NAIDOC - VISION: Future Makers

Learning Areas

English | History | HASS | Visual Arts

In this unit

Students explore the concept of ‘vision’ by learning from the past and imagining the future. They investigate key moments of First Nations activism using the Storying Our Shared Histories timeline. Drawing on their knowledge of current issues, students create a future timeline of imagined events and develop a character profile for a fictional changemaker.

This unit includes:

Unit

Teacher Resource

Cultural Protocols

Learning Areas

Years 5 and 6 English

AC9E5LY01
Describe the ways in which a text reflects the time and place in which it was created
AC9E5LY02
Use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea
AC9E5LY03
Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
AC9E5LY04
Navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming
AC9E6LY01
Examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created
AC9E6LY03
Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences
AC9E6LY04
Select, navigate and read texts for a range of purposes, monitoring meaning and evaluating the use of structural features; for example, table of contents, glossary, chapters, headings and subheadings
AC9E6LY06
Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features
AC9E6LY07
Plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features
AC9E5LY07
Plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features
AC9E6LY02
Use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions
AC9E7LE01
Identify and explore ideas, points of view, characters, events and/or issues in literary texts, drawn from historical, social and/or cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors

Years 7 and 8 English

AC9E8LE01
Explain the ways that ideas and points of view may represent the values of individuals and groups in literary texts, drawn from historical, social and cultural contexts, by First Nations Australian, and wide-ranging Australian and world authors
AC9E8LY01
Identify how texts reflect contexts
AC9E8LY06
plan, create, edit and publish written and multimodal texts, organising and expanding ideas, and selecting text structures, language features, literary devices and visual features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical
AC9E7LY07
Plan, create, rehearse and deliver presentations for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical, by selecting text structures, language features, literary devices and visual features, and using features of voice including volume, tone, pitch and pace
AC9E8LY07
Plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical

Years 7 and 8 History

AC9HH7S05
Describe causes and effects, and explain continuities and changes
AC9HH7S06
Identify perspectives, attitudes and values of the past in sources
AC9HH7S07
Explain historical interpretations about significant events, individuals and groups
AC9HH8S05
Describe causes and effects, and explain continuities and changes
AC9HH8S06
Identify perspectives, attitudes and values of the past in sources
AC9HH8S07
Explain historical interpretations about significant events, individuals and groups
AC9HH8S01
Develop historical questions about the past to inform historical inquiry
AC9HH8S02
Locate and identify primary and secondary sources to use in historical inquiry
AC9HH8S03
Identify the origin, content, context and purpose of primary and secondary sources
AC9HH8S04
Identify and describe the accuracy and usefulness of primary and secondary sources as evidence

Years 5 and 6 HASS

AC9HS5K06
The key values and features of Australia’s democracy, including elections, and the roles and responsibilities of elected representatives
AC9HS5K07
How citizens (members of communities) with shared beliefs and values work together to achieve a civic goal
AC9HS5S01
Develop questions to investigate people, events, developments, places and systems
AC9HS5S02
Locate, collect and organise information and data from primary and secondary sources in a range of formats
AC9HS5S03
Evaluate information and data in a range of formats to identify and describe patterns and trends, or to infer relationships
AC9HS5S04
Evaluate primary and secondary sources to determine origin, purpose and perspectives
AC9HS5S06
Propose actions or responses to issues or challenges and use criteria to assess the possible effects
AC9HS5S07
Present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions
AC9HS6K02
Changes in Australia's political system and to Australian citizenship after Federation and throughout the 20th century that impacted First Nations Australians, migrants, women and children
AC9HS6K03
The motivation of people migrating to Australia since Federation and throughout the 20th century, their stories and effects on Australian society, including migrants from the Asia region
AC9HS6S01
Develop questions to investigate people, events, developments, places and systems
AC9HS6S02
Locate, collect and organise information and data from primary and secondary sources in a range of formats
AC9HS6S03
Evaluate information and data in a range of formats to identify and describe patterns and trends, or to infer relationships
AC9HS6S04
Evaluate primary and secondary sources to determine origin, purpose and perspectives
AC9HS6S05
Develop evidence-based conclusions
AC9HS6S06
Propose actions or responses to issues or challenges and use criteria to assess the possible effects
AC9HH8S08
Create descriptions, explanations and historical arguments, using historical knowledge, concepts and terms that reference evidence from sources

Years 5, 6, 7, 8, 9 and 10 Visual Arts

AC9AVA6C01
Use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning
AC9AVA8C01
Generate, document and develop ideas for artworks
AC9AVA8C02
Select and manipulate visual conventions, visual arts processes and/or materials to create artworks that represent ideas, perspectives and/or meaning
AC9AVA10E01
Investigate the ways that artists across cultures, times, places and/or other contexts develop personal expression in their visual arts practice to represent, communicate and/or challenge ideas, perspectives and/or meaning
AC9AVA10E02
Investigate the ways that First Nations Australian artists celebrate and challenge multiple perspectives of Australian identity through their artworks and visual arts practice
AC9AVA10D01
Experiment with visual conventions, visual arts processes and materials to refine skills and develop personal expression
AC9AVA10D02
Reflect on the way they and other visual artists respond to influences to inspire, develop and resolve choices they make in their own visual arts practice

General Capabilities

Critical and Creative Thinking

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander Histories and Cultures

Country/Place

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_TSICP2
The occupation and colonisation of Australia by the British, under the now overturned doctrine of terra nullius, were experienced by First Nations Australians as an invasion that denied their occupation of, and connection to, Country/Place.
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.

People

NAIDOC – VISION: Lead the Change

Year levels: 5-10 2 lessons

Students learn about past and present changemakers, including the legacy of William Cooper and the origins of NAIDOC Week. They think critically and creatively about the kind of future they want to help shape for next generations through yarning, campaign planning and visual arts.

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NAIDOC – LEGACY: The Power of Protest

Year levels: 9-10 3 lessons

Students are introduced to the role of protest in shaping society and explore how protest has been used to challenge injustice and spark change across Australia and globally. Students research protest as both political and creative expression, and are supported to develop their own artistic responses to issues they care about today.

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NAIDOC – LEGACY: A Seat at the Table

Year levels: 9-10 2 lessons

Students explore the origins of NAIDOC Week, from the 1938 Day of Mourning to the legacy of changemakers like William Cooper. Through inquiry and creative expression, they reflect on justice, recognition, and what it means to have a seat at the table.

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NAIDOC – STRENGTH: Our Shared Histories

Year levels: 7 1 lessons

Students explore key moments in history through the lens of ‘strength'. Using the ‘Storying our Shared Histories’ timeline, they examine how strength has taken different forms over time. Students research and create a visual or digital snapshot, reflecting on how this history shapes our future.

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NAIDOC – STRENGTH: What does it mean to be strong?

Year levels: 5-7 1 lessons

Students explore the idea of strength and how it can take different forms depending on people’s circumstances. They engage in hands-on activities to reflect on fairness, consider the impact of privilege, and think about how their own strength can support others

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Unit Content

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NAIDOC – VISION: Future Makers 3 Lessons

Focus Area Content

0% Complete 0/3 Steps

NAIDOC – VISION: Future Makers – Lesson 1

NAIDOC – VISION: Future Makers – Lesson 2

NAIDOC – VISION: Future Makers – Lesson 3

NAIDOC – VISION: Future Makers

Learning Areas

In this unit