Curriculum resources

Students play First Nations games, discover First Nations toys and investigate the forces of pushing and pulling through movements such as throwing, hitting, spinning and rolling. They design and make a toy using natural materials applying their knowledge of forces and First Nations games.

Students explore the patterns linking their world with First Nations cultures, investigating patterns in nature, storytelling, language and counting systems. Students identify, create and interpret patterns, with a focus on the meaning and value in patterns for First Nations Peoples.

This unit explores the important information First Nations Peoples collect and communicate from observing the natural environment. Students will identify and make connections to what we observe, why we observe, how we observe and ways to communicate observations.

Students investigate ways materials can be physically changed through hands-on learning. They develop understanding by predicting, observing and discussing the results of changes. Students learn about changes First Nations Peoples make to natural materials and use this knowledge, and exploration, to design their own object from natural materials.

Students explore length using both variable and uniform informal units of measurement and investigate ways First Nations people use measurement in everyday life. Students create a weaving artwork using informal measurement to share their learning with others.

Students explore how cultural stories of First Nations Peoples of Australia describe the patterns in the changing positions of the sun, moon and stars. Students recognise that astronomers use patterns of movement of celestial objects in the sky.

Students explore the meaning behind the Welcome to Country and Acknowledgement of Country protocols and how we can use these protocols, meaningfully, to show respect for the relationship between First Nations people and Country.

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.

Students explore shapes through home design, and use drawing and modelling to create designs. They learn about First Nations architecture to understand the connection between design function and form, and consider the importance of designing homes to meet the needs of the household and environment.

Students inquire into the unique and spiritual connection First Nations Peoples have with Country. Students explore aspects of the interconnectedness First Nations Peoples have with Country through elements of drama and movement.

Students learn how First Nations Peoples understand and use the life cycle of living things sustainably. They develop an understanding and appreciation for the diversity of life through personal observation, investigation and creative writing.

Students explore what flags, symbols and significant dates represent in Australia and the protocol involved in their use. Through exploring stories told by Aboriginal and Torres Strait Islander Peoples, students identify different perspectives on significant events.

Students use drama to investigate the perspectives of people involved in first contact events. They learn about how representing multiple perspectives in historical stories helps individuals develop intercultural understanding and helps communities to value diversity.

Students explore First Nations Peoples’ unique relationship with and responsibility to care for Country. They learn about ways of caring for Country and how knowledge has been passed down, and practices adapted to each geographic location and available resources. Students reflect on their role in protecting biodiversity in local areas and beyond.

Students examine the ecological importance of the Daintree Rainforest and learn about the Daintree’s Traditional Custodians – Eastern Kuku Yalanji People. Students also learn how, as a decomposer and keystone species, the southern cassowary regenerates the Daintree Rainforest by distributing seeds.

Students learn about water and the ways it enriches life. They explore how water’s perceived, valued and how it connects places in the environment. In looking at how First Nations Peoples understand and care for water, students develop their appreciation for water and water places, to learn to care for and sustain these places.

This unit immerses students in the cultural stories and songs of First Nations Peoples, exploring the important role cultural practices and beliefs play in the development and expression of identity. Students consider the role culture plays in their own lives and reflect on how they might express their unique identity.

First Nations people are using media arts to share stories and keep culture strong. Students explore podcasts, music videos, animations, virtual reality and other media art projects that have been generated by Aboriginal and Torres Strait Islander creators. Students keep a blog (digital or written) to reflect on their learning each week.

Students inquire into the impact of colonisation on people and places throughout the late 1700s and 1800s. They look at the causes and effects of change on different groups of people, particularly First Nations Peoples, and the environment. Students explore varying perspectives on key aspects of colonisation.

Students examine literary texts by First Nations people that depict impactful events. They explore aspects of the texts that convey historical context, investigate narrative voices in the texts, and analyse the responses these voices evoke.

Students explore how First Nations Peoples use knowledges of the structural features and behaviours of some animals and plants. They learn about Australia’s unique plant and animal diversity, and how First Nations Peoples to use and manage this through ancestral knowledge systems and practices.

Students compare and convert between 12- and 24-hour time, in a context where they also learn that 12- and 24-hour time systems are one way, rather than the only way, of measuring time. Students learn how First Nations people in Australia have measured short-term time (daily time) and medium-term time (seasons) for thousands of years.

Students learn how, in the early 1800s, European colonists sought a passage across the Blue Mountains to find resources for the growing colony at Sydney Cove. Students analyse sources, including diaries and art, to explore how expanding the colony impacted both First Nations Peoples and colonisers at Sydney Cove and their local area.

