0

School Context:
The school is situated within the South-West of Western Australia, home to the Wardandi people of
the Noongar nation. The environment and land is supports many thriving ecosystems and the flora
and fauna is rich and diverse. The natural landscape of limestone ridges, granite coastlines and large
karri forests bring in many tourists throughout the year due to the beauty of this region and
therefore tourism is its largest industry. There are approximately 900 students enrolled at the
school, with 2% of these students being Indigenous. The school has an average Index of Community
Socio-Educational Advantage (ICSEA) of 1000. The school emphasises the importance of maintaining
and caring for the surrounding environment, and Indigenous perspectives are included within the
curricula.
General Outcomes & Purpose
Purpose: Student Outcomes:

 Gain appreciation and further  Collects relevant information and obtains it

understanding of Aboriginal Culture;
 Develop respect and acceptance of
Aboriginal and Torres Strait Islander people
and culture;
 Acknowledge and identify the original
peoples of the South-west of Western
Australia as the Noongar people;
 View people as connected to nature.
Nature and knowledges are a part of
Aboriginal and Torres Strait Islander
peoples’ identity;
 Identify the differences between
Indigenous and non-Indigenous cultures;
 Students understand the elements of
Aboriginal and Torres Strait peoples living
communities as an interconnectedness of
Country, Culture, and People;
 Compare the way Noongar people
managed the land with the way Australian
society manages the land today;
 Compare Noongar natural and cultural
resource management practices with those
of the government;
 Students understand the importance of
valuing Aboriginal and Torres Strait Islander
cultural knowledges and how to help
Australian society build a sustainable
future;
 Involve student interests and relate these
interests to science understandings and
Aboriginal and Torres Strait Islander
peoples’ knowledges.
from a range of sources, evaluates, uses
and communicates it with others;
 Students will learn that Aboriginal and
Torres Strait Islander Peoples have
longstanding scientific knowledge traditions
and developed knowledge about the world
through observation, prediction and
hypothesis, testing, and making
generalisations within specific contexts;
 Selects, uses and adapts technologies;
 Interacts with people and cultures other
than their own to further their
understanding of the world;
 Moves towards understanding their
cultural, geographic and historical contexts,
and gaining the knowledge, skills and
values necessary for active participation in
life in Australia;
 Works individually and collaboratively;
 Recognises that everyone has a right to feel
valued and be safe, and, in this regard, to
understand their rights and obligations and
behave responsibly.

Key Background Points:
Understandings: Aboriginal and Torres Strait
Islander People connected with Country rather
than separate from it, and therefore have
responsibility for maintaining and caring for the
land.
Sustainability:
Aboriginal people’s cultural practices for over
50,000 years have been linked to success in
sustainable practices and caring for the land.
They have much to contribute to Australian
society’s effort to innovate, incorporate and
implement sustainable practices.
Heterogeneity:
Aboriginal peoples vary in their cultural
practices and ways of life differ in different
groups.
Noongar People:
The Traditional Country of the Noongar
people’s covers the entire south-western
portion of Western Australia. Archaeological
evidence establishes that the Noongar people
have lived in the area and had possession of
tracts of land on their Country for at least
45,000 years.
Noongar Language Groups
Noongar are made up of fourteen different
language groups: Amangu, Yued/Yuat,
Whadjuk/Wajuk, Bingared/Pinjarup, Wardandi,
Balardong/Ballardong, Nyakinyaki, Wilman,
Ganeang, Bibulmun/Piblemen, Mineng, Goreng
and Wudjari and Njunga. Each of these
language groups correlates with different
geographic areas with ecological distinctions.
Communication
Every culture has different ways of
communicating, and in order to be able to work
with someone from a different culture in a
respectful way, you need to understand how
people from that culture communicate.
1
Cultural & Protocol Considerations:
Appropriate terminology:
When referring to Aboriginal people, use the
term, ‘Aboriginal person’ and/or the local group
name, eg. Wardandi.
Human Rights Commission and
Commonwealth Government definition
The Commonwealth definition for Aboriginal
and Torres Strait Islander people is someone:
... identified, recognised and accepted
as an Aboriginal person in their local
community.
Society and Traditional Lifestyles
The term ‘Traditional' does not apply only to
the communities in remote areas; and
simultaneously, the term ‘Contemporary' does
not apply only to urban communities.
Traditional beliefs and customs that are
important in Aboriginal and Torres Strait
Islander societies are no less important for
urban Aboriginal and Torres Strait Islander
people than they are for remote area
Aboriginal and Torres Strait Islander people.
Respect for Noongar Lore and Custom
The access and exchange of information in
Noongar culture is different from what occurs
in mainstream non-Aboriginal culture. Noongar
cultural protocol establishes who can and
cannot ‘speak for country.’ These cultural
protocols include age, gender and family
lineage under Noongar lore and custom. They
are to be observed as sacred, and any
digression from this is forbidden and
considered a breach of custom.
Contemporary issues
Teachers are encouraged to highlight issues
affecting contemporary people, such as:
 Colonisation exposed Aboriginal people
to diseases and viruses, causing
numerous fatalities and wiping out
entire communities. This also impacted
community structure and lifestyle of
Aboriginal peoples’ as a whole.
 2

