WRAP THE CITY has been designed to work
within the Australian cross-curriculum through grades 1 to 7. Each suggested
slogan covers criteria of that particular grade. If by chance you have more
than one slogan suggested, you then have the opportunity to select which slogan
you would like to represent. If you would like to choose a slogan that's not
suggested to your particular grade you're welcome to do so however, it is
recommended that each school represents all five slogans.
Years 1-2 Curriculum
Grade 1 -English
- Using drawing and writing to depict and comment on people and places beyond their immediate experience.
- Creating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures.
Grade 2 -English
- Discussing moral and teaching stories from varied cultures, identifying and comparing their central messages
Grade 2 -Geography
- Describing the connections of the local Aboriginal or Torres Strait Islander Peoples with the land, sea and animals of their place
- The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place
- Discussing how some people are connected to one Country, for example, because it is ‘mother’s’ Country or ‘father’s’ Country
Suggested Slogans
- You’re standing on indigenous land.
Years 3-4 Curriculum
Grade 3 English
- Learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately
- Draw connections between personal experiences and the worlds of texts, and share responses with others.
- Discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in the text
- Exploring texts that highlight issues and problems in making moral decisions and discussing these with others.
Grade 3 - History
- The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area.
- Identifying the language groups of Aboriginal and Torres Strait Islander peoples who belong to the local area and explaining the relationship between language, country, place and spirituality
- 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
- Using acronyms (for example NAIDOC, ANZAC) and understanding their meaning
Grade 4 – History
- Investigating pre-contact ways of life of the Aboriginal people and/or Torres Strait Islanders; their knowledge of their environment including land management practices; their sense of the interconnectedness of Country/Place, People, Culture and Identity; and some of their principles (such as caring for country, caring for each other and respecting all things)
- Studying totems in the lives of Aboriginal and/or Torres Strait Islander Peoples and examining the differences between their totems
- Comparing the European concept of land ownership with the Aboriginal and Torres Strait Islander peoples' relationship with the land and sea, and how this affected relations between them
- Exploring early contact history with the British (for example Pemulwuy or the Black War) and the impact that British colonisation had on the lives of Aboriginal people (dispossession, dislocation and the loss of lives through conflict, disease, loss of food sources and medicines)
- Exploring whether the interactions between Europeans and Aboriginal and Torres Strait Islander peoples had positive or negative effects
Grade 4 - Geography
- Recognising that the distribution of Aboriginal and Torres Strait Islander Peoples before colonisation was concentrated in the coastal and riverine areas of Australia
Suggested Slogans
- Stolen land, stolen children, stolen beliefs our legacy.
- 100% Indigenous population down to 3%.
- 650000 years of history, how long have you been here?
Years 5 Curriculum
History
- Investigating colonial life to discover what life was like at that time for different inhabitants (for example a European family and an Aboriginal or Torres Strait Islander Language group, a convict and a free settler, a sugar cane farmer and an indentured labourer) in terms of clothing, diet, leisure, paid and unpaid work, language, housing and children’s' lives'.
Geography
- Identifying how Aboriginal and Torres Strait Islander communities altered the environment through their methods of land and resource management
- Finding out how to conduct ethical research with people and communities, including the protocols for consultation with local Aboriginal/Torres Strait Islander communities
Suggested Slogans
- Demand Change
- Stolen Land, Stolen Children, Stolen Beliefs, Our Legacy
Years 6-7 Curriculum
Grade 6- History
- The lack of citizenship rights for Aboriginal Peoples and Torres Strait Islander Peoples in Australia, illustrated by their early classification as flora and fauna, controls on movement and residence, the forcible removal of children from their families leading to the Stolen Generations, and poor pay and working conditions
- Investigating the experiences of democracy and citizenship of children who were placed in orphanages, homes and other institutions (for example the nature of their food and shelter, education and contacts with family)
Grade 6 – Geography
- Investigating the similarities and differences in official languages and religions between Australia and selected countries of the Asia region and other parts of the world
- Researching the proportions of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics
- Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports
Grade 7 -English
- Building knowledge, understanding and skills in relation to the history, culture, and literary heritage of Aboriginal and Torres Strait Islander peoples
Grade 7 – History
- The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples
Grade 7 – Geography
- Exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with rivers, waterholes, seas, lakes, soaks and springs for Aboriginal and Torres Strait Islander Peoples
- The factors that influence the decisions people make about where to live and their perceptions of the liveability of places
- Discussing that many Aboriginal and Torres Strait Islander Peoples choose to live on their Country/Place or might prefer to if they had the choice
- Applying ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
Suggested Slogans
- You’re standing on Indigenous land.
- 100% Indigenous population down to 3%
- Stolen land, stolen children, stolen beliefs, our legacy.
- 65 000 years of history. How long have you been here?
