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Rich lesson and unit plans covering core learning areas from Foundation to Y10, researched and written to make your planning easier

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Comprehensive resources based on ACARA descriptions and elaborations to help you meet the cross-curriculum priorities

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Foundation

Foundation HASS Science – 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.
Teacher guide (3 MB)
PDF slideshow (7.6 MB)

Foundation Health and PE Science – 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.
Teacher guide (3.3 MB)
Paper Propeller (681 KB)

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.
Teacher guide (2.5 MB)

Year 1

Y1 HASS Science – 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.
Teacher guide (2.5 MB)
Student handout (1.9 MB)

Y1 Drama English HASS – 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.
Teacher guide (2.4 MB)
Student handout (803 KB)

Y1 Music Science – 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.
Teacher guide (2 MB)
Student handout (1.5 MB)

Year 2

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.
Teacher guide (1.8 MB)
Student handout (909 KB)

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.
Teacher guide (2.8 MB)
Student handout (898 KB)

Year 3

Y3 HASS & Art – 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.
Teacher guide (2.3 MB)

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.
Teacher guide (2.7 MB)

Year 4

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.
Teacher guide (1.7 MB)
Student handout (926 KB)

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.
Teacher guide (1.8 MB)
Student handout (1.9 MB)

Year 7

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.
Teacher guide (5.5 MB)
Student handout (1.3 MB)

Year 8

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.
Teacher guide (2.4 MB)
Student handout (845 KB)

Y8 Geography – Landforms and landscapes

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.
ACARA code: ACHGK049
Teacher guide (872 KB)
Student handout (810 KB)

Y8 Geography – Landforms and landscapes

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.
ACARA code: ACHGK052
Teacher guide (872 KB)
Student handout (810 KB)

Y8 Geography – Landforms and landscapes

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.
ACARA code: ACHGK051
Teacher guide (915 KB)
Student handout (854 KB)

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.
Teacher guide (4 MB)
Student handout (777 KB)

Y9 Geography – Biomes and food security

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.
ACARA code: ACHGK063
Teacher guide (823 KB)
Student handout (787 KB)

Year 10

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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.
Teacher guide (2.6 MB)
Student handout (1.3 MB)

Y10 Geography – Interpreting, analysing and concluding

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.
ACARA code: ACHGS078
Teacher guide (845 KB)
Student handout (785 KB)