NAIDOC Week 2020 Teacher Resource Foundation to Year 10 - SBS
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NAIDOC Week 2020 Teacher Resource Foundation to Year 10 SBS is the official media and education partner of NAIDOC Week 2020 sbs.com.au/learn
Shape of Land by
© Tyrown Waigana
The 2020 National NAIDOC Poster
competition winner.
Tyrown Waigana is an artist and designer living in Perth, Western Australia. He has
Aboriginal and Torres Strait Islander heritage, which can be traced to the Noongar
people of south-west Western Australia and Saibai Island in the Torres Strait.
Cover artwork: The Rainbow Serpent came out of the Dreamtime to create this land.
It is represented by the snake and it forms the shape of Australia, which symbolises
how it created our lands. The colour from the Rainbow Serpent is reflected on to the
figure to display our connection to the Rainbow Serpent, thus our connection to Country.
The overlapping colours on the outside is the Dreamtime. The figure inside the shape of
Australia is a representation of Indigenous Australians showing that this country – since
the dawn of time – always was, and always will be Aboriginal land.
SBS, the National NAIDOC Committee, and the National
Indigenous Australians Agency acknowledge the Traditional
Owners of Country throughout Australia, and pay respect to
Elders past, present and emerging.
Aboriginal and Torres Strait Islander peoples is used as the
preferred term in this resource, other than where a title or
quote is retained and when referencing Indigenous peoples
in a global context.
SBS wishes to advise that this resource may cause distress to
members of the Aboriginal and Torres Strait Islands communities.
It may contain images, voices or names of deceased persons.
© 2020 Special Broadcasting Service Corporation
Authors: Shelley Ware and Kerri Wenitong
Title: SBS Learn NAIDOC Week 2020 Teacher Resource
ISBN: 978-0-6487076-1-5
Published in August 2020.
Except as permitted under the Copyright Act 1968 (the Act),
no part of this publication may be reproduced by any means,
electronic or otherwise, without the written permission of the
copyright owner.
Cover images reproduced with permission from respective
publishers.
2 3
Contents
Welcome............................................................................................................................................................................ 06
How to use this resource........................................................................................................................................... 08
The teacher’s role.......................................................................................................................................................... 09
What is NAIDOC Week?..............................................................................................................................................10
Ways to get your school involved..........................................................................................................................11
A note for early childhood educators.................................................................................................................. 12
Primary................................................................................................................................................................................. 13
Foundation................................................................................................................................................................. 14
Years 1 & 2...................................................................................................................................................................16
Years 3 & 4.................................................................................................................................................................. 18
Years 5 & 6..................................................................................................................................................................20
A note for teachers of older learners...................................................................................................................22
Secondary...........................................................................................................................................................................23
Years 7 & 8..................................................................................................................................................................24
Years 9 & 10................................................................................................................................................................28
Further resources...........................................................................................................................................................33
Contributors.......................................................................................................................................................................34
Project partners...............................................................................................................................................................35
Questions? Something missing, or some feedback? Email sbslearn@sbs.com.au
Red sand dunes landscape in Central Australia, 2014. istock.com/Jurga R
4 5
Welcome
We know the power of education. Education shapes Always Was, Always Will Be.
change. And we know meaningful change starts
Always Was, Always Will Be. recognises that First
with our youngest minds. Engaging our youth and
Nations people have occupied and cared for this
sharing the rich history of Indigenous Australians,
continent for over 65,000 years.
our traditions and our stories, inspires and informs.
It unlocks the imagination by creating wonder and We are spiritually and culturally connected to this
appreciation for our successes. country.
When we do that, and do that well, it not only This country was criss-crossed by generations of
enriches the lives of the students but their families brilliant Nations.
and their communities. It leads to a better and shared
Aboriginal and Torres Strait Islander peoples were
understanding of where this great nation sprung
Australia’s first explorers, first navigators, first
from - and we improve the lives of all Aboriginal
engineers, first farmers, first botanists, first scientists,
and Torres Strait Islander peoples. It celebrates the
Eip Karem Beizam, Meriam Cultural Group at the 2019 NAIDOC Awards celebrating the theme ‘Voice. Treaty. Truth.’ National Indigenous Australians Agency first diplomats, first astronomers and first artists.
contribution we’ve made, and continue to make, to
the success of this country. Stories are powerful. And Australia has the world’s
oldest oral stories. The First Peoples engraved the
Which is why I’m proud the NAIDOC Week 2020
Welcome, teachers. world’s first maps, made the earliest paintings of
Teacher Resource has been produced. It’s been
ceremony and invented unique technologies. We
I am incredibly proud to share the SBS Learn NAIDOC Week teacher resource for 2020. developed in close consultation with many people,
built and engineered structures - structures on Earth
ideas and cultures. It complements the work of the
SBS has long championed the voices and storytelling of Australia’s First Peoples, with programs and activities - predating well-known sites such as the Egyptian
National Indigenous Australians Agency (NIAA).
that inspire, instil pride and lead to a greater understanding of Aboriginal and Torres Strait Islander communities Pyramids and Stonehenge.
and cultures. This is demonstrated by NITV, Australia’s home of Indigenous storytelling, made for, by and about The NIAA recognises that each community across
This year, NAIDOC Week 2020 acknowledges and
Aboriginal and Torres Strait Islander peoples. From its beginnings in 2007, then launched as part of SBS in 2012, this great nation is unique. Its team across Australia
celebrates that our nation’s story didn’t begin with
the channel now reaches over two million unique viewers a month. work closely with communities to make sure policies,
documented European contact whether in 1770 with
programs and services address these unique needs.
