English K–10 - Early Stage 1

- understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and
community (ACELA1426) Preview in context Objective A Speaking and listening 1
- use opportunities to write in their home language and dialect and make basic connections with English, including Aboriginal languages and
Aboriginal English
Preview in context Objective B Speaking and listening 2
- begin to identify some language features of familiar spoken texts
Preview in context Objective B Speaking and listening 2
- use music and/or actions to enhance the enjoyment and understanding of rhymes, poems, chants and songs
Preview in context Objective B Speaking and listening 2
- recognise that words and pictures have meaning and that words can be read aloud
Preview in context Objective B Reading and viewing 2
- explore sequencing of a story, focusing on the beginning, middle and end and recognise cultural patterns of storytelling, eg 'Once upon a
time', the Dreaming
Preview in context Objective B Reading and viewing 2
- engage with and appreciate the imaginative use of language through storytelling
Preview in context Objective C Thinking imaginatively and creatively
- understand that different languages and dialects may be spoken by family, classmates and community
Preview in context Objective D Expressing themselves
- compose simple written and visual texts that include aspects of home, personal and local community
Preview in context Objective D Expressing themselves
- respond to Dreaming stories, eg stories from local Aboriginal and Torres Strait Islander communities
Preview in context Objective D Expressing themselves
- respond to literature and a variety of other texts from a range of storytellers and cultures, using picture books and online sources
Preview in context Objective D Expressing themselves
- read and discuss stories that reflect students' social and cultural groups
Preview in context Objective D Expressing themselves
Maths K–10 - Stage ES1
- investigate the use of hefting in practical situations, eg the practice used by Aboriginal people of hefting duck eggs to determine
whether ducklings will be male or female (Problem Solving)
Preview in context Measurement and Geometry Mass
- describe the features of familiar three-dimensional objects, such as local landmarks including Aboriginal landmarks, using
everyday language, eg flat, round, curved
Preview in context Measurement and Geometry Three-Dimensional Space
- identify circles, triangles, squares and rectangles in pictures and the environment, including in Aboriginal art (Problem Solving)
Preview in context Measurement and Geometry Two-Dimensional Space
- investigate different methods of adding and subtracting used in various cultures, eg Aboriginal and Torres Strait Islander methods
involving spatial patterns and reasoning, Asian counting tools such as the abacus (Communicating, Problem Solving)
Preview in context Number and Algebra Addition and Subtraction
History K–10 - Stage ES1
- engage in and respond to stories about families in other places, including those of Aboriginal and Torres Strait Islander groups
Preview in context Personal and Family Histories
Geography K–10 - Stage ES1
- investigate the Country/Places important to Aboriginal or Torres Strait Islander Peoples, for example:(ACHGK003)
Preview in context People Live in Places
- identification of an Aboriginal or Torres Strait Islander site, Country or Place
Preview in context People Live in Places
English K–10 - Stage 1
- demonstrate attentive listening across a range of school contexts, eg assemblies, welcome to and acknowledgement of country,
and school performances
Preview in context Objective A Speaking and listening 1
- make connections between different methods of communication, eg Standard Australian English, Aboriginal English, home
language, sign language and body language
Preview in context Objective B Speaking and listening 2
- recognise the place of ancestral beings in Aboriginal and Torres Strait Islander Dreaming stories
Preview in context Objective C Thinking imaginatively and creatively
- respond to texts drawn from a range of cultures and experiences
Preview in context Objective D Expressing themselves
- discuss the place of Dreaming stories in Aboriginal and Torres Strait Islander life
Preview in context Objective D Expressing themselves
- identify, explore and discuss symbols of Aboriginal and Torres Strait Islander culture and recognise recurring characters, settings
and themes in Dreaming stories
Preview in context Objective D Expressing themselves
Maths K–10 - Stage S1
- Investigate different informal units of length used in various cultures, including those used in Aboriginal communities
(Communicating)
Preview in context Measurement and Geometry Length 1
- recognise that in some cultures seasonal changes mark the passing of time, eg the flowering of plants and the migration patterns
of animals are used by many peoples, including Aboriginal people (Reasoning)
Preview in context Measurement and Geometry Time 1
- identify the different uses of calendars in various communities (Communicating)
Preview in context Measurement and Geometry Time 1
