Djiddee Djiddee – Kobi Morrison

Teaching Resources and Ideas

Songs have long been used by Aboriginal peoples to retain important information about culture and environment. Please note that resources have been created with authentic cultural connections foremost in mind. Specific curriculum outcomes have then been linked back to the songs. The songs are an important way of imparting cultural information in a context rich way. The curriculum links, listed below the resources, are those inherent in the songs, and the suggested activities.

  • This song is predominantly in English with 2 exceptions

    Djiddee Djiddee - Willie Wagtail

    Dellas - Black Birds

    Listen to Djiddee Djiddees in the garden or listen here

    What do the children notice about why Noongar people call these birds Djiddee Djiddee?

    This song a good springboard for learning the Noongar names of other birds native to your area.

    Djerap (Batchelor Press) is a useful resource.

    In the video resource, listen to the songwriter, Kobi Morrison discuss his motivation to use song as a vehicle for employing the Noongar language.

  • This song is in a VERSE and CHORUS structure.

    • With students look at how each verse examines a different aspect of djiddee djiddee life.

      Vs 1 - The features of a Djiddee Djiddee

      Vs 2 - looking for a mate and nesting materials

      Vs 3 - forming a pair and creating a family

    • The CHORUS examines the distinctive sound that a djiddee djiddee makes. It is in a call and response style:

      • have one group of students try whistling the doh’, ti, lah, so, fah, fah, fah soh - pattern (many young students can’t whistle, so may need to ‘la’ this.)

      • have a second group of students make the djiddee-djiddee sound and show the “beak hands” (see the virtual workshop video)

      • Students can try the above using tuned percussion and other tuned instruments for the whistling section.

      • Let students experiment with untuned percussion to find a sound that best represents the djiddee djiddee ( cabasa, guiro, shaker etc..)

    • You will hear the “Dellas fly” counter melody sung against the CHORUS in the final verse, if you listen to the recording. Try this if you have a strong group of students who can sing this part.

Keira Gentle interviews Kobi Morrison

video available with Koorlong Moort subscription

Koodjal Djinang - Two Way Seeing

  • Explore the story of the Djiddee Djiddee as described in the song with the children.

    • What Djiddee Djiddee behaviour does it describe?

    • What does it explain about how Djiddee Djiddee live?

    • Do Djiddee Djiddee visit your service/school environment? If so spend some time watching them.

      • have children document what they notice - consider photos, drawings, sound recordings, video, blogs or vlogs

    • Observe the changes to the Djiddee Djiddee behaviour throughout the six Noongar Seasons

    • Learn more about Djiddee Djiddee (Helpful resources - Backyard buddies)

      • What else have the children learnt about Djiddee Djiddee?

      • Have children create a poster/booklet, ebook about Djiddee Djiddee to share what they have learnt with others

      • In Early Childhood Settings - use a floorbook to document children’s observations, research and drawings

  • Activities accessible through Koorlong Moort subscription only

  • Djiddee Djiddee nesting fun facts!!

  • Activities accessible through Koorlong Moort subscription only

  • Activities accessible through Koorlong Moort subscription only

BOOKS AND RESOURCES

Books:

Willy-Willy Wagtail - by Helen Milroy

Videos

Willy Wagtail behvaiour:

https://www.youtube.com/watch?v=s8Y3raDbyBw

https://www.youtube.com/watch?v=O9E6D98gNiY

References:

https://birdfact.com/articles/willie-wagtail-nesting

https://www.westerlymag.com.au/wp-content/uploads/2017/07/WesterlyVol.54Leonard-M.Collard.pdf

https://www.noongarculture.org.au/spirituality/#[viii]

https://www.mooditjboodja.com.au/willy-wagtail

https://backyardbuddies.org.au/backyard-buddies/willie-wagtail/

https://www.noongarculture.org.au/noongar-lore/#:~:text=Noongar%20people%20don't%20whistle,the%20other%20can%20provide%20assistance.

Curriculum Links

  • PRINCIPLES

    Respect for diversity -

    • Educators recognise that diversity contributes to the richness of our society and provides a valid evidence base about ways of knowing.

