Building Respect for Culture

Students get to know the Jirraginy joo Goorrarndal: Frog and Brolga Multi-touch Book. They begin to learn about Gija people and their Country. Students will explore the concepts of Creation stories, morals and greed.

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander Histories and Cultures

A_TSICP1 First Nations communities of Australia maintain a deep connection to, and responsibility for, Country/Place and have holistic values and belief systems that are connected to the land, sea, sky and waterways.

A_TSICP3 The First Peoples of Australia are the traditional owners of Country/Place, protected in Australian Law by the Native Title Act 1993 which recognises pre-existing sovereignty, continuing systems of law and customs, and connection to Country/Place. This recognised legal right provides for economic sustainability and a voice into the development and management of Country/Place.

A_TSIC2 First Nations Australians’ ways of life reflect unique ways of being, knowing, thinking and doing.

A_TSIC3 The First Peoples of Australia (Aboriginal Peoples) belong to the world’s oldest continuous cultures. First Nations Australians demonstrate resilience in the maintenance, practice and revitalisation of culture despite the many historic and enduring impacts of colonisation, and continue to celebrate and share the past, present and future manifestations of their cultures.

Curriculum Links

AC9E4LE01 recognise similar storylines, ideas and relationships in different contexts in literary texts by First Nations Australian, and wide-ranging Australian and world authors

AC9E4LE03 discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions

AC9E4LY02 listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information

AC9E4LY04 read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed

AC9E4LY05 use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts

AC9E4LY08 write words using clearly formed joined letters, with developing fluency and automaticity

AC9HS4K09 diversity of cultural, religious and/or social groups to which they and others in the community belong, and their importance to identity

AC9HS4K01 the diversity of First Nations Australians, their social organisation and their continuous connection to Country/Place

AC9HS4K09 diversity of cultural, religious and/or social groups to which they and others in the community belong, and their importance to identity

AC9HP4P05 describe how valuing diversity influences wellbeing and identify actions that promote inclusion in their communities

+86 potential users
Not Enrolled

Unit Includes

  • 1 Focus Area
  • 2 Lessons

Warning

 

Aboriginal and Torres Strait Islander viewers are warned that the content on this site may contain images and references to deceased persons.

18749