CR Page Example EcoKnowledge web
How Indigenous ecological practices can help reduce emissions 
Our resources cover a wide array of topic - not just history. For example, this Year 10 science resource provides a lesson plan that explores how First Nations approaches are being used in the fight against climate change.

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Make a difference in your classroom with easy-to-use, ready-made resources that will help your students understand First Nations stories, experiences and perspectives.

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Key Dates

F-Y6 Australia Day Pride and Pain Timeline Activity

Through the Pride and Pain timeline, students engage with reasons behind differing perspectives on celebrating Australia Day on January 26, which commemorates the start of colonisation in 1788. Students think critically about our nation’s history and their own points of view. For more activity ideas, see the F–Y6 Australia Day Guide.
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F-Y6 Australia Day guide

This comprehensive selection of engaging activities and resources helps students to consider different perspectives on celebrating Australia Day on January 26, a date which commemorates the arrival of the British in 1788 and the start of colonisation. Students think critically about our nation’s history and their own points of view.
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Y7-10 Australia Day Pride and Pain Timeline Activity

Through the Pride and Pain timeline, students engage with reasons behind differing perspectives on celebrating Australia Day on January 26, which commemorates the start of colonisation in 1788. Students think critically about our nation’s history and their own points of view. For more activity ideas, see the Y7–Y10 Australia Day Guide.
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NAIDOC Week 2021

Invite your students to 'Heal Country, heal our nation' in NAIDOC Week 2021. This comprehensive resource offers rich primary and secondary activities and respectful ways to celebrate as a school. Activities are organised by learning areas, covering HASS, English, visual arts, music, science and the environment, for Foundation to Year 10.
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Foundation

Foundation Science & HASS – Caring for Country: how Indigenous scientific observation and cultural practices support ecosystems

This unit explores the special, reciprocal relationship First Nations Peoples have with Country. It investigates how Indigenous scientific knowledge, gained through observation of the environment, has informed cultural and land management practices for millennia enabling the land, sea, plants, animals and humans to survive and thrive.
ACHASSK016, ACSHE013
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Foundation English, Science & Visual Arts – Looking at and listening to our world

Students observe places and engage with art to develop scientific understandings of their own place and the continuity of seasons. They consider Aboriginal and Torres Strait Islander perspectives and the limitations of applying European seasons in an Australian setting. The resource can be adapted to include local Indigenous knowledge.
ACELY1650, ASCSU004, ACAVAR109
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Foundation Science & Health and PE – Bush toys: investigating how size and shape affects movement

Students investigate and observe how the size and shape of Indigenous instructive toys influences their movement by making simple toys and engaging with indoor and outdoor games. Students also look at the role toys play in the cultural life and education of First Nations children.
ACSSU005, ACSHE013, ACPPS007
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Paper Propeller

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Year 1

Y1 English, HASS & Drama – First Nations societies before colonisation: Dreaming, living, using waterways

Dreaming is reflected in stories and beyond to give meaning to the world. Students work with Dreaming stories, including creating tableaux in a drama activity. Students find evidence of pre-colonisation engineering, aquaculture and trade economies to learn about First Nations practices and to reflect on sustainability for a shared future.
ACHASSK031, ACHASSK033, ACELY1655, ACADRR0289
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Y1 Science & Music – Exploring the science of sound with Indigenous instruments

Students explore how sounds are produced using Indigenous musical instruments and learn how First Nations people produce musical instruments using sustainable natural materials. Students demonstrate their learning by creating an instrument of their own using sustainable materials and sharing how the instrument produces sound.
ACSSU018, ACSSU020, ACSHE022
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Y1 Science & HASS – Observing and living with the seasons

This unit guides learners to explore seasons, both Western and Indigenous, through observation, community research, hands-on activities and critical thinking. Indigenous seasonal knowledge was essential in the past for living well, and remains important today in order to live with and look after Country for future generations.
ACSHE021, ACHASSK032, ACSSU019, ACHASSI019
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Year 2