    Aboriginal and Torres Strait Islander perspectives

    • Providing opportunities for Aboriginal and Torres Strait Islander children to see themselves, their identities and cultures reflected in their environment is important for growing a strong identity

    Sustainability

    • Educators encourage children to develop appreciation of the natural world, understand our impact on the natural world, and the interdependence between people, animals, plants, lands and waters.

    • Sustainable practices are created with children and children are supported to take an active role in caring for the environment and to think about ways they can contribute to a sustainable future.

    • Recognising that Aboriginal and Torres Strait Islander peoples have looked after Country for the past 60,000 years, educators and children learn about Aboriginal and Torres Strait Islander history, culture and rich sustainable practices.

    PRACTICES

    Cultural responsiveness

    • Being culturally responsive includes a genuine commitment to embed Aboriginal and Torres Strait Islander perspectives in all aspects of the curriculum

    OUTCOMES

    2. Children are connected with and contribute to their world

    • 2.1 Children develop a sense of connectedness to groups and communities and an understanding of their reciprocal rights and responsibilities as active and informed citizens when:

    • Children

      • begin to understand and use sustainable practices in their settings and communities across all dimensions of sustainability

      Educators

      • investigate the dependence between people, animals, plants, lands and waters

    • 2.4 Children become socially responsible and show respect for the environment when

      Children

      • recognise they are part of ecosystems and care for local biodiversity

      • care for Country and connect with animals, plants, lands and waterways

      • explore, infer, predict and hypothesise in order to develop an increased understanding of the interdependence between land, people, plants and animals

      Educators

      • model respect, care and appreciation for the natural environment

      • find ways of enabling children to care for and learn from the land

      • look for examples of interdependence in the environment and discuss the ways the life and health of living things are interconnected

    3. Children have a strong sense

    of wellbeing

    • 3.2 Children become strong in their physical learning and wellbeing when:

      Children

      • combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity, including dance, creative movement, drama and fundamental movement skills

      • respond through movement to traditional and contemporary music, dance and storytelling

      Educators

      • plan for and participate in energetic physical activity with children, including dance, drama, fundamental movement skills and games

    4. Children are confident and

    involved learners

    • Children develop a growth mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity when:

      They

      • participate in a variety of rich and meaningful inquiry-based experiences

      • engage in creative experiences such as art, dance and drama

      Educators

      • create responsive learning environments that promote shared sustained thinking

    • Children develop a range of learning and thinking skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating when:

      They

      • use a range of media to express their ideas through the arts, e.g. clay, drawing, paint, digital technologies

      Educators

      • provide opportunities for involvement in experiences that support the investigation of ideas, complex concepts and thinking, reasoning and hypothesising

    • Children resource their own learning through connecting with people, place, technologies and natural and processed materials when:

      They

      • manipulate natural and manufactured materials and resources to investigate, take apart, assemble, invent and construct

      Educators

      • provide opportunities for children to both construct and take apart materials as a strategy for learning

    5. Children are effective

    communicators

    • Children interact verbally and non-verbally with others for a range of purposes

      They

      • interact with others to explore ideas and concepts, clarify and challenge thinking, negotiate and share new understandings

      Educators

      • engage in sustained communication with children about ideas and experiences, and extend their vocabulary

    • Children engage with a range of texts and gain meaning from these texts

      They

      • explore texts from a range of different perspectives and begin to analyse the meanings

      • actively use, engage with and share the enjoyment of language and texts in a range of ways

      Educators

      • engage children in discussions about books and other texts that promote consideration of diverse perspectives

    • Children express ideas and make meaning using a range of media when:

      they

      • use materials to create art works (e.g. drawing, painting, sculpture, drama, dance, movement, music and storytelling) to express ideas and make meaning

      Educators

      • provide a range of resources that enable all children to express meaning through the Arts, including visual arts, dance, drama and music

  • PRINCIPLES

    Respect for diversity

    • Educatorsrecognise that diversity contributesto the richness of our society and provides a valid evidence base about ways of knowing. For Australia, it also includes promoting greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being

