such as yakka, deadly; place names like Taringa, Indooroopilly.</p></li></ul><p>Understand how conventions of speech adopted by communities influence the identities of people in those communities&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1541">(ACELA1541)</a></p><ul><li><p>Reflect on what you know (or don't know) about your own language and cultural heritage. Are their conventions of speech still passed on through your family and / or community? Do you think it is important? Why or why not?</p></li><li><p>Consider the language differences in your class and school community including Aboriginal and Torres Strait Islander peoples and consider how speech may (or may not) reflect culture and first Australian languages. Talk to people about how it influences their sense of identity.</p></li></ul><p>Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1626">(ACELT1626)</a></p><ul><li><p>Consider a wide range of Aboriginal and Torres Strait Islander authors and notice the language used and how these choices impact on ideas and viewpoints e.g. Melissa Lucashenko’s use of Yugambeh language in her novel Mullumbimby and Jackie Huggins use of language in Aunty Rita.</p></li><li><p>Consider literary texts by Aboriginal and Torres Strait Islander peoples and groups in a variety of languages i.e. traditional first languages, new language varieties including creoles and dialects of English. If possible share, discuss and seek opinions from different Aboriginal and Torres Strait Islander people in your school community and local area.</p></li></ul><p>Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1806">(ACELT1806)</a></p><ul><li><p>Consider biographical and autobiographical works that explore the survival of Aboriginal and Torres Strait Islander spirituality and connection to the land e.g. Ruby Langford, Glenyse Ward, Ella Simon, Alice Nannup, Melissa Lucashenko.</p></li><li><p>Reflect on the use of language and the importance in plays in terms of identity and culture.</p></li></ul><h3>Mathematics</h3><p>Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use formulas to solve problems involving circumference and area&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMMG197">(ACMMG197)</a></p><ul><li><p>Explore the cultural significance of circles to Aboriginal and Torres Strait Islander cultures and language groups. Find out the local language words for circles and important related concepts.</p></li></ul><p>Solve problems involving duration, including using 12- and 24-hour time within a single time zone&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMMG199">(ACMMG199)</a></p><ul><li><p>Explore Tjukurrpa (dreaming in the Pitjantjatjara language of north-west south Australia and the Northern Territory) and the different ways people measure time both before contact and in contemporary times in a range of settings.</p></li></ul><h3>Science</h3><p>Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSSU155">(ACSSU155)</a></p><ul><li><p>Investigate the technique of fire farming or bush burning in different language groups across the country e.g. Yolungu people of East Arhem Land; Martu language group of Punmu in Western Australia.</p></li></ul><h3><span style="color: rgb(34, 34, 34)">Humanities and Social Sciences - History</span></h3><p>The Year 8 curriculum provides study of history from the end of the ancient period to the beginning of the modern period, c.650 AD (CE) – 1750. This was when major civilisations around the world came into contact with each other. Social, economic, religious, and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape.</p><ul><li><p>Compare this study with what was happening in Australia at that time and consider the hundreds of nations and Australian language groups and their distinct cultures and how they compared to other societies across the world at that time.</p></li><li><p>Consider the way of life in Australia (social, linguistic, cultural, economic and political features) and the roles and relationships of and between different nations and groups in Aboriginal societies and Torres Strait Islander societies at that time.</p></li><li><p>Explore the systematic way of life that enabled sustainability over many tens of thousands of years dependant on the interrelationships between land, languages and cultures.</p></li><li><p>Investigate the contact and trade with other groups across Australia during that period e.g. Macassans with East Arnhem land from 1720 and the shared language that still exist today as a result of these relationships e.g. Balanda for white person.