Indigenous Culture

Indigenous Culture – Homelands: My Place, Our Place – Foundation Year is an Indigenous Culture unit for Foundation Year students. It aligns to the Australian Curriculum for Humanities and Social Science:

Knowledge and Understanding
•The representation of the location of places and theirfeatures on simple maps and models (ACHASSK014)
•The places people live in and belong to, their familiarfeatures and why they are important to people(ACHASSK015)
•The Aboriginal or Torres Strait Islander Country/Placeon which the school is located and why Country/Place is important to Aboriginal and Torres Strait IslanderPeoples (ACHASSK016)
•The reasons why some places are special to people,and how they can be looked after (ACHASSK017).

Inquiry and Skills
•Pose questions about past and present objects,people, places and events (ACHASSI001)
•Collect data and information from observations andidentify information and data from sources provided(ACHASSI002)
•Sort and record information and data, includinglocation, in tables and on plans and labelled maps(ACHASSI003)
•Sequence familiar objects and events (ACHASSI004)
•Explore a point of view (ACHASSI005)
•Compare objects from the past with those from thepresent and consider how places have changed overtime (ACHASSI006)
•Interpret data and information displayed in picturesand texts and on maps (ACHASSI007)
•Draw simple conclusions based on discussions,observations and information displayed in picturesand texts and on maps (ACHASSI008)
•Reflect on learning to propose how to care for placesand sites that are important or significant(ACHASSI009)
•Present narratives, information and findings in oral,graphic and written forms using simple terms todenote the passing of time and to describe directionand location (ACHASSI010).

By the end of Foundation Year, students describe the features of familiar places and recognise why some places are special to people. They recognise that places can be represented on maps and a globe and why places are important to people.

Students observe the familiar features of places and represent these features and their location on pictorial maps and models. They share and compare observations in a range of texts and use everyday language to describe direction and location. Students reflect on their learning to suggest ways they can care for a familiar place.

There is an Assessment Task to create a portfolio of the school playground. This is completed over Lessons 13 to 17.

A Knowledge and Understanding Test is conducted in Week 18. The Teaching Guide contains the assessment task, knowledge and understanding test, assessment task exemplar and test answers.

Indigenous Culture – Homelands: Knowing Our Land – Year 1 is an Indigenous Culture unit for Year 1 students. It aligns to the Australian Curriculum for Humanities and Social Science:

Knowledge and Understanding

• The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031)
• The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHASSK032)
• Activities in the local place and reasons for their location (ACHASSK033)

Inquiry and Skills

• Pose questions about past and present objects, people, places and events (ACHASSI018)
• Collect data and information from observations and identify information and data from sources provided (ACHASSI019)
• Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI020)
• Sequence familiar objects and events (ACHASSI021)
• Explore a point of view (ACHASSI022)
• Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI023)
• Interpret data and information displayed in pictures and texts and on maps (ACHASSI024)
• Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025)
• Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026)
• Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027)

By the end of Year 1, students identify and describe the natural, managed and constructed features of places at a local scale and identify where features of places are located. They recognise that people describe the features of places differently. Students identify changes in features and describe how to care for places.

Students respond to questions about familiar and unfamiliar places by locating and interpreting information from sources provided. They represent the location of different places and their features on labelled maps and present findings in a range of texts and use everyday language to describe direction and location. They reflect on their learning to suggest ways that places can be cared for.

There is an Assessment Task to create a portfolio of a local, familiar place. This is completed over Lessons 13 to 16.

A Knowledge and Understanding Test is conducted in Week 18. The Teaching Guide contains the assessment task, knowledge and understanding test, assessment task exemplar and test answers.

Indigenous Culture – Homelands: Our Connections to Places – Year 2 is an Indigenous Culture unit for Year 2 students. It aligns to the Australian Curriculum for Humanities and Social Science:

Knowledge and Understanding

• The way the world is represented in geographic divisions and the location of Australia in relation to these divisions (ACHASSK047)
• The idea that places are parts of Earth’s surface that have been named by people, and how places can be defined at a variety of scales (ACHASSK048)
• The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHASSK049)
• The connections of people in Australia to people in other places in Australia and across the world (ACHASSK050)
• The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHASSK051)

Inquiry and Skills

• Pose questions about past and present objects, people, places and events (ACHASSI034)
• Collect data and information from observations and identify information and data from sources provided (ACHASSI035)
• Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI036)
• Sequence familiar objects and events (ACHASSI037)
• Explore a point of view (ACHASSI038)
• Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI039)
• Interpret data and information displayed in pictures and texts and on maps (ACHASSI040)
• Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041)
• Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI042)
• Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043)

By the end of Year 2, students identify the features that define places and recognise that places can be described at different scales. Students recognise that the world can be divided into major geographical divisions. They describe how people in different places are connected to each other and identify factors that influence these connections. They explain why places are important to people, recognising that places have meaning.