    PRACTICES

    Cultural competence

    • being aware of one’s own world view; developing positive attitudes towards cultural differences; gaining knowledge of different cultural practices and world views

    LEARNING OUTCOMES

    Learning Outcome 2: Connecting and Contributing

    • 2.1 Children are developing a sense of connectedness to groups and the community and developing an understanding of reciprocal rights and responsibilities for active community participation when they are, for example:

      • Developing inquiry and communication skills when exploring and connecting with groups by representing discoveries and communicating ideas in a variety of ways using creative and expressive media

    • 2.4 Children are showing social responsibility and respect for the environment when they are, for example:

      • exploring and describing simple natural and constructed elements in their environment

      • exploring the basic needs of people, plants and animals, and places where they live

      • investigating places where people, plants and animals live and how they interact

      • exploring ways to care for and sustain the environment exploring ways to care for and sustain the environment

    Learning Outcome 3: Wellbeing

    • 3.2 Children are taking increasing responsibility for their own health, mental and physical wellbeing when they are, for example:

      • combining gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama

    Learning Outcome 4: Learning and Thinking

    • 4.3 Children are engaging in creative and inventive ways of thinking and doing when they are, for example:

      • exploring different ways of creating models

      • expressing themselves through the Arts and with multi-media materials such as crayons, paint, play dough or clay, construction materials, computer software, photography

      • expressing themselves through the Arts and with multi-media materials such as crayons, paint, play dough or clay, construction materials, computer software, photography

    Learning Outcome 5: Communication

    • 5.4 Children are expressing ideas and make meaning using a range of media and materials when they are, for example:

      • representing ideas and feelings when using creative arts,

Australian Curriculum

  • ABORIGINAL LANGUAGES AND TORRES STRAIT ISLANDER LANGUAGES

    Communicating

    • Creating

      • ACLFWC135 - Participate in shared listening to, viewing and reading of texts and respond through singing, miming, play-acting, drawing, action and movement

      • ACLFWC136 - Create and present shared stories, songs and performances, using familiar words and patterns and support materials

    Understanding

    • Systems of language

      • ACLFWU143 - Recognise there are many ways of communicating messages in Aboriginal and Torres Strait Islander languages

    ENGLISH

    Literature

    • Literature and context

      • ACELT1575 - Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences

    • Examining literature

      • ACELT1578 Identify some features of texts including events and characters and retell events from a text

    • Creating literature

      • ACELT1580 Retell familiar literary texts through performance, use of illustrations and images

      • ACELT1831 Innovate on familiar texts through play

    • Literacy

      • ACELY1646 Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations

    SCIENCE

    Science Understanding

    • Biological sciences

      • ACSSU002 Living things have basic needs, including food and water

    • Chemical sciences

      • ACSSU003 Objects are made of materials that have observable properties

    Science as a Human Endeavour

    • Nature and development of science

      • ACSHE013 Science involves observing, asking questions about, and describing changes in, objects and events

    Science Inquiry Skills

    • Processing and analysing data and information

      • ACSIS233 Engage in discussions about observations and represent ideas

    DESIGN AND TECHNOLOGIES

    • KNOWLEDGE AND UNDERSTANDING

      • ACTDEK002 Explore how technologies use forces to create movement in products

    • PROCESSES AND PRODUCTION SKILLS

      • ACTDEP005 Explore needs or opportunities for designing, and the technologies needed to realise designed solutions

      • ACTDEP006 Generate, develop and record design ideas through describing, drawing and modelling

      • ACTDEP007 Use materials, components, tools, equipment and techniques to safely make designed solutions

      • ACTDEP008 Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment

      • ACTDEP009 Sequence steps for making designed solutions and working collaboratively

    ARTS

    MUSIC

    • Making

      • ACAMUM080 Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion

      • ACAMUM081 Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community

    • Responding

      • ACAMUR083 Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples

    DANCE

    • Making

      • ACADAM001 Explore, improvise and organise ideas to make dance sequences using the elements of dance

      • ACADAM003 Present dance that communicates ideas to an audience, including dance used by cultural groups in the community