</p></li></ul><h3>Humanities and Social Sciences -Geography</h3><p>Spiritual, aesthetic and cultural value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples <a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHGK049">(ACHGK049)</a></p><ul><li><p>Investigate the diversity of words and concepts used across Aboriginal Australia to explain spirituality or ‘dreaming’ by local groups:</p></li><li><p>Ungud: Ngarinyin people, North-western Australia</p></li><li><p>Aldjerinya: Arrernte people, Central Australia</p></li><li><p>Tjukurpa: Pitjantjatjara people, North-Western South Australia</p></li><li><p>Wongar: North-Eastern Arnhem Land</p></li><li><p>Bugari: Broome, North-Western Australia</p></li><li><p>(From Edwards, 1994 PG 67 in Tripconny, 1996)</p></li><li><p>Also find out about the Legends of the Torres Strait.</p></li><li><p>Consider how these ideas reflect the formation, meaning and interconnection of landforms and landscapes.</p></li><li><p>Explore the multilayered meanings (material, cultural and spiritual wellbeing) and the local language words associated with landscapes and landforms by Aboriginal and Torres Strait Islander Peoples in your area.</p></li></ul><p>The ways of protecting significant landscapes&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHGK052">(ACHGK052)</a></p><ul><li><p>Identify the contribution Aboriginal and Torres Strait Islander knowledges and languages present with regards to the use and management of landforms and landscapes.</p></li></ul><h3>Humanities and Social Sciences- Economics and Business</h3><p>The traditional markets of Aboriginal and Torres Strait Islander communities and their participation in contemporary markets&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHEK028">(ACHEK028)</a></p><ul><li><p>Research the economics of language in terms of the maintenance, revival and renewal of Australia’s first languages for example employment opportunities, sustainability and education, health and well-being.</p></li></ul><h3>Humanities and Social Sciences- Civics and Citizenship</h3><p>The freedoms that enable active participation in Australia’s democracy within the bounds of law, including freedom of speech, association, assembly, religion and movement&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHCK061">(ACHCK061)</a></p><ul><li><p>Research policies and practices that have restricted Aboriginal and Torres Strait Islander people’s participation in Australia’s democracy throughout our shared history. Reflect on how language difference can restrict participation, particularly without the awareness and acknowledgment of the languages differences that exist.</p></li><li><p>Consider Aboriginal Protection and Restriction Act in Queensland that restricted all aspects of peoples lives including not legally being able to speak their own languages. Consider the long-term impact these policies have had.</p></li></ul><p>The types of law in Australia, including criminal law and civil law, and the place of Aboriginal and Torres Strait Islander customary law&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHCK064">(ACHCK064)</a></p><ul><li><p>Consider customary law of a number of different language groups from across Australia e.g. the Ngarra law of the Yolngu people (who speak the Yolngu Matha languages) in Arhnem Land, NT.</p></li><li><p>Consider the challenges presented to Aboriginal and Torres Strait peoples within Australian laws e.g. language difference including creoles and other dialects of English that are not acknowledged and cause mis-communication at many levels. (e.g. Diana Eades research language in courts)</p></li></ul><p>Different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives, and what it means to be Australian&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHCK066">(ACHCK066)</a></p><ul><li><p>Consider the perspectives of a number of Aboriginal people from different languages groups and how important language and land are to identity.</p></li><li><p>Reflect on how this informs a national identity for all Australians to celebrate.</p></li></ul>

Year 8

