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The Conversation - Indigenous collection

Text The Conversation - Indigenous collection

TLF ID M018195

This is a series of short journalistic articles written by academic experts and researchers that provide facts, commentary, and independent analysis about issues, policies and culture relating to Aboriginal and Torres Strait Islander peoples. The articles support student investigations and in-depth studies of issues relevant for secondary school students in English and the humanities. The collection is regularly updated with new contributions and contains over 40 articles about indigenous identity, culture, art, and issues such as health, social justice and others. .

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Indirect alignments

English / Year 10 / Literacy
Curriculum content descriptions

Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)

Elaborations
  • presenting a structured argument by providing a statement of the major perspectives or concerns relating to an issue; previewing the structure of arguments; structuring the text to provide a major point for each paragraph with succinct elaboration, and concluding with a summary of the main issues or recommendations in an argument
  • creating spoken, written and multimodal texts that compel readers to empathise with the ideas and emotions expressed or implied
  • exploring models of sustained texts created for persuasive purposes about a challenging or complex issue from other cultures, including Asia
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • ICT capability Information and Communication Technology (ICT) capability
ScOT terms
  • Creating texts
View on Australian Curriculum website
History / Year 10 / Historical Knowledge and Understanding
Curriculum content descriptions

Background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations (ACDSEH104)

Elaborations
  • describing accounts of the past experiences of Aboriginal and Torres Strait Islander people who were forcibly removed from their families
General capabilities
  • Critical and creative thinking Critical and creative thinking
  • Intercultural understanding Intercultural understanding
  • Personal and social capability Personal and social capability
  • Ethical understanding Ethical understanding
ScOT terms
  • Aboriginal history
  • Stolen Generations
  • Legal equality
  • Activism
  • Torres Strait Islander history
View on Australian Curriculum website
English / Year 9 / Literacy
Curriculum content descriptions

Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Elaborations
  • presenting arguments that advance opinions, justify positions, and make judgments in order to persuade others about issues such the importance of maintaining balance in the biosphere
  • creating imaginative texts with main ideas developed through the interconnections of plot, settings, characters, the changing of chronological order, foreshadowing in written, spoken and digital texts
  • creating informative and argumentative texts with explanations, details and evidence
  • following the structure of an argument which has a series of sequenced and linked paragraphs, beginning with an outline of the stance to be taken, a series of supported points that develop a line of argument, and a conclusion which summarises the main line of argument
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • ICT capability Information and Communication Technology (ICT) capability
ScOT terms
  • Creating texts
  • Reasoning
View on Australian Curriculum website
English / Year 9 / Literacy
Curriculum content descriptions

plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas, and selecting text structures, language features, literary devices and multimodal features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical (AC9E9LY06)

Elaborations
  • developing an argument that has a series of sequenced and linked paragraphs, beginning with a contention, followed by a series of supported points that develop a line of argument, and a conclusion that summarises the main line of argument
  • creating informative texts that explain and analyse complex phenomena using well-chosen facts and precise language
  • reviewing and editing their own and others’ texts, which may involve using online applications, for accuracy of grammar, spelling and punctuation, and to achieve particular purposes and address specific audiences by improving clarity and control of content through organising, developing, extending and linking ideas
  • discussing choices of literary devices used in a literary text with a peer, and evaluating the potential effect of each choice on an audience
General capabilities
  • Critical and creative thinking Critical and Creative Thinking
ScOT terms
  • Editing
  • Creating texts
  • Language conventions
View on Australian Curriculum website
English / Year 10 / Literacy
Curriculum content descriptions

plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas through experimenting with text structures, language features, literary devices and multimodal features for specific purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical (AC9E10LY06)

