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.

Using Google Earth and maps, students will investigate their own local catchments and bodies of water to identify the waterflow of these systems. They will identify a local animal or plant species that relies on this water source for their survival.

Students will connect with the story of Woonyoomboo and discover how he created all living things, the land, law, language and culture for his people. Students will then focus on their own local landscape and where possible, make connections to the local First Nations stories which shape the landscape. Students will share memories, experiences and knowledge of these specific sites through making a connection to Country and sharing why this is an important place.

Students will develop an understanding of First Nations people’s spiritual connection to water. They will explore how Woonyoomboo formed landscapes, particularly waterways, and investigate the Western explanation of how rivers are formed. Students will examine the geomorphic processes, the flow of water through landscapes, and the way water connects landscapes and people. Students compare ways of mapping Country.

Students get to know the Jirraginy joo Goorrarndal: Frog and Brolga Multi-touch Book. They begin to learn about Gija people and their Country. Students will explore the concepts of Creation stories, morals and greed.

The intended learning for the lessons: Students know the importance of The Eagle, the Crow and the Bat ‘teaching’ for the Jaara people. They see how pride in culture can impact on individual and community wellbeing. Students understand the benefits and importance of peacemakers in their own community, as demonstrated by the ‘teaching’. They will identify Jaara Country on a map and explore the Multi-touch Book The Eagle, the Crow and the Bat.

Understanding the difference between a Welcome to Country and an Acknowledgement of Country can help students recognise the diversity of Aboriginal Australia and the importance of continuing these practices today.