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Framework for Aboriginal Languages and Torres Strait Islander Languages / Year 7 to 10 / Communicating / Informing

View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Investigate, analyse and synthesise information obtained from a range of sources on topics and issues related to their Country/Place and community

[Key concepts: change, social and environmental issues, community initiatives/ projects, health and well-being; Key processes: researching, investigating, interviewing, comparing, summarising]


  • researching social and community issues from the past, evaluating and summarising information on selected issues, comparing them to issues that impact on present times and presenting findings, for example, writing a report, giving a presentation
  • investigating how practices have changed over time, for example, those associated with trading, how things such as ochre, sea shells and pituri were traded traditionally; travelling outside one’s country to trade; transitions from nomadic life to community settlements; changing land and sea management practices, such as the use of fire or waste disposal
  • interviewing key individuals and listening to local history stories about, for example, the coming of the Europeans, land rights, stolen generations, summarising findings in note form
  • explaining how language and culture help to promote sustainable care of the environment
  • investigating and explaining land and sea management practices for different times of the year, for example, burning time, waterhole maintenance, sea grass watch, turtle tagging, comparing these practices to western practices
  • investigating reasons for recent changes in elements of local ecologies
  • identifying, explaining, and evaluating practices adopted to support the protection and reintroduction of endangered species
  • developing a photographic record/portfolio of different animal and plant species with commentary/annotations to explain different parts and features, documenting and explaining the influence of seasonal changes and different uses
  • seeking information from Elders to assist in classifying living things according to Indigenous taxonomy systems, comparing these systems with those used in western approaches to the study of living systems
  • reflecting upon different ways that Indigenous and non-Indigenous people view land ownership and management, and on how such differences are reflected and realised in daily and seasonal practices, for example, firestick farming vs mechanised ploughing
  • working with rangers to record the GPS locations of places
  • giving a presentation of Country/Place by describing places and explaining how to get to various locations using directional and locational terms
  • reading and viewing local media reports and interviewing community members to gather information about current or proposed community initiatives and projects, evaluating pros and cons and likely impacts on community and environment; for example, new roads through to mine sites, community internet access, the construction of a swimming pool, new buildings, arts productions that involve marketing and royalties
  • researching social or environmental matters such as Indigenous Protected Areas, feral or endangered animals, using commentaries and information generated through community or media debates to construct and justify a personal position
  • gathering and presenting information about the nature of community roles and responsibilities, for example, by describing who has the rights for getting food from different places
  • researching and presenting biographies of significant identities from their community in oral, written or digital form
  • identifying, describing and evaluating various Aboriginal and Torres Strait Islander organisations that provide services to their community
  • describing and explaining a range of practices relating to food gathering, such as the division and distribution of food from a hunting trip, for example, the awarding and use of different cuts of meat, special ways of cooking, cutting and sharing traditional food
  • investigating community store options in relation to nutritional value, value for money, impact on health and sustainability, making comparisons with traditional options for sourcing food
  • researching, recording and reporting on traditional ways of preventing sickness and staying healthy, including finding and preparing bush medicines under the supervision of Elders
  • describing how bush medicines and traditional healing practices can be used in conjunction with medicines from other cultures, such as Western medicine and different natural therapies
  • researching and presenting findings on different aspects of a selected business operating in the community, for example, enterprises related to arts, bush medicine, bush food, tourism, transportation, animal husbandry
  • researching and evaluating community health programs, outlining what they see to be associated benefits and challenges, and making suggestions/recommendations for possible improvements or modifications
  • collecting and presenting evaluations of various programs, initiatives and policies that contribute to the health and well-being of community, and analysing the significance of environmental factors, identity issues and connection with land/sea, water culture and language in relation to such initiatives
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • Intercultural understanding Intercultural understanding
  • Personal and social capability Personal and social capability
Cross-curriculum priorities
ScOT terms

Australian languages

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Year level 7-8
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Learning area Languages
Teacher resource

The Stolen Generations

This resource (an ‘education pack’) is a 26-page pdf about the removal of Aboriginal and Torres Strait Islander children from their families, the consequent effects on individuals, their families and communities, and the actions to promote Reconciliation that have been taken and should be taken in response. The education ...