Y2 Science & HASS – Living things: making connections with the world around us

This scientific investigation into living things explores reciprocity between Country and First Nations Peoples. Students learn about local plants and animals through observation, data collection and research; and unpack sophisticated belief, kinship and knowledge systems some First Nations people use to understand and care for Country.
ACSSU030, ACSIS037, ACSHE034, ACHASSK049
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Y2 English & HASS – Exploring texts by Indigenous authors

Students explore connection to Country and place through Indigenous stories, including Dreaming stories and those by contemporary Indigenous authors. Students use stories to explore the language features of texts and oral storytelling.
ACELA1460, ACELT1591, ACHASSI035, ACHASSI041, ACHASSK048
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Y2 HASS & Science – Indigenous toys used by Aboriginal and Torres Strait Islander children

Students learn about the types of toys used by Aboriginal and Torres Strait Islander children, methods used in making them, and the push and pull forces involved in using them. Students design and make a toy boat using sustainable materials and race them to test their designs.
ACHASSK046, ACSSU031, ACSSU033
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Year 3

Y3 Science & Design and Tech – Scientific knowledge helps people develop effective and sustainable products

Students explore the use of scientific knowledge for the development of effective and sustainable techniques and products in First Nations communities over thousands of years. Students learn how knowledge of the change in state between solid and liquid through heating is used to adapt materials when creating a range of products.
ACSSU046, ACSHE051, ACTDEP014
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Y3 HASS & Visual Arts – Where we live: mapping Country

Students are guided to see the different ways maps can represent place and learn conventions of mapping, such as BOLTSS. They identify boundaries and territories of geographical and political regions and First Nations language groups. Through the Ngurrara Canvas and other art, students also explore ways First Nations people map Country.
ACHASSK066, ACHASSI057, ACAVAM110
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Year 4

Y4 Science, HASS & Design and Tech – Properties of materials

Students investigate properties of natural materials through investigation, experiments and research. They learn how First Nations Peoples apply scientific knowledges to create tools, clothing and artworks. Students learn how the diversity of Australia’s materials defines the design of everyday items.
ACSSU074, ACHASSK083, ACTDEK010, ACTDEK011, ACTDEK013
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Y4 Maths & HASS – Enough for me, enough for Country: sustainability using fractions and Indigenous lore

Students investigate fractions, mixed numbers and counting by halves and thirds. They develop geographical understandings about Indigenous custodial responsibility and sustainable resource use. This leads to reflection on our shared responsibility for the present and future and connects numeracy to human wellbeing.
ACMNA078, ACHASSK089
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Year 5

Y5 Science & HASS – Sustainable solutions: how Indigenous knowledge can lead to better land and water management in Australia

Students explore sustainable Indigenous resource management practices. Students engage with perspectives of Aboriginal and Torres Strait Islander Peoples about how relationship to Country shapes decision-making, and they examine a geographical site to show how the environment was altered to sustain ways of living.
ACSHE083, ACHASSK120, ACHASSK112
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Year 7

Y7 Geography – Place and liveability

This resource explores what Country means to First Nations Peoples, and how all that Country encompasses relates to liveability. Students examine case studies and elements of Country. And, through geographic inquiry and investigation, they apply these elements to their own places and spaces to improve liveability.
ACHGK043, ACHGK046, ACHGK047, ACHGS048
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Y7 Science – Biological sciences: Indigenous classification and understanding food webs

Students compare and contrast First Nations Peoples’ different approaches to classifying organisms and the Western scientific approach known as the Linnaean system. They explore how different classification systems might inform our knowledge of the ecological interactions between organisms, including food chains and food webs.
ACSSU111, ACSSU112, ACSHE119, ACSHE223, ACSHE121, ACSIS125
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Year 8

Y8 Science – Fire management and sustainability practices of First Nations Peoples