<h1>Science</h1><h3>Year 7</h3><p>Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSSU115">(ACSSU115)</a></p><ul><li><p>Consider local Indigenous knowledge about the seasons, the sun, the earth and the moon and how they are represented through their languages, songs, rituals and social organisation.</p></li><li><p>Reflect on these knowledges and consider: how they are still used on a daily basis today; the learnings that can be gained with regard climate change and their relevance in terms of health and well being of all Australians.</p></li><li><p>Investigate the Aboriginal or Torres Strait Islander seasons in your local area or region (or see Indigenous Weather Knowledge on BOM website for more details) and use the appropriate language names for each season identifying the language and ‘country’ they are from.</p></li></ul><p>Water is an important resource that cycles through the environment&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSSU222">(ACSSU222)</a></p><ul><li><p>Investigate the intricate and important part of cultural life that water plays in the lives of Aboriginal and Torres Strait Islander peoples and groups. Learn local language words for water and water related concepts.</p></li></ul><p>Science knowledge can develop through collaboration and connecting ideas across the disciplines of science&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSHE223">(ACSHE223)</a></p><ul><li><p>Consider how Indigenous knowledge and languages can play a unique and invaluable role in western science.</p></li><li><p>Reflect on the importance of promoting understanding of Indigenous knowledges and languages and look into appropriate ways to connect with local Aboriginal and Torres Strait Islander groups to share their knowledges and languages.</p></li></ul><h3>Year 8</h3><p>Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSSU155">(ACSSU155)</a></p><ul><li><p>Investigate the technique of fire farming or bush burning in different language groups across the country e.g. Yolungu people of East Arhem Land; Martu language group of Punmu in Western Australia.</p></li></ul><h3>Year 9</h3><p>Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSSU176">(ACSSU176)</a></p><ul><li><p>Consider the holistic ways and understandings of the world from Indigenous perspectives and consider the interconnectedness of land, language and culture that Aboriginal groups and Torres Strait Islander groups share. Also consider the differences between Australia’s two distinct cultures and the diversity of language groups and ‘countries’ within them.</p></li></ul><p>People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSHE160">(ACSHE160)</a></p><ul><li><p>Acknowledge and reflect on knowledges from other languages and cultures e.g. Aboriginal and Torres Strait Islander knowledges, values and belief systems that are embedded in the languages, the land and through culture. Consider these knowledges as valued perspectives on seeing the world in diverse ways.</p></li></ul><h3>Year 10</h3><p>The universe contains features including galaxies, stars and solar systems and the Big Bang theory can be used to explain the origin of the universe&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSSU188">(ACSSU188)</a></p><ul><li><p>Compare the Big Bang theory to theories from other languages and cultures such as the value and belief embedded in Aboriginal spirituality through care and connection to the land.</p></li><li><p>Research Aboriginal astronomy and spirituality and stories from language groups in your local area (both traditional custodians as well as those of other local community members with connections to other places).</p></li></ul>

Science

<h1>Year 3</h1><h3>English</h3><p>Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1475">(ACELA1475)</a></p><ul><li><p>Learn that a word or sign can carry different weight in different cultural contexts, for example that Aboriginal and Torres Strait Islander languages show respect to some people and creatures through particular words and that stories can be passed on to teach us how to live appropriately.</p></li></ul><h3><span style="color: rgb(34, 34, 34)">Humanities and Social Sciences – History</span></h3><p>The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) <a target="_blank" rel="noopener noreferrer nofollow" href="https://www.australiancurriculum.edu.au/Search/?q=ACHASSK062">(ACHASSK062)</a></p><ul><li><p>Using the map as a guide to research the Aboriginal or Torres Strait Islander language/s of your local area.</p></li><li><p>Connect with local families, communities and elders to talk about the local language situation and explain the relationship between language, country, place and spirituality.</p></li><li><p>Consider the ways you as an individual or a school community could support the revival of the Indigenous language/s in your school community.</p></li></ul><p><span style="color: rgb(34, 34, 34)">How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the&nbsp;</span>development<span style="color: rgb(34, 34, 34)">&nbsp;and character of the local community&nbsp;</span>&nbsp;&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="https://www.australiancurriculum.edu.au/Search/?q=ACHASSK063">(ACHASSK063)</a></p><ul><li><p>Talk to local families and community, use sites, museums and online collections (for the local area or state/territory) to identify the local Indigenous language groups within the local community and their influence over time (for example as reflected in names of places, where townships have been built etc).