# data[].attributes.body
Welcome to Country English Curriculum links.

# data[].attributes.attachment_link.readable_text
​Camels were brought to Australia because they could carry loads of up to 600 pounds over long distances with little food or water over almost any terrain. Saleh (Charlie) Sadadeen was a legendary cameleer, who came to Alice Springs in the early 1900s, carrying loads for local farmers and businesses on his herd of 60 beasts. He had a beautiful garden. People would come just to look at it. In 1884 nearly three hundred camels and fifty-six Afghans were landed at Port Augusta. The largest group landed in 1893 when four hundred camels and ninety-four men disembarked. Afghans provided almost all goods and services from South Australia to the Northern Territory.

On a regular basis they left Marree with their camel teams on the long journey for Stuart, which was later renamed Alice Springs. When the railhead had reached Oodnadatta the camel teams embarked on their journey to Alice from there instead of Maree. A lasting legacy of the Afghans are the date palms which they planted wherever they went and the Great Southern Railways 'The Ghan' which was named after them.

Three famous cameleers are 'Abdul Khalick', 'Sallay Mahomet' and 'William Satour'. Our school's sporting house teams are named after these cameleers. William Satour had a lease on land in Sadadeen Valley but got into a bit of mischief and lost his lease. Sallay Mahomet caught and tamed camels, he even took some to Saudi Arabia as a gift to the king. Abdul Khalick had his own camel train and transported goods from South Australia to the centre until the railway opened in 1929.

# data[].attributes.attachment_link.description
​Camels were brought to Australia because they could carry loads of up to 600 pounds over long distances with little food or water over almost any terrain. Saleh (Charlie) Sadadeen was a legendary cameleer, who came to Alice Springs in the early 1900s, carrying loads for local farmers and businesses on his herd of 60 beasts.

# data[].attributes.headline
This is the curriculum links doc from the Welcome to Country teaching resource. The HASS ACARA links are on page 3. 

# data[].attributes.subject
This is the curriculum links doc from the Welcome to Country teaching resource. The HASS ACARA links are on page 3. 

# data[].attributes.attachment_link.title
Aboriginal Studies 7-10 NEW | NSW Education Standards

# data[].attributes.attachment_link.description
The Aboriginal Studies 7-10 Syllabus (2020) developed by the NSW Education Standards Authority.

# data[].attributes.attachment_link.title
Table of objectives and outcomes | NSW Education Standards

# data[].attributes.attachment_link.description
Table of objectives and outcomes for the History K-10 Syllabus.

# data[].attributes.attachment_link.title
Aboriginal and Torres Strait Islander Histories and Cultures

# data[].attributes.body
"Concepts to be taught throughout Stage 3 (5-6):

Place: the significance of places and what they are like eg characteristics of places on a global level.

Environment: the significance of the environment in human life, and the important interrelationships between humans and the environment eg how the environment influences people and places; how people influence the environment;

Interconnection: no object of geographical study can be viewed in isolation eg how environments influence where people live; ways people influence the characteristics of their environments; diversity of cultures and peoples around the world.

Sustainability: the capacity of the environment to continue to support our lives and the lives of other living creatures into the future eg extent of environmental change; environmental management practices; sustainability initiatives. ·

Change: explaining geographical phenomena by investigating how they have developed over time eg changes to environmental and human characteristics of places."

file:///C:/Users/kayla/Downloads/geography-k-10-syllabus-2015-pdf.pdf (All copied from page 54).

# data[].attributes.body
Outcomes
*describes the diverse features and characteristics of places and environments GE3-1
*explains interactions and connections between people, places and environments GE3-2

KEY INQUIRY QUESTIONS
* How do places, people and cultures differ across the world?
* How do people’s connections to places affect their perception of them?

A diverse and connected world (page 58)

"The world’s cultural diversity Students:
* investigate the world’s cultural diversity, including the cultures of Indigenous Peoples, for example: (ACHGK033):

- identification of various cultural groups, including Indigenous cultural groups eg Maori, Inuit, Sami, Dayak M VR
- examination of various cultures eg customs, beliefs, social organisation

Connections shape perceptions
Students:
*investigate how connections influence people’s perceptions and understanding of places, for example: (ACHGK036):
- identification of factors that influence people’s perceptions of places eg media, culture, education, travel "

file:///C:/Users/kayla/Downloads/geography-k-10-syllabus-2015-pdf.pdf (all copied from pages 58 to 59).