    • Responding

      • ACADAR004 Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples

  • ABORIGINAL LANGUAGES AND TORRES STRAIT ISLANDER LANGUAGES

    COMMUNICATING

    • Socialising

      • ACLFWC131 Participate in guided group activities, such as games, songs and simple tasks, using movement and gestures to support understanding and to convey meaning

    • Creating

      • ACLFWC136 Create and present shared stories, songs and performances, using familiar words and patterns and support materials

    • Translating

      • ACLFWC137 Translate frequently used words and phrases, using visual cues and resources such as word lists

    ENGLISH

    LITERATURE

    • Creating Literature

      • ACELT1586 Recreate texts imaginatively using drawing, writing, performance and digital forms of communication

    • Literacy

      • ACELY1655 Respond to texts drawn from a range of cultures and experiences

    SCIENCE

    SCIENCE UNDERSTANDING

    • Biological Sciences

      • ACSSU017 Living things have a variety of external features

      • ACSSU211 Living things live in different places where their needs are met

    SCIENCE AS A HUMAN ENDEAVOUR

    • Nature and Development of Science

      • ACSHE021 Science involves observing, asking questions about, and describing changes in, objects and events

    • Use and Influence of Science

      • ACSHE022 People use science in their daily lives, including when caring for their environment and living things

    SCIENCE INQUIRY SKILLS

    • Questioning and Predicting

      • ACSIS024 Pose and respond to questions, and make predictions about familiar objects and events

    • Planning and Conducting

      • ACSIS025 Participate in guided investigations to explore and answer questions

    • Processing and Analysing Data and Information

      • ACSIS027 Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions

    • Evaluating

      • ACSIS213 Compare observations with those of others

    • Communicating

      • ACSIS029 Represent and communicate observations and ideas in a variety of ways

    CROSS CURRICULUM PRIORITY

    SUSTAINABILITY

    • Conservation and Sustainability

      • Students develop the knowledge, skills, values and world views necessary to contribute to more sustainable patterns of living.

    TECHNOLOGIES

    DESIGN AND TECHNOLOGIES KNOWLEDGE AND UNDERSTANDING

    • ACTDEK002 Explore how technologies use forces to create movement in products

    DESIGN AND TECHNOLOGIES PROCESSES AND PRODUCTION SKILLS

    • ACTDEP005 Explore needs or opportunities for designing, and the technologies needed to realise designed solutions

    • ACTDEP006 Generate, develop and record design ideas through describing, drawing and modelling

    • ACTDEP007 Use materials, components, tools, equipment and techniques to safely make designed solutions

    • ACTDEP008 Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment

    • ACTDEP009 Sequence steps for making designed solutions and working collaboratively

    ARTS

    MUSIC

    • Making

      • ACAMUM080 Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion

      • ACAMUM081 Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community

    • Responding

      • ACAMUR083 Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples

    DANCE

    • Making

      • ACADAM001 Explore, improvise and organise ideas to make dance sequences using the elements of dance

      • ACADAM003 Present dance that communicates ideas to an audience, including dance used by cultural groups in the community

    • Responding

      • ACADAR004 Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples

  • ABORIGINAL LANGUAGES AND TORRES STRAIT ISLANDER LANGUAGES

    COMMUNICATING

    • Socialising

      • ACLFWC131 Participate in guided group activities, such as games, songs and simple tasks, using movement and gestures to support understanding and to convey meaning

        Creating

        ACLFWC136 Create and present shared stories, songs and performances, using familiar words and patterns and support materials

    • Translating

      • ACLFWC137 Translate frequently used words and phrases, using visual cues and resources such as word lists

    ENGLISH

    LITERATURE

    • Literature and Context

      • ACELT1587 Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created

    • Responding to Literature

      • ACELT1590 Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590

    • Examining Literature

      • ACELT1591 Discuss the characters and settings of different texts and explore how language is used to present these features in different ways

    SCIENCE

    SCIENCE UNDERSTANDING

    • Biological Sciences

      • ACSSU030 Living things grow, change and have offspring similar to themselves

    SCIENCE AS HUMAN ENDEAVOUR

    • Nature and Development of Science

      • ACSHE034 Science involves observing, asking questions about, and describing changes in, objects and events

