Australian Aboriginal

Perspectives in the
Classroom
Bethany Radford

Contents
Subject

Slide
No(s)

A brief history
Origins and opinions: Where did Aboriginals come from?

The do's and don'ts: The Macassans V's the British

Strangers and laws: A very brief political history

In the last little while

Overview of Australian Aboriginal culture and contemporary Issues

Teaching Aboriginal children

What happens at school? Exploring the tensions between school, culture and current society

How can we make it better?: What can teachers of Aboriginal children do?

Understanding the importance of inclusion: Laws and the benefits

10

AusVELS
AusVEL's

11

AusVEL's focus on science

12

Professional development package: 'The Workbook'

13

Closing words

14

References
Self assessment

15-17
18

Slide 2

Origins and opinions: Where did Aboriginals come from?

How the origins of the Aboriginal people are taught in classrooms now and how they were taught to Aboriginal people by European settlers
(through Christianity) has a large impact on the Aboriginal people being taught.
It is easy when teaching origins to come across as racist and disrespectful, thus it is important to know all views/ beliefs well.
World view
'Aboriginal people see
themselves as an effect of the
land rather than a controller or
manipulator of it'
(Harrison, 2011)
Strong
relationship
between:
- Land
- Animals and
- Aboriginal
people

'Rainbow serpent moved

across the flat land,
making the hills and
mountains, waterholes
and people'
(Harrison, 2011)

'[Raymattja Marika- Mununggiritj ]

Believes that knowledge belongs to
the place where it has been made,
Indeed, to take it out of context
can alienate many students in the
classroom.' (Harrison, 2011)

The Dreaming

Taught by
European
Missionaries

Before 1788
Aboriginal
beliefs:

In the 1800's
and 1900's

Christian history
about the death
and resurrection
of Jesus 2,000
years ago

In regards to
Teaching

Post scientific
discovery and
publicity of
'Aboriginal Migration
from SE Asia'

e.g. Don't say Australia

was discovered by the
British (or Dutch or
French)

Your language can

be alienating and/ or
disrespectful:

e.g. Say
Uluru
instead of
Aires Rock

'The Dreaming as a concept resists Western

understanding and does not engage readily with a
Western view of knowledge, which depends on 'hard'
evidence for validity. Children can therefore learn through
reading these stories in the classroom that they are made
up, and that western scientific theories are somehow more
reliable' (Harrison, 2011)

Australian
Aboriginals
migrated
from South
East Asia
60,000
years ago

During the Ice Age,

there was much more
land / ice to cross, the
Aboriginals then 'Island
hopped' to Australia
(Wikimedia, 2012)

Slide 3

The Do's and Don'ts: The Macassan's V's the British

Before the British invaded Australia resulting in Massacre and the inhumane treatment of many Aborigines the Macassans had a very
reasonable relationship with the Aboriginal people.
Post 1788

British Colonisation

The Macassans

Fisherman from
Sulawesi, Indonesia

Smallpox
'The list of Massacres and
slaughter could go on if one
could stomach it. What was
happening was that people of
both races were being
brutalised by a ruthless battle
for the land, begun by the
europeans. The Europeans
were more efficient at
massacre , because of their
guns, their horses and
government troopers'
Broome (as cited in Harrison,
2011)

'The lessons they

learnt 'were principally
to fear and distrust
Europeans, to avoid
them as much as
possible, and to
regard European
culture as violent,
brutal and uncivilised
Hollingsworth
(as cited in Harrison,
2011)

Generally NOT a
negotiated relationship
Invaded

Imparted/ forced christianity

Took the Aboriginals land
Guns

Used Technology
against them

Looking for trepang

(Sea Cucumber),
An expensive
aphrodisiac and flavour
enhancer in China
(Harrison, 2011)
Started having contact
with Aboriginal people
2,000 years ago
(NSW Migration
Heritage Centre, n.d.)

Aboriginal rock painting of Macassan

Perahu in Arnhem Land
(NSW Migration Heritage Centre, 2012.)

