The Rainbow Serpent

Tidalik The Frog

Incorporate Noongar language into routine activities:

Morning Roll - Kaya greeting

(smoking ceremonies, spirituality, Confirmation - Holy Spirit, initiation 2025)?

Land Management - Caring for our Common Home

Read stories (The Mark of the Wagarl by Lorna Little) and watch videos of the Ngangungudditj walgu. Students create a piece of work depicting their imagery about creation. Compare and contrast how this is different to Catholicism.

E.g. Aboriginal people lived by several signs that can be compared to Christian elements:

• Smoke can be compared to incense used in Christian ceremonies.

• Fire reminds of the scene where God spoke to Moses through fire.

• Water matches the notion that Jesus is understood to be the source of living water.

• Blossoms can be related to the sacraments.

Visit sacred Kaniyang & Wilman Noongar sites. Centre discussions around how the land was used, cared for and treated by the First Nation Peoples.

Study the 'Coming of Light' festival. The festival marks the interaction of the two ideologies. "For many people globally, the coming of Christianity meant the end of traditional beliefs. This was not the case in the Torres Strait. Christianity was embraced and the light of God was welcomed into our everyday lives with our culture informing and playing a huge role in shaping our understanding." As with anything, there are points for and against. Be sure to research both sides.

Explore truth-telling of the Catholic church to acknowledge Australia’s history and its ongoing impact on Aboriginal and Torres Strait Islander peoples. Truth-telling will deal with colonial conflict, massacres and dispossession, but also promotes the strength, contributions and resilience of Aboriginal and Torres Strait Islander peoples and cultures.

Writing - factual recount 'The 1967 Referendum', Natural Disasters (Fire) and Land Management

Viewing/Speaking - viewing through media and discussion

Noongar Dictionary - story writing embedding Noongar language in stories

Seasons (link with English and Science)

Investigate Aboriginal & Torres Strait Islander patterns, counting systems, and mathematical ideas. Examine the customary methods used by Australia's First Peoples for counting, measuring, and solving problems.

-Tools

-Algorithms: travelling across country

-Codes: symbols can be used to represent

-Sustainability: uses of resources

-Chem: reversible & irreversible changes: making food, paints, etc.

-Bio: physical changes to the environment impact the movements of people and their survival

Read stories (The Mark of the Wagarl by Lorna Little) and watch videos of the Ngangungudditj walgu. Students create a piece of work depicting their imagery about creation. Compare and contrast how this is different to Catholicism.

E.g. Aboriginal people lived by several signs that can be compared to Christian elements:

• Smoke can be compared to incense used in Christian ceremonies.

• Fire reminds of the scene where God spoke to Moses through fire.

• Water matches the notion that Jesus is understood to be the source of living water.

• Blossoms can be related to the sacraments.

Visit sacred Kaniyang & Wilman Noongar sites. Centre discussions around how the land was used, cared for and treated by the First Nation Peoples.

Study the 'Coming of Light' festival. The festival marks the interaction of the two ideologies. "For many people globally, the coming of Christianity meant the end of traditional beliefs. This was not the case in the Torres Strait. Christianity was embraced and the light of God was welcomed into our everyday lives with our culture informing and playing a huge role in shaping our understanding." As with anything, there are points for and against. Be sure to research both sides.

Explore truth-telling of the Catholic church to acknowledge Australia’s history and its ongoing impact on Aboriginal and Torres Strait Islander peoples. Truth-telling will deal with colonial conflict, massacres and dispossession, but also promotes the strength, contributions and resilience of Aboriginal and Torres Strait Islander peoples and cultures.

- Picture books

- Songs

-Tools

-Algorithms: travelling across country

-Codes: symbols can be used to represent

-changes to land from human impacts

-physics: forces and movement: tools and games

-Bio: life cycles: eating at different times

-resources: natural materials and their uses, how they are sourced

Tiddalik

How the birds got their colours

Retells

Role Play

Welcome to country

Australian Animals -reports / writing/art

Stories

Big Rain Coming

Croc BaitMy Mob going to the beach- sylvia Emerton

Walking with the season in Kakadu

An Australain 1,2,3 of Animals

My Country

Welcome to Country- Aunty Joe

Caring for places -Environment

Picture Books

Culture- NAIDOC Week

Animal Fun -Movement

-"Big Rain Coming"

E.g. Aboriginal people lived by several signs that can be compared to Christian elements:

• Smoke can be compared to incense used in Christian ceremonies.

