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Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056)

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A tool for teachers and schools to help develop and improve teaching practice through discussion, observation, critique and reflection. The e5 model provides a framework to support these conversations.

The e5 Instructional Model is a reference point for school leaders and teachers to develop a deeper understanding of what constitutes high quality teacher practice in the classroom. The model consisits of five domains:

Select one domain (engage, explore, explain, elaborate or evaluate) for a staff workshop.

Use the questions posed under each domain to provide a focus for the conversation or a workshop. With each question, consider:

in your own practice what would you offer as evidence that your work was consistent with your chosen domain of practice?

give at least one concrete example of something you would do to make the chosen domain of practice concrete in your work practices

bring back evidence of this to discuss at the next workshop.

Teachers as professionals engage in continuous inquiry about their teaching in order to assess the impact it has on the students they teach.

To develop greater expertise, teachers need to understand what it looks like to improve in different domains of learning, and as importantly, believe they are capable of improving their practice. They must also be effectively supported within their schools where the work of teach and learning resides.

The e5 Instructional Model is not a recipe for teacher practice but rather a framework to inform conversations and guide the observation, critique and reflection of classroom practice.

There are many different ways that teachers can vary in their approach and their behaviour and still be highly effective in the classroom. All teachers use their professional judgement to adapt their practice to the specific context they work in and to the particular cohort of students they teach. However, within this zone of discretion there are common practices that draw on a professional knowledge base in the classroom we can develop a great understanding of the nature of the professional learning teachers require to improve their practice.

Research agreement about what constitutes high quality instruction in the classroom to engage students in intellectually demanding work is central to the professional conversations that occur in educational settings. The e5 domain of engage, explore, explain, elaborate and evaluate can be used as a common lens for understanding and improving teaching in all educational settings. This approach can facilitate a more planned and structured collaboration through a commonly understood language and framework.

A focus on quality teaching and learning

The challenge for all schools is to strengthen their performance and development processes to support a professional working environment for all staff and the school's internal capacity to engage in ongoing improvement.

This can only be achieved by increasing the consistency of high quality teaching and learning in all classrooms.

e5 can support performance and development processes and focus conversations on quality teaching by:

Providing induction into the school or into a new role

Expectations about what quality classroom practice looks like can assist all new staff to understand their responsibilities and the level of support that will be provided to them to improve their practice.

Providing multiple sources of feedback on practice

Criteria from the instructional model capabilities can develop greater consistency and understanding of what teachers should know and be able to do in the classroom and a shared language for describing this.

Aligning performance and development plans to school goals

A self assessment of strengths and areas for improvement against the e5 profile statements can enable staff to develop a more informed and individual approach to the professional learning component of their plans.

Designing a quality professional learning strategy

The school's professional learning strategy can be designed to support the learning and growth of all staff by using the capabilities described in the model as a focus for conversations about quality teacher practice and the school's strategic priorities.

Teachers' belief that the school supports individual professional growth and development is enhanced when there is:

strong agreement about what constitutes quality teacher practice

organisational conditions that support evidence based inquiries

opportunities to collaborate and learn in the workplace.

For more information about the e5 model, email: professional.practice@edumail.vic.gov.au

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A tool for teachers and schools to help develop and improve teaching practice through discussion, observation, critique and reflection. The e5 model provides a framework to support these conversations. The e5 Instructional Model is a reference point for school leaders and teachers to develop a deeper understanding of what constitutes high quality teacher practice in the classroom.

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Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)

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Locate and collect information and data from different sources, including observations (ACHASSI053)

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LI: I can deliver a short multimodal (PPT & oral) presentation discussing the significance of Jellurgal to the Yugambeh peoples.

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Students submit their completed portfolios

W1 - Reflection on Jellurgal excursion. Differentiation = scaffold available however students can respond however they'd like
W2 -
W3 - Multimodal presentation recording. Students can deliver a short oral presentation on the significance of Jellurgal to the Yugambeh peoples.
W4 - Journal entry where students reflect/review their learning. Reference to new understandings and skills. Students identify the importance of Country/Place to Yugambeh peoples and describe the importance of respect/understanding for reconciliation.