The SBS partnership with NAIDOC is one of our most significant pillars of engagement and extends our the arrival of James Cook, or 1606 with the arrival
commitment to helping all Australians connect with the world’s oldest continuing culture. Education is at the In that same spirit, this resource is intended for use of the Dutch on the western coast of the Cape York
very heart of this connection - and NAIDOC Week provides an important opportunity to take a moment to by all students in all schools across Australia. From Peninsula.
reflect, share and celebrate. Kindergarten to Year 10 and beyond, this resource is
Inspiring stories and deep connections with our First
a whole of school approach to Aboriginal and Torres
I would like to thank curriculum developers Shelley Ware and Kerri Wenitong who led the development of this Peoples. Understanding and acceptance. NAIDOC
Strait Islander learning, histories and perspectives.
resource, drawing on the expertise of many organisations and educators from across Australia. This teacher Week comes once a year but wouldn’t it be great
It presents a great opportunity to develop and
resource is designed to help bring Indigenous concepts and perspectives into the classroom for all ages to if its principles were integrated into our learning all
enhance ongoing relationships with your local
embrace. At the core of the framework is the rich experiences associated with strengthening relationships year round?
Aboriginal or Torres Strait Islander communities for
with local Aboriginal and Torres Strait Islander communities, bringing more than 65,000 years of traditions and We’re proud of our ongoing relationship with SBS
more engaged and enriched learning into the future.
insights into the learnings of today. and NITV. We’re very proud that this resource
I hope you take the opportunity presented by this
I hope you enjoy using this resource. While it’s of particular relevance during NAIDOC Week, I encourage you to realises a long-held ambition to provide an extensive
fantastic resource. I wish you a happy NAIDOC 2020.
use it to spark conversations and activities year-round within your schools and communities. teacher resource to celebrate and honour our First
Peoples.
The curiosity and active participation of our younger Australians is not only essential to understanding our
shared history but is also vital to the ongoing preservation of these cultures for future generations. We hope you enjoy using this resource as much as
we enjoyed working with SBS Learn in producing it.
James Taylor The Hon Ken Wyatt MP
SBS Managing Director Minister for Indigenous Australians John Paul Janke & Patricia Thompson
Co-Chairs National NAIDOC Committee
6 7
How to use this resource The teacher’s role
Teachers are encouraged to read the whole resource before implementing in the classroom.
This is a resource for all Australian schools.
Some activities will need to be modified to suit your students.
It contains concepts relevant to a broad range of •• Act Responsibly: An effective way to run classroom sessions using
learners and topics, and will provide Aboriginal and -- Share feedback with thoughtful consideration this resource is for the teacher to become a
Prompt your students to examine the
Torres Strait Islander perspectives in classrooms and a positive attitude towards others. facilitator, so that the students drive the learning. If
sources of their knowledge and where
beyond the dates of NAIDOC Week 2020. this is a new way of running a learning opportunity
they might find new information. Steer
-- Consider a range of perspectives, including it might feel strange to begin with but stick with it.
This resource can be used to promote a whole clear of websites that do not have reputable
Aboriginal and Torres Strait Islander Having your students drive the learning is a powerful
school approach to Aboriginal and Torres Strait information. Instead go to trusted sources
perspectives. way to engage students and let them demonstrate
Islander learning, histories and perspectives; even for example AIATSIS, Reconciliation
•• Speak mindfully: consider what you are about their knowledge. The teacher does not always need
though NAIDOC Week is celebrated nationally for Australia, Narragunnawali: Reconciliation
to say and share. Is it constructive? Are you being to be the knowledge holder.
a week each year, the learning you undertake with in Education, and NITV/SBS.
this resource can be applied across the entire school mindful of the values of your family, school and The teacher’s role is to make sure that everyone
calendar and embedded in your school’s practices. community? Racism, vilification and discrimination is respectful to each other, and that everyone
have no place in classroom discussions. who wants to contribute constructively is able to
Employing this resource also presents a framework
As each classroom is unique, add any further be heard.
to share your experiences and activities with the
rest of your school community, to support active guidelines that may be required.
participation from everyone. Use this resource as Other ideas for consideration:
an opportunity to create ongoing relationships
with your local Aboriginal and Torres Strait Islander •• Encourage students to frame discussion
communities for more engaged and enriched comments as their own (as in “I think”) and avoid Content Protocols Diagram:
learning into the future. forceful language (such as “you should”). A model of Social and Emotional Wellbeing
•• Text and teaching script used in each area of this This diagram is from Chapter 4: Aboriginal and Torres Strait
•• Encourage students to draw on evidence and booklet are a guide to support teachers Islander Social and Emotional Wellbeing (Gee et al) in the
Respectful Language and Guidelines to critical research in shaping their responses. with concepts they can use to engage their book Working Together: Aboriginal and Torres Strait Islander
Use in the Classroom Engaging with diverse perspectives – including classes in the NAIDOC theme this year: Mental Health and Wellbeing Principles and Practice (2nd Ed). It
Aboriginal and Torres Strait Islander perspectives is republished here with permission. © Gee, Dudgeon, Schultz,
If you are unsure about the language or terminology Always Was, Always Will Be. Hart and Kelly, 2013
– is key to formulating strong understanding and
to use, the best approach is to contact your local responses. •• The teaching text is interchangeable and can
Aboriginal Land Council, Elders groups, or Aboriginal be adapted to suit any student cohort and
and Torres Strait Islander organisations. •• When responding to others in classroom learning need. Connection
discussion or within the associated activities, to spirit,
Connection
to body
encourage students to challenge ideas rather •• Where possible, invite Traditional Owners, Elders spirituality &
Head to SBS Learn for a list of Aboriginal and and/or Aboriginal and Torres Strait Islander ancestors
than people.
Torres Strait Islander organisations. community members to talk about the NAIDOC Connection
This resource is connected to the cross-curriculum theme. This gives students the opportunity to
Connection
to mind &
to country
Setting classroom ground rules with your students priorities and general capabilities of the Australian understand the concept, value and power of Oral Self
emotions
before utilising this resource is an important step in Curriculum, as well as to several subjects. traditions. It also provides students with multiple
creating a safe space and helping develop mutual perspectives on this topic. Connection
Connection
respect and understanding between the members to culture
to family
of your classroom community. For a detailed list of outcome codes •• Explore Aboriginal ways of working, such as & kinship
from the Australian Curriculum, head to interconnectivity and holistic thinking (rather than Connection
to community
sbs.com.au/learn and download the full guide. individual concepts in isolation). The diagram to
Examples of classroom ground rules: the right describes how the context of the learner,
•• Be Respectful: Each person has their own beliefs and what is being learnt, are interconnected.
and values.