Generally a negotiated relationship

They visited periodically and left again

Did not impart religion

Traded tobacco and rice for the right to fish

Shared technology
Metal nails

Man traps

Written law
Wire fences

Dug out canoes

Slide 4

Strangers and laws: A very brief political history

1788: In Guringai, Darug and Dharawal area

( Sydney), referring to Captain Arthur Phillip:
'Phillip gave 'strict orders' Surgeon Worgan
recorded, 'that the natives should not be harmed,
or molested on any count...they were to be
treated with a mark of friendship' and on 'no
account fire at them with ball or shot'
(Perkins & Langton, 2008)

Below is a very brief political history of Australia relating to the politics between
Aboriginals and outsiders. Many of the events below will be discussed in further
detail in the following slides
Key: Green boxes are positives, red boxed are negatives.
The Macassans (started having contact with Aboriginals 2,000 years ago)
Traded goods with the
Aboriginals for rights to
fish in their waters
1814:
Established the
native institute
at Parramatta to
'civilise the
natives'
(Harrison, 2011)

1788 First Fleet - British

British Colonisation
1850's- 1930's Protection Era

Governor
Macquarie
1940's-1960's:
Aborigines
could apply for
'Dog tags'
(exemption to
the policy)

1937-1960's
Assimilation
Policy
1967 Referendum

1816: Introduced
regulations
controlling the
free movement of
Aboriginal people
(Australian
Museum, 2009)

1911 NT:
Northern Territory
Aboriginal
Ordinance

1883
NSW:
Aboriginal
Protection
Board was
formed

1883-1972: Children could be

expelled from NSW schools
because they where Aboriginals
1920's: Aboriginal Political
Organisations started
(Purdie, Dudgeon &
Walker, 2010)
Australian Aborigines League

1968 The Wave Hill walk-off

and land rights
1972- 1975 Whitlam Government

1869 VIC:
Aborigines
Act
(Purdie, Dudgeon &
Walker, 2010)

1990's Land rights (Mabo and Wiki)

Aborigines
Progressive
Association

1909 NSW:
Aborigines
Protection Act

1905 WA:
1911 SA:
Aborigines Aboriginal
Act
Protection Act

1972 Aboriginal Tent Embassy in

Canberra
Policy of Self
Determination

1897 QLD: Aboriginal

Protection and
Restricted Sale of
Opium Act

1992 The Redfern Statement

1996- 2007
Howard Government

1912 TAS:
Barren Island Act
Darwinism:
Aboriginals were
thought to be 'less
evolved'

Cultural
Genocide

Aboriginals got some of

their land back
Denied the Stolen
Generation

2008 Apology to the Stolen Generations

Slide 5

In the last little while

The last century has not always been a pretty one, there are a lot
of crimes and occurrences that need to be recognised,the two
main ones are : Removal of Aboriginal people to reserves and the
Stolen Generations.
1788
1869
onwards

British colonisation
Aboriginals were seen as British subjects
Colonial and State Aborigines Protection Acts
(See Image of Australia on Slide 5)
After these acts where introduced Aboriginals
where deemed as wards of the state
A Chief protector was put in each state to
administer the laws for the aboriginal people

Assumed
white
superiority

His power increased over time

1909

1936

Aborigines Protection Act

Allowed for the forced removal of
Aborigines to reserves/ stations
(NSW Government: Office of
Environment and Heritage, 2012)
Amendment:
Further restrictions on where/ how
Aboriginals could live

'He increased his control over

marriage, so any marriage
involving aboriginal people
had to have his
approval...then the controls
over sexual contact. And he
also, of course, had powers
to take people to institutions
and he had the new
children's institution...to
accommodate and train nearwhite children.' (Perkins and
Langton, 2008)

Newspaper
clipping from
1934,
photograph
by Corbis (as
cited by
Solomon,
2014)

Recognised
in the
'Redfern
Statement'
by Paul
Keating in
1992.