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Students watch Yugambeh Elder telling Javreen Dreamtime Story (https://www.youtube.com/watch?v=6G5faOmj0cA&ab_channel=KombumerriTogetherProject)

Pause to discuss why the acknowledgment of Country and warning for FN's peoples was included.

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Learning Activity: Students research the significance of Jellurgal using teacher-provided sources.

By the end of this lesson, students will be able to:

Compare sources about Jellurgal, acknowledging the different perspectives of authors

Discuss the significance of Jellurgal to the Yugambeh peoples

Diagnostic Assessment:

Formative Assessment:

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Learning Activity: Excursion to Jellurgal where students engage in a guided tour with a Yugambeh Elder

By the end of this lesson, students will be able to:

Recognise the Yugambeh peoples as Traditional Custodians of the local area (Southern Gold Coast)

Recall the importance of Jellurgal to the Yugambeh peoples

Diagnostic Assessment:

Students complete a journal entry responding to prompts - Who lived here first? What is the closest significant natural landmark to our school? What do you know about it?

Formative Assessment:

Students complete a factual recount about their excursion to Jellurgal

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Adult $69 | Child (5-14) $49 Currently this tour is available only for private group bookings requested in advance, please contact us for enquiries. Immerse yourself in Aboriginal culture with a guided tour of the "Dreaming Mountain", Jellurgal, followed by a live Aboriginal dance performance.

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Adult $69 | Child (5-14) $49 Currently this tour is available only for private group bookings requested in advance, please contact us for enquiries. Immerse yourself in Aboriginal culture with a guided tour of the "Dreaming Mountain", Jellurgal, followed by a live Aboriginal dance performance.

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Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037)

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Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)

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CCP: Aboriginal and Torres Straight Islander Histories and Culture

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CCP: Aboriginal and Torres Straight Islander Histories and Culture

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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.

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The Australian Curriculum sets consistent national standards to improve learning outcomes for all young Australians. ACARA acknowledges the gap in learning outcomes between Aboriginal and Torres Strait Islander students and their non-Indigenous peers. It recognises the need for the Australian Curriculum to provide every opportunity possible to 'close the gap'.

Therefore, the Australian Curriculum is working towards addressing two distinct needs in Aboriginal and Torres Strait Islander education:

that Aboriginal and Torres Strait Islander students are able to see themselves, their identities and their cultures reflected in the curriculum of each of the learning areas, can fully participate in the curriculum and can build their self-esteem

that the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority is designed for all students to engage in reconciliation, respect and recognition of the world's oldest continuous living cultures.

New Science elaborations addressing Aboriginal and Torres Strait Islander Histories and Cultures
In response to feedback from community and educators, ACARA has developed 95 new elaborations with accompanying teacher background information to help teachers to incorporate the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority in the Australian Curriculum: Science.

These elaborations were developed with the assistance of ACARA's Aboriginal and Torres Strait Islander Advisory Group and Taskforce, and Science and Aboriginal and Torres Strait Islander curriculum specialists, and provide practical examples across all three strands of the science curriculum and all year levels.

The elaborations acknowledge that Aboriginal Peoples and Torres Strait Islander Peoples have worked scientifically for millennia and continue to contribute to contemporary science. They are scientifically rigorous, demonstrating how Indigenous history, culture, knowledge and understanding can be incorporated into teaching core scientific concepts.

Each elaboration is accompanied by teacher background information that explains in detail the cultural and historical significance of the chosen topic and how it connects to the core science curriculum content. It also includes a list of consulted works, provided as evidence of the research undertaken to inform the development of the teacher background information. The teacher background information is accessible through the Aboriginal and Torres Strait Islander Histories and Cultures icon appearing next to the elaboration.