</p></li><li><p>Understand how shared history in your community continues to impact on peoples lives today. For example the loss of language for Aboriginal and Torres Strait Islander people.</p></li></ul><h3>Humanities and Social Sciences-Geography</h3><p><span style="color: rgb(34, 34, 34)">The&nbsp;</span>representation<span style="color: rgb(34, 34, 34)">&nbsp;of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human </span><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.australiancurriculum.edu.au/Search/?q=ACHASSK066">(ACHASSK066)</a></p><ul><li><p>Describe and discuss how the boundaries between Aboriginal Countries and Language groupings are very different to the surveyed boundaries between Australian states and territories to gain an appreciation about the different ways Australia can be represented.</p></li></ul><p><span style="color: rgb(34, 34, 34)">The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK069">(ACHASSK069)</a></p><ul><li><p>Read and view poems, songs, paintings and stories from Aboriginal and Torres Strait Islander people’s feelings about and attachment to places and languages to explore the factors that influence people’s attachment to place and language.</p></li><li><p>Discuss why it is important to protect languages and places that have special significance to Aboriginal and Torres Strait Islander people, for example, a wetland, a sacred site, a national park or a World Heritage site or a threatened language.</p></li><li><p>Work with local people to find out about special significant places in your local area. Learn language names for these places where available and appropriate.</p></li><li><p>Ask students to research and reflect on their family connections and cultural and linguistic heritage of their extended family members.</p></li><li><p>Explore the importance of cultural and linguistic identity, for Aboriginal and Torres Strait Islander peoples and groups as the traditional custodians of this country locally as well as regionally and at a national leave.</p></li></ul><h3>Humanities and Social Sciences - Civics and Citizenship</h3><p><span style="color: rgb(34, 34, 34)">Why people participate within communities and how students can actively participate and contribute&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK072">(ACHASSK072)</a></p><ul><li><p>Share ways students in the class participate in different communities and groups.</p></li><li><p>Research local Aboriginal and Torres Strait Islander peoples and language groups to find out about they have contributed and participated in the local area.</p></li></ul><h3>Science</h3><p>Science knowledge helps people to understand the effect of their actions&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSHE051">(ACSHE051)</a></p><ul><li><p>Invite local Aboriginal and Torres Strait Islander people to share their knowledge and expertise about the local environment e.g. plants and animals and the language names (where available and appropriate) for these.</p></li></ul><p>Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSIS060">(ACSIS060)</a></p><ul><li><p>Find out about ways Aboriginal and Torres Strait Islander people represent and communicate ideas in a variety of languages e.g. sign language, painting, rock art, sand drawing, bark paintings as well as on canvas and through stories.</p></li></ul>

Year 3

<h1>Year 7</h1><h3>English</h3><p>Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1528">(ACELA1528)</a></p><ul><li><p>Explore Australia’s first languages and dialects and how they have evolved to incorporate changes since colonisation e.g. new technologies such as different modes of transport, computer technology and so on.</p></li><li><p>Listen to Australian creoles such as Torres Strait Creole, Kimberley Kriol and creoles from Cape York and come to understand how these new languages have evolved as a result of our shared history.</p></li></ul><p>Understand how accents, styles of speech and idioms express and create personal and social identities&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1529">(ACELA1529)</a></p><ul><li><p>Identify Aboriginal and Torres Strait Islander languages connected to your local area i.e. language/s of traditional custodians as well as languages of local communities who have long histories locally with heritage links to other areas.