Resources
Medium Author, Title Source
Producer,
Developer,
Etc.
Website Creative Aboriginal Fire https://www.creativespirits.info/aboriginalc
Spirits Management ulture/land/aboriginal-fire-
management#axzz4iHZFccj2

Website Kaartdijin South-West Boojarah https://www.noongarculture.org.au/south-

Noongar – west-boojarah/
Noongar
Culture
Website South West Living Culture – Living https://static1.squarespace.com/static/56ca
document Aboriginal Land and its people. c409d51cd4381775480d/t/57f25defe6f2e1
Land & Sea Noongar Protocols, 1074e8c283/1475501609428/Noongar+Prot
Council Welcome to Country ocols.pdf
(SWALSC)
Image Noongar Noongar Animals, https://www.noongarculture.org.au/langua
Culture Noongar Plants, ge/
(SWALSC) Noongar Seasons
Book Noongar Noongar Dictionary https://www.noongarculture.org.au/wp-
Culture content/uploads/2013/07/Noongar-
(SWALSC) Dictionary-Second-Edition.pdf
Website Creative Aboriginal Land Care https://www.creativespirits.info/aboriginalc
Spirits ulture/land/aboriginal-land-
care#axzz4iS0vaQrx
Website Parks and Management – Land https://www.dpaw.wa.gov.au/management
Wildlife use planning /land-use-planning

Website Parks and Nature Map https://naturemap.dpaw.wa.gov.au/

Interactive Wildlife
Website Creative Land Management https://www.creativespirits.info/aboriginalc
Spirits improves Health ulture/land/land-management-improves-
health#axzz4iS0vaQrx
Website Western Land & Sea Councils http://www.waitoc.com/now/land-and-sea-
Australian councils
Indigenous
Tourism
Operators
Council
Website Koomal Koomal Dreaming http://www.koomaldreaming.com.au/cultur
Dreaming Education al/
Programmes
 3

Lesson Plan 1 – Land Management and Aboriginal Bushfire Practices

Preparation:
 Consult and collaborate with school’s Aboriginal and Islander Education Officer (AIEO),
Aboriginal staff, parents/carers, Aboriginal Community Consultants, or the Aboriginal
Education team at the Western Australian Education Office to learn about how Aboriginal
groups used fire to influence their environment.
 Plan your lessons with your AIEO, other Aboriginal staff, Aboriginal parents/carers or the
Aboriginal Education Team in the Regional Education Office.
 Invite one of the above who has knowledge of Aboriginal Fire Management.
 Collect resources including reference materials.
 Read information about Aboriginal Fire Management and current CALM land management.
 View ‘Fighting carbon with fire in western Arnhem Land, NT’ about using fire to manage the
landscape. Compare different uses for fire by Aboriginal nations. Identify the significance
and meaning of fire to Aboriginal and Torres Strait Islander peoples.

AC Outcome # Specific Objectives
Identifies information
Science needed (and when),
Understanding locates and obtains it from
a range of sources, and
ACSSU176 evaluates, uses and shares
it with others;
Science as a
Human Endeavour Students will learn that
Aboriginal and Torres
ACSHE157 Strait Islander Peoples
ASCHE158 have longstanding
ASCHE160 scientific knowledge
ACSHE228 traditions and developed
knowledge about the
Science Inquiry world through
Skills observation, prediction
and hypothesis, testing,
ACSIS164 and making
ACSIS165 generalisations within
ACSIS169 specific contexts.
ACSIS172
ACSIS174 Students will learn
Noongar words of local
Cross Curriculum flora and fauna.
Priorities
Explain the impact of
OI.1 bushfires on native flora
OI.2 and fauna.
OI.3
OI.4 Identify the ways in which
OI.5 Aboriginal peoples used
OI.6 fire to manage the land
OI.7 and explain how these
OI.9 knowledges/practices can
Lesson Activities
Teaching/learning activities
Teacher Introduction:
 Teacher to give an Acknowledgement of Country following the Noongar Cultural
Protocol format (in resources above).
 Recap on previous lessons about sustainable land use
 Explain to students that we will be looking at ways in which Aboriginal people used
fire to manage the land.
Class video:
 Engage students with video ‘Fighting carbon with fire in western Arnhem Land, NT’
(link in resources above)
o What is a cool burn?
o What are the advantages of doing a cool burn?
Class activity:
 Brainstorming activity to gather student understanding of bush fires, fire
management/control practices, impact fire has on the environment (flora & fauna)
and the structure of the land.
Teacher input:
 Explain to students that we will be researching how Aboriginal groups used fire to
manage the land.
 Explain that we will be focussing on the South-west of WA natural environment
(Noongar-Boojar region).
 Write Karla (fire), Koorl (smoke), and other relevant Noongar words, incorporating
language to describe flora & fauna wherever possible.
Student Discussion:
 Students are to discuss recent bushfires in the south-west such as the 2011
bushfire.
 Questions to ask:
o What made this fire so severe/damaging to the bushland and homes of
people and animals?
o What was the impact of this bushfire?
o How could the severity of the bushfire have been lessened?
 4

