This unit provides students with the opportunity to develop an understanding of the history and principles of aerodynamics and how to apply these when generating, modifying or communicating designed solutions. Explore how First Nations perspectives influence the development of scientific knowledge with a close look at some of David Unaipin's inventions!

Students analyse the features of photographs and portraits. They celebrate the diversity of their communities by interviewing and photographing community members. #SRC23

Students investigate both the natural and human-made factors contributing to floods and drought. With a focus on extreme weather events, they design their own amphibious home or fireproof vehicle.

Students explore concepts of resilience, determination and perseverance. They discuss their personal and social responsibilities to care for others and the environment.

Students develop an understanding of animal life cycles, body systems, structural adaptations and behaviours, with a particular focus on Australian marsupials.

Students examine the impact of animal production on society and explore the ethical, environmental, economic and social factors associated with these industries.

Students engage with Creation and Dreaming stories and create a stop-motion animation using clay, known as a claymation.

Students explore narrative through First Nations Creation stories and identify the features of different text types. They practise storytelling through performance and play.

Students explore narrative through First Nations Creation stories. They learn that all good stories have a beginning, middle and end.

Students investigate how European colonists acquired land in the 1770s. They reflect on the Frontier Wars and how these influenced place names and landmarks. #invasionday

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Students learn the history of the convicts and colonists on the First Fleet and critically reflect on the commemoration of those who fought in the Frontier Wars. #invasionday

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Students investigate the reasons for British expansion and explore the perspectives of European convicts, colonists, and First Nations' peoples. #invasionday

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Students will build an understanding of the clay middens found on Wamba Wamba Country. They will listen to Traditional Custodian Uncle Ron Murray talk about clay middens and the cooking process.

Students will learn that First Nations peoples have lived with their Country for thousands of years. They will understand that First Nations peoples have maintained relationships with Country through sustainable living choices, and that they continue to live and learn through engaging with stories and kinship.

Students begin this lesson by investigating why Aboriginal stories exist and the varied ways in which they are transmitted. They go on to explore the many ways that Wägilak people share stories and consider the lessons arising from the stories. #SRC23

Teacher will introduce the students to the Woonyoomboo stories and select one mini-story to act as focus. For the Nyikina people, Woonyoomboo is an important creation ancestor who has given knowledge to the Nyikina community. The teacher should be familiar with the Woonyoomboo story (songline).

Students examine the symbolic and practical roles of the native honey bees in the Gandjaḻaḻa story. They will learn why native bees are important to the Wägilak people and other Australian Aboriginal people, how their honey is collected, and their many uses.

This Mukarr Djambatj song cycle is shared by the Liya Dhälinymirr clan. This story and history belongs at Badaypaday and is a part of a song cycle connected to The Giant Green Sea Turtle Hunters.

This focus area concentrates on building an understanding of the fundamental connection between all things in Wägilak Country. It examines the relationship between story and Country by following Gandjaḻaḻa’s journey, listening to the voices and music of the Wägilak people and watching dance and ceremony.

In this session, students consider the young painters and how they paint stories to keep culture safe. They learn how Gija elders feel about passing culture, traditional practices and knowledges on to their children, grandchildren and future generations. #SRC23