Students investigate how First Nations Peoples’ land and fire management techniques assist to maintain biodiversity, reduce the severity of bushfires and reduce carbon emissions. Students explore the use of renewable energies used by First Nations people in remote communities.
ACSSU155, ACSHE226, ACHSE135, ACSHE136
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Y8 Geography – Indigenous land management and its cultural value

Students will develop an understanding of Aboriginal and Torres Strait Islander Peoples’ diverse connections to and knowledge of Australia’s landscapes and landforms. Students will also explore the role Songlines play in knowing the land, and research Indigenous land-management techniques. Resource combines ACHGK049 & ACHGK052.
ACHGK049, ACHGK052
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Y8 Science – Investigating First Nations people’s science knowledges in the production of pigments and dyes

Students investigate how First Nations people use geological knowledge and sophisticated mining techniques to extract ochre, and the chemical processes employed to make pigments and dyes. Students analyse how the colonisation of Australia impacts the sharing of Indigenous sciences and disrupts First Nations people’s connection to Country.
ACSSU225, ACSSU153, ACSHE226
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Y8 Geography – Indigenous cultural landscapes and landforms – degradation and its effects

Using Uluru as a case study, students research different ways a landscape or landform, especially one with cultural significance, can be impacted by human actions, such as vandalism, tourism or pollution. They examine the effect that the degradation, both physical and spiritual, of a cultural heritage site has on First Nations people.
ACHGK051
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Year 9

Y9 Science – Protecting Australian ecosystems

In this biological science unit, students explore the relationship humans have with ecosystems, focusing on the ways First Nations people have used and continue to use scientific knowledge to maintain ecosystems. Students investigate the use of fire to regulate biotic and abiotic factors in ecosystems, and as a land management technique.
ACSSU176, ACSHE157, ACSHE160, ACSIS164, ACSIS170
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Y9 Geography – Traditional food sources for Aboriginal and Torres Strait Islander communities

This topic examines the significant disruption to Australian biomes by European colonisation. Native flora and fauna have struggled to compete with introduced species. Alterations in diet have negatively impacted many Aboriginal and Torres Strait Islander people. Students suggest ways native food sources can be developed and promoted.
ACHGK063
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Year 10

Y10 Science – How Indigenous ecological practices can help reduce greenhouse gas emissions

Students learn how traditional ecological knowledge (TEK) of First Nations Peoples is passed on through generations, and how collaboration with governments on climate change can reduce greenhouse gas emissions. Students investigate the different fire management strategies and the reinstatement of TEK to protect Australian biodiversity.
ACSSU189, ACSHE192, ACSHE194
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Y10 Geography – Geographic information systems and conservation management

Students examine ways in which contemporary technologies such as geographic information systems (GIS) are providing support to Indigenous communities to sustainably manage and benefit from their lands. Students are encouraged to explore further examples of the use of GIS by Indigenous communities.
ACHGS078
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How do I get the most out of these resources?

The resources are designed to be flexible and modular, working around how you like to teach. You can use the resources exactly as they’re designed, or as a starting point from which to build your own lessons. Make them your own and use them to help you feel more confident in class.

"We really wanted to have an authentic experience… so we made sure that we were doing it right"
Lisa Sacristani, Head of Year 9, Donvale Christian College
CR Page ATHelpMe web

How will Australians Together continue to help me? 

Change takes time and we’re here to provide the support you need over the long term. We’re constantly building new resources and we love to hear from educators like you. Feel free to reach out at any point and we can see how we can help. Together we can build a brighter future and a more united Australia for everyone.

Here’s why so many teachers love our resources:

  • Everything is ready to go
    Our resources include teacher guides and student handouts.

  • Save you time 
    Teachers love our resources as they it saves them time when lesson planning and they’re packed full of activities that really engage students.

  • Authentic learning
    Teachers are following our resources’ responsive framework to confidently teach about Aboriginal and Torres Strait Islander histories, cultures and perspectives.

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