add to Australian society’s
practices today.
Identify the difference in
world views of Indigenous
peoples and non-
Indigenous people.
Consider the value of
Aboriginal knowledges and
their intricate
understanding of natural
phenomena.
Use research techniques
to gather information and
add to prior knowledges.
Understand the difference
between Western science
and Indigenous science.
o What knowledges and practices did the Noongar people have in place to
manage the land and prevent devastating fires?
o How do bushfires impact animal habitats and population?
o How do bushfires impact flora?
Student Activity:
 Students are divided into groups of 2-3.
 Explain that groups will write a report about their findings to share with the class.
Revise report framework/format and provide guidelines as to what is expected and
what will be assessed.
 Students research Noongar land management practices and fire management
practices.
 Students are encouraged to speak or seek information from the Noongar
community, Elders, and/or the AIEO about their knowledges of the use of fire to
manage the land.
 What is the meaning of fire in Noongar culture? Does it hold a spiritual meaning?
What does this mean?
 How can Aboriginal fire management practices add to Australian society
knowledge?
Teacher conclusion
 Ask students to share their findings/research. Reports are to be completed by end
of Lesson 3.
 Outline the significance and value of Aboriginal and Torres Strait Islander
knowledges, and how these knowledges can help contemporary Australian culture
to understand our natural environment.

TEACHER RESOURCES:
Device and projector for class video viewing.
Information recorded from last lesson about natural and cultural resource management practices.
Writing materials.

STUDENT RESOURCES:
Student subject notebook.
Writing materials.
Computer or student device and internet access for research.

Evaluation of Student Learning:

 Does the student understand Aboriginal and Noongar usage of fire to manage the land?
 Does the student understand the cultural significance of connectedness to land and caring for land?
 What are the current land management practices in place regarding bush fire control?
 What are the impacts of fire on bushland, people and ecosystems?
 Does the student understand why Noongar and other Indigenous people’s natural and cultural resource management practices
enabled Aboriginal people’s survival in harsh terrains?
 Engagement in research activity. Does the student understand the nature of the research activity?
 Ideas proposed in class discussions
 The depth of inquiry in research activity
 Written skills such as content, use of text, maps, diagrams, illustrations.

Self-Evaluation/Reflection:
 Were the objectives achieved?
 Could students follow the levels of inquiry/research?
 Were students able to explore Aboriginal fire management practices?
 Were the activities appropriate for Year 9 students?
 Were the evaluative measures sufficient for in-class assessment?
 5

Lesson Plan 2 – Noongar Culture and Flora & Fauna

Preparation:
 Consult and collaborate with school’s Aboriginal and Islander Education Officer (AIEO),
Aboriginal staff, parents/carers, Aboriginal Community Consultants, or the Aboriginal
Education team at the Western Australian Education Office to learn about how Aboriginal
groups used fire to influence their environment.
 Plan your lessons with your AIEO, other Aboriginal staff, Aboriginal parents/carers or the
Aboriginal Education Team in the Regional Education Office.
 Invite one of the above who has knowledge of Noongar Flora & Fauna, Noongar Language,
Aboriginal History (Noongar region).
 Collect resources including reference materials.
 Read information about Noongar culture and history. South-west environment and climate.
Aboriginal history and Noongar history.