• Fire reminds of the scene where God spoke to Moses through fire.

• Water matches the notion that Jesus is understood to be the source of living water.

• Blossoms can be related to the sacraments.

Visit sacred Kaniyang & Wilman Noongar sites. Centre discussions around how the land was used, cared for and treated by the First Nation Peoples.

Study the 'Coming of Light' festival. The festival marks the interaction of the two ideologies. "For many people globally, the coming of Christianity meant the end of traditional beliefs. This was not the case in the Torres Strait. Christianity was embraced and the light of God was welcomed into our everyday lives with our culture informing and playing a huge role in shaping our understanding." As with anything, there are points for and against. Be sure to research both sides.

Explore truth-telling of the Catholic church to acknowledge Australia’s history and its ongoing impact on Aboriginal and Torres Strait Islander peoples. Truth-telling will deal with colonial conflict, massacres and dispossession, but also promotes the strength, contributions and resilience of Aboriginal and Torres Strait Islander peoples and cultures.

Role plays

Picture books (My place)

Welcome to country

animal reports -

Calendars

Patterns

Investigate Aboriginal & Torres Strait Islander patterns, counting systems, and mathematical ideas. Examine the customary methods used by Australia's First Peoples for counting, measuring, and solving problems.

Families then and now

Hhstory -how country has changed

Picture books

Songs

Yonga dance

Families

Stages of development in other cultures.

-Tools

-Algorithms: travelling across country

-Codes: symbols can be used to represent

-Dreaming stories: Skies and stars

-Seasons

-animals live in places where their needs are met: traveling with seasons

-sound: traditional music

E.g. Aboriginal people lived by several signs that can be compared to Christian elements:

• Smoke can be compared to incense used in Christian ceremonies.

• Fire reminds of the scene where God spoke to Moses through fire.

• Water matches the notion that Jesus is understood to be the source of living water.

• Blossoms can be related to the sacraments.

Visit sacred Kaniyang & Wilman Noongar sites. Centre discussions around how the land was used, cared for and treated by the First Nation Peoples.

Study the 'Coming of Light' festival. The festival marks the interaction of the two ideologies. "For many people globally, the coming of Christianity meant the end of traditional beliefs. This was not the case in the Torres Strait. Christianity was embraced and the light of God was welcomed into our everyday lives with our culture informing and playing a huge role in shaping our understanding." As with anything, there are points for and against. Be sure to research both sides.

Explore truth-telling of the Catholic church to acknowledge Australia’s history and its ongoing impact on Aboriginal and Torres Strait Islander peoples. Truth-telling will deal with colonial conflict, massacres and dispossession, but also promotes the strength, contributions and resilience of Aboriginal and Torres Strait Islander peoples and cultures.

Literacy Spine books

Welcome to country

Indigenous Comprehension passages

Assembly Item - Role Play

Songs

Patterns

Investigate Aboriginal & Torres Strait Islander patterns, counting systems, and mathematical ideas. Examine the customary methods used by Australia's First Peoples for counting, measuring, and solving problems.

Research Seasons

Comprehension of various Dreaming stories

Family history

Culture

Caring for Environment

-Tools

-Algorithms: travelling across country

-Codes: symbols can be used to represent

-Use of resources for purposes

-Physics: push and pull tools and traditional games

-Chemical: mixtures- creation of paints, food, tools, etc.

-Seasons

E.g. Aboriginal people lived by several signs that can be compared to Christian elements:

• Smoke can be compared to incense used in Christian ceremonies.

• Fire reminds of the scene where God spoke to Moses through fire.

• Water matches the notion that Jesus is understood to be the source of living water.

• Blossoms can be related to the sacraments.

Visit sacred Kaniyang & Wilman Noongar sites. Centre discussions around how the land was used, cared for and treated by the First Nation Peoples.

Study the 'Coming of Light' festival. The festival marks the interaction of the two ideologies. "For many people globally, the coming of Christianity meant the end of traditional beliefs. This was not the case in the Torres Strait. Christianity was embraced and the light of God was welcomed into our everyday lives with our culture informing and playing a huge role in shaping our understanding." As with anything, there are points for and against. Be sure to research both sides.

