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.

This focus area is an exploration of the art and design work in Wägilak communities. It examines the central role of art and design in Wägilak life, use of common symbols and individual or family variations. Students learn about cultural appropriation and the role of intellectual property laws. They investigate the importance of Aboriginal designs from a cultural standpoint and why designs cannot be copied or stolen. Students investigate the design features of the woomera, warriman spear, burrkuwurrku and ḏimbuka and compare these to similar objects from other cultures.

Students will engage with the Creation Stories of 3 different Aboriginal Language groups throughout Australia. Through their engagement with these Creation Stories, students will develop an understanding of the deep spiritual and cultural knowledge of the Gija, Adnyamathanha and Jaara peoples, and how their physical landscape was created.

Students will engage with the Creation Stories of 3 different Aboriginal Language groups throughout Australia. Through their engagement with these Creation Stories, students will develop an understanding of the deep spiritual and cultural knowledge of the Gija, Adnyamathanha and Jaara peoples and how their physical landscape was created. Students will then apply Western scientific knowledge, terms and language to their learning to further understand how these particular Language groups’ Country was formed. Students will represent their learning using a variety of mediums and First Nations knowledge frameworks within inquiry-based models of learning. Students will uncover how ancient knowledge should be valued in modern times and how these significant sites can be co-managed to uphold cultural heritage, values and contemporary custodial responsibilities.

Students will interact with the Adnyamathanha Creation story Yurlu: The Kingfisher Man and identify the significance of Country for the Adnyamathanha people. Students will hear from Traditional Custodians of Adnyamathanha Country and local Traditional Custodians or Elders to learn about First Nations stories, names, and significant cultural features. They will reflect on what makes a place special to them.

Explore the importance of water for First Nations peoples.  The starting point for learning is through the representation of water in two Aboriginal creation stories. Students will examine the language used in descriptions of water, text types and illustrations used in the Nykina Creation story,  Woonyoomboo: The Night Heron and the Waglik Creation story, Gandjalala: Sugar Bag Hunter. They will compare the ways water is described and the stylistic devices used in these stories with other pieces of literature.

The intended learning for the lesson: Students will conduct research to identify different sources of information and identify different points of view in order to distinguish facts from opinions. In doing so, they will interact and respect other people’s point of view.

Explore the importance of water for First Nations peoples. The starting point for learning is through the representation of water in four Aboriginal creation stories. Students will explore the formation of the rivers and examine the economic, cultural and spiritual value of water for Nyikina, Gija, Wägilak and Bangerang people.

Students will learn about The story: Yurlu: the Kingfisher Man and its importance to the Adnyamathanha people. They will listen to three other creation stories, two chosen from Hindu, ancient Chinese, Jewish/Christian/ Islamic, or ancient Egyptian and then that of their own Country to clarify their own understanding of the story and its power. They will draw conclusions about why similarities and differences exist between the three Creation stories and explain the value of knowing the different stories.

This session deepens students’ understanding of Yurlu, the Kingfisher Man and enables them to become familiar with features of Adnyamathanha Country. They will use the interactive map to learn about each stage of his journey. They will compare features of their own Country with that of Adnyamathanha Country and create a ‘map’ of their own Country.

Students will investigate the Western understanding of the formation of either Wilpena Pound (Ilkura) or Parachilna and Branchina Gorges and the geological explanation of the formation of coal. They will learn about Adnyamathanha’s explanation of the formation of Country and creation of coal and the different names given to features of Country and what they reflect.

Students will engage with the story, Leave It There for the Next Little Fellas to understand how the Barkandji, Mutthi Mutthi and Ngiyampaa peoples of the Willandra Lakes sustainably hunt the emu through observation of seasonal indicators within their environment.  Student learning will draw knowledge from a variety of sources and enable students to connect with changes occurring in the sky and landscape. They will identify how these changes can be interpreted to ensure sustainability and care for the environment and all living things.

In this lesson students reflect on their own understanding of spirituality and compare with others. Students will reflect on how Adnyamathanha spirituality is demonstrated in the story, Yurlu: The Kingfisher Man and how many features of the story play a spiritual role for the Adnyamathanha people. Students explore disruptions to traditional practices and ways of life and the effects these have on the Adnyamathanha people.