Forced removal of
Aboriginals to
reserves/ stations
(1909 onwards)
1990's Land rights
(Mabo and Wiki)
Aboriginals began getting some
of their land back

Stolen Generations:
Assimilation Policy
(1937-1960's)
Public
acknowledgment

1996- 2007
Howard
Government

2008
Apology to
the Stolen
Generations

Rejected
Aboriginal
cultures and
languages

Government authorities did

not approve of relationships
between Aboriginal and non
Aboriginal people.

Howard government
denied existence of the
stolen generations
then issued regret
but no apology

Timeline above adapted from:NSW Government: Office of Environment and Heritage (2012) and Harrison (2011)

the children where

taken and put into homes
'Once the children where
taken from their parents, it
was considered that
Aboriginality could be bred
out of the child'
(Harrison, 2011)

Slide 6

Overview of Australian Aboriginal culture and contemporary Issues

'There are usually
some very powerful
families in town,
and this will effect
how the children
preform at school'
Sarra (as cited in
Harrison, 2011).

English may not be the

students first language

Social
hierarchy

Depicts heritage/
how they
traditionally teach
history

Language

School

Many Aboriginal
languages have
become extinct
since British
Colonisation

Mental Health

Aboriginal
Culture

Trauma
suffered by
the Stolen
Generations

Heritage

(Timothy, 2013)

Identity
Access to
culture
Dependant on
where you live,
who your family/
friends are and
your access to
technology

Arts
Literature
Dance
Styles
Painting
Music

Aboriginal Art-forms
can be shared/
spread through the
media and access to
technology

Access to
technology

Contemporary
Aboriginal issues

Media
Coverage

Media
converge in
the past has
depicted
Aboriginals in
a racist tone,
relating to
drugs, alcohol
and crime

Crime
Flags flown

Story
telling

Sculpture

Aboriginals are
vastly overrepresented in
prisons.

Struggle between
Aboriginal and nonAboriginal Australian
culture as well as
generational culture

Aboriginals
have not been
consuming
alcohol near
as many
generations
as nonAboriginal
Australians

Peer
Pressure

Derogative
terms/
slang.
Racism

Drugs and
Alcohol

Recognise
traditional
land
owners

Use
traditional
names

Representation
A lack of
representation
can be racist
and create
issues in regard
to Aboriginal
Identity

Racist views about Aboriginals stemming from

Media coverage, e.g. in relation to drugs,
alcohol and crime

Slide 7

What happens at school? Exploring the tensions between school, culture

and current society This slide is a follow on from slide 7 (previous slide), it explores in greater detail how some of the
contemporary issues as well as the cultural positives have an effect in the classroom.

Life skills
When writing about
taking Aboriginal
students on an
excursion to Cairns,
Harrison (2011) wrote '
They where good at
looking after themselves
that I didnt have to
worry, and they always
knew which way was
home'

The screen shot to the left from the

Australian Museum Website belonging to the
Department of Education and Communities,
(2011), depicts an Aboriginal students view
of change in Australia
'The common elements of every
successful model where Aboriginal
kids are finishing school are:
- Intense community involvement
- Local decision making
- Locally controlled resources
- Respectful support by nonAboriginal parts of the
community.'
(Harrison, 2011)

Culture

Hierarchy/ social
structure

Some schools work hard to

include Aboriginal parents and
Elders in all aspects of their
curriculum and this has
produced outstanding result for
some of these schools'
Mick Dodson (as cited in
Harrison, 2011)
Racism
Low:
- Literacy
- Numeracy
- Attendance,

'There are usually

some very powerful
families in town, and
this will effect how
the children preform
at school' Sarra (as
cited in Harrison,
2011)

School
Non- Aboriginal
teacher/ student
preconceptions

Stereotyping:
e.g. Aboriginal students only learn by......
Aboriginal students arent good at.....

May have heard about racist/ bad

schooling experiences from
Aboriginal relatives or friends
Language:
English may not be
their first language

'The political
issues where
far more
crucial than
the teaching
programs'
Sarra (as
cited in
Harrison,
2011)

Crime
Aboriginal youth are over
represented in Australian
prisons

Aboriginal Youth

Slide 8

How can we make it better?