The elaborations and accompanying teacher background information support teachers in providing a more culturally responsive curriculum experience for Aboriginal and Torres Strait Islander students resulting in increased engagement and better educational outcomes. They also provide an opportunity for teachers to engage all students in respect and recognition of the world's oldest continuous living cultures.

Aboriginal and Torres Strait Islander Histories and Cultures
The Aboriginal and Torres Strait Islander Histories and Cultures priority provides opportunities for all students to deepen their knowledge of Australia by engaging with the world's oldest continuous living cultures. Through the Australian Curriculum, students will understand that contemporary Aboriginal and Torres Strait Islander communities are strong, resilient, rich and diverse.

The Aboriginal and Torres Strait Islander Histories and Cultures priority uses a conceptual framework to provide a context for learning. The framework comprises the underlying elements of Identity and Living Communities and the key concepts of Country/Place, Culture and People. Aboriginal and Torres Strait Islander Identities are represented as central to the priority and are approached through knowledge and understanding of the interconnected elements of Country/Place, Culture and People. The development of knowledge about Aboriginal and Torres Strait Islander Peoples' law, languages, dialects and literacies is approached through the exploration of Cultures. These relationships are linked to the deep knowledge traditions and holistic world views of Aboriginal communities and/or Torres Strait Islander communities.

Students will understand that Identities and Cultures have been, and are, a source of strength and resilience for Aboriginal Peoples and Torres Strait Islander Peoples against the historic and contemporary impacts of colonisation.

Figure1: Conceptual framework for the Aboriginal and Torres Strait Islander Histories and Cultures priority

Key concepts

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.

The second concept examines the diversity of Aboriginal and Torres Strait Islander Peoples' culture through language, ways of life and experiences as expressed through historical, social and political lenses. It gives students opportunities to gain a deeper understanding of Aboriginal and Torres Strait Islander Peoples' ways of being, knowing, thinking and doing.

The third concept addresses the diversity of Aboriginal and Torres Strait Islander societies. It examines kinship structures and the significant contributions of Aboriginal and Torres Strait Islander Peoples on a local, national and global scale.

Organising ideas

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.

OI.4

Aboriginal and Torres Strait Islander societies have many Language Groups.

OI.5

Aboriginal and Torres Strait Islander Peoples' ways of life are uniquely expressed through ways of being, knowing, thinking and doing.

OI.6

Aboriginal and Torres Strait Islander Peoples live in Australia as first peoples of Country or Place and demonstrate resilience in responding to historic and contemporary impacts of colonisation.

OI.7

The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia.

OI.8

Aboriginal and Torres Strait Islander Peoples' family and kinship structures are strong and sophisticated.

OI.9

The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally.

Learning areas statements

All Australian Curriculum learning areas can contribute to the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority. Taken collectively, Australian Curriculum learning areas deepen students' knowledge and understanding of Australia and the First Australians. This knowledge and understanding enriches all students' ability to participate positively in the ongoing development of Australia.

Aboriginal and Torres Strait Islander Histories and Cultures are included in each learning area in ways that are consistent with its content and purpose. They also make it possible to link content across learning areas, which can lead to integrated units of work.

Each learning area contributes differently to the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority and its key concepts of Country/Place, Culture and People. Australian Curriculum content descriptions and elaborations relating specifically to Aboriginal and Torres Strait Islander Histories and Cultures are tagged with the priority symbol. In other content descriptions and elaborations, the cross-curriculum priority can be inferred from the use of the terms 'Identity', 'Country/Place', 'Culture', and 'Peoples'.

Learning areas value Aboriginal and Torres Strait Islander Histories and Cultures. Each one articulates appropriate and relevant aspects of the priority and how it can be incorporated in the curriculum.

English

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.

Mathematics

Students can explore connections between representations of number and pattern and how they relate to aspects of counting and relationships of Aboriginal and Torres Strait Islander cultures. Students can investigate time, place, relationships and measurement concepts within Aboriginal and Torres Strait Islander contexts. Through the application and evaluation of statistical data, students can deepen their understanding of the lives of Aboriginal and Torres Strait Islander Peoples.