•• Value Diversity: Each person has their own world
views, experiences and opinions. There are a lot of hyperlinks in this
•• Listen Politely: Each person has a right to resource. There is an electronic
contribute without pressure or intimidation. version with live links available via Consider organising a professional development session to embed cultural competence amongst
sbs.com.au/learn/naidoc. staff. Check out page 33 for helpful ways to get this going. Investing in staff cultural competence
•• Act with Honour and Courage: Be brave in sharing
If a link isn’t working for you, please will help involve Aboriginal and Torres Strait Islander knowledges, histories and cultures year
experiences, ideas and opinions.
let us know. SBSLearn@sbs.com.au round, and build confidence in teaching staff.
•• Appreciate Privacy: Each person has the right to
uphold their privacy.
8 9
Ways to get your
What is NAIDOC Week?
school involved
NAIDOC Week is celebrated not just in Aboriginal and Torres Strait Islander communities
NAIDOC Week is an opportunity for all Australians to come together to but also in government agencies, schools, local councils and workplaces.
celebrate the rich history, diverse cultures and achievements of Aboriginal and
Torres Strait Islander peoples as the oldest continuing cultures on the planet.
NAIDOC Week celebrations are held across Australia each year, and provide
a valuable opportunity for all Australians to participate in a range of activities Here are some ideas on how •• Make your own Aboriginal and Torres Strait Islander
and to support local Aboriginal and Torres Strait Islander communities. to celebrate NAIDOC Week, trivia quiz.
subject to relevant social •• Study a prominent Aboriginal and Torres Strait
distancing requirements: Islander Australian or research NAIDOC Award
Winners naidoc.org.au/awards/winner-profiles
•• Organise an event to dissect and analyse the
theme, inviting Aboriginal and Torres Strait Islander •• Research the Traditional Owners and languages of
guests to offer their perspectives. your area – reach out to your Local Aboriginal Land
Introducing this year’s NAIDOC theme 2020 is an opportunity to encourage Australians to
consider what the continent was like before Cook’s Council, Elders groups or Aboriginal and Torres
•• Learn the meanings of local or national Aboriginal Strait organisations for information (use this as an
arrival, and its subsequent colonisation by the British. and Torres Strait Islander place names and words.
First Nations people have been here for more than opportunity to create ongoing relationships)
Always Was, Always Will Be recognises that First 65,000 years and developed expertise in astronomy, •• Invite local Aboriginal and Torres Strait Islander Local councils can assist to find links to your local
Nations people have occupied and cared for this science, caring for Country and a myriad of other Elders and community members to come and speak. Aboriginal and Torres Strait Islander community
continent for over 65,000 years. areas. Always Was, Always Will Be elevates this organisation. Tips:
•• Invite an Aboriginal and Torres Strait Islander
Aboriginal and Torres Strait Islander peoples were continuity of cultural knowledges and practices as scientist, musician, sportsperson or artist to come
things all Australians can be proud of and celebrate -- Plan ahead of time.
Australia’s first explorers, first navigators, first and speak.
engineers, first farmers, first botanists, first scientists, together. It is about Australians acknowledging the -- Some communities have a number of Elders
true history of this country. •• Invite Aboriginal and Torres Strait Islander dancers and/or community members who have the
first diplomats, first astronomers and first artists.
to perform. cultural authority to tell the local stories.
NAIDOC Week 2020 acknowledges and celebrates
that our nation’s story didn’t begin with documented Why does the NAIDOC Week theme •• Host a community BBQ or luncheon which -- Be mindful that there may be different points
European contact whether in 1770 with Captain could include a flag raising ceremony, Smoking of view as sometimes knowledges and
change each year?
James Cook, or in 1606 with the arrival of the Dutch Ceremony and Welcome to Country. language have been lost and are only now
on the western coast of the Cape York Peninsula. There is always a theme to celebrate NAIDOC Week being recovered.
and it is carefully chosen by the NAIDOC Committee •• Sign up to Narragunnawali, an online platform
The very first footprints on this continent were those -- Depending on the area, knowledges may vary.
each year (made up of Aboriginal and Torres Strait developed by Reconciliation Australia that
belonging to First Nations people.
Islander volunteers from across the country). The provides practical ways to introduce meaningful •• Invite a local Aboriginal or Torres Strait Islander
NAIDOC 2020 invites all Australians to embrace the theme is often based around celebrating Aboriginal reconciliation initiatives in the classroom. artist or musician to share art, crafts and music
true history of this country – a history which dates and Torres Strait Islander peoples, or highlighting narragunnawali.org.au practices.
back thousands of generations. It’s about seeing, important topics that need to be discussed on a •• Display the National NAIDOC Poster or other Aboriginal •• Run an art competition for your school or community
hearing and learning the First Nations’ 65,000-plus- national scale. and Torres Strait Islander posters around your school. asking them to reflect on what the 2020 theme
year history of this country - which is Australian history.
Source: naidoc.org.au/get-involved/2020-theme and reproduced here with permission. •• Listen to Indigenous musicians or watch a movie means, and interpret this through their artwork.