    • Use and Influence of Science

      • ACSHE035 People use science in their daily lives, including when caring for their environment and living things

    SCIENCE INQUIRY SKILLS

    • Questioning and Predicting

      • ACSIS037 Pose and respond to questions, and make predictions about familiar objects and events

    • Planning and Conducting

      • ACSIS038 Participate in guided investigations to explore and answer questions

    • Processing and Analysing Data and Information

      • ACSIS040 Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions

    • Evaluating

      • ACSIS041 Compare observations with those of others

    • Communicating

      • ACSIS042 Represent and communicate observations and ideas in a variety of ways

    CROSS CURRICULUM PRIORITY

    SUSTAINABILITY

    • Conservation and Sustainability

      • Students develop the knowledge, skills, values and world views necessary to contribute to more sustainable patterns of living.

    TECHNOLOGIES

    DESIGN AND TECHNOLOGIES KNOWLEDGE AND UNDERSTANDING

    • ACTDEK002 Explore how technologies use forces to create movement in products

    DESIGN AND TECHNOLOGIES PROCESSES AND PRODUCTION SKILLS

    • ACTDEP005 Explore needs or opportunities for designing, and the technologies needed to realise designed solutions

    • ACTDEP006 Generate, develop and record design ideas through describing, drawing and modelling

    • ACTDEP007 Use materials, components, tools, equipment and techniques to safely make designed solutions

    • ACTDEP008 Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment

    • ACTDEP009 Sequence steps for making designed solutions and working collaboratively

    ARTS

    MUSIC

    • Making

      • ACAMUM080 Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion

      • ACAMUM081 Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community

    • Responding

      • ACAMUR083 Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples

    DANCE

    • Making

      • ACADAM001 Explore, improvise and organise ideas to make dance sequences using the elements of dance

      • ACADAM003 Present dance that communicates ideas to an audience, including dance used by cultural groups in the community

    • Responding

      • ACADAR004 Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples

  • ABORIGINAL LANGUAGES AND TORRES STRAIT ISLANDER LANGUAGES

    COMMUNICATING

    • Informing

      • ACLFWC155 Gather, record and classify information from a range of sources from Country/Place, historical documents and contemporary resources [Key concepts: community life, leisure, environment, Indigenous knowledge, health, well-being; Key processes: identifying researching, compiling, presenting, tabulating, categorising, giving directions]

      • ACLFWC156 Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams [Key concepts: Country/Place, community life; Key processes: creating, presenting, profiling]

        • Creating

          • ACLFWC157 Listen to, read and view different real and imaginative texts, identifying and making simple statements about key elements, characters and events, and interpreting cultural expressions and behaviours [Key concepts: visual design, representation, journey; Key processes: participating, describing, predicting, recalling, responding, listening, shared/guided reading; Key text types: songs, dances, stories, paintings and visual design, video clips]

          • ACLFWC158 Create and present real and imaginative texts suitable for a particular audience, using familiar expressions and modelled language[Key concepts: imagination, entertainment, audience; Key processes: imagining, creating, experimenting, performing, storytelling; Key text types: raps, songs, dramatic performances, digital texts, video clips, skits, paintings and visual design] (ACLFWC158

      UNDERSTANDING

    • Language awareness

      • ACLFWU170 Understand that the use of stories and names in Aboriginal and Torres Strait Islander languages is culturally determined

        [Key concepts: ownership, custodianship, cultural safety; Key processes: recognising, observing, discussing]

    • Role of Language and Culture

      • ACLFWU171 Explore connections between identity and cultural values and beliefs and the expression of these connections in Aboriginal and Torres Strait Islander languages [Key concepts: Country/Place, cultural expression and transmission, values, beliefs, spirituality; Key processes: observing, making connections, discussing, investigating]

    ENGLISH

    LITERATURE

    • Responding to Literature

      • ACELT1596 Draw connections between personal experiences and the worlds of texts, and share responses with others

    SCIENCE

    SCIENCE UNDERSTANDING

    • Biological Sciences

      • ACSSU044 Living things can be grouped on the basis of observable features and can be distinguished from non-living things

