Year 8


Understand the influence and impact that the English language has had on other languages or dialects and how English has been influenced in return (ACELA1540)

  • 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.

  • 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.

Understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1541)

  • 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?

  • 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.

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 (ACELT1626)

  • 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.

  • 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.

Explore the interconnectedness of Country and Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)

  • 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.

  • Reflect on the use of language and the importance in plays in terms of identity and culture.


Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use formulas to solve problems involving circumference and area (ACMMG197)

  • 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.

Solve problems involving duration, including using 12- and 24-hour time within a single time zone (ACMMG199)

  • 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.


Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems (ACSSU155)

  • 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.

Humanities and Social Sciences - History

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.

  • 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.

  • 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.

  • 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.

  • 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.

Humanities and Social Sciences -Geography

Spiritual, aesthetic and cultural value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049)

  • Investigate the diversity of words and concepts used across Aboriginal Australia to explain spirituality or ‘dreaming’ by local groups:

  • Ungud: Ngarinyin people, North-western Australia

  • Aldjerinya: Arrernte people, Central Australia

  • Tjukurpa: Pitjantjatjara people, North-Western South Australia

  • Wongar: North-Eastern Arnhem Land

  • Bugari: Broome, North-Western Australia

  • (From Edwards, 1994 PG 67 in Tripconny, 1996)

  • Also find out about the Legends of the Torres Strait.

  • Consider how these ideas reflect the formation, meaning and interconnection of landforms and landscapes.

  • 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.

The ways of protecting significant landscapes (ACHGK052)

  • Identify the contribution Aboriginal and Torres Strait Islander knowledges and languages present with regards to the use and management of landforms and landscapes.

Humanities and Social Sciences- Economics and Business

The traditional markets of Aboriginal and Torres Strait Islander communities and their participation in contemporary markets (ACHEK028)

  • 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.

Humanities and Social Sciences- Civics and Citizenship

The freedoms that enable active participation in Australia’s democracy within the bounds of law, including freedom of speech, association, assembly, religion and movement (ACHCK061)

  • 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.

  • 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.

The types of law in Australia, including criminal law and civil law, and the place of Aboriginal and Torres Strait Islander customary law (ACHCK064)

  • 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.

  • 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)

Different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives, and what it means to be Australian (ACHCK066)

  • Consider the perspectives of a number of Aboriginal people from different languages groups and how important language and land are to identity.

  • Reflect on how this informs a national identity for all Australians to celebrate.