What date is NAIDOC Week this year? about Aboriginal and Torres Strait Islander history •• Visit local Aboriginal and Torres Strait Islander sites
Why was the NAIDOC 2020 theme selected? Due to concern for the safety of communities due and analyse their main themes and messages. of significance or interest.
to the coronavirus pandemic, many official events Relate these themes and messages to the 2020
The theme, Always Was, Always Will Be was chosen NAIDOC Week theme, Always Was, Always Will Be.
to encourage Australians to celebrate the wealth for NAIDOC Week 2020 will be held later in the year
of cultures and knowledges that existed prior to during 8-15 November 2020. Schools may have
Captain Cook’s arrival in Australia, that continue planned to mark NAIDOC when it usually occurs
to thrive to this day. The occasion of the 250th from 5 July, and can still do so. It is encouraged
anniversary of Captain Cook’s voyages to Australia in that schools celebrate Aboriginal and Torres Strait
Islander cultures and perspectives year-round. Further reading
Read books by Aboriginal and Torres Strait Islander authors. There are multiple titles suggested
For more information about NAIDOC Week, visit: naidoc.org.au throughout this resource, for a range of different age groups.
10 11
A note for early
childhood educators
Primary
Foundation to Year 6
We know many early childhood educators celebrate
NAIDOC Week. Here are some suggestions for using
this resource with younger learners.
Little J & Big Cuz - Nanna teaches the class about Aboriginal languages
•• Note the ways to get involved in NAIDOC Week •• The NAIDOC website suggests wonderful ways
on page 11, and consider if your childcare centre to engage with the winning poster artwork (as
or preschool could hold some of these events. appears on the cover of this booklet). Responding
Prioritise having Aboriginal and Torres Strait to this artwork by Tyrown Waigana through visual
Islander peoples (particularly local Elders) visit the arts activities in class, as well as displaying the
children. There are helpful hints for contacting local NAIDOC 2020 Poster in your education setting, is a
Aboriginal organisations on page 11 as well. great way to mark NAIDOC celebrations.
•• The picture books suggested for Foundation in this •• Run a yarning circle as part of your day; check out
resource are suitable for early childhood settings. this site for guidelines and information:
There are also further suitable books listed at the qcaa.qld.edu.au/about/k-12-policies/aboriginal-
end of this document. torres-strait-islander-perspectives/resources/
•• Dedicate time to view children’s screen content yarning-circles
that celebrates Aboriginal and Torres Strait Islander •• Keep an eye out for other activities within this
young people. One of the best examples is the booklet even if they are for older learners – you
award-winning animation, Little J & Big Cuz. You will see lots of opportunities to modify to suit
could watch an episode each day, and extend your cohort.
this focus through associated learning activities
and visits from special guests. There are episodes •• Seek out music for your young students, for
available in First Languages via NITV. sbs.com.au/ example Wombat Wobble (Johnny Huckle & Helen
nitv/little-j-and-big-cuz Moran, 2000).
•• Prioritise cultural competence training for staff. •• Teachers can ask Aboriginal and Torres Strait
Check out page 33 to get started. Islander parents for sound foundation readers for
Aboriginal and Torres Strait Islander children in
their care.
Award-winning series Little J & Big Cuz has Let us know how your little ones go
excellent accompanying resources available with their NAIDOC learning! Send us an
online. Head to littlejandbigcuz.com.au/ email and tell us what you’ve been up to:
educators sbslearn@sbs.com.au
Boy sitting at table with colouring pens and smiling with his teacher. istock.com/JohnnyGreig
12 13
Foundation
Aboriginal and Torres Strait Islander peoples are the
Traditional Owners of lands in Australia. They have cared
for this country for more than 65,000 years. Aboriginal
and Torres Strait Islander peoples’ rich and continuous
history, culture and traditions are interwoven through
ceremonies, stories, artwork, songs and dances.
Panel of ancient rock art paintings of two bush turkeys and a human figure, at the Quinkan rock art site called, Kuku Yalanji Gallery near Laura, Cape York Queensland, Australia. istock.com/nathan kelly Jarjums from Redfern Jarjum College, Gadigal land, Sydney, who attended a Little J & Big Cuz exclusive screening in February 2020. SBS.
Key questions
Going further Extension activities
•• What does Traditional Owner or Custodian mean?
•• Have you heard these terms? Read My Country by Ezekiel Kwaymullina and Australia is a large and diverse continent - could the seasons be distinct in the different places people
Sally Morgan (Fremantle Press, 2011). live in Australia? Explore the CSIRO’s Indigenous seasonal calendars with students.
•• Where have you heard these terms used?
Once you have read My Country with your csiro.au/en/Research/Environment/Land-management/Indigenous/Indigenous-calendars
•• Who are the Traditional Owners or Custodians of class, discuss the book, including interesting
the land your school is on? words and events you have read. Ask Use this map to find out more about the Aboriginal and Torres Strait Islander knowledges of seasons
students to draw a picture and write about for your school’s location, or a location that your class selects for study. Share your findings as a class.
something they love to do on their Country. Perhaps you can use your new ideas and discoveries to describe the weather where you are today.
Activities Make a class book to read together and share
with other classes.
Together, explore the Traditional Owners of the
land your school is on. Teach your students how
to remember and say the names of the people Useful resources
and Nation correctly, and get your students to
put together an Acknowledgement of Country
that includes the information they have found. For •• The Little Red Yellow Black Book by AIATSIS and Bruce Pascoe (Aboriginal
example, in Sydney’s Central Business District, people Studies Press, 2018) aiatsis.gov.au/education/resources/teachers/lryb
Front cover: (Left) Murray Island Dance Group members (l–r) Sarah Mabo, Suramina Tabo, Jezebel Gisu, Tanya Wailu
acknowledge the Gadigal people of the Eora Nation. and Lilimea Mabo perform at the opening of Cairns NAIDOC Week 2017 at Fogarty Park. Photo: Stewart McLean. (Right)
Samuel Brazel, Anaiwan, Management/Indigenous Consultant, Tyrone Bean, Kabi-Kabi/Bindal, Secondary School
Teacher and Liam Coe, Wiradjuri, Architecture Student. Photo courtesy of Samuel Brazel.