Explore truth-telling of the Catholic church to acknowledge Australia’s history and its ongoing impact on Aboriginal and Torres Strait Islander peoples. Truth-telling will deal with colonial conflict, massacres and dispossession, but also promotes the strength, contributions and resilience of Aboriginal and Torres Strait Islander peoples and cultures.

Investigate Aboriginal & Torres Strait Islander patterns, counting systems, and mathematical ideas. Examine the customary methods used by Australia's First Peoples for counting, measuring, and solving problems.

-Tools

-Algorithms: travelling across country

-Codes: symbols can be used to represent

-Bio: features of animals/ plants: uses of these features (e.g. eating the berries or roots, using the hide of a roo)

-chem: adding heat to cook food

-day and night: astronomical knowledge

-Physics: creating heat and fire, then using it

Read stories (The Mark of the Wagarl by Lorna Little) and watch videos of the Ngangungudditj walgu. Students create a piece of work depicting their imagery about creation. Compare and contrast how this is different to Catholicism.

E.g. Aboriginal people lived by several signs that can be compared to Christian elements:

• Smoke can be compared to incense used in Christian ceremonies.

• Fire reminds of the scene where God spoke to Moses through fire.

• Water matches the notion that Jesus is understood to be the source of living water.

• Blossoms can be related to the sacraments.

Visit sacred Kaniyang & Wilman Noongar sites. Centre discussions around how the land was used, cared for and treated by the First Nation Peoples.

Study the 'Coming of Light' festival. The festival marks the interaction of the two ideologies. "For many people globally, the coming of Christianity meant the end of traditional beliefs. This was not the case in the Torres Strait. Christianity was embraced and the light of God was welcomed into our everyday lives with our culture informing and playing a huge role in shaping our understanding." As with anything, there are points for and against. Be sure to research both sides.

Explore truth-telling of the Catholic church to acknowledge Australia’s history and its ongoing impact on Aboriginal and Torres Strait Islander peoples. Truth-telling will deal with colonial conflict, massacres and dispossession, but also promotes the strength, contributions and resilience of Aboriginal and Torres Strait Islander peoples and cultures.

• Reading - Novel Study - Black cockatoo (Reading of Science/Core Language Unit)

• Reading - Dreaming Stories

Nyoongar Seasons

Investigate Aboriginal & Torres Strait Islander patterns, counting systems, and mathematical ideas. Examine the customary methods used by Australia's First Peoples for counting, measuring, and solving problems.

Famous Aboriginal figures from the Yagan.

-Tools

-Algorithms: travelling across country

-Codes: symbols can be used to represent

-Stars and sky Dreaming stories

-Sustainability: use of materials

-Physics: light: spearfishing light refraction; light absorption of house material selections

-Bio: animal habitats: hunting areas/ moving to food areas

Using materials from the environment, students learn about and create fibre art woven creatures. Permission has been respectfully granted by an Aboriginal Elder of Yinggarda Country for Brooke C to share and teach this practice with students.

Invite Aboriginal Elders or local musicians to share music and cultural knowledge, creating authentic learning experiences for students. Explore traditional songs and music like YAMANI or the Marrin Gamu song. Teach songs in Aboriginal or Torres Strait Islander languages, such as “Ngarila Matilda” in Yugambeh or “Taba Naba” in Meriam Mir, to expose students to the linguistic diversity and cultural richness of Indigenous music. Emphasise the role of music as a tool for storytelling, cultural transmission, and history, teaching students about the cultural contexts of Aboriginal music, including Songlines and ceremonial practices. Listen and respond to Noongar artists, such as Clint Bracknell & Gina Williams. Explore this resource: https://www.mayakeniny.com/noongar-songs-dances/

Using materials from the environment, students learn about and create fibre art woven creatures. Permission has been respectfully granted by an Aboriginal Elder of Yinggarda Country for Brooke C to share and teach this practice with students.

