Curriculum resources

Students explore how we all connect with Country, and special places for individuals – internationally and in Australia. Students learn how we can, and should, work together to manage and protect special places in partnership with First Nations Peoples.

Students examine real-life examples of parabolas and how they relate to quadratic equations. They learn about applications of parabolas to hunting techniques like spear throwing and explore this through practical activities with projectiles to recreate the trajectories of hunting weapons.

Students explore their own culture and identity to prepare for learning about First Nations connection to Country and conventions for acknowledging Country. They role-play in the target language, translate short texts, and communicate their learning to a target culture audience through video posts.

Students explore the effects and impacts of four major historical events on First Nations people. Using the philosophy and techniques of the choreographer Mary Overlie, students undertake a range of practical exercises to increase their awareness of this continent’s vast histories and rich cultures.

Students explore First Nations perspectives in Australian music through listening, lyric analysis and discussion. They collaborate to develop and present original musical responses to the idea of identity, deepening their understanding of First Nations contributions and fostering cultural harmony.

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.

Students examine reasons leading to the Frontier Wars between Europeans and Aboriginal and Torres Strait Islander peoples. They understand how Aboriginal and Torres Strait Islander peoples and culture were affected and disrupted by the invasion of Europeans on their lands, and the ongoing impacts.

Students investigate the principles of convection, conduction and radiation through a case study in possum skin cloaks, an important practical and cultural item for First Nations Peoples in south-eastern Australia. Students apply what they’ve learnt, as well as principles of biomimicry, to develop and test their own perfect insulators.

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 examine the different ways that Aboriginal communities and their cultures were affected and disrupted by the invasion of Europeans on their land. They understand the issues that caused the Frontier Wars. Students gain understanding and empathy about the ongoing effects of colonisation today.

Students explore how Aboriginal and Torres Strait Islander peoples have traditionally been represented in literature in Australia. They examine stereotypes of people and misrepresentations of culture. Students then explore texts by Aboriginal and Torres Strait Islander authors.

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.

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.