Look up the Narragunnawali website for •• Narragunnawali (including resources for Early Childhood)
excellent resources to help with this activity. Read Ernie Dances to the Didgeridoo by Alison narragunnawali.org.au
Lester (Hachette Australia, 2006). •• Common Ground has extensive information including many video clips
Take time to investigate the language names commonground.org.au
You can find out this information by contacting your
Local Aboriginal Land Council, Local Council, or for the different seasons and what food is
searching for local Aboriginal groups and organisations. best at the time. Create a visual display of the
seasons and their corresponding seasonal
Head to SBS Learn to find a list of helpful contacts foods. Share your work with another class, or
and organisations. the whole school.
14 15
Years 1 & 2
and why it is so special. Discuss and create a list of
common words that students are using to describe
this special place. Useful resources
•• Explain that, as a group, we are going to watch
some videos about people talking about their What does connection to Country really mean?
special places. We will watch each person speak, Read this article by filmmaker Tyson Mowarin to
then watch them again and write down some of help expand your students’ understanding;
the words they used to describe their place. sbs.com.au/nitv/article/2017/08/02/
Aboriginal and Torres Strait Islander peoples are filmmaker-wants-show-what-connection-
•• Watch contributor Miranda speak about her special country-really-means?
culturally and spiritually connected to the land. place. Then replay and ask students to listen
The land provides food, shelter and everything needed. for the words that Miranda used to describe her Why is connection to Country so important?
If people look after the land, it will look after people. special place. sbs.com.au/nitv/article/2015/10/22/why-
connection-country-so-important-aboriginal-
•• Use a colour marker, title the section ‘Miranda’ or communities
Brother Moon by Maree McCarthy Yoelu, Illustrated by Samantha Fry (Magabala Books, 2020) create a bubble for these words and add them to the
chart of the students’ words for their special places. Teachers resources on the documentary,
Connection to Country sbs.com.au/learn/
•• Watch contributor Harry speak about his special resources/learning-how-development-
Key questions place. Then replay the segment and ask students impacts-heritage
to listen for the words Harry used to describe his
•• What do Aboriginal and Torres Strait Islander peoples •• How can people feel connected to the land? special place. Write the words the students heard
mean when they say they are connected to the land? •• How can we look after the land? up onto the same chart the students wrote the There are also a number of children’s books
words used by Miranda. Use a different colour to support and deepen learning about
marker, title the section ‘Harry’ or create a new connection to Country: here are two examples.
bubble for these words on the chart.
Activities arise for them during this activity? Consider different Cooee Mittigar by Jasmine Seymour, Illustrated
•• Are there any common words that the students by Leanna Mulgo Watson (Magabala Books,
modes of expression available to them to convey and Miranda or Harry used to describe their special
their experiences. 2019) explores Darug songlines – an invitation
•• Explore the word connection: what does that mean places? What words were similar or have a similar to yana (walk) on Darug country in NSW. Your
to your students? meaning and what words were different? students will learn about the songlines and
•• Obtain a copy of Brother Moon by Maree McCarthy Extension activities •• Explain that Miranda is a Larrakia woman, and is language of the Darug people including their
Yoelu, Illustrated by Samantha Fry (Magabala from a place that is now commonly called Darwin, seasons, knowing what time to hunt and what
Books, 2020) and read it together in class. Take and Harry is a Torres Strait Islander man. time to rest, and holding a connection to Country.
the time to read it more than once, and consider a
•• As a class, plan and create an artistic class (or
yarning circle (see the note on page 12) as a way of
school) display that showcases some of the ways
cultivating classroom discussion.
Aboriginal and Torres Strait Islander peoples feel
•• As a whole class, discuss the story. Include the connected to Country.
book’s illustrations in your discussions.
•• What does Great-Grandpa Liman’s knowledge
show a connection to?
Reflection
Going further •• What tells you that Miranda and Harry have a
Nintirringanyi Ngurra Ku: Learning on Country
special connection to their special place?
by Annette Robinson and Roxanne Sharpe.
Take your students outside and ask them to stand, Who We Are
•• What words or actions tell you that? Illustrations by Annette Robinson, Roxanne Sharpe
sit or lie down. Give them some time to absorb their The video for this activity was developed
and Dianne Williams (Children’s Ground, 2019). This
surroundings. Ask your students to imagine what it by Reconciliation Australia - Country/Place: •• Is this special connection more than just liking
story shares the experiences kids have out bush
might feel like if they had the knowledge of how to youtube.com/watch?v=scPVu7BASeA a place because it is pretty, it is fun to be there
with their families. Read this to your class and talk
read the sun, the wind and the trees – what does or you just like going there to play?
about what the children in your class experience
this mean to them? What does knowledge mean to •• Ask students to think about a special place where •• How could we find out more about how our and learn from their families when they spend time
them, and what does knowledge feel like as they they love to go. This could be their bedroom, the local Aboriginal and Torres Strait Islander outside together. They will have a wide range of
take in their natural surroundings? How might the beach or their local park. Ask students to draw and peoples connect to their Country and/or Place? activities and experiences to compare and share.
students express thoughts, feelings and ideas that perhaps list all the things they love about this place
16 17
Years 3 & 4
Extension activities
Aboriginal and Torres Strait Islander peoples
traversed Australia using their own unique maps. Bungaree
They cultivated their land efficiently and sustainably.
Bungaree was from the Darkinjung people of NSW, and was one of the first officially documented
Aboriginal explorers of Australia.
•• Ask students to watch the story below.
Bungaree sbs.com.au/ondemand/video/629710915945/bungaree
•• Ask the students to take notes about Bungaree’s life.
•• In small groups brainstorm ideas on how you could develop a way to recognise Bungaree’s life and
achievements.
Milky Way Arch above Remarkable Rocks, Flinders Ranges, 2016. istock.com/macca236. SBS acknowledges the Adnyamathanha People as the Traditional Custodians of the Flinders Ranges.
•• For example, students could create a news report to be posted online explaining some of the
interesting things they have found out or, students could write a poem in response to what they
learnt about Bungaree.