Students pose questions about familiar and unfamiliar places and answer them by locating information from observations and from sources provided. They represent data and the location of places and their features in tables, plans and on labelled maps. They interpret geographical information to draw conclusions. Students present findings in a range of texts and use simple geographical terms to describe the direction and location of places. They suggest action in response to the findings of their inquiry.

There is an Assessment Task to investigate why a local place is important. Students will design a poster which shows how the place can be preserved. This is completed over Lessons 11 to 17.

A Knowledge and Understanding Test is conducted in Week 18. The Teaching Guide contains the assessment task, knowledge and understanding test, assessment task exemplar and test answers.

Indigenous Culture – Homelands: Exploring Places Near and Far – Year 3 is an Indigenous Culture unit for Year 3 students. It aligns to the Australian Curriculum for Humanities and Social Science:

Knowledge and Understanding

• The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human (ACHASSK066)
• The location of Australia’s neighbouring countries and the diverse characteristics of their places (ACHASSK067)
• The main climate types of the world and the similarities and differences between the climates of different places (ACHASSK068)
• The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places (ACHASSK069)

Inquiry and Skills

• Pose questions to investigate people, events, places and issues (ACHASSI052)
• Locate and collect information and data from different sources, including observations (ACHASSI053)
• Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI054)
• Sequence information about people’s lives and events (ACHASSI055)
• Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056)
• Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI057)
• Draw simple conclusions based on analysis of information and data (ACHASSI058)
• Interact with others with respect to share points of view (ACHASSI059)
• Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)
• Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)

By the end of Year 3, students describe the location of the states and territories of Australia, the location of selected Aboriginal and Torres Strait Islander Countries/Places and selected countries neighbouring Australia. They describe the characteristics of different places at local scales and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places and recognise that people have different perceptions of places.

Students pose geographical questions and locate and collect information from different sources to answer these questions. They record and represent data in tables and simple graphs and the location of places and their characteristics on labelled maps that use the cartographic conventions of legend, title and north point. They describe the location of places and their features using simple grid references and cardinal compass points. Students interpret geographical data to identify and describe distributions and draw conclusions. They present findings using simple geographical terminology in a range of texts. They reflect on their learning to suggest individual action in response to a geographical challenge.

There is an Assessment Task which is completed over Lessons 15 to 17.

A Knowledge and Understanding Test is conducted in Week 18. The Teaching Guide contains the assessment task, knowledge and understanding test, assessment task exemplar and test answers.

Indigenous Culture – Homelands: Caring for Our Land – Year 4 is an Indigenous Culture unit for Year 4 students. It aligns to the Australian Curriculum for Humanities and Social Science:

Knowledge and Understanding

• The main characteristics of the continents of Africa and South America and the location of their major countries in relation to Australia (ACHASSK087)
• The importance of environments, including natural vegetation, to animals and people (ACHASSK088)
• The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability (ACHASSK089)
• The use and management of natural resources and waste, and the different views on how to do this sustainably (ACHASSK090).

Inquiry and Skills

• Pose questions about past and present objects, people, places and events (ACHASSI073)
• Locate and collect information and data from different sources, including observations (ACHASSI074)
• Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI075)
• Sequence information about people’s lives and events (ACHASSI076)
• Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)
• Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078)
• Draw simple conclusions based on analysis of information and data (ACHASSI079)
• Interact with others with respect to share points of view (ACHASSI080)
• Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)
• Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)

By the end of Year 4, students describe the location of selected countries using compass direction. They describe and compare the characteristics of places in different locations at local to national scales. They identify the interconnections between components of the environment and between people and the environment. Students recognise the importance of the environment and identify different possible responses to a geographical challenge.