</p></li><li><p>Notice the accents, styles of speech and idioms of local Aboriginal and Torres Strait Islander people and groups and connect with them to talk about the importance of language and how it creates personal and social identities (languages may include creoles and other new varieties of English).</p></li></ul><p>Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1619">(ACELT1619)</a></p><ul><li><p>Consider stories and texts by Aboriginal and Torres Strait Islander peoples valuing their oral traditions.</p></li><li><p>Notice the language/s used and reflect on the significance of using Australia’s first languages in terms of expressing ideas and viewpoints about events.</p></li></ul><p>Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1622">(ACELT1622)</a></p><ul><li><p>Consider Aboriginal and Torres Strait Islander authors from a range of backgrounds (urban, rural, remote) and explore their use of language, traditional as well as new varieties and dialects of English.</p></li><li><p>Reflect on the different approaches and the diversity of Aboriginal and Torres Strait Islander authors as well as the similarities e.g. importance of the oral tradition and consider narratives told through dance, song and other art forms as well as through text.</p></li></ul><h3>Mathematics</h3><p>Introduce the concept of variables as a way of representing numbers using letters&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACMNA175">(ACMNA175)</a></p><ul><li><p>Consider how different languages and cultures represent numbers and stories through symbols e.g. explore the use of iconography in a variety of Aboriginal languages and the range of symbols used to tell stories and compare these with other cultures and languages.</p></li><li><p><em>NB: Be careful not to copy Aboriginal and Torres Strait Islander symbols unless you have permission, rather make up your own symbols to express your own stories / problems.</em></p></li></ul><h3>Science</h3><p>Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSSU115">(ACSSU115)</a></p><ul><li><p>Consider local Indigenous knowledge about the seasons, the sun, the earth and the moon and how they are represented through their languages, songs, rituals and social organisation.</p></li><li><p>Reflect on these knowledges and consider: how they are still used on a daily basis today; the learnings that can be gained with regard climate change and their relevance in terms of health and well being of all Australians.</p></li><li><p>Investigate the Aboriginal or Torres Strait Islander seasons in your local area or region (or see Indigenous Weather Knowledge on BOM website for more details) and use the appropriate language names for each season identifying the language and ‘country’ they are from.</p></li></ul><p>Water is an important resource that cycles through the environment&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSSU222">(ACSSU222)</a></p><ul><li><p>Investigate the intricate and important part of cultural life that water plays in the lives of Aboriginal and Torres Strait Islander peoples and groups. Learn local language words for water and water related concepts.</p></li></ul><p>Science knowledge can develop through collaboration and connecting ideas across the disciplines of science&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSHE223">(ACSHE223)</a></p><ul><li><p>Consider how Indigenous knowledge and languages can play a unique and invaluable role in western science.</p></li><li><p>Reflect on the importance of promoting understanding of Indigenous knowledges and languages and look into appropriate ways to connect with local Aboriginal and Torres Strait Islander groups to share their knowledges and languages.</p></li></ul><h3><span style="color: rgb(34, 34, 34)">Humanities and Social Sciences - History</span></h3><p><span style="color: rgb(34, 34, 34)">The importance of conserving the remains of the&nbsp;ancient&nbsp;past, including the heritage of Aboriginal and Torres Strait Islander Peoples&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK171">(ACHASSK171)</a></p><ul><li><p>Explore repatriation movements (i.e. the removal of ancient Aboriginal and Torres Strait Islander remains and sacred objects over the past 150 years) across Australia from a range of language groups and varying perspectives.</p></li><li><p>Consider the preservation of Aboriginal and Torres Strait Islander languages and the significance of maintaining and reviving languages for all Australians.