Key questions
David Unaipon
•• Share the article below with the class, taking time to
This section is framed by the notion of ‘firsts’ – watch the short video (approximately 2 minutes) from David Unaipon is featured on the Australian $50 note – perhaps the students have seen his face on
including first inventions, discoveries and exploration. NITV news and current affairs program, The Point: Australian currency.
The Point sbs.com.au/nitv/nitv-news/ •• Who was David Unaipon and what led him to be featured on the $50 note? Discuss possibilities as a
article/2018/08/16/aboriginal-astronomy- class, and write up suggestions on the board.
•• What maps did Aboriginal people and Torres Strait science-mapping-sky-and-seasons
Islander people use to navigate? •• From a reputable source, find information about some of David Unaipon’s achievements. He made
•• Head to this website to continue the students’ notable contributions as an advocate, as well as to literature and science.
•• What innovations were first created by Aboriginal
and Torres Strait Islander peoples? research: •• Working in small groups, have students develop a way to celebrate the life and achievements of
Aboriginal Astronomy: Navigating Seasons David Unaipon.
•• What sustainable practices were and still are
being used by Aboriginal and Torres Strait by the Stars blogs.unimelb.edu.au/ •• How can they encourage the rest of their grade, or school, to join in their celebration?
Islander peoples? sciencecommunication/2017/09/21/aboriginal-
astronomy-navigating-seasons-by-the-stars
•• Working in small groups, ask the students to
Activities
spend time using these sources to extend
their understanding of an aspect of Aboriginal
•• Ask students in pairs to watch and discuss the Budj astronomy, with the aim of giving a detailed report © Reserve Bank of Australia
Bim video of how Aboriginal people trapped eels to the rest of the class.
7,000 years ago in a brilliant display of aquaculture.
•• Students could extend their learning by
Gunditjmara people build Budj Bim eel trap investigating Tagai the Warrior from the Torres
system deadlystory.com/page/culture/ Straits. Part of their investigation will be finding the
history/Gunditjmara_people_build_ best source materials for their research.
sophisticated_Budj_Bim_eel_trap_system Useful resources
•• Invite a local Elder to your school to walk around
•• Ask students to use the Deadly Story website together as a class or grade and talk about the •• 10 Inventions of Aboriginal people sbs.com.au/language/english/naidoc-
(within above link) to research more about the Aboriginal history of the grounds. Ask them to look week-10-inventions-of-the-aboriginal-people
aquaculture practices of the Gunditjmara people. at how your school can better care for the Country
your school is on. Put plans in motion to put their •• The People of Budj Bim by the Gunditjmara people with Gib Wettenhall (Empress
•• What other aquaculture practices can you find Publishing, 2010, republished in 2018) tells the story of the engineers of aqua-
advice into action. They will be able to take this
around Australia that have been invented by culture, builders of stone house settlements and warriors of defending Country.
knowledge home with them too.
Aboriginal and Torres Strait Islander peoples?
Carefully consider the source of information the Refer to page 11 for helpful points on contacting
students use (see page 9 for guidance). local organisations.
18 19Years 5 & 6
Always Was, Always Will Be acknowledges that hundreds of Extension activities •• How long is 65,000 years?
Nations and cultures covered this continent. All were managing This activity can start with a whole class discussion,
the land - the biggest estate on earth - to sustainably provide •• Dedicate time to explore the NAIDOC week with a timeline example displayed on the board as
for the future. Their adaptation and intimate knowledge of theme as a class: what does the class think a reference. Ask students to tell you how old your
Always Was, Always Will Be means? Collaborate school is. How could we show this on the timeline
Country enabled them to endure climate change, catastrophic displayed? Give students some more relevant
on a display for the school. This display should
droughts and rising sea levels. Through ingenious land break down and explore the meaning of numbers to show on the timeline before asking
management systems, they transformed the harshest habitable Always Was, Always Will Be in ways that help them to form small groups (of four or five). Explain
continent into a land of bounty. other students and teachers understand this to the students they are going to create a number
theme, and starts positive conversations in line on butcher’s paper, and that line needs to
the school community. Encourage students to reflect the following years and events:
contextualise their decisions and contributions, -- When were you born?
within the guidelines offered in this resource
SBS acknowledges the Eastern Maar and Wadawurrung People as the Traditional Custodians of the Great Ocean Road region, 2015. istock.com/Zetter
(on pages 8, 9, 10 & 11). -- When did the Dutch arrive in Australia?
-- When did the First Fleet arrive in Australia?
•• Your class is going to create a calendar of
Traditional burning significant events, a calendar that can then be -- When were the pyramids of Giza built?
Key questions sbs.com.au/news/traditional-burning- used by your whole school. This calendar needs -- How long have Aboriginal and Torres Strait
reviving-indigenous-cultural-burns-for- to include events significant to Aboriginal and
Depending on your level of background knowledge, bushfire-management Islander peoples cared for and looked after
Torres Strait Islander peoples, for example: Australia?
you may wish to use these as reflection questions after
•• Have the students look up past winners of the Survival Day, Mabo Day, Sorry Day, the
completing the suggested activities. See page 8 & 9 As a class discuss how each group represented
‘Caring for Country’ NAIDOC Awards category. anniversary of the National Apology to the Stolen
for quality sources of information to research before each amount.
Working in groups, select one recipient per group Generations, the creation and adoption of the
inviting class discussion of these points:
to research. Present findings on the recipient’s Aboriginal flag and the Torres Strait Islander flag, How else could these amounts be represented,
•• How can we learn from Aboriginal and Torres Strait achievements, and why they won. Connect this as well as other significant Australian events other than a linear timeline?
Islander peoples when it comes to looking after award to what the students have learnt about how including Australia Day/January 26, ANZAC Day,
For example: rope cut into lengths, a tape dispenser
Country? Aboriginal and Torres Strait Islander peoples have Remembrance Day, the Gold Rush, and so on.
or Multi-base Arithmetic Blocks (MAB).
been caring for Country for more than 65,000 years You could use this calendar to mark the dates
•• How do Aboriginal people listen to Country?
and the practices employed to do this. for celebrations and events at your school. Or, Students reflect on and discuss their discoveries, and
•• What can we learn from Aboriginal and Torres research some of these significant dates. relate this discussion to the NAIDOC 2020 theme.