Science

Students will have opportunities to learn that Aboriginal and Torres Strait Islander Peoples have longstanding scientific knowledge traditions and developed knowledge about the world by:

observation, using all the senses

prediction and hypothesis

testing (trial and error)

making generalisations within specific contexts such as the use of food, natural materials, navigation and sustainability of the environment.

Humanities and Social Sciences

The diverse cultures of Aboriginal and Torres Strait Islander Peoples are explored through their:

long and continuous strong connections with Country/Place and their economic, cultural, spiritual and aesthetic value of place, including the idea of custodial responsibility. Students examine the influence of Aboriginal and Torres Strait Islander Peoples on the environmental characteristics of Australian places, and the different ways in which places are represented.

experiences before, during and after European colonisation including the nature of contact with other peoples, and their progress towards recognition and equality. In particular, students investigate the status and rights of Aboriginal and Torres Strait Islander Peoples, past and present, including civic movements for change, the contribution of Aboriginal and Torres Strait Islander Peoples to Australian society, and contemporary issues.

exploration of how groups express their particular identities, and come to understand how group belonging influences perceptions of others.

The use of primary and secondary sources, including oral histories, gives students opportunities to see events through multiple perspectives, and to empathise and ethically consider the investigation, preservation and conservation of sites of significance to Aboriginal and Torres Strait Islander Peoples.

The Arts

Students' exploration of traditional and contemporary artworks by Aboriginal and Torres Strait Islander Peoples provides insight into the way the relationships between People, Culture and Country/Place for Aboriginal and Torres Strait Islander Peoples can be conveyed through the arts, their expression in living communities, and the way these build Identity.

Technologies

Students will identify the interconnectedness between technologies and Identity, People, Culture and Country/Place. They will explore, understand and analyse how this intrinsic link guides Aboriginal and Torres Strait Islander Peoples in sustaining environments, histories, cultures and identities through / by creating appropriate and sustainable solutions.

Health and Physical Education

This learning area allows students to appreciate and celebrate the beauty of the world's oldest continuous living cultures. Students will be able to explore personal, community and group identities and so build understanding of the differences and commonalities in systems of knowledge and beliefs about Health and Physical Education. There is the capacity for making strong connections between cultures and identities and to engage with and appreciate the lived experiences of Aboriginal and Torres Strait Islander Peoples. Students can learn about the richness of Aboriginal and Torres Strait Islander modes of communication and ways of living and being, and develop appreciation and understanding of uniquely Australian connections between People and Country/Place. They can explore the importance of family and kinship structures for maintaining and promoting health, safety and wellbeing within their community and the wider community. Students can also be given the opportunity to participate in physical activities and cultural practices such as traditional and contemporary Aboriginal and Torres Strait Islander games.

Languages

The Framework for Aboriginal Languages and Torres Strait Islander Languages provides a direct way of learning about and engaging with diverse Aboriginal and Torres Strait Islander communities. Aboriginal and Torres Strait Islander Histories and Cultures are an integral part of learning Aboriginal languages and Torres Strait Islander languages as there is an inseparable connection between the languages and land, sea, sky and waterways. Through learning a framework language, all students gain access to knowledge and understanding of Australia that can only come from an Aboriginal or Torres Strait Islander perspective.

For Aboriginal and Torres Strait Islander students, learning their own language can have a significant influence on their overall learning and achievements. It can foster a strong sense of identity, pride and self-esteem and enables students to develop a wider recognition and understanding of their culture, Country/Place and People. This then contributes to their wellbeing.

In all other language learning, there is scope for making interlinguistic and intercultural comparisons across languages to develop understanding of concepts related to the linguistic landscape of Australia and to the concepts of language and culture in general.

Work Studies

The exploration of concepts of self-identity provide opportunities to develop understanding of the distinctive sense of identity of Aboriginal and Torres Strait Islander Peoples. This can lead to an understanding of how identity is strongly linked to Aboriginal and Torres Strait Islander Peoples' unique belief systems and their spiritual connection to the land, sea, sky and waterways. The curriculum can demonstrate the influence these have on relationships within the world of work through the Australian Curriculum: Work Studies.

