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

First Nations peoples have been observing changes in nature for thousands of years. These observations helped them make important decisions about when different food sources were available and ready to be harvested or eaten.

Students will engage with the film Gumby Gumby to learn more about Traditional Bush medicines and how ancient knowledge is now being affirmed by Western science.

Students will interpret non-verbal symbols and images to find meaning. In doing so, students will interact with others with respect, to share their interpretation of these footprints and tracks from thousands of years ago and provide their interpretation of events.

Students will conduct research and report on the World Heritage listed Willandra Lakes and the cultural and environmental significance this Country holds for the Barkandji, Mutthi Mutthi and Ngiyampaa peoples. #SRC23

By mapping Gandjaḻaḻa’s journey and following the flight of the sugarbag bees, students learn how clan groups were named. They explore the difference between clan groups and build an understanding of the relationships between moieties and clan and language groups. Students consider the key ways that language binds the Wägilak community together, and why it is critical for their culture, identity and wellbeing.

This focus area concentrates on the role of culture in keeping Wägilak individuals and communities strong, and the reciprocal responsibilities of individuals and communities in protecting culture. It explores how the Gandjaḻaḻa story, when captured in the heart, gives strength and power and identifies how this is demonstrated in both the story and in the voices and cultural practices of the Wägilak people.

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.

This focus area concentrates on the creation of Gija Country. It examines the change from a flat and featureless environment to one that now makes up the Region, as told in Frog and Brolga and the Interactive Map of Gija Country. Students consider the different landscapes and the effect each landscape may have had on the creation story and vice versa.