Connections, Country and Culture: The Waterhole and Ways of Living

Students will build an understanding of culture and Country through exploring the

Jirraginy joo Goorrarndal: Frog and Brolga story and learning about Gija people. They will consider the significance of publicly sharing this creation story after the Gija people have shared it only with each other for thousands of years. Students will build meaning around

Jirraginy joo Goorrarndal: Frog and Brolga by learning about Gija people and Gija Country, its location and its characteristics, and the story which the Gija people have shared. Students research changes that have taken place both on Country and in ways of living today.

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_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

AC9E5LA03 describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts.

AC9E5LA07 explain how the sequence of images in print, digital and film texts has an effect on meaning

AC9E5LA08 understand how vocabulary is used to express greater precision of meaning, including through the use of specialist and technical terms, and explore the history of words

AC9S5I06 write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate

AC9E6LE01 identify responses to characters and events in literary texts, drawn from historical, social or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors

AC9E6LY01 examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created

AC9E6LY05 use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources

ACPPS051 Examine how identities are influenced by people and places

AC9HS5K04 the influence of people, including First Nations Australians and people in other countries, on the characteristics of a place

AC9HS5S07 present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions

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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.

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