Standing on Country

Before beginning Standing on Country local Aboriginal peoples and community should be engaged and invited to be involved prior to teaching any parts of the resource.

WARNING: Aboriginal and Torres Strait Islander viewers are warned that this resource may contain images and voices of deceased persons.

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.

Key contacts for Aboriginal collaboration and advice

• Contact your local Aboriginal Education Consultative Group (AECG) for advice. The AECG is the peak advisory body for the Department of Education. Locate the regional or local committee at the AECG website to support your school.

• The Aboriginal education and communities team may also be able to provide further advice and support.

• The NSW Aboriginal Land Council is the State’s peak representative body in Aboriginal Affairs. Please contact your local Aboriginal Land Council if available.

• The Aboriginal Heritage Office can provide information about Aboriginal culture and sites of particular areas.

• Other local Aboriginal organisations. For example: local Elder's group, community organisations.

Collaboration idea

• Invite local community members for a "yarn and cuppa" and ensure your school is a safe cultural space.

Stage 2

• HT2-2 describes and explains how significant individuals, groups and events contributed to changes in the local community over time

• HT2-5 applies skills of historical inquiry and communication

Stage 3

• HT3-2 describes and explains different experiences of people living in Australia over time

• HT3-5 applies a variety of skills of historical inquiry and communication

The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area (ACHASSK062)

• liasing with Community to identify original language groups of Aboriginal or Torres Strait Islander Peoples who belong to the local area and exploring the relationship between language, Country/Place and spirituality. (This is intended to be a local area study with a focus on one language group; however, if information or sources are not readily available, another representative area may be studied.)

• listening to Aboriginal or Torres Strait Islander Elders, grandparents and older community members tell stories associated with the local language groups and the land they belong to

• discussing when to use ‘Acknowledgement of Country’ and ‘Welcome to Country’ at ceremonies and events to respectfully recognise the Country/Place and traditional custodians of the land, sea, waterways and sky

General capabilities

• Critical and creative thinking Critical and creative thinking

• Intercultural understanding Intercultural understanding

• Personal and social capability Personal and social capability

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures Aboriginal and Torres Strait Islander histories and cultures