# data[].attributes.attachment_link.provider_name
Australian Institute of Aboriginal and Torres Strait Islander Studies

# data[].attributes.attachment_link.readable_text
Aboriginal Studies Press (ASP) is the Australian Institute of Aboriginal and Torres Strait Islander Studies' (AIATSIS) publishing arm and Australia's leading publisher of Australian Indigenous studies. We have an eye for identifying compelling and award-winning narratives that capture the unique heritage and diverse lives of Australia's first peoples. We publish scholarly works, children's books, biographies, research papers and monographs across a broad range of topics. We pride ourselves on our ethical publishing which provides readers with a rich understanding of Aboriginal and Torres Strait Islander peoples' histories and cultures.

Our authors are Indigenous and non-Indigenous academics and writers who work independently and, at times, collaboratively to ensure that the best of Australia's stories are shared with current and future generations. We publish around six titles each year with about 200 titles available.

# data[].attributes.attachment_link.description
Aboriginal Studies Press (ASP) is the Australian Institute of Aboriginal and Torres Strait Islander Studies' (AIATSIS) publishing arm and Australia's leading publisher of Australian Indigenous studies. We have an eye for identifying compelling and award-winning narratives that capture the unique heritage and diverse lives of Australia's first peoples.

# data[].attributes.body
Outcome: identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts EN3-8D.

https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10/content/899/!ut/p/z1/tVPLcoIwFP2WLlhmchMR4pJSK77qq1TJxokYFB8BkdHar2-wtTulHafZJTn3nHNzTzDHE8yVOMQLkceJEhu9D7g1NZseQAVop9EeuDBojIY2qzc7zLXx-AygDrGIZ5J2r8EIOK89YtGWTXt-FfOintAGIYx2waY2OMO-23_ynil0qt_1cGU58Lv6GwB-2_8b5piHKk_zJQ7S4zRMVC5VbkCaJSsZ5ugoZwYouRcGrBEBAzZSZCpWCyQyKfYGSLXYxPslOunzM-By8AX_IWS1WqGVhvEcB4JZtGIxE1FhhsicQYTEfB4ikJGMIhZVIYJLb9fN89tPNy70SqZTxhFoD_ZVDyM9gEMsj9hXSbbVeRn9sUWvTIHCnQol9Nad9K2ygOkfRLOu211oWpEvUayiBE-KMOibeLXbcUcHsAjJe44n_57AdOv7_pZVTmgddesVM2gdPh5fEJ-djg-fBPM_eQ!!/dz/d5/L2dBISEvZ0FBIS9nQSEh/?urile=wcm%3Apath%3A%2Fpw_content%2Fproject-web%2Fnesa%2Fk-10%2Flearning-areas%2Fenglish-year-10%2Fenglish-k-10%2Fcontent%2F899

# data[].attributes.body
ACARA National literacy Learning progression

# data[].attributes.headline
Theres an Aboriginal language specific syllabus for NSW- well worth considering some of the unit outcomes in our plan

# data[].attributes.subject
Theres an Aboriginal language specific syllabus for NSW- well worth considering some of the unit outcomes in our plan

# data[].attributes.attachment_link.title
Table of objectives and outcomes | NSW Education Standards

# data[].attributes.attachment_link.description
Table of objectives and outcomes for the English K-10 Syllabus.

# data[].attributes.body
Environmental sustainability-

›  describes the diverse features and characteristics of places and environments GE3-1

›  explains interactions and connections between people, places and environments GE3-2

›  compares and contrasts influences on the management of places and environments GE3-3

Students are. knoweldgabe about their environment- goods opportunity to link narrative writing to sustainability in the view of a species affected by human actions.

# data[].attributes.body
examines how the environment affects the growth, survival and adaptation of living things

ST3-4LW-S

If considering link to environment- worth mentioning the opportunity to link with science as environment is its own unit- again sustainability of plants/animals

# data[].attributes.body
Outcome 3.UL.1: A student organises and responds to key ideas from spoken texts in familiar contexts.

Outcome 3.UL.2: A student organises and responds to key ideas from written texts in familiar contexts.

Outcome 3.UL.3: A student interacts with others by sharing key points of information in Aboriginal languages.

Outcome 3.UL.4: A student writes texts to present key points of information in Aboriginal languages.

Outcome 3.MBC.2 A student demonstrates understanding of significant cultural values and practices in Aboriginal communities.

# data[].attributes.body
ST3-5LW-T

explains how food and fibre are produced sustainably in managed environments for health and nutrition

# data[].attributes.body
ST3-2DP-T

plans and uses materials, tools and equipment to develop solutions for a need or opportunity

# data[].attributes.body
ST3-1WS-S

plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions

researching environmental studies