Strait Islander peoples about Kinship and looking •• As a class investigate Lowitja O’Donoghue. What
after your community? has she dedicated her life to doing? With the
information students have found collectively, ask
them to produce a resource for other students
Dr Lynette Riley has developed a learning which tells them about Lowitja O’Donoghue. Mabo Sorry The creation Australia
module around Kinship: see page 33 for details. Day Day The anniversary and adoption of Day /
•• In pairs ask students to research a variety of Survival of the National the Aboriginal January 26 ANZAC
Day Apology to flag and the Day Remembrance
Aboriginal and Torres Strait Islander peoples who the Stolen Torres Strait Day
have worked or are working hard to make change. Generations Islander flag
Activities
•• Did you know the Mer Islanders (from the Torres
Straits) decided they would be the ones to
•• Watch the videos in the following link while challenge the legal principle of Terra Nullius in the
considering the context of the major bushfires High Court and that Eddie Mabo would be the one
Australia experienced in the summer of 2019/2020. to lead that action? The Mabo case ran for 10 years.
Together, identify the principles described, and
make a list of traditional bushfire management 3 June: The Mabo decision
reconciliation.org.au/wp-content/ Useful resources
practices and what they involve. Facilitate a class
discussion about whether these principles can be uploads/2017/11/mabo-decision_2017.pdf
implemented in Australia today. How could they be •• The book, Kakadu Calling by Jane Garlil Christophersen (Magabala Books, 2007)
implemented? In the video, was this a successful •• A brief history of Eddie Mabo aiatsis.gov.au/explore/articles/eddie-koiki-mabo
initiative, and what are the plans for future Terra Nullius is a Latin term meaning
implementation? 'empty land' or 'land belonging to no one'.
20 21A note for teachers
of older learners
Secondary
Year 7 to Year 10
Young female Asian student working on her laptop at university library © 2018 Jonah Ritchie, used under license from Austockphoto
While this resource focuses on Foundation to Year 10, there are multiple ways to adapt
the activities to more senior, and tertiary, learners. You are best placed as the expert for
your particular cohort, but if we can help in any way please email the team at
sbslearn@sbs.com.au.
Here are some additional resources as extended
learning opportunities:
•• The Kinship Module developed by Dr Lynette
Riley is a freely available online learning module
about Aboriginal Kinship systems. This is ideal for
senior secondary and tertiary levels, as well as staff
professional development. sydney.edu.au/about-
us/vision-and-values/our-aboriginal-and-torres-
strait-islander-community/kinship-module.html
Missing - the true story of an abducted schoolgirl and the Pitjantjatjara trackers who searched
for her. Image by Tamara Dean for SBS.
•• National Indigenous Television (NITV) is a channel
made by, for and about Aboriginal and Torres •• Interactive documentary Missing is an innovative
Strait Islander peoples, and is home to an array of text for study, with themes, narrative and subject
outstanding, acclaimed, quality content. There will matter all offering highly relevant depth studies.
be numerous texts suitable for senior secondary sbs.com.au/missing
and tertiary learners. sbs.com.au/nitv
•• Check out the Narragunnawali website’s multiple
•• SBS and NITV content is widely suitable for more secondary resources which may be suitable for
senior learners. For example, SBS Learn houses your groups. narragunnawali.org.au
resources for the documentary series First Contact,
•• Make viewing Indigenous News and Current Affairs
with materials up to Year 12. sbs.com.au/learn
a regular fixture in your programming; set a recurring
•• Head to the SBS homepage and click through via appointment to watch NITV News (sbs.com.au/
the Indigenous link (top left) to find up-to-date nitv/nitv-news), and/or a weekly view and review
news, current affairs and editorial pieces as well as session of NITV’s The Point (sbs.com.au/nitv/
an extensive suite of programming. sbs.com.au/ the-point). This will give your learners an ongoing
nitv/?cid=infocus commitment to news from a range of perspectives. Group of High School students laughing together © 2018 Jonah Ritchie, used under license from Austockphoto
Senior Secondary teachers – head to sbs.com.au/learn/naidoc for activities
22 for your Year 11 & 12 students – or, modify this section of the resource. 23Years 7 & 8
Going further
Head to SBS Learn to watch Clip 2 Sacred Country to think about the physical nourishment (natural
from the documentary, Connection to Country. resources, food, shelter and warmth etc) as well as
This is in a teacher resource created by SBS Learn the personal, cultural and spiritual nourishment that
in collaboration with Reconciliation Australia. Country can provide. To guide their work, students
Connections to, and care for, Country: a deep
may also wish to reflect on the Aboriginal and Torres
connection to the land itself has been part of You will find this clip when you ‘view resource’
Strait Islander attitudes and approaches to caring
Aboriginal and Torres Strait Islander peoples’ ways of on SBS Learn: sbs.com.au/learn/resources/
for Country reflected in the Connection to Country
learning-how-development-impacts-heritage
being, doing and thinking for more than 65,000 years. film clips, and engaged with through further careful
Encourage students to develop a flow chart, diagram and critical research. The guiding information and
or other visual representation that highlights some of resources available under the Care for Country
the respectful and sustainable ways in which people RAP Action page on Reconciliation Australia’s
Person holding Kakadu Plums © 2018 Leanne Atherton, used under license from Austockphoto can care for Country/Place, and in which Country/ Narragunnawali platform will support you in this
Place cares for people in turn. Prompt students exercise.
Key questions CSIRO video on Aboriginal water values and
management in northern Australia
Aboriginal and Torres Strait Islander peoples have a (14 minute video). Extension activities
holistic and connected understanding of Australia. youtube.com/watch?v=XMKYybtUJ-o
What does Always Was, Always Will Be mean?