Invite Aboriginal Elders or local musicians to share music and cultural knowledge, creating authentic learning experiences for students. Explore traditional songs and music like YAMANI or the Marrin Gamu song. Teach songs in Aboriginal or Torres Strait Islander languages, such as “Ngarila Matilda” in Yugambeh or “Taba Naba” in Meriam Mir, to expose students to the linguistic diversity and cultural richness of Indigenous music. Emphasise the role of music as a tool for storytelling, cultural transmission, and history, teaching students about the cultural contexts of Aboriginal music, including Songlines and ceremonial practices. Listen and respond to Noongar artists, such as Clint Bracknell & Gina Williams. Explore this resource: https://www.mayakeniny.com/noongar-songs-dances/

Invite Aboriginal Elders or local musicians to share music and cultural knowledge, creating authentic learning experiences for students. Explore traditional songs and music like YAMANI or the Marrin Gamu song. Teach songs in Aboriginal or Torres Strait Islander languages, such as “Ngarila Matilda” in Yugambeh or “Taba Naba” in Meriam Mir, to expose students to the linguistic diversity and cultural richness of Indigenous music. Emphasise the role of music as a tool for storytelling, cultural transmission, and history, teaching students about the cultural contexts of Aboriginal music, including Songlines and ceremonial practices. Listen and respond to Noongar artists, such as Clint Bracknell & Gina Williams. Explore this resource: https://www.mayakeniny.com/noongar-songs-dances/

Invite Aboriginal Elders or local musicians to share music and cultural knowledge, creating authentic learning experiences for students. Explore traditional songs and music like YAMANI or the Marrin Gamu song. Teach songs in Aboriginal or Torres Strait Islander languages, such as “Ngarila Matilda” in Yugambeh or “Taba Naba” in Meriam Mir, to expose students to the linguistic diversity and cultural richness of Indigenous music. Emphasise the role of music as a tool for storytelling, cultural transmission, and history, teaching students about the cultural contexts of Aboriginal music, including Songlines and ceremonial practices. Listen and respond to Noongar artists, such as Clint Bracknell & Gina Williams. Explore this resource: https://www.mayakeniny.com/noongar-songs-dances/

Invite Aboriginal Elders or local musicians to share music and cultural knowledge, creating authentic learning experiences for students. Explore traditional songs and music like YAMANI or the Marrin Gamu song. Teach songs in Aboriginal or Torres Strait Islander languages, such as “Ngarila Matilda” in Yugambeh or “Taba Naba” in Meriam Mir, to expose students to the linguistic diversity and cultural richness of Indigenous music. Emphasise the role of music as a tool for storytelling, cultural transmission, and history, teaching students about the cultural contexts of Aboriginal music, including Songlines and ceremonial practices. Listen and respond to Noongar artists, such as Clint Bracknell & Gina Williams. Explore this resource: https://www.mayakeniny.com/noongar-songs-dances/

Invite Aboriginal Elders or local musicians to share music and cultural knowledge, creating authentic learning experiences for students. Explore traditional songs and music like YAMANI or the Marrin Gamu song. Teach songs in Aboriginal or Torres Strait Islander languages, such as “Ngarila Matilda” in Yugambeh or “Taba Naba” in Meriam Mir, to expose students to the linguistic diversity and cultural richness of Indigenous music. Emphasise the role of music as a tool for storytelling, cultural transmission, and history, teaching students about the cultural contexts of Aboriginal music, including Songlines and ceremonial practices. Listen and respond to Noongar artists, such as Clint Bracknell & Gina Williams. Explore this resource: https://www.mayakeniny.com/noongar-songs-dances/

Paint Tidalik the Frog

Aspiration: Talk about famous Aboriginal people in sports.

Aspiration: Talk about famous Aboriginal people in sports.

Aspiration: Talk about famous Aboriginal people in sports

Aspiration: Talk about famous Aboriginal people in sports.

Aspiration: talk about famous Aboriginal people in sports

Aspiration: talk about famous Aboriginal people in sports

Email Signatures

Acknowledgment of Country at meetings/assembly

NAIDOC Week Celebrations (Incursion/Assembly & Mass)

Invite Community Elders (Denzel Michael as Rep) to lead/be present at appropriate school events

Admin to organise Heather to do a PL on the Our Land Our Stories Kits

Connect Aboriginal families with CEWA support

Native Garden- a class to maintain and harvest

Fire pit used as a yarning circle

Display (student created) Acknowledgment of Country around the school

Upper primary to create Acknowledgment of Country using language

Two Way Science in Beagle Bay:

https://www.facebook.com/kimberleylandcouncil/videos/973709167260848/