    SCIENCE AS HUMAN ENDEAVOUR

    • Nature and Development of Science

      • ACSHE050 Science involves making predictions and describing patterns and relationships

    • Use and Influence of Science

      • ACSHE051 Science knowledge helps people to understand the effect of their actions

    SCIENCE INQUIRY SKILLS

    • Questioning and Predicting

      • ACSIS053 With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge

    • Planning and Conducting

      • ACSIS054 With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment

    • Communicating

      • ACSIS060 Represent and communicate observations, ideas and findings using formal and informal representations

    CROSS CURRICULUM PRIORITY

    SUSTAINABILITY

    • Conservation and Sustainability

      • Students develop the knowledge, skills, values and world views necessary to contribute to more sustainable patterns of living.

    ARTS

    MUSIC

    • Making

      • ACAMUM084 Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns

      • ACAMUM085 Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community

    • Responding

      • ACAMUR087 Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples

    DANCE

    • Making

      • ACADAM005 Improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices

      • ACADAM007 Perform dances using expressive skills to communicate ideas, including telling cultural or community stories

    • Responding

      • ACADAR008 Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance

  • ABORIGINAL LANGUAGES AND TORRES STRAIT ISLANDER LANGUAGES

    COMMUNICATING

    • Informing

      • ACLFWC155 Gather, record and classify information from a range of sources from Country/Place, historical documents and contemporary resources [Key concepts: community life, leisure, environment, Indigenous knowledge, health, well-being; Key processes: identifying researching, compiling, presenting, tabulating, categorising, giving directions]

      • ACLFWC156 Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams [Key concepts: Country/Place, community life; Key processes: creating, presenting, profiling]

    • Creating

      • ACLFWC157 Listen to, read and view different real and imaginative texts, identifying and making simple statements about key elements, characters and events, and interpreting cultural expressions and behaviours [Key concepts: visual design, representation, journey; Key processes: participating, describing, predicting, recalling, responding, listening, shared/guided reading; Key text types: songs, dances, stories, paintings and visual design, video clips]

      • ACLFWC158 Create and present real and imaginative texts suitable for a particular audience, using familiar expressions and modelled language [Key concepts: imagination, entertainment, audience; Key processes: imagining, creating, experimenting, performing, storytelling; Key text types: raps, songs, dramatic performances, digital texts, video clips, skits, paintings and visual design]

    UNDERSTANDING

    • Language awareness

      • ACLFWU170 Understand that the use of stories and names in Aboriginal and Torres Strait Islander languages is culturally determined[Key concepts: ownership, custodianship, cultural safety; Key processes: recognising, observing, discussing]

    • Role of Language and Culture

      • ACLFWU171 Explore connections between identity and cultural values and beliefs and the expression of these connections in Aboriginal and Torres Strait Islander languages [Key concepts: Country/Place, cultural expression and transmission, values, beliefs, spirituality; Key processes: observing, making connections, discussing, investigating]

    SCIENCE

    SCIENCE UNDERSTANDINGS

    • Biological Sciences

      • ACSSU072 Living things have life cycles

      • ACSSU073 Living things depend on each other and the environment to survive

    SCIENCE AS HUMAN ENDEAVOUR

    • Nature and Development of Science

      • ACSHE061 Science involves making predictions and describing patterns and relationships

    • Use and Influence of Science

      • ACSHE062 Science knowledge helps people to understand the effect of their actions

    SCIENCE INQUIRY SKILLS

    • Questioning and Predicting

      • ACSIS064 With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge

    • Planning and Conducting

      • ACSIS065 With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment

    • Communicating

      • ACSIS071 Represent and communicate observations, ideas and findings using formal and informal representations

    CROSS CURRICULUM PRIORITY

    SUSTAINABILITY

    • Conservation and Sustainability

      • Students develop the knowledge, skills, values and world views necessary to contribute to more sustainable patterns of living.