Mayi Jilbamun (Food Journey) •• Do the students have ideas about what they could do to inspire a whole school approach to seeing
Feature on the journey of food in the traditional Aboriginal and Torres Strait Islander knowledges more fully incorporated into the school? For example:
Activities lands of the Daintree River and Mossman Gorge -- Starting a traditional food garden at school, planting with the seasons for your area. Using the
(multi-media, interactive article including text, ingredients from the traditional food garden to sell in the school tuckshop. For example, wattle
Ask students what they know about connection images and video). seed slice, lemon myrtle and poppy seed bread or cake. Recording the growth, care requirements
to Country, traditional Aboriginal and Torres Strait sbs.com.au/nitv/feature/mayi-jilbamun and food production of the traditional food garden compared to non-Indigenous food plants.
Islander land, sea and waterway management •• Research fish traps that Aboriginal and Torres Strait Islander peoples have invented. Can you explain
practices. Fibres – an insight into cultural artefacts
produced using natural fibres how they work? Can this knowledge be used to inform our current practices? How do these traditional
Divide the class into five groups, and assign each (Online interactive produced by practices support sustainability?
group a different resource to read/watch regarding The Orb, Tasmania).
traditional land management. Students will need to theorb.tas.gov.au/living-cultures/fibres Four edible indigenous plants to try:
work as a team to take notes, collect information and
plan a presentation to share with the whole class.
Caring for Country
How caring and connecting to Country ensures Reflection
it is protected for future generations (article with
images) commonground.org.au/learn/caring- •• What are some interesting things you have
for-country-and-telling-stories found out?
Karl Ngara - Fire Sticks Program •• What traditional Aboriginal and Torres Strait Basket Grass Lemon Myrtle Murnong Quandong
A video on using fire management to encourage Islander knowledges could be used in
agriculture and farming practices? A native grass with A refreshing lime Also known as a A shiny, scarlet-
native flora and fauna (six minute video). sweet tasting flowers. and lemon-flavoured yam daisy, both the coloured wild peach
livingknowledgeplace.com.au/project. •• How could traditional practices be employed The sweet, juicy base leaf from a native tuber and leaves of with a very tart taste.
php?icon=fire&id=77832585 today, and what kinds of impacts do you of the tough green Australian tree, used this plant are edible. A great source of
think they would have? leaves is edible. to flavour meat and When roasted the vitamin C.
Allow students to discuss in their groups and vegetables or tuber has a sweet
You can also adapt these activities by referring share ideas. stewed as a tea. coconut flavour.
to the section for Years 3 & 4.
24 25Years 7 & 8
‘Lukuyn Apudthama’ by Teho Ropeyarn, photograph by Michael Marzik (2017) Mau Power performing on 26 January 2016 / Australia Day in the Rocks, Sydney. mjmediabox/Alamy Images.
Activities Music
Expressing cultural knowledge and deep connection to Country: ask students to choose an area of interest More examples of music:
from Visual Art, Music or Dance. Then assign them the investigation relating to that area. Below are some Mau Power – Island Home
suggestions for study. youtube.com/watch?v=xMqG_LyD9s4
Baker Boy featuring Yirrmal - Marryuna
youtube.com/watch?v=afQcYH2nwoM
Dance Artwork
You could allocate which of these song/s to study,
Winds of Zenadth Cultural Festival on Thursday Watch this two minute NITV News video on or divide the music group into sub-groups and
Island showcases Torres Strait culture through dance, Angamuthi linocut artist Teho Ropeyarn assign each a song. Students should investigate
song, art and ceremony. Ask students to watch some sbs.com.au/ondemand/video/12951107922/ the background information regarding: the artist, the
of the performances that have been recorded. rising-indigenous-artist-teho-ropeyarn song and why the song was written.
You can find videos and other information at: Teho wonders ‘If Australia wasn’t colonised, how •• What is this song about? Why was it made? Is the
tropicalnorthqueensland.org.au/listing/event/ Black Arm Band – Dirtsong
would Australia look?’ title significant?
winds-of-zenadth-cultural-festival youtube.com/watch?v=t-kxPpuOfZI
Just imagine….Investigate, plan and create an art •• How is the work connected to Australia?
Ask students to find out: work that depicts an area of Australia and what
Australian group The Black Arm Band gained •• Is it about a time in our history?
•• Why is this festival called ‘The Winds of Zenadth’ it looks like now, and what it might have looked
like if we had not been colonised. Use classroom international acclaim for its distinctive music and •• Is it sung in one of the First Languages spoken in
•• Where is this festival held? discussion as a starting point, respectfully sharing performance style. The band performed in major city Australia? Where is this language spoken and who
ideas and imaginings. (Take the structure of a yarning venues and remote Aboriginal communities. Some are the custodians of this language?
•• Who takes part in this festival?
circle to foster this ideation process). of the many talented performers featured over the aiatsis.gov.au/aboriginal-studies-press/products/
•• Why is this festival important? years included Archie Roach, Dan Sultan, Shellie aiatsis-map-indigenous-australia
An alternative (or additional) activity could see your Morris and Emma Donovan.
•• What are the names of some of the traditional or gambay.com.au/map
clothing and items used in the dances? class study the Ngurrara Canvas, and talk about how
the traditional owners used art to tell the story of
•• Why are these dances important? their land for a Native Title Claim sbs.com.au/news/
kimberley-painting-20th-anniversary-looms
Bangarra is one of Australia’s most esteemed
dance companies, and has excellent resources Useful resources
for study available on their website. Create For information on how to run a yarning circle,
a range of discussion questions for students head to qcaa.qld.edu.au/about/k-12-policies/
aboriginal-torres-strait-islander-perspectives/ Check out NITV for some of the best screen content on offer featuring Aboriginal and
to reflect on their study of Bangarra works.
resources/yarning-circles Torres Strait Islander peoples, histories and perspectives: sbs.com.au/nitv
bangarra.com.au
26 27You can also read