Students learn about First Nation Peoples knowledges of the sky and the ways observing the night sky can inform ways of timekeeping. They view stories, pictures, dance and petroglyphs to develop their understanding of sky Country and better understand its significance to First nations people.

Students read short novels by First Nations authors and explore authors’ styles. They analyse the elements and themes in the works to find out how style can be connected to culture and personal experiences.

In small reading groups students explore themes in novels by First Nations authors. They experience a story through the lens of the author and examine characters, settings and events. This learning is then applied in group discussion and writing activities.

Students undertake an inquiry into First Nations storytellers and cultural narratives, and the art of dramatic storytelling and elements of filmmaking. They show their responses through making a short film that tells a story of First Nations identity and resilience.

This unit explores the relationship between habitats and survival of living things and how the knowledges of First Nations Peoples about Country allowed different species to thrive for millennia. Students investigate changing physical conditions by creating their own experiment.

Through an examination of interconnected elements of identity, students build and apply knowledge of target language and culture. They explore First Nations People’s connection to Country and the way language, culture, family and place shape identity in all people.

Students explore poems by First Nations authors on themes such as connection to Country, disconnection from Country and heroes on Country. Students learn how literary devices are used by First Nations poets to build meaning, and create original poetry to demonstrate their learning.

In this unit, students work with algebraic formulas, identifying patterns and interactions between real-life variables. They begin to understand First Nations Peoples’ knowledges and observations of the environment, in this instance moon phases and tides in First Nations fishing practices.

Students explore their local environment by surveying biodiversity and creating food webs. They investigate the differences between various types of fire, including cultural burning, and how such fires affect biodiversity in their local region.

Students play and observe rules, equipment and scoring systems of First Nations games and investigate how they support skill development, fair play and inclusion. They explore how playing games contributes to First Nations cultures and consider the impact of colonisation on their continuation.

Students explore the connection between art, cultural expression and cultural identity. They learn about cultural appropriation and how to avoid it, and analyse First Nations 3D art and unique ways story can be told through art. Students respond by creating and exhibiting their own 3D artwork.

Students learn about First Nations aquaculture practices and write inquiry questions to guide their research into significant sites. Through a Brewarrina Fish Traps case study, students draw conclusions about the site’s importance and show their findings in a multimodal presentation.

Students explore the ways probability is used by First Nations Peoples in ancestral knowledge systems. Students learn about the ways these knowledges can inform and enrich our understanding of probability and its applications, conducting probability experiments through First Nations games.

In this unit, students explore the ways that identity is shaped by cultures and contexts. A close analysis of the film, The Sapphires, encourages students to recognise the personal empowerment of culture and identity, and to consider the impact that a disruption to this can have on a person.

Students explore the importance of water for First Nations Peoples in Australia and the material, cultural and spiritual meanings associated with bodies of water. The impact of colonisation, First Nations water management and struggles for water rights are explored through three case studies.

Students learn how sources are located and identified. They examine primary and secondary sources to draw conclusions about how evidence is used to learn about the lives of First Nations Peoples. By investigating the findings at Lake Mungo, students study the importance of conserving historical sites.

In this Y7–8 unit, students engage with First Nations Peoples’ knowledges, stories and art to challenge their thinking about the dramatic element of ‘space’. Students investigate how the spaces between bodies and objects can create meaning and how cultural appreciation can enhance their theatre-making.

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.

Students explore how First Nations Peoples use unbalanced forces to enhance motion in the design of everyday objects. They’re given opportunities to understand the physics of motion through a variety of hands-on science activities that are underpinned by First Nations pedagogy.

Through an examination of interconnected elements of identity, students build and apply knowledge of target language and culture. They explore First Nations People’s connection to Country and the way language, culture, family and place shape identity in all people.

Students play and observe rules, equipment and scoring systems of First Nations games and investigate how they support skill development, fair play and inclusion. They explore how playing games contributes to First Nations cultures and consider the impact of colonisation on their continuation.

Students explore the connection between art, cultural expression and cultural identity. They learn about cultural appropriation and how to avoid it, and analyse First Nations 3D art and unique ways story can be told through art. Students respond by creating and exhibiting their own 3D artwork.

In this geology unit, students explore how rocks are formed and change over time, alongside the importance of Aboriginal and Torres Strait Islander Peoples’ geological knowledges and rock selection. Students understand the importance of protecting culturally significant geological sites.

Students develop awareness of the ways speeches inform ideas and actions around reconciliation. Relevant concepts are unpacked and their representation in spoken texts is examined. Students engage with a variety of texts, a diversity of voices and different uses of persuasive language techniques.

