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Welcome to an in-depth resource for Stage 4 English teachers, surrounding the Aboriginal and Torres Strait Islander Histories and Cultures within the Australian Curriculum through the General Capabilities of Intercultural Understanding.
Focus area: Country/Place

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The first key concept of the organising ideas highlights the special connection to Country/Place by Aboriginal and Torres Strait Islander Peoples and celebrates the unique belief systems that connect people physically and spiritually to Country/Place.

https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/

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For each cross-curriculum priority, a set of organising ideas reflects the essential knowledge, understandings and skills for the priority. The organising ideas are embedded in the content descriptions and elaborations of each learning area as appropriate.

Country/Place

OI.1 Australia has two distinct Indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples, and within those groups there is significant diversity.

OI.2 Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place.

OI.3 Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are spiritually and intellectually connected to the land, sea, sky and waterways

https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/

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In the Australian Curriculum: English, students begin to engage with the priority as they develop an awareness and appreciation of, and respect for, Aboriginal and Torres Strait Islander literature. This includes storytelling traditions (oral narrative) and contemporary literature. Students will learn to develop respectful, critical understandings of the social, historical and cultural contexts associated with different uses of language features and text structures including images and visual language.

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/intercultural-understanding/

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General Capabilities - Intercultural Understanding 

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General Capabilities - Intercultural Understanding 

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Intercultural Competencies for Stage 4 English Teachers

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Intercultural Competencies for Stage 4 English Teachers

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The Department of Education breaks down cultural competencies of teachers as follows:

Historical acceptance - is accepting wrongs of the past and recognising the impact they continue to have on Aboriginal and Torres Strait Islander peoples today, to ensure these wrongs are not repeated.

Historical acceptance is incredibly important when teaching indigenous students as well as incorporate indigenous content into lesson plans. The use of appropriate language, and respectful choices are integral for accurately and effectively teaching indigenous content. Specifically within the unit of Country/Place, an approach of respect and appreciation is important. A way in which a teacher could do this would be to view some Indigenous art and ask her stage 4 students to analyse the imagery, by pointing out what parts of the image show that connection to land.

Race relations - involves all Australians understanding and valuing Aboriginal and Torres Strait Islander and non-Indigenous cultures, resulting in stronger relationships based on trust and respect that are free of racism.

Race relations is an important competency for any teacher to incorporate in their approach to indigenous education. Being respectful and incorporating individual ideas from multiple races and cultures is an important part of any classroom.

Equality and equity - recognising the distinction between ‘sameness’ and ‘fairness’; advocating for Aboriginal and Torres Strait Islander peoples to participate equally and equitably in a range of life opportunities, including education. This dimension upholds the unique rights of Aboriginal and Torres Strait Islander peoples, with a focus on respecting, protecting and promoting Aboriginal and Torres Strait Islander cultures.

Equality and equity when approaching indigenous education is another important competency of any teacher. The promotion and demonstration of respect for this competency is key as a teacher because promotion indigenous culture and its depth will encourage students to understand and respect indigenous culture in a more well rounded way.

Unity – by definition involves all Australians valuing the diversity of Aboriginal and Torres Strait Islander cultures and heritages as part of a shared national identity.

Institutional integrity - the active support for reconciliation across the nation’s political, business, educational and community structures.

Unity is another important competency for any teacher as unity creates a safe space and mutual understanding of any subject matter. Often, indigenous history especially, can be a tough and grim subject, and addressing this content in a way that promotes the culture rather than playing down or disrespecting the severity of the history, will create a clearer and more unified dialogue.

https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-39-2020/cultural-competency--reconciliation-in-action

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Break down the above image
- what can you see?
- list what parts of the Australian land are represented?
- what do you feel when you see this image?

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Background of Country/Place for Indigenous Australians 

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Background of Country/Place for Indigenous Australians 

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“Country is Self”

Indigenous Australians have a strong connection to country and land, through a spiritual, cultural and physical connection. Maintaining and connecting with the land is a vital part of ingenious culture, through its physical and medical benefits as well as potential for income and jobs.

Indigenous connection to land can be seen through most indigenous artwork, often featuring animals, vegetation, rivers and streams.