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Aboriginal and Torres Strait Islander Histories and Cultures

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- Recognising culture and developing respect
- Interacting and empathising with others
- Reflecting on intercultural experiences and taking responsibility

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Intercultural understanding focuses primarily on the development of skills, behaviours and dispositions as well as drawing on students' growing knowledge, understanding and critical awareness of their own and others' cultural perspectives and practices derived from learning area content.

Intercultural understanding is more apparent in some learning areas than others, being most evident in those aspects of learning concerned with people and their societies, relationships and interactions, and with the cross-curriculum priorities for Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia's Engagement with Asia, and Sustainability.

The learning area or subject with the highest proportion of content descriptions tagged with Intercultural Understanding is placed first in the list.
Languages
The development of intercultural understanding is a central aim of learning in the Australian Curriculum: Languages. It is integral to communicating in the context of diversity, the development of global citizenship and lifelong learning. Students bring to their learning various preconceptions, assumptions and orientations shaped by their existing language(s) culture(s) that can be challenged by the new language experience. Learning to move between the existing and new languages and cultures is integral to language learning and is the key to the development of students' intercultural understanding. By learning a new language, or learning to use an existing language in new domains and contexts, students are able to notice, compare and reflect on things previously taken for granted; to explore their own linguistic, social and cultural practices as well as those associated with the target language. They begin to see the complexity, variability and sometimes the contradictions involved in using language.

Learning a new language does not require forsaking the first language. It is an enriching and cumulative process, which broadens the learners' communicative repertoire, providing additional resources for interpreting and making meaning. Learners come to realise that interactions between different people through the use of different languages also involves interactions between the different kinds of knowledge, understanding and values that are articulated through language(s) and culture(s). They realise that successful intercultural communication is not only determined by what they do or say, but also by what members of the other language and culture understand from what they say or do.
The Arts
In the Australian Curriculum: The Arts, intercultural understanding enables students to explore the influence and impact of cultural identities and traditions on the practices and thinking of artists and audiences. Students develop and act with intercultural understanding in making artworks that explore their own cultural identities and those of others, interpreting and comparing their experiences and worlds, and seeking to represent increasingly complex relationships.

Students are encouraged to demonstrate empathy for others and open-mindedness to perspectives that differ from their own and to appreciate the diversity of cultures and contexts in which artists and audiences live. Through engaging with artworks from diverse cultural sources, students are challenged to consider accepted roles, images, objects, sounds, beliefs and practices in new ways.
F-6/7 Humanities and Social Sciences (HASS)
In the F-6/7 Australian Curriculum: Humanities and Social Sciences, students develop intercultural understanding as they learn how to build discipline-specific knowledge about history, geography, civics and citizenship, and economics and business, as they pose questions, research, analyse, evaluate and communicate information, concepts and ideas.

Students study the lives, cultures, values and beliefs of people within and beyond their familiar world, coming to recognise their similarities with other people, and to better understand their differences. As they investigate the interconnection between diverse people and places and the meaning and significance that places hold, they come to appreciate how various cultural identities, including their own, are shaped. They consider how factors such as group membership, traditions, customs and religious and cultural practices shape people's identity and impact on civic life, past and present.

Students explore how people interact across cultural boundaries and the notion of citizenship, the contribution of diverse cultural influences through migration and media, and the critical role of shared beliefs and values in an evolving Australian identity. This includes learning about the origins and development of Australia's national identity and the forging of its cultural heritage. Students recognise the significance of Aboriginal and Torres Strait Islander Peoples' histories and cultures, past and present.

Students learn of the different ways Australia and other countries respond to economic, political and social issues and events and consider how these affect relationships within and between nations.