AC Outcome # Specific Objectives Teaching/learning activities

Identifies information needed
Science (and when), locates and
Understanding obtains it from a range of
sources, and evaluates, uses
ACSSU176 and shares it with others;
Science as a Human Students will learn that
Endeavour Aboriginal and Torres Strait
Islander Peoples have
ACSHE157 longstanding scientific
ASCHE158 knowledge traditions and
ASCHE160 developed knowledge about
ACSHE228 the world through
observation, prediction and
Science Inquiry Skills hypothesis, testing, and
making generalisations within
ACSIS164 specific contexts.
ACSIS165
ACSIS169 Student will outline the
ACSIS172 difference of Aboriginal and
ACSIS174 Torres Strait Islander cultures
and British/Colonists culture
Cross Curriculum and how these differences
Priorities have contributed and
influenced the way we deal
OI.1 with nature in the present
OI.2 day.
OI.3
OI.4 Outline and describe the
OI.5 impact of British invasion on
OI.6 the lives of Aboriginal &
OI.7 Torres Strait Islander peoples
OI.9 and the destruction of their
cultures.
Identify the difference in
world views of Indigenous
Teacher Introduction:
 Teacher to give an Acknowledgement of Country following the Noongar
Cultural Protocol format (in resources above).
 Recap on previous lessons about sustainable land use
 Explain to students we will be covering other factors that affect our
environment.
Student Brainstorming Activity:
 Students are asked to work in groups of 4-5 to brainstorm.
 Encourage discussion and questions with peers, teacher and/or AIEO.
o What factors affect our local environment, ecosystems, including
water systems, forests and bushland?
 Question: How do these factors affect local fauna?
o Which factors can we control?
o Which factors are out of our control?
Student activity:
 Students will then look at ‘Noongar Animals’, ‘Noongar Seasons’, ‘Noongar
Plants’ posters to translate English words to Noongar words.
 Research how environmental factors influence the abundance of flora and
fauna in the south-west.
o How did Noongar peoples care for the land?
o What sustainable practices did the Noongar peoples have in place for
food sources?
o How might we incorporate these practices into contemporary society
food practices?
o What were some uses of plants by Noongar peoples?
 Students encouraged to use ‘Nature Map’ on the Parks and Wildlife website.
Teacher to guide student inquiry.
Teacher and AIEO Input:
 AIEO overview of Noongar culture and the impact of Colonists on lifestyle and
wellbeing of Aboriginal people in the southwest.
 Ask students to differentiate world views/perspectives/cultures between
Aboriginal people and non-Indigenous people.
o How these differences influenced the environment in Australia and
the original peoples of Australia at the time of invasion.
 6

peoples and non-Indigenous
people.
Consider the value of
Aboriginal knowledges and
their intricate understanding
of natural phenomena.
Use research techniques to
gather information and add to
prior knowledges.
Understand the difference
between Western science and
Indigenous science.
o What are the consequences of the events in the past? Students are
encouraged to consider many aspects of culture, knowledges,
language, identity, health and wellbeing, spirituality and connection
to Country.
Class activity:
 Students are to create their own poster, story, song or dance of a Noongar
Animal and explore the interactions between other organisms in their
ecosystem.
o Consider the way in which Noongar people communicate thier
knowledges.
 Students are to research, and add to their understanding of animals.
 Brief presentation at the end of lesson.
Teacher conclusion
 Overview of understandings and uses of flora and fauna in Western society
and Indigenous cultures.
 Explain that the research and ‘Noongar Animal’ activity is to be included in
final report, and work on the report will be continued in lesson 3.
 Get students to think about sustainable practices relating to flora & fauna,
and the environment as a whole.

TEACHER RESOURCES:
Device and projector for class video viewing.
Information recorded from last lesson about natural and cultural resource management practices.
Writing materials.

STUDENT RESOURCES:
Student subject notebook.
Writing materials.
Computer or student device and internet access for research.
Coloured pens or pencils.

Evaluation of Student Learning:

 Do students understand the cultural significance of connectedness to land and caring for land?
 Can students identify the current land management practices in place to care for native flora and fauna?
 Do students understand the impact of colonisation on Aboriginal and Torres Strait Islander peoples?
 Does the student understand that Aboriginal people have an intricate understanding of the land (Country)?
 Engagement in research activity. Does the student understand the nature of the research activity?
 Engagement and participation in ‘Noongar Animal’ activity.
 Could students link their knowledges and identify the differences between their world views and world views of other peoples
cultures?