Students develop geographical questions to investigate and locate, collect and sort information and data from different sources to answer these questions. They record and represent data and the location of places and their characteristics in simple graphic forms, including large-scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the location of places and their features using grid references and compass direction. Students interpret geographical data to identify spatial distributions and simple patterns, and draw conclusions. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify some possible effects of their proposed action.

Students will develop a presentation to share with others on an animal that migrates. The resources for this assessment and series of lessons can be found in the folder titled “End of term task”.

There will also be a Content Test.

Indigenous Culture – Homelands: People and Our Changing Earth – Year 5 is an Indigenous Culture unit for Year 5 students. It aligns to the Australian Curriculum for Humanities and Social Science:

Knowledge and Understanding

• The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation to Australia (ACHASSK111)
• The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112)
• The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)
• The impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114)

Inquiry and Skills

• Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSK094)
• Locate and collect relevant information and data from primary sources and secondary sources (ACHASSK095)
• Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSK096)
• Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSK097)
• Examine primary sources and secondary sources to determine their origin and purpose (ACHASSK098)
• Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSK099)
• Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSK100)
• Evaluate evidence to draw conclusions (ACHASSK101)
• Work in groups to generate responses to issues and challenges (ACHASSK102)
• Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSK103)
• Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSK104)
• Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSK105)

By the end of Year 5, students describe the location of selected countries in relative terms. They explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. They identify and describe different possible responses to a geographical challenge.

Students develop appropriate geographical questions for an investigation. They locate, collect and organise data and information from a range of sources to answer inquiry questions. They represent data and the location of places and their characteristics in graphic forms, including large-scale and small-scale maps that use the cartographic conventions of border, scale, legend, title and north point. They describe the location of places and their characteristics using compass direction and distance. Students interpret maps, geographical data and other information to identify and describe spatial distributions, simple patterns and trends, and suggest conclusions. They present findings and ideas using geographical terminology in a range of communication forms. They propose action in response to a geographical challenge and identify the possible effects of their proposed action.

There is an Assessment Task which is completed over Lessons 11 to 17.

A Knowledge and Understanding Test is conducted in Week 18. The Teaching Guide contains the assessment task, knowledge and understanding test, assessment task exemplar and test answers.

Indigenous Culture – Homelands: Our Diverse and Connected World – Year 6 is an Indigenous Culture unit for Year 6 students. It aligns to the Australian Curriculum for Humanities and Social Science:

Knowledge and Understanding

• The geographical diversity of the Asia region and the location of its major countries in relation to Australia (ACHASSK138 )
• Differences in the economic, demographic and social characteristics of countries across the world (ACHASSK139 )
• The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140)
• Australia’s connections with other countries and how these change people and places (ACHASSK141)

Inquiry and Skills

• Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122 )
• Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123)
• Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI124)
• Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI125)
• Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI126)
• Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127)
• Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128)
• Evaluate evidence to draw conclusions (ACHASSI129)
• Work in groups to generate responses to issues and challenges (ACHASSI130)
• Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)
• Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
• Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133)

By the end of Year 6, students describe the location of places in selected countries in absolute and relative terms. They describe and explain the diverse characteristics of places in different locations from local to global scales. They describe the interconnections between people in different places, identify factors that influence these interconnections and describe how interconnections change places and affect people. They identify and compare different possible responses to a geographical challenge.

Students develop appropriate geographical questions to frame an inquiry. They locate, collect and organise useful data and information from primary and secondary sources. They record and represent data and the location of places and their characteristics in different graphic forms, including large-scale and small-scale maps that use cartographic conventions of border, source, scale, legend, title and north point. Students interpret maps, data and other information to identify, describe and compare spatial distributions, patterns and trends, to infer relationships and to draw conclusions. They present findings and ideas using geographical terminology and digital technologies in a range of communication forms. They propose action in response to a geographical challenge and describe the probable effects of their proposal.

There is an Assessment Task which is completed over Lessons 10 to 17. The purpose of the assessment task is to collect and record information and data on a geographical challenge. Students will evaluate possible responses to a geographical challenge and propose and justify their chosen action. Students will present their research and proposed action in a digital format.

A Knowledge and Understanding Test is conducted in Week 18. The Teaching Guide contains the assessment task, knowledge and understanding test, assessment task exemplar and test answers.