Students investigate the resources used by Aboriginal and Torres Strait Islander peoples for tens of thousands of years. They compare their resource use with what we consume today. Students extrapolate and compare the impact on our environment.
This unit of work, Ways of being, allows students to explore ideas of cultural identity — specifically Aboriginal identity — and belonging, and how these are embedded in language.Texts used are Aboriginal English resources, Indigenous poetry and rap, the books My Girragundji and The Binna Binna Man by Meme McDonald and Boori Monty Pryor, and […]
This learning sequence explores two catastrophes impacting on children in Japan and India. Students engage with a range of texts to develop cultural knowledge and sensitivity about the peoples and countries of Japan and India. Their increased intercultural awareness is applied to a writing task that can be used to begin an ongoing relationship with […]
Students will contribute to discussions about cultural and religious dress, in particular Islamic head dress. Students will investigate and celebrate the cultural diversity in their classroom.
This is a comprehensive activity put together by the Australian Curriculum Studies Association (ACSA) that encourages students to develop a respect for, and understanding of, Aboriginal and Torres Strait Islander protocols used in the community, including Acknowledgement of Country and Welcome to Country.
Students examine the cultural competence continuum and identify situations in their own lives or Australia’s history that reflect the various levels of competence. In doing so, they reflect on where they believe they are personally situated on a cultural competence continuum.
Through an incursion or excursion, students learn about the historical and cultural significance of the Country on which their school is situated, and about other culturally significant sites in their local area.
SNAICC is the national voice for Aboriginal and Torres Strait Islander childrenAll children deserve to thrive and fulfil their potential. We exist to see allAboriginal and Torres Strait Islander children grow up healthy, happy and safe.
How can we better understand diversity within our communities to ensure inclusion and social justice and how do we enact change?
What is diversity and what makes a society diverse? Think CULTURE.The challenges of living in a diverse society. Think CONFLICT.Ways to manage conflict and promote inclusion. Think COMMUNITY.Use the three ‘Cs’ as a reminder: CULTURE – CONFLICT – COMMUNITY