Make some friends

Professional Development
The Workbook (Commonwealth of
Australia, 2010), see slide 13
Change your mindset
'The children will be
influenced by your decisions.
You will never be able to hide
your thoughts and values from
them, so what you think really
counts.' (Harrison, 2011)

'Aboriginal people will

always be your best
teachers. Try to spend
some time with Aboriginal
people outside work. This
makes your relationship
with the kids and the
parents completely different'
(Harrison, 2011)

Stamp out racism

Burst your bubble: learn
about the culture!
'Many primary teachers
openly admit that they
know nothing about
Aboriginal people and
therefore question how
they can be expected to
include these crosscurriculum perspectives in
their programs' New South
Wales Department of
Education and Training
and New South Wales
Aboriginal Education
Consultative Group
Incorporated, 2004 (as
cited by Harrison, 2011)

'Avoiding words like

'discovery' or the first
crossing'
(Harrison, 2011)

Watch
your
language!

Find out about the

social hierarchy
'How can I avoid framing
Aboriginal people as Victims?'
(Harrison, 2011)

What can teachers

of Aboriginal
students do?

What do the
students want?

How have previous

teachers treated them?
What do they think
about school, the
future and the role of a
teacher?

Avoid low
expectations
'In the case of
Indigenous
students, teachers
work must be
pervaded by
knowledgeable and
sensitive respect for
Indigenous peoples
and cultures.
Without that, a
teachers work is
likely to be much
less effective.' The
Workbook
(Commonwealth of
Australia, 2010)

'Koori, Palawa, Murri or Nunga (all of

which mean people) rather than using
the generic term, Aboriginal. This
reinforces the concept that there are
many different groups of Aboriginal
people living in various parts of
Australia' (Harrison, 2011)

Ask questions
How do they learn?

'It was the way they

supported and taught us
that helped us to
decipher how they
themselves learn. We
were learning a
teaching method
through them and they
were teaching us what
to expect from them.'
(Harrison, 2011)

'Aboriginal students
will rarely attack
their school work
with a passion. They
are more likely to
work at it quietly,
slowly and carefully
while observing how
others are doing it.'
(Harrison, 2011)

'Many Aboriginal students are not

convinced that school is worthwhile
because they cannot see themselves
in the pictures of the future that
teachers usually paint for them
(Harrison, 2011)
Aboriginal students in your class
will probably be focus on who is
saying what, to whom and how it
is being said, rather than the
content of what you are teaching
Ian Malcolm (as cited in Harrison,
2011)

Slide 9

Understanding the importance of inclusion: Law and the benefits

Laws/ school policies relating to inclusion
Policies
Article 2
Article 28
Article 29
Article 30

United Nations
Convention of
the Rights of the
Child

Education
Working and Training
with
Reform Act
Children's
2006
Act
Government
Acts

Closing the Gap

Children,
Youth and
Families Act
Disability
Discrimination
Act 1992

AusVEL's
(see slides 11 & 12)
The Melbourne
Declaration on
Education Goals
for Young
Australians

Goal 2, under 'Active and

informed citizens' is listed: '
Understand and acknowledge
the value of indigenous cultures
and possess the knowledge,
skills and understanding to
contribute to, and benefit from,
reconciliation between
Indigenous and non-indigenous
Australians'.
(Ministerial Council on
Education, Employment,
Training and Youth Affairs,
2008)

'Current government policies of

Closing the Gap.... position
Aboriginal people as deficient in
health, education and housing as
compared with non- Aboriginal
Racial
people.
An alternative would be to
Discrimination
assess the needs of Aboriginal
Act
people for these services, rather than
setting non- Aboriginal people as the
benchmark to be attained
'Kerry (the non-Aboriginal mentor)
(Harrison, 2011)
would ring and get 90 per cent of
Racism
School
policies/
resources