    ARTS

    MUSIC

    • Making

      • ACAMUM084 Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns

      • ACAMUM085 Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community

    • Responding

      • ACAMUR087 Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples

    DANCE

    • Making

      • ACADAM005 Improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices

      • ACADAM007 Perform dances using expressive skills to communicate ideas, including telling cultural or community stories

    • Responding

      • ACADAR008 Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance

  • ABORIGINAL LANGUAGES AND TORRES STRAIT ISLANDER LANGUAGES

    COMMUNICATING

    • Informing

      • ACLFWC155 Gather, record and classify information from a range of sources from Country/Place, historical documents and contemporary resources [Key concepts: community life, leisure, environment, Indigenous knowledge, health, well-being; Key processes: identifying researching, compiling, presenting, tabulating, categorising, giving directions]

      • ACLFWC156 Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams [Key concepts: Country/Place, community life; Key processes: creating, presenting, profiling]

    • Creating

      • ACLFWC157 Listen to, read and view different real and imaginative texts, identifying and making simple statements about key elements, characters and events, and interpreting cultural expressions and behaviours [Key concepts: visual design, representation, journey; Key processes: participating, describing, predicting, recalling, responding, listening, shared/guided reading; Key text types: songs, dances, stories, paintings and visual design, video clips]

      • ACLFWC158 Create and present real and imaginative texts suitable for a particular audience, using familiar expressions and modelled language [Key concepts: imagination, entertainment, audience; Key processes: imagining, creating, experimenting, performing, storytelling; Key text types: raps, songs, dramatic performances, digital texts, video clips, skits, paintings and visual design]

    UNDERSTANDING

    • Language awareness

      • ACLFWU170 Understand that the use of stories and names in Aboriginal and Torres Strait Islander languages is culturally determined[Key concepts: ownership, custodianship, cultural safety; Key processes: recognising, observing, discussing]

    • Role of Language and Culture

      • ACLFWU171 Explore connections between identity and cultural values and beliefs and the expression of these connections in Aboriginal and Torres Strait Islander languages [Key concepts: Country/Place, cultural expression and transmission, values, beliefs, spirituality; Key processes: observing, making connections, discussing, investigating]

    ARTS

    MUSIC

    • Making

      • ACAMUM089 Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community

    • Responding

      • ACAMUR091 Explain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music

  • ABORIGINAL LANGUAGES AND TORRES STRAIT ISLANDER LANGUAGES

    COMMUNICATING

    • Informing

      • ACLFWC155 Gather, record and classify information from a range of sources from Country/Place, historical documents and contemporary resources [Key concepts: community life, leisure, environment, Indigenous knowledge, health, well-being; Key processes: identifying researching, compiling, presenting, tabulating, categorising, giving directions]

      • ACLFWC156 Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams [Key concepts: Country/Place, community life; Key processes: creating, presenting, profiling]

    • Creating

      • ACLFWC157 Listen to, read and view different real and imaginative texts, identifying and making simple statements about key elements, characters and events, and interpreting cultural expressions and behaviours [Key concepts: visual design, representation, journey; Key processes: participating, describing, predicting, recalling, responding, listening, shared/guided reading; Key text types: songs, dances, stories, paintings and visual design, video clips]

      • ACLFWC158 Create and present real and imaginative texts suitable for a particular audience, using familiar expressions and modelled language [Key concepts: imagination, entertainment, audience; Key processes: imagining, creating, experimenting, performing, storytelling; Key text types: raps, songs, dramatic performances, digital texts, video clips, skits, paintings and visual design]

    UNDERSTANDING

    • Language awareness

      • ACLFWU170 Understand that the use of stories and names in Aboriginal and Torres Strait Islander languages is culturally determined [Key concepts: ownership, custodianship, cultural safety; Key processes: recognising, observing, discussing]

    • Role of Language and Culture

      • ACLFWU171 Explore connections between identity and cultural values and beliefs and the expression of these connections in Aboriginal and Torres Strait Islander languages [Key concepts: Country/Place, cultural expression and transmission, values, beliefs, spirituality; Key processes: observing, making connections, discussing, investigating]

    ARTS

    MUSIC

    • Making

      • ACAMUM089 Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community

    • Responding

      • ACAMUR091 Explain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music