- recognise that some cultures use informal units of time, eg the use of tidal change in Aboriginal communities (Reasoning)
Preview in context Measurement and Geometry Time 2
- represent three-dimensional objects, including landmarks, by making simple models or by drawing or painting
Preview in context Measurement and Geometry Three-Dimensional Space 2
- identify and name shapes embedded in pictures, designs and the environment, eg in Aboriginal art
Preview in context Measurement and Geometry Two-Dimensional Space 1
Science K–10 - Stage S1
- compare the range of types of sounds produced by musical instruments used by people from different cultures, eg didgeridoo or
sitar
Preview in context Knowledge and Understanding – Natural Environment Physical World
- identify a range of natural materials used by Aboriginal and Torres Strait Islander peoples and share ideas about the ways they are
used to suit a particular purpose, eg the use of wood, stone and fibres in the built environment
Preview in context Knowledge and Understanding – Natural and Made EnvironmentMaterial World
- explore communication methods used by Aboriginal and Torres Strait Islander peoples to share ideas and information, eg dance,
stories, music and art
Preview in context Knowledge and Understanding – Made Environment Information
- describe a variety of ways in which Aboriginal and Torres Strait Islander peoples have used or continue to use natural materials to
make products that meet their needs, eg the use of natural fibres to make woven products
Preview in context Knowledge and Understanding – Made Environment Products
History K–10 - Stage S1
- identify days, holidays, events celebrated by students and their families and discuss cultural differences in days celebrated
Preview in context Present and Past Family Life
- define and use terms relating to time, sequencing objects or photographs from the past, eg then and now, past and present, a
long time ago
Preview in context Present and Past Family Life
- examine local or regional Aboriginal and Torres Strait Islander sites, eg local national parks
Preview in context The Past in the Present
Geography K–10 - Stage S1
- discussion of the natural features of places identified in Aboriginal Dreaming stories and/or Legends of the Torres Strait
Preview in context Features of Places
- examination of how different cultural groups, including Aboriginal or Torres Strait Islander Peoples, describe weather, seasons or
seasonal calendars
Preview in context Features of Places
- investigate connections that people, including Aboriginal and Torres Strait Islander Peoples, have to local and global places, for
example: (ACHGK010, ACHGK011, ACHGK012)
Preview in context People and Places
- discussion of Aboriginal and Torres Strait Islander Peoples’ connections with land, sea and animals of their place
Preview in context People and Places
English K–10 - Stage 2
- make connections between Standard Australian English and different methods of communication, including home language, sign
language and body language
Preview in context Objective B Speaking and listening 2
- understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England
it has been influenced by many other languages
Preview in context Objective B Speaking and listening 2
- understand that languages have different written and visual communication systems, different oral traditions and different ways
of constructing meaning (ACELA1475)
Preview in context Objective B Speaking and listening 2
- recognise the ways that stories depict Australians who are significant at a local and community level
Preview in context Objective D Expressing themselves
- compose a variety of texts, eg simple poetry, that include aspects of home and local community life
Preview in context Objective D Expressing themselves
- respond to and appreciate how Dreaming stories form part of an oral tradition for Aboriginal and Torres Strait Islander peoples
Preview in context Objective D Expressing themselves
Maths K–10 - Stage S2
- Investigate different two-dimensional representations of three-dimensional objects in the environment, eg in Aboriginal art
(Communicating)
Preview in context Measurement and Geometry Three-Dimensional Space 2
- identify lines of symmetry in pictures, artefacts, designs and the environment, eg Aboriginal rock carvings or Asian lotus designs
Preview in context Measurement and Geometry Two-Dimensional Space 1
- compare different methods of identifying locations in the environment, eg compare the reference system used in Aboriginal
Country maps with standard grid-referenced maps (Reasoning)
Preview in context Measurement and Geometry Position 1
Science K–10 - Stage S2
- investigate how change in the environment is used by Aboriginal and Torres Strait Islander peoples to develop seasonal calendars
Preview in context Knowledge and Understanding – Natural Environment Earth and Space
- research ways that Aboriginal and Torres Strait Islander peoples classify some plants or animals
Preview in context Knowledge and Understanding – Natural Environment Living World
History K–10 - Stage S2
- identify the original Aboriginal languages spoken in the local or regional area
Preview in context Community and Remembrance