Students refer to a range of sources portraying different cultural perspectives to understand the nature, causes and consequences of cultural interdependence, dispossession and conflict. By exploring their own and others' histories, values and cultural practices, and the benefits and challenges of interacting with diverse groups, students learn to see common issues through diverse cultural lenses and to practise empathy. They learn to challenge stereotypical or prejudiced representations of social and cultural groups where they exist and develop respect for cultural diversity and the human rights of all people in local, national, regional and global settings. Ideally, students learn to communicate across cultures to facilitate authentic intercultural communication.
7-10 History
In the Australian Curriculum: History, students learn about the perspectives, beliefs and values of people, past and present, and the importance of understanding their own and others' histories. This includes learning about the origins and development of Australia's national identity and the forging of its cultural heritage.

Students recognise the significance of Aboriginal and Torres Strait Islander Peoples' histories and cultures. They have opportunities to learn about the contribution of migration from countries in Europe, Africa, the Middle East and the Asia-Pacific region, and the historic benefits and challenges of interacting with other countries and cultural groups in local, regional and international contexts. They learn about events and developments that have influenced diverse societies and cultural groups over time, and come to understand the nature, causes and consequences of cultural interdependence, dispossession and conflict. They refer to a range of sources portraying different cultural perspectives to develop historical understanding.
7-10 Geography
In the Australian Curriculum: Geography, students develop intercultural understanding as they learn about the diversity of the world's places, peoples, cultures and environments. As they investigate the interconnection between people and places and the meaning and significance that places hold, they come to appreciate how various cultural identities, including their own, are shaped.

Through opportunities to study the lives, cultures, values and beliefs of people in different places, students learn to appreciate and interpret different perspectives and to challenge stereotypical or prejudiced representations of social and cultural groups where they exist.

Through their study of people in diverse places, including those countries from which migrants to Australia have come, students come to recognise their similarities with other people, to better understand their differences, and to demonstrate respect for cultural diversity and the human rights of all people in local, national, regional and global settings.
7-10 Civics and Citizenship
In the Australian Curriculum: Civics and Citizenship, students investigate diverse cultural contexts and develop skills in being able to see common issues through diverse cultural lenses. They explore the notion of citizenship, the contribution of diverse cultural influences, and the critical role of shared beliefs and values in an evolving Australian identity. They recognise similarities as well as differences within and across cultural groups, and the importance of practising empathy and facilitating dialogue to understand different perspectives. They explore how people interact across cultural boundaries and consider how factors such as group membership, traditions, customs and religious and cultural practices impact on civic life.
7-10 Economics and Business
In the Australian Curriculum: Economics and Business, students develop an understanding and appreciation of the different ways other countries respond to economic and business issues and events. They consider the effects of decisions made by consumers, producers, businesses and governments in Australia on other countries, and the way decisions in other countries affect the Australian economy.
Health and Physical Education
The Australian Curriculum: Health and Physical Education provides opportunities for students to recognise and respect different ways of thinking about personal, family and social health approaches. Students learn to appreciate that differences in beliefs and perspectives affect how people make food and health choices, and how they participate in physical activities.

Students learn to act in ways that maintain individual and group integrity and that respect the rights of all. They examine stereotypical representations of various social and cultural groups in relation to community health issues and concepts of participation, and success in physical activity. In doing so, students gain an understanding of how culture shapes personal and social perspectives and interactions. They also gain an understanding of and are able to challenge what is valued in terms of health and physical activity within their families, social groups, institutions and society, and within other cultures in the broader community.
English
Intercultural understanding is developed in the Australian Curriculum: English through the study of texts drawn from different historical, social and cultural contexts. Students also develop intercultural understanding from their study of the English language and the ways it has been influenced by different cultural groups, languages, speakers and writers. By engaging with literature from a wide range of cultures, students explore the role of myth, symbolism and life matters in perspectives on people and ideas, from the past and present. Through interpreting and analysing authors' ideas and positions represented in traditional and contemporary texts in a range of media, in English or translated forms, students learn to question stated and unstated cultural beliefs and assumptions, and appreciate issues of intercultural meaning and sensitivity. In this way, students use intercultural understanding to comprehend and create a range of texts that present diverse cultural perspectives, and to empathise with a variety of people and characters in various cultural settings.
Technologies
In the Australian Curriculum: Technologies, students consider how technologies are used in diverse communities at local, national, regional and global levels, including their impact and potential to transform people's lives. They explore ways in which past and present practices enable people to use technologies to interact with one another across cultural boundaries. Students investigate how cultural identities and traditions influence the function and form of solutions, products, services and environments designed to meet the needs of daily life now and in the future.

