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.

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 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.

In this unit, students understand how to write and use exponential models to predict the growth of invasive species populations. They research methods of control, including those used by First Nations rangers, and advocate for a collaborative approach to control a local invasive species.

Students learn about the contribution of First Nations knowledges to Western science, and the benefits of approaching science from different worldviews. They consider global issues using understanding of First Nations science and cultural knowledges, and show their understanding by writing a report.

This unit contains an overview of how the global system of European empires eventuated, and the decolonisation movements that existed during them. Students understand how Aboriginal and Torres Strait Islander people are part of a global community of colonised peoples who share similar experiences.

Students are given the history and context of current wellbeing policies for remote Indigenous communities. With this knowledge, they research ways in which Aboriginal and Torres Strait Islander people are proposing and implementing improvements that lead to improved health and social wellbeing.

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 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.

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 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.

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.

This unit complements two other Australians Together resources on the Freedom Ride. It introduces the broad historical context and origins of racism and discrimination in the United States of America and Australia. Students understand the patterns and how the recognition of shared experiences led to the 1965 Australian Freedom Ride.

This unit outlines the historical context of the 1967 Referendum and the aims, tactics and outcomes of the ‘yes’ campaign groups. Students are asked to evaluate campaign material and research the circumstances of the Referendum in their specific state or territory. They evaluate the Referendum’s limitations in its aftermath.

Students learn about the Freedom Ride from the voice of its main Aboriginal participant, organiser and spokesperson, Charles Perkins. They learn about the experiences that shaped Perkins’ involvement, and consider the legacy of the Freedom Ride. This unit complements two other Australians Together resources on the Freedom Ride.

In this resource, students are led on a thorough examination of the concept of wellbeing as a way of measuring the state of a community. They understand how factors influencing wellbeing may differ between individuals and communities. Aboriginal and Torres Strait Islander people's concepts of wellbeing are explained.

As the first astronomers in Australia, First Nations Peoples have rich knowledges and understanding of the night sky and how it affects the land. First Nations Peoples have used knowledges of the celestial bodies for navigation, weather predictions and explaining the universe's origin through sky stories.

This unit gives students an understanding of Indigenous peoples around the world. They learn about the introduction of the Declaration of the Rights of Indigenous Peoples, and then conduct a detailed examination of the contemporary issue of Aboriginal and Torres Strait Islander child removals, including current strategies for reduction.

This unit complements two other Australians Together resources on the Freedom Ride. The events surrounding the US and Australian Freedom Rides are listed on comparable timelines and students draw conclusions and make comparisons. They can create their own timeline from research of the itinerary of the Australian Freedom Ride.

This unit uses the Bringing them home report and resultant public debates as a case study for examining how history can be constructed and understood. Students become aware of how academic history debates influence wider society. They realise there are many ways of understanding the past, depending on selection of facts or evidence.

This resource gives students an overview of environmental management in Australia, and the ways that Aboriginal and Torres Strait Islander communities are involved. Students are guided with ways to research the topic independently and recommended activities incorporate key geographic ideas.

Qualitative and quantitative data are outlined, and students get an overview of how approaches to researching Aboriginal and Torres Strait Islander people and communities have changed over the past few decades. Students investigate the emergence of Indigenous-controlled research, guidelines and protocols.

Students understand key differences between mainstream commercial media and Indigenous-controlled media. They learn about how and why regulations and codes of practice governing the mention of Aboriginal and Torres Strait Islander communities in media reports have come about. Ideas for critical analysis are given.

Students gain a detailed understanding of the role of the High Court in deciding in favour of native title. The student handout includes a historical overview including Eddie Koiki Mabo’s achievements. Students explore the aftermath of the decision and are encouraged to research the practical application of native title locally.

This unit gives students an overview of how United Nations international conventions and declarations are connected to Australian Government policies relating to Aboriginal and Torres Strait Islander Peoples. Students learn how recognition of these conventions has increased over time.