Elaborations
  • presenting a structured argument by providing a statement of the major arguments or concerns relating to an issue, previewing the structure of arguments, structuring the text to provide a major point for each paragraph with succinct elaboration, and concluding with a summary of the main issues or recommendations in an argument
  • creating written and multimodal texts that compel readers to empathise with the ideas and emotions expressed or implied
  • designing a webpage that combines navigation, text, sound, and moving and still images for a specific audience
  • reviewing, editing and refining their own and others’ texts for accuracy of grammar, spelling and punctuation, and to achieve particular purposes and address specific audiences through control and organisation of content, sentence structures, vocabulary choices and visual features
  • reflecting on the effect of choices made in a written or multimodal text and how these choices may be changed or developed in future texts
General capabilities
  • Critical and creative thinking Critical and Creative Thinking
ScOT terms
  • Editing
  • Creating texts
  • Language conventions
View on Australian Curriculum website
History / Year 10 / Historical Knowledge and Understanding
Curriculum content descriptions

Changing nature of the music, film and television industry in Australia during the post-war period, including the influence of overseas developments (such as Hollywood, Bollywood and the animation film industry in China and Japan) (ACDSEH122)

Elaborations
  • identifying American and Asian influences on Australian popular culture since World War II (for example, through mainstream and Hollywood and Bollywood films)
General capabilities
  • Critical and creative thinking Critical and creative thinking
  • Intercultural understanding Intercultural understanding
  • Personal and social capability Personal and social capability
ScOT terms
  • Australian culture
  • Television
  • Australian films
  • Music industry
  • Popular culture
  • Acculturation
  • Film industry
  • Rock music
View on Australian Curriculum website
History / Year 10 / Historical Knowledge and Understanding
Curriculum content descriptions

The significance of the following for the civil rights of Aboriginal and Torres Strait Islander Peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations), the Apology (ACDSEH106)

Elaborations
  • describing the aims, tactics and outcomes of a particular event in the Aboriginal and Torres Strait Islander Peoples' struggle for rights and freedoms
General capabilities
  • Critical and creative thinking Critical and creative thinking
  • Intercultural understanding Intercultural understanding
  • Personal and social capability Personal and social capability
  • Ethical understanding Ethical understanding
ScOT terms
  • Aboriginal history
  • Stolen Generations
  • Legal equality
  • Torres Strait Islander history
  • Native title
  • Referenda
View on Australian Curriculum website
History 7-10 / Year 10 / Knowledge and understanding
Curriculum content descriptions

changing historical perspectives over time in relation to the developments in technology, public health, longevity, standard of living in the 20th century, and concern for the environment and sustainability (AC9HH10K14)

Elaborations
  • identifying key developments in technology since 1945 that have changed the world in the following areas: the household, such as television, appliances, central heating and cooling; travel and trade, such as shipping and passenger jets; globalisation, mass consumption and communications, such as the microchip, satellites and digital systems
  • discussing the growth in the world’s population during the 20th century, including life expectancy changes in different parts of the world, and the depletion of natural resources
  • identifying how the rise of the environmental movement around the world has changed people’s perspectives on things such as developments in renewable energy technology and sustainability measures such as recycling
General capabilities
  • Ethical understanding Ethical Understanding
  • Intercultural understanding Intercultural Understanding
ScOT terms
  • Aboriginal history
  • Stolen Generations
  • Legal equality
  • Racial discrimination
  • Activism
  • Torres Strait Islander history
View on Australian Curriculum website
Civics and citizenship / Year 9 / Civics and Citizenship Skills
Curriculum content descriptions

Develop, select and evaluate a range of questions to investigate Australia's political and legal systems (ACHCS082)

Elaborations
  • selecting key questions to investigate an aspect of Australia’s political and legal systems (for example, the role of juries)
  • posing questions which evaluate Australia’s democracy such as ‘how equal?’, ‘how representative?’ and ‘how accountable?’
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • Personal and social capability Personal and social capability
  • Ethical understanding Ethical understanding
ScOT terms
  • Law
  • Politics
View on Australian Curriculum website
Civics and citizenship / Year 10 / Civics and Citizenship Skills
Curriculum content descriptions

Develop, select and evaluate a range of questions to investigate Australia's political and legal systems (ACHCS095)

Elaborations
  • developing and evaluating a set of questions that provide a comprehensive framework for research (for example, in relation to how systems of government might differ and how democratic they are)
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • Personal and social capability Personal and social capability
  • Ethical understanding Ethical understanding
ScOT terms
  • Law
  • Politics
View on Australian Curriculum website