Self-Evaluation/Reflection:
 Were the objectives achieved?
 Could students use a variety of resources to complete the activities?
 Were students able to explore and explain Aboriginal understandings of the environment (flora and fauna)?
 Were the activities appropriate for Year 9 students?
 Were the evaluative measures sufficient for in-class assessment?
 7

Lesson Plan 3 – Practical Land Management Project

Preparation:
 Consult and collaborate with school’s Aboriginal and Islander Education Officer (AIEO),
Aboriginal staff, parents/carers, Aboriginal Community Consultants, or the Aboriginal
Education team at the Western Australian Education Office to learn about Aboriginal Land
Management Projects and government funding/general funding for these projects.
 Plan your lessons with your AIEO, other Aboriginal staff, Aboriginal parents/carers or the
Aboriginal Education Team in the Regional Education Office.
 Invite one of the above who has knowledge of Aboriginal Land Management Projects.
 Collect resources including reference materials.
 Read information about Aboriginal Land Management Projects
 View ‘Cape York Peninsula Aboriginal Land Management Projects’ which includes Aboriginal
Land Management Practices in the Cape York area of QLD.

AC Outcome # Specific Objectives Teaching/learning activities

Identifies information Teacher Introduction:
Science Understanding needed (and when),  Teacher to give an Acknowledgement of Country following the Noongar
locates and obtains it Cultural Protocol format (in resources above).
ACSSU176 from a range of sources,  Explain the final part of the research project. Students are to create a land
and evaluates, uses and management plan for a Noongar area of their choice:
Science as a Human shares it with others; o Students are to consider ways in which Government organisations
Endeavour and Noongar peoples and/or organisations can work together to
Students will learn that manage the land.
ACSHE157 Aboriginal and Torres o Students must include caring for environmental components such
ACSHE158 Strait Islander Peoples as water systems, flora & fauna ecosystems.
ACSHE160 have longstanding o Must consider protecting Noongar cultural sites, stories and
ACSHE228 scientific knowledge songlines, and recognise important cultural areas.
traditions and developed
Science Inquiry Skills knowledge about the Class video:
world through  Class to watch video ‘Cape York Peninsula Aboriginal Land Management
ACSIS164 observation, prediction Projects’. Choose sections to watch.
ACSIS165 and hypothesis, testing,  Ask students questions:
ACSIS166 and making o What was included at the beginning of the video?
ACSIS170 generalisations within o Which practices were put in place?
ACSIS172 specific contexts. o What Western practices were used in addition to Aboriginal
ACSIS174. knowledges of Country?
Students will understand o What opportunities were opened for Aboriginal and Torres Strait
Cross Curriculum Priorities the significance of Islander peoples?
Noongar cultural sites, o How does caring for the land relate to Aboriginal and Torres Strait
OI.1 stories and songlines and Islander peoples’ wellbeing?
OI.2 recognise important
OI.3 cultural areas. Class activity:
OI.4  Students are encouraged to find out about Noongar cultural sites and areas.
OI.5 Identify the difference in Local Noongar community people may be able to assist, and students can
OI.6 world views of talk to the AIEO about Aboriginal land management projects or areas that
OI.7 Indigenous peoples and require ‘caring for’.
OI.9 non-Indigenous people  Teacher to assist and guide with student ideas, questions and project
direction.
Use research techniques  Use data projector to view Department of Parks and Wildlife website,
to gather information demonstrating how to look up ‘land management projects’ and to find the
and add to prior information required, or students may work in pairs using computers if
knowledges. available.
 8

Identify the connection Student report:

between Aboriginal  Students are encouraged to summarise their findings, make final
wellbeing and adjustments and edit report before handing in to the teacher.
connection to Country.  Encourage final questions and discussion from class.
How caring for Country  Encourage constructive feedback about reports.
connects Aboriginal
people to the land. Further lessons may include:
 Visit to nearby national park/forest;
 Talk about Land Management projects by local elder;
 Local Elder to supervise/lead a bush walk on Country.
TEACHER RESOURCES:
Device and projector for class video viewing.
Information recorded from last lesson about natural and cultural resource management practices.
Writing materials.

STUDENT RESOURCES:
Student subject notebook.
Writing materials.
Computer or student device and internet access for research.

Evaluation of Student Learning:

 Do students understand the cultural significance of connectedness to land and caring for land?
 Can students identify how land management practices are important for cultural maintenance and Aboriginal and Torres Strait
Islander peoples’ wellbeing?
 Do students understand the impact of the introduction of foreign flora & fauna in Australia?
 Does the student understand that Aboriginal people’s Identity is connected to the land (Country)?
 Engagement in the land management project. Does the student understand what the importance in creating a plan?
 Engagement and participation in discussion around the class video.
 Could students link their knowledges and identify the differences between their world views and world views of other people’s
cultures?
 Answers to questions outlined in the above activities.

Self-Evaluation/Reflection:
 Were the objectives achieved?
 Could students create a land management plan?
 Were the activities appropriate for Year 9 students?
 Were the evaluative measures sufficient for in-class assessment?
 9

Resources

© SWALC
 10

© SWALC