</p></li></ul><p><span style="color: rgb(34, 34, 34)">Examine&nbsp;</span>primary sources<span style="color: rgb(34, 34, 34)">&nbsp;and&nbsp;</span>secondary sources<span style="color: rgb(34, 34, 34)">&nbsp;to determine their origin, purpose and reliability&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSI156">(ACHASSI156)</a></p><ul><li><p>Discuss the difficulties in identifying the origin and purpose of some sources of Aboriginal and Torres Strait Islander languages, histories, stories and knowledges. Consider how Indigenous languages across Australia have been recorded and by whom and consider some of the challenges.</p></li></ul><h3>Humanities and Social Sciences- Geography</h3><p><span style="color: rgb(34, 34, 34)">Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/glossary/popup?a=hass&amp;t=Asia">Asia</a><span style="color: rgb(34, 34, 34)">&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/glossary/popup?a=hass&amp;t=region">region</a><span style="color: rgb(34, 34, 34)">&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK186">(ACHASSK186)</a></p><ul><li><p>Find language, stories, symbols and broader cultural understandings of the importance of water for Aboriginal and Torres Strait Islander people in your local area and/or across Australia. Research language words for water and other water related concepts.</p></li><li><p>Explore the multilayered meanings (material, cultural and spiritual wellbeing) and the local language words associated with rivers, waterholes, seas, lakes, soaks and springs for Aboriginal and Torres Strait Islander Peoples.</p></li></ul><h3>Humanities and Social Sciences- Economics and Business</h3><p><span style="color: rgb(34, 34, 34)">Why individuals work, types of work and how people derive an income&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK202">(ACHASSK202)</a></p><ul><li><p>Consider the types of work associated with Aboriginal and Torres Strait Islander language maintenance, revival and renewal and it’s intricate links with the land, sustainability and health and wellbeing.</p></li></ul><h3>Humanities and Social Sciences- Civics and Citizenship</h3><p><span style="color: rgb(34, 34, 34)">The process for constitutional change through a&nbsp;</span>referendum<span style="color: rgb(34, 34, 34)">&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK194">(ACHASSK194)</a></p><ul><li><p>Look into the current Recognize campaign supporting constitutional change to recognise Aboriginal and Torres Strait Islander people in the constitution. Consider the place Australia’s first languages play and whether it should be acknowledged.</p></li></ul>

Year 7

<h2>Developing an Aboriginal or Torres Strait Islander Languages Curriculum</h2><h3>Offering a local language curriculum in your school</h3><p>If your local community is interested in working toward offering a local language curriculum at your school there are existing resources for each state to support this process. As a first step, we recommend reading:</p><ul><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://v9.australiancurriculum.edu.au/">The Australian Curriculum, Framework for Aboriginal Languages and Torres Strait Islander Languages.</a></p></li></ul><p>In particular the Framework’s ‘Rationale’ and ‘Guiding principles’ overview includes things to consider when approaching your local community.</p><p>These guides to offering Aboriginal and Torres Strait Islander language curriculum in schools are also useful resources particularly in regions where languages are not strong:</p><ul><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://winhangarra.com.au/page/guidelines/02ltviO95CoWDUWVoN0x">Principals’ Guide to teaching an Aboriginal language or Torres Strait Islander language.</a><strong> </strong>This was written for principals in QLD to implement language syllabuses, however the processes described in the guide are relevant to anyone who wants to begin a school language program.</p></li><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="http://ab-ed.boardofstudies.nsw.edu.au/go/partnerships/journey">The Journey’s Just Begun: Enhancing schools’ capacity to partner Aboriginal communities to improve student learning.</a>&nbsp;This resource follows the journeys of four communities and schools in NSW working together to develop locally relevant and culturally appropriate curriculum.