- identify the special relationship that Aboriginal and/or Torres Strait Islander peoples have to Country and Place
Preview in context Community and Remembrance
- respond to Aboriginal stories told about Country presented in texts or by a guest speaker
Preview in context Community and Remembrance
- identify and describe local, state and national symbols and discuss the origins, symbolism and significance, eg the school logo,
Australian and Aboriginal and Torres Strait Islander flags, coats of arms from states and Australia
Preview in context Community and Remembrance
- identify the original inhabitants of Australia and create a timeline indicating their longevity in Australia of more than 50,000 years
Preview in context First Contacts
- investigate, drawing on Aboriginal and Torres Strait Islander community representatives (where possible) and other sources, the
traditional Aboriginal way of life, focusing on people, their beliefs, food, shelter, tools and weapons, customs and ceremonies, art
works, dance, music, and relationship to Country
Preview in context First Contacts
- describe the establishment of the British colony at Port Jackson
Preview in context First Contacts
- describe the nature of contact between Aboriginal people and/or Torres Strait Islander peoples and others, including Aboriginal
resistance
Preview in context First Contacts
- explain the term terra nullius and describe how this affected the British attitude to Aboriginal and Torres Strait Islander peoples
Preview in context First Contacts
- use sources to identify different perspectives on the arrival of the British to Australia
Preview in context First Contacts
- outline the impact of early British colonisation on Aboriginal and Torres Strait Islander peoples' country
Preview in context First Contacts
Geography K–10 - Stage 2
- identification of Countries/Places of Aboriginal and Torres Strait Islander Peoples
Preview in context Places are Similar and Different
- discussion of how people’s perceptions influence the protection of places in Australia eg sacred sites, national parks, world
heritage sites
Preview in context Places are Similar and Different
- investigate the ways people, including Aboriginal and Torres Strait Islander Peoples, value environments, for
example: (ACHGK022, ACHGK023, ACHGK024)
Preview in context The Earth's Environment
- description of how custodial responsibility for Country/Place influences Aboriginal and Torres Strait Islander Peoples’ views of the
environment
Preview in context The Earth's Environment
- investigate sustainable practices that protect environments, including those of Aboriginal and Torres Strait Islander Peoples, for
example: (ACHGK023, ACHGK024, ACHGK025)
Preview in context The Earth's Environment
- examination of how the practices of Aboriginal and Torres Strait Islander Peoples support the sustainable use of environments eg
use of resources
Preview in context The Earth's Environmen
English K–10 - Stage 3
- understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian
English (ACELA1515)
Preview in context Objective A Speaking and listening
- explore, discuss and appreciate connections between Dreaming stories and contemporary Aboriginal and Torres Strait Islander life
Preview in context Objective D Expressing themselves
Maths K–10 - Stage S3
- use a given map to plan and show a route from one location to another, eg draw a possible route to the local park or use an
Aboriginal land map to plan a route
Preview in context Measurement and Geometry Position
Science K–10 - Stage S3
- describe how Aboriginal and Torres Strait Islander peoples use observations of the night sky to inform decisions about some
everyday activities, eg food gathering and ceremonies
Preview in context Knowledge and Understanding – Natural Environment Earth and Space
History K–10 - Stage S3
- discuss the impact of settlement on local Aboriginal peoples and the environment
Preview in context The Australian Colonies
- discuss the diverse relationships between Aboriginal peoples and the British
Preview in context The Australian Colonies
- identify events that have shaped Australia's identity and discuss why they were significant
Preview in context The Australian Colonies
- use a range of sources to investigate the role of a particular man, woman or group and the contributions each made to the
shaping of the colony
Preview in context The Australian Colonies
- examine Australian human rights, past and present, affecting Aboriginal and/or Torres Strait Islander peoples, migrants, women
and children
Preview in context Australia as a Nation
- investigate the significance of ONE of the following in the struggle for the rights and freedoms of Aboriginal and Torres Strait
Islander peoples
Preview in context Australia as a Nation
- using a range of sources, research and describe the contribution of Aboriginal and Torres Strait Islander peoples and other groups
to Australian society
Preview in context Australia as a Nation
Geography K–10 - Stage S3
- examination of how people, including Aboriginal and Torres Strait Islander Peoples, have influenced each country’s environmental
characteristics eg land clearing
Preview in context Factors that Shape Places
Background picture - Pixabay