Close message Scootle will be undergoing maintenance between 1:00 pm to 2:00 pm today, 25 November 2021. You may experience intermittent connection at this time.

Learning objects Standing on Country

TLF ID M025904

The purpose of this resources is for students in Stages 2 and/or Stage 3 to create meaningful Acknowledgements of Country collaborating with your local Aboriginal community; local Aboriginal Language group and/or Aboriginal Education Consultative Group (AECG). The Standing on Country resource includes lessons with comprehensive notes and curriculum linked learning activities. Students develop an engaging digital portfolio throughout the unit of work providing rich opportunities for assessment and feedback.



Educational details

Educational value
  • The purpose of this resources is for students in Stages 2 and/or Stage 3 to create meaningful Acknowledgements of Country collaborating with your local Aboriginal community; local Aboriginal Language group and/or Aboriginal Education Consultative Group (AECG).
  • The Standing on Country resource includes lessons with comprehensive notes and Stage 2 and Stage 2 NSW History curriculum linked learning activities. Students develop an engaging digital portfolio throughout the unit of work providing rich opportunities for assessment and feedback.
  • In using this digital teaching and learning resource, students will: -work with a group to learn about Country, Place, the traditional Aboriginal way of life and Acknowledgement of Country -individually create and share their own Acknowledgment of Country -work with a group to develop an idea about how to improve knowledge of Aboriginal connection to Country in their school and create a proposal for the Principal.
  • Before using this resource: It is essential you connect with your local Aboriginal community and develop a relationship before delivering this learning. Their local knowledge, expertise and cultural protocol should be valued and utilised. It is particularly important to consult with and involve Aboriginal and Torres Strait Islander Peoples in all decisions affecting their cultural heritage. This includes representing and using their history, community, stories and interviews, lives and families and cultural and intellectual property.
  • During consultation, include the risks and benefits of wider dissemination of cultural material, as certain information or images may be unsuitable for circulation. Ensure you consult in a thorough, accessible way and use culturally appropriate language.
Year level

2; 3; 4; 5; 6

Learning area
  • Humanities and social sciences
  • History

Other details

Contributors
  • Author
  • Name: State of NSW, Department of Education
  • Organization: State of NSW, Department of Education
  • Description: author
  • Contributor
  • Name: State of NSW, Department of Education
  • Organization: State of NSW, Department of Education
  • Description: author
  • Name: State of NSW, Department of Education
  • Organization: State of NSW, Department of Education
  • Description: Data contributor
  • Name: Education Services Australia
  • Organization: Education Services Australia
  • Description: Data manager
  • Address: VIC, AUSTRALIA
  • URL: http://www.esa.edu.au/
  • Publisher
  • Name: State of NSW, Department of Education
  • Organization: State of NSW, Department of Education
  • Description: Publisher
  • Resource metadata contributed by
  • Name: Education Services Australia Ltd
  • Organisation: Education Services Australia Ltd
  • Address: AUSTRALIA
  • URL: www.esa.edu.au
Access profile
  • Generic
Learning Resource Type
  • Interactive
Rights
  • © State of New South Wales, Department of Education.