Students explore lived experiences of First Nations Peoples, reflecting on the use of language to examine themes of identity, Country and disconnection from culture. Students develop an understanding of tone and other literary devices, and skills in communicating their ideas about texts.

Students will explore significant landscapes in Australia and connections to First Nations Dreaming. They’ll consider perspectives about Country and land use and create visitor guides to demonstrate understanding of landscapes and landforms and their significance to First Nations Peoples.

This unit allows students to develop awareness of the ideas, contexts and perspectives around reconciliation. Students unpack relevant concepts and texts and are encouraged to convey a respectful attitude towards learning about a complex issue that affects all Australians.

In this Y7–8 unit, students engage with First Nations Peoples’ knowledges, stories and art to challenge their thinking about the dramatic element of ‘space’. Students investigate how the spaces between bodies and objects can create meaning and how cultural appreciation can enhance their theatre-making.

Students examine how current carbon-dating science supports First Nations Peoples’ ancient oral histories of and long presence on this continent. Students research and present on ancient artefact locations and learn how advances in technologies are giving a greater insight into the continent’s past.

Students explore challenges in native food production and food access within Australia’s biomes. They consider issues within these biomes, as well as management solutions and programs. Students evaluate existing programs for their effectiveness in managing food production and access in Australia.

Students investigate how and why conflict occurred across the colonial frontier and the impacts on First Nations Peoples. Students analyse, compare and evaluate primary and secondary sources, investigating perspectives and events to understand the period and its significance to our nation’s history.

In this unit, students focus on the histories, experiences and legacies of non-European migrants and First Nations Peoples in the pre-Federation context, through the analysis of primary and secondary sources. Students demonstrate their learning in an individual research and source analysis assessment.

Students investigate ways First Nations artists explore identity, values and cultures through their visual arts practice, and examine their own. Students build awareness of cultural appropriation and how to avoid it. Using self-designed symbols, they create artworks and reflect on that process.

Students gain an understanding of how First Nations Peoples can use theatre practices to challenge perceptions of identity. Students use experiential activities to explore identity and learn how theatre can raise awareness of oppression and challenge us to acknowledge Australia’s shared history.

Students explore how First Nations Australian authors reflect unique ways of being, knowing, thinking and doing. This is achieved by reviewing the early history of First Nations literature and the difficulties of storytelling, and by analysing and contextualising protest poetry, drama and contemporary autobiographical writing.

Using the case study of January 26/Australia Day, students investigate links between history and national identity, and explore reasons for the contested nature of the terms settlement and invasion. They learn about academic history debates and how and why narratives often conflict with one another.

In this biological sciences unit, students investigate disorders of feedback systems and effects on the development of products to address issues. Students research the relationships between First Nations healing and biomedical models in contemporary medical systems, and present findings to peers.

Students investigate ways First Nations artists explore identity, values and cultures through their visual arts practice, and examine their own. Students build awareness of cultural appropriation and how to avoid it. Using self-designed symbols, they create artworks and reflect on that process.

Students gain an understanding of how First Nations Peoples can use theatre practices to challenge perceptions of identity. Students use experiential activities to explore identity and learn how theatre can raise awareness of oppression and challenge us to acknowledge Australia’s shared history.

Students explore community-led programs that improve wellbeing for First Nations people. They examine case studies to build their understanding of challenges and responses to human wellbeing in different settings and complete a summative report or proposal for a First Nations-led wellbeing project.

This chemical science unit looks at the chemical processes First Nations people use across the continent to detoxify substances (such as seeds) to make them edible. It covers processes such as leaching and fermentation.

Students explore the inspiring stories of First Nations people who served Australia during WWII, as well as those who fought for their own rights before and after. By interrogating a rich range of sources, students hear the voices and perspectives of First Nations Peoples. Students complete a critical source analysis assessment.

This unit encourages students to engage with and appreciate a diverse range of First Nations Dreaming stories. By exploring modernised texts, which have transformed previously oral texts into contemporary forms, students begin to appreciate the cultural importance of Dreaming stories.

The past tells how our ancestors migrated across the world and came to settle in Sahul. A story of resilience is uncovered through studying the biological evolution of First Nations Peoples. Genetic isolation and extreme climate changes have given rise to societies rich in archaeological histories.

Students gain a comprehensive understanding of the Stolen Generations through the specific experiences of individual survivors. They examine policy and practice in their own state and explore and consider Aboriginal and Torres Strait Islander people’s perspectives and ongoing criticisms of child removal policies.

Students are given a clear outline of how and why life expectancy estimates are created by governments and other agencies. Historical reasons for why life expectancy estimates differ for the Aboriginal and Torres Strait Islander population are explained. Various activities are suggested to examine and analyse statistical reports.