"For Aboriginal peoples, country is much more than a place. Rock, tree, river, hill, animal, human – all were formed of the same substance by the Ancestors who continue to live in land, water, sky. Country is filled with relations speaking language and following Law, no matter whether the shape of that relation is human, rock, crow, wattle. Country is loved, needed, and cared for, and country loves, needs, and cares for her peoples in turn. Country is family, culture, identity. Country is self." - Palyku woman Ambelin Kwaymullina

Through indigenous Australians profound connection to the land, they find their culture and their sovereignty.

Most indigenous languages describe in detail the intimate connection they have to land and this is a distinct part of why the removal of aboriginal people from their land was such a disgrace and disruption within indigenous culture.

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DUST ECHOES - Animations based on twelve Dreamtime Stories from Central Arnhem Land - NSW Schools Reconciliation Challenge

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Twelve Dreamtime stories from Central Arnhem Land.

Made in collaboration with the Djilpin Aboriginal Arts Corporation, they are stories of love, loyalty, duty to Country, and Aboriginal custom and law.

Access all twelve stories here

Each chapter is supported by in-depth study guides created by ATOM, addressing the cross-curriculum priorities of Aboriginal and Torres Strait Islander histories and cultures.
Guiding Questions: Chapter 1: Whirlpool Song
Can you find the Limmen Bight River and Roper River on a map of Arnhem Land? Where do you think the freshwater and saltwater people might be from?

What is your interpretation of the story told in the animation? What do you think is the message of the story?
Chapter 2: Mermaid Story
Looking at an Aboriginal language map of Australia, can you find out where the Dalabon language was spoken? What do you think the country might be like there? Would you expect a story about mermaids to come from this area?

What is your interpretation of the story told in the animation? What do you think is the message of the story?
Chapter 3: Brolga song
Old Victor wanted to know if was he Yirritja or Dhuwa? Can you find out what this question means?

This story is called Brolga Song. What do you understand about how animals are very important to Aboriginal and Torres Strait Islander peoples?
Chapter 4: Morning Star
What do you think is the importance of the story? What messages do you think the storyteller wants to pass on?

Banumbirr or Morning Star is important to Yolgnu culture. Can you find out her planetary name in the solar system?
Chapter 5: Namorrodor
In Aboriginal astronomy and storytelling, meteors are often associated with evil magic or entities. Why do you think this might be?

Namorrodor is a scary story. Scary stories are common in fairy tales. Find another example of a scary story that's told to children.
Chapter 6: The Curse
Do you think this story is meant to be a cautionary tale? What message do you think the story is trying to convey?

What do you think of the way magic is presented in the story? What motivations do the characters have to use magic?
Chapter 7: Moon Man
Can you find out the Indigenous name for the moon in your local area? There are many online resources on Aboriginal astronomy that can help.

What do you think are the main ideas behind the story? What might they have to do with the rise and fall of the moon?
Chapter 8: The Be
The stories we tell reveal a lot about our culture and what we value. How would you describe what happens in this story? What do you think is the central message?
Chapter 9: Spear
The number seven is significant in this story. Can you identify where groups of seven appear in the story?
Chapter 10: The Wagalak Sisters
The Wagalak Sisters are Dreamtime figures. What does this mean?
Chapter 11: The Bat and the Butterfly
What do you think is the central message of this story? Who do you think is the intended audience for this?
Chapter 12: the Mimis
Other-worldly beings who teach humans valuable lessons are common to stories around the world. Can you think of some other examples?

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DUST ECHOES - Animations based on twelve Dreamtime Stories from Central Arnhem Land - NSW Schools Reconciliation Challenge

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Each chapter is supported by in-depth study guides created by ATOM, addressing the cross-curriculum priorities of Aboriginal and Torres Strait Islander histories and cultures. Guiding Questions: Chapter 1: Whirlpool Song Can you find the Limmen Bight River and Roper River on a map of Arnhem Land?

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Cultural Burning - First Nations Land Management Practise - NSW Schools Reconciliation Challenge

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© Reconciliation NSW 2021. All rights reserved | Website by Reconciliation NSW and Geeza.

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Cultural Burning - First Nations Land Management Practise - NSW Schools Reconciliation Challenge

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Cultural Burning – First Nations Land Management Practise

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https://syllabus.nesa.nsw.edu.au/assets/global/files/english_s4_sampleu2.pdf