</p></li></ul><h4>Here are some links to information specific to your region</h4><h5>New South Wales</h5><ul><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/ab_language_k10_syl.pdf">Aboriginal Languages K–10 Syllabus</a></p></li><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://ab-ed.nesa.nsw.edu.au/go/partnerships">School and Aboriginal Community Partnerships</a></p></li><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://ab-ed.nesa.nsw.edu.au/go/aboriginal-languages">Support resources</a></p></li><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://ab-ed.nesa.nsw.edu.au/go/resources/languages/">Research</a></p></li></ul><h5>Northern Territory</h5><ul><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://education.nt.gov.au/__data/assets/pdf_file/0008/382499/DiscussionPaper-Keeping-Indigenous-Languages-and-Culture-Strong.pdf">Keeping Indigenous Languages and Cultures Strong – A Plan for the Teaching and Learning of Indigenous Languages and Cultures in Northern Territory Schools</a></p></li><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://education.nt.gov.au/__data/assets/pdf_file/0004/270337/indigenous_lang_cult.pdf">NT Curriculum Framework, Indigenous Languages and Culture</a></p></li></ul><h5>Queensland</h5><ul><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.qcaa.qld.edu.au/p-10/qld-curriculum/p-10-aboriginal-torres-strait-islander-languages">P–10 Aboriginal and Torres Strait Islander Languages Syllabus</a></p></li><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.qcaa.qld.edu.au/downloads/p_10/snr_atsi_languages_11_implement.pdf">A guide to implementing the Aboriginal and Torres Strait Islander Languages Syllabuses, Information for Principals</a></p></li><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="http://advancingeducation.qld.gov.au/SiteCollectionDocuments/global-schools-plan.pdf">Global schools through languages: A plan for supporting successful global citizens in Queensland state schools</a></p></li></ul><h5>South Australia</h5><ul><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://scpp.esrc.unimelb.edu.au/objects/reports/SA-2005-SACSAframework2005.pdf">South Australian Curriculum, Standards and Accountability Framework Australian Indigenous Languages</a></p></li><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="http://cmslive.curriculum.edu.au/leader/new_resources_for_indigenous_language_education_in,4701.html?issueID=9691">Curriculum &amp; Leadership Journal | New resources for Indigenous language education in South Australia</a></p></li></ul><h5>Victoria</h5><ul><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="http://victoriancurriculum.vcaa.vic.edu.au/languages/victorian-aboriginal-languages/introduction/rationale-and-aims">Victorian Aboriginal Languages Curriculum</a></p></li><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.sacsa.sa.edu.au/ATT/%7BF51C47E3-B6F3-4765-83C3-0E27FF5DD952%7D/R-10_Languages_AI.pdf">R–10 Languages (Australian Indigenous) Teaching Resource</a></p></li><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.vcaa.vic.edu.au/Documents/vce/ausindigenous/R-10_Languages_AI.pdf">R-10 LANGUAGES (Aust Indig) (</a><a target="_blank" rel="noopener noreferrer nofollow" href="http://vcaa.vic.edu.au">vcaa.vic.edu.au</a><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.vcaa.vic.edu.au/Documents/vce/ausindigenous/R-10_Languages_AI.pdf">)</a></p></li><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://victoriancurriculum.vcaa.vic.edu.au/languages/victorian-aboriginal-languages/introduction/resources">Victorian Aboriginal Languages - Resources - Victorian Curriculum (</a><a target="_blank" rel="noopener noreferrer nofollow" href="http://vcaa.vic.edu.au">vcaa.vic.edu.au</a><a target="_blank" rel="noopener noreferrer nofollow" href="https://victoriancurriculum.vcaa.vic.edu.au/languages/victorian-aboriginal-languages/introduction/resources">)</a></p></li><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="http://victoriancurriculum.vcaa.vic.edu.au/static/docs/Learning%20about%20Aboriginal%20and%20Torres%20Strait%20Islander%20Histories%20and%20Cultures.pdf">Learning about Aboriginal and Torres Strait Islander histories and cultures</a></p></li></ul><h5>Western Australia</h5><ul><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="http://wace1516.scsa.wa.edu.au/syllabus-and-support-materials/languages/aboriginal-languages-of-wa">Aboriginal Languages of WA, Syllabus and Support Materials</a></p></li><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.det.wa.edu.au/curriculumsupport/detcms/school-support-programs/curriculum-support/news-items/expressions-of-interest-for-2017-aboriginal-languages-teacher-training.en">Aboriginal languages teacher training</a></p></li></ul><h5>Tasmania</h5><p>Although the Tasmanian Aboriginal Centre does not support teaching Aboriginal language in schools at this time, they have developed a presentation to help educators accomodate the Australian Curriculum Framework for Aboriginal Languages and Torres Strait Islander Languages for palawa kani.</p><ul><li><p><a target="_blank" rel="noopener noreferrer nofollow" href="http://tacinc.com.au/tipara-waranta-kani-nina-mapali-tu">tipara waranta kani nina-mapali-tu?</a></p></li></ul><p>!!!</p>

Language curriculum