In their interactions with others in online communities, students consider the dynamic and complex nature of cultures, including values, beliefs, practices and assumptions. They recognise and respond to the challenges of cultural diversity by applying appropriate social protocols. Students learn about the interactions between technologies and society and take responsibility for securing positive outcomes for members of all cultural groups including those faced with prejudice and misunderstanding.
Science
There are opportunities in the Australian Curriculum: Science for students to develop intercultural understanding. Students learn to appreciate the contribution that diverse cultural perspectives have made to the development, breadth and diversity of science knowledge and applications. They become aware that the raising of some debates within culturally diverse groups requires cultural sensitivity. They recognise that increasingly scientists work in culturally diverse teams and engage with culturally diverse communities to address issues of international importance.
Mathematics
Intercultural understanding can be enhanced in the Australian Curriculum: Mathematics when students are exposed to a range of cultural traditions. Students learn to understand that mathematical expressions use universal symbols, while mathematical knowledge has its origin in many cultures. Students realise that proficiencies such as understanding, fluency, reasoning and problem-solving are not culture- or language-specific, but that mathematical reasoning and understanding can find different expression in different cultures and languages. New technologies and digital learning environments provide interactive contexts for exploring mathematical problems from a range of cultural perspectives and within diverse cultural contexts. Students can apply mathematical thinking to identify and resolve issues related to living with diversity.
Work Studies
In the Australian Curriculum: Work Studies, Years 9-10, students are given opportunities to explore similarities and differences in cultural values, beliefs and practices in the context of work and enterprise and reflect on intercultural experiences. In doing so, students develop an understanding of the dynamic and variable nature of culture and its influence on people's identities and ways of thinking, speaking and interacting. They appreciate the importance of negotiating and managing intercultural relations in the workplace in order to produce positive and shared outcomes. Students learn to recognise that their own cultural framework is not the only one and that cultural diversity brings great value to themselves, others, workplaces and their community.

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- Who lived here first?
- What are the main human made features of our local community (Southern Gold Coast)?
- Why is Jellurgal significant to the Yugambeh peoples?

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Jellurgal is a cite of local significance to the Yugambeh peoples because of the Dreamtime story of Jabreen.

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Kombumerri Traditional Custodian Contributor: Uncle Graham Dillon OAM

This resource is related to the following Learning Areas -

And responds to the following Enquiry Questions -

Q15.

What areas/topics are men's/women's business?

Q26.

What were the spirits and gods significant to the Kombumerri people?

Q41.

Dreamtime stories and traditional local stories.

Q42.

Why were Dreamtime stories and other stories told, important to the Kombumerri people?

Q65.

Which plant materials or animal products were available to the Kombumerri people that assisted them in the creation of clothing, tools and other items? (types of trees used in this area).

