Cross Curriculum Priorities
Aboriginal and Torres Strait Islander Histories and Cultures
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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_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_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.
- A_TSIP3
The significant and ongoing contributions of First Nations Australians and their histories and cultures are acknowledged locally, nationally and globally.
Curriculum Links
- AC9HH10K09
The causes of First Nations Australians' campaigns for rights and freedoms before 1965, such as discriminatory legislation and policies, the 1938 Day of Mourning and the Stolen Generations - AC9HH10K10
The contributions of significant individuals and groups in the campaign for the recognition of the rights of First Nations Australians and the extent to which they brought change to Australian society - AC9HH10K11
The significant events and methods in the movement for the civil rights of First Nations Australians and the extent to which they contributed to change - AC9HH10K12
The significant events, individuals and groups in the women’s movement in Australia, and how they have changed the role and status of women - AC9HH10K13
The continuing efforts to create change in the civil rights and freedoms in Australia, for First Nations Australians, migrants and women - AC9HH10K17
Changing social, political, economic, cultural, environmental and technological conditions, and the causes of a major global influence in Australia - AC9HH10K18
continuities and changes in perspectives, responses, beliefs and values that have influenced the Australian way of life - AC9HH10S01
Develop and modify a range of historical questions about the past to inform historical inquiry - AC9HH10S02
Locate, identify and compare primary and secondary sources to use in a historical inquiry - AC9HH10S04
Explain the usefulness of primary and secondary sources, and the reliability of the information as evidence - AC9HH10S06
Compare perspectives in sources and explain how these are influenced by significant events, ideas, locations, beliefs and values - AC9HH10S07
Analyse different and contested historical interpretations - AC9HH10S08
Create descriptions, explanations and historical arguments, using historical knowledge, concepts and terms that incorporate and acknowledge evidence from sources
- AC9E10LE01
Analyse representations of individuals, groups and places and evaluate how they reflect their context in literary texts by First Nations Australian, and wide-ranging Australian and world authors - AC9E10LE04
Evaluate the social, moral or ethical positions represented in literature - AC9E10LY01
Analyse and evaluate how people, places, events and concepts are represented in texts and reflect contexts - AC9E10LY02
Listen to spoken texts and explain the purposes and effects of text structures and language features, and use interaction skills to discuss and present an opinion about these texts - AC9E10LY05
Integrate comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to analyse and interpret complex and abstract ideas - AC9E10LY06
Plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas through experimenting with text structures, language features, literary devices and multimodal features for specific purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical
Unit Content