<h1>Year 6</h1><h3>English</h3><p>Understand that different social and geographical dialects or accents are used in Australia in addition to&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/glossary/popup?a=E&amp;t=Standard+Australian+English">Standard Australian English</a><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELA1515">(ACELA1515)</a></p><ul><li><p>Use the Australian languages map to recognise that there are hundreds of Aboriginal languages and two Torres Strait Islander languages and that they relate directly to geographic areas in Australia.</p></li><li><p>Recognise that all languages and dialects are of equal value, although we use different ones in different contexts. For example the use of Standard Australian English, Aboriginal English and forms of Creole used by some Aboriginal groups and Torres Strait Islander groups.</p></li><li><p>Research your own cultural heritage and languages are in your own family history. Reflect on how they influence the way you speak today e.g. particular words as well as dialects and accents in your family. Write about why you think it's important to celebrate your cultural heritage and know your family's languages and histories. Consider ways you can celebrate the diversity of the languages in your school community.</p></li></ul><p>Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACELT1613">(ACELT1613)</a></p><ul><li><p>Identify and appreciate differences and complexities in Aboriginal and Torres Strait Islander languages used in diverse family settings e.g. parents from different language groups, family connections to different communities / countries etc.</p></li></ul><h3><span style="color: rgb(34, 34, 34)">Humanities and Social Sciences - History</span></h3><p><span style="color: rgb(34, 34, 34)">Experiences of&nbsp;</span>Australian democracy<span style="color: rgb(34, 34, 34)">&nbsp;and&nbsp;</span>citizenship<span style="color: rgb(34, 34, 34)">, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and children&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK135">(ACHASSK135)</a></p><ul><li><p>Investigate the stories of Aboriginal and Torres Strait Islander peoples (in your local area) and their lack of citizenship rights with regard to speaking their traditional languages throughout history.</p></li><li><p>Consider particular Aboriginal and Torres Strait Islander policies introduced over time and their impact on language (including the subsequent loss of language) e.g. forcible removal and control of people on settlements and missions, the forcible removal of children from families (The Stolen Generations) etc.</p></li></ul><p><span style="color: rgb(34, 34, 34)">The contribution of individuals and groups to the&nbsp;</span>development<span style="color: rgb(34, 34, 34)">&nbsp;of Australian society since Federation&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK137">(ACHASSK137)</a>&nbsp;&nbsp;</p><ul><li><p>Consider notable Aboriginal and Torres Strait Islander peoples in Australian public life across a range of fields (for example the arts, science, sport, education), from a range cultural and linguistic Indigenous Australian backgrounds e.g. Faith Bandler, Pat Dodson, Eve Fesl, David Uniopian, etc..</p></li></ul><h3>Humanities and Social Sciences- Geography</h3><p><span style="color: rgb(34, 34, 34)">The world’s cultural diversity, including that of its indigenous peoples&nbsp;</span><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.scootle.edu.au/ec/search?accContentId=ACHASSK140">(ACHASSK140)</a></p><ul><li><p>Identify examples of Indigenous peoples who live in different regions in the world and understand the similarities and differences with regard to the language situation of these groups. For example, the Maori of Aotearoa New Zealand, the First Nations of North America and the Orang Asli of Malaysia and Indonesia.</p></li><li><p>Investigate the similarities and differences in official languages and religions between Australia and selected countries of the Asia region and other parts of the world. Reflect on this in terms of the experiences of the Indigenous peoples of those countries compared to the Australian situation.</p></li></ul><h3>Science</h3><p>Sudden geological changes or extreme weather conditions can affect Earth’s surface&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSSU096">(ACSSU096)</a></p><ul><li><p>Explore Aboriginal and Torres Strait Islander stories from a range of languages groups that help explain geographical changes that have occurred throughout Australian history e.g. Awarbukal story: The Kangaroo that lives inside Nobby’s, explaining the earthquakes of the Newcastle are in NSW.</p></li></ul>