Resource transcript -

Now, Jabreen is a part of our, an essential part of our Dreaming, dreamtime story. And it relates to, well, how is the coast formed? The geology of the Gold Coast. In the beginning, the Gold Coast and, for all intents and purposes, the rest of Australia was formless and shapeless; it was just a great big planet. But, for our reasoning, for our story, dreamtime, the Gold Coast was formless and without shape. Into... out of the dreamtime came a giant from the north, Jabreen, you can call him, if you like, J-A-B-R-double E-N, J-A-V-R-double E-N. Take your pick but that's how it is, the research is. For our convenience we call him Jab-Reen. And he was the giant who came here in the beginning, it was the Dreaming. And the Dreaming was the Gods and that was the beginning of everything. Enter Jabreen, the Dreamtime God, call him the manufacturer if you like. And, so, it was. He came in here and he looked around and for whatever reasons he decided, oh, I'm going to do something about here, about the coast here. He didn't call it the coast, about the land there. And, so, he got to work. He formed the mountains, borrol, he formed the rivers, ball ballun, and he formed the rivers, well, I just said the rivers because in the rivers he put the fish jalumm, wallul, plenty of fish and other fish. So, that was... the most important thing with us too, we're environmentalist by nature, taught that way, to respect Mother Earth, all the greenery around us. And, so, he formed... made the trees. Interestingly, too, the trees weren't just trees without a reason but they were fruit trees. There were vines, fruit vines. Bananas, passionfruit, everything you like to mention. And, so, that was Jabreen. He liked it so much that he shaped it. So, he had that artistic in him, that artistic ability and then he peopled it. He put... the people came in here too, remember? And, so, after he saw it, he loved it. He loved what he saw and he decided, ooh, time for a feed now and a bogey. So, out he went, remember, he's a giant, high as the storey high-rises down the coast there. So, out he went. How far out did he go? Being a giant, he went out to the horizon. He had a big feed of kabe, K-A-B-E, 'car-bee,' some say 'koo-pay,' depends who it is telling the story but it all means the same. Native bee honey, essentially. And, so, he washed himself, had a feed, washed himself and he came back and he was satisfied with what he'd seen, made a good job, manufacturer. And, so, he came ashore and then he was going to have a bit of a camp and in doing so he raised his hands... raised his hands up. And, so powerful was he, with his dreamtime creativity, that the ground, molten lava around him, remember it's all volcanic land around down the coast there, the molten lava came and enshrouded him or wrapped him up. With a result, everything hardened and he went to sleep. Now, if you look carefully as you go down there at Burleigh Heads... Burleigh's an English name, Jabreen, that's our name, Jabreen. If you look carefully you'll see, you walk around the Burleigh mountain, on the north-eastern side there's a track for visitors and tourists and families, look up. Once you start to sight the Wynnum trees... that's pandanus, P-A-N-D-A-N-U-S, pandanus trees, look up like that on your left just past the pandanus and you'll see... guray, they look like fingers and they were. His fingers were poking out or protruding from the volcanic lava where he decided to go to sleep. Even today, thousands of years... timeless, you can't put a time on this. Thousands and thousands of years later, you look up there, even today, and you'll see Jabreen's fingers. The fingers of the giant who made the Gold Coast poking out towards the ocean. That's the story of Jabreen, The Dreaming God.

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https://youtu.be/6G5faOmj0cA Kombumerri Traditional Custodian Contributor: Uncle Graham Dillon OAM This resource is related to the following Learning Areas - HASS English Technologies And responds to the following Enquiry Questions - Q15.What areas/topics are men's/women's business?Q26.What were the spirits and gods significant to the Kombumerri people?Q41.Dreamtime stories and traditional local stories.Q42.Why were Dreamtime stories and other stories...

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The Yugambeh peoples are the Traditional Custodians of the Gold Coast.

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What do we do?

The Yugambeh Museum, Language and Heritage Research Centre aims to record and promote the traditional knowledge of our region, especially the Yugambeh language which was spoken throughout South East Queensland.

We work with and bring the community together through many initiatives centred around cultural and educational exchange, so that future generations have the opportunity to embrace our language, hear our stories and truly connect with their Indigenous legacy as a relevant part of their today and tomorrow.

Beyond our home of the Gold Coast and Scenic Rim, we also work as 'one mob' and collaborate with other communities throughout the State, to assist with the preservation and revitalisation of their own languages and traditions to ensure their ongoing inclusion in today's cultural landscape.

Our Inspiration

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Yugambeh Museum records and promotes the traditional knowledge of our region, especially the Yugambeh language which was spoken throughout South East Qld. Yugambeh Museum manages Borobi in his new role as an Indigenous language champion

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The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area (ACHASSK062)