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Aboriginal & Torres Strait Islander studies and/or perspectives…

- - - - Students are able to connect to Aboriginal culture of the local area whilst undertaking science, mathematics, technology and enterprise.
        
        Health and wellbeing
        
        sense of belonging
- - - - People use science in their daily lives, including when caring for their environment and living things (ACSHE035)
        
        finding out about how Aboriginal and Torres Strait Islander people use science to meet their needs, including food supply
    - - Bush Foods – what plants can be used and why, how did people discover this.
      - Six seasons of Aboriginal year
  - - - Lesson: To provide an opportunity for students to learn how traditional damper was made and to compare it with modern damper and bread.
        
        Student outcome: Student moves towards understanding that the diverse groups to which people belong vary in their traditional and non-traditional aspects, and that interaction with these groups influences the identity of individuals
        
        Share group/pair discoveries about traditional damper making.
        
        Why did Aboriginal families make damper? Where did they get ingredients to make damper?
        
        Assessment: participation in research activity and recording information found
  - - - Country/Place and their economic, cultural, spiritual and aesthetic value of place, including the idea of custodial responsibility.
      - .
  - - - Early childhood: To introduce principles of counting – one to one
        correspondence for numbers
        
        Student Outcomes: Number – Comparison of groups of objects and use of appropriate terminology to describe them
        
        TEACHING RESOURCES: local seeds and nuts, fishing line or fine elastic to make bracelet
        
        Give students a handful of nuts to start threading. Teacher models counting 1 to 1 correspondance as they thread their own bracelets.
        
        Draw up a checklist to identify those children who can/cannot count with one-to-one correspondence, touching each object once as they count?
  - - - exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with rivers, waterways, waterholes, seas, lakes, soaks and springs for Aboriginal and Torres Strait Islander Peoples
  - - - Generates artworks that communicate ideas
        
        Arrange for a Noongar speaker to accompany you and provide names of plants, animals and other things in the environment.
- - - - Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
      - Children respond to diversity with respect
      - Children become aware of fairness
      - Children become socially responsible and show respect for the environment
      - Respect
        
        Avoiding eye contact
  - - - Children feel safe, secure, and supported
      - Children develop knowledgeable and confident self identities
      - Children learn to interact in relation to others with care, empathy and respect
        
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