Aboriginal
STLA's
(Support
Teaching
Leaning
Assistant)

parents involved The Aboriginal

STLA would ring and not get so
many parents. Kids and parents
are wart of the STLA and say I
dont need that support. The kids
associate a deficit with this
position [STLA] in the school'
(Harrison, 2011)

How does the inclusion of Indigenous

perspectives benefit both Indigenous
and non-Indigenous students?
Gives a sense of
identity/
recognition
Aboriginal
Australian
Students

The past is
acknowledged

Allows students to
have a greater
connection with
the country
Non- Aboriginal
Australian
student
Helps stamp out
prejudice

The benefits of Aboriginal studies: from

the view of a teacher
'Year 12 Aboriginal studies: This course is
practical, based in harsh reality and extremely
controversial- I love it.......I try to help them
channel their passion into reason rather than
emotion. Passion and anger do not change
attitudes, but being passionate and articulate
can. For my non-aboriginal students, I think- I
hope- they learn something of the complexities
of the issues. They learn to ask questions first,
to get to know people and community before
drawing conclusions. They learn about diversity
and shared histories. In the end, all students
learn that the unfinished business is now in
their hands to resolve.' David Browne (as
cited by Harrison, 2011)

Slide 10

AusVEL's

(Victorian Curriculum and Assessment Authority, n.d.)

Cross- Curriculum Priorities

3 Cross Curriculum Priorities:
Asia and Australias
engagement with Asia

An excerpt from the

Science overall subject
statement

There is an overall statement used for all years in each

domain (e.g. Science, Mathematics and English)
regarding 'Aboriginal and Torres Straight Islander
Histories and Culture'

Sustainability
Aboriginal and Torres
Straight Islander
Histories and Culture

The images above are

used in AusVEL's, they
are placed next to
curriculum content where
the cross- curriculum
priorities can be used.

Overall Subject Statement

'The Aboriginal and Torres Strait

Islander priority provides opportunities
for all learners to deepen their
knowledge of Australia by engaging
with the worlds oldest continuous living
cultures. This knowledge and
understanding will enrich their ability to
participate positively in the ongoing
development of Australia'
(Victorian Curriculum and Assessment
Authority, n.d.)

Just by looking at the size/ number of

paragraphs in each image you can see that
for the different domains, it is practically the
same statement
Science:

e.g. In year 6 science

Mathematics:

(Victorian Curriculum and Assessment

Authority, n.d.)

Slide 11

AusVEL's, focus on science

Within Science (in AusVEL's) and the different topics that covers, there are elaborations on what to teach.
Below are the different elaborations relating to Aboriginal/ Torres Straight Island studies within the different year levels of Science:

Year
Level

Elaborations

ACSSU004: learning how Aboriginal and Torres Strait Islander concepts of time and weather patterns explain how things happen in the
world around them

ACSHE022: considering that technologies used by Aboriginal and Torres Strait Islander people require an understanding of how
materials can be used to make tools and weapons, musical instruments, clothing, cosmetics and artworks

ACSHE035: finding out about how Aboriginal and Torres Strait Islander people use science to meet their needs, including food supply

ACSHE050: Reasearching how knowledge of astronomy has been used by some Aboriginal and Torres Strait Islander people
ACSHE051: Reasearching aboriginal and Torres Strait Islander peoples knowledge of the local natural environment, such as the characteristics of
plants and animals.

ACSHE061: considering how scientific practices such as sorting, classification and estimation are used by Aboriginal and Torres Strait Islander
people in everyday life

ACSHE082: learning how Aboriginal and Torres Strait Islander people used observation of the night sky to assist with navigation

ACSHE099: learning how Aboriginal and Torres Strait Islander knowledge, such as the medicinal and nutritional properties of Australian plants, is
being used as part of the evidence base for scientific advances

ACSSU112: researching specific examples of human activity, such as the use of fire by traditional Aboriginal people and the effects of
palm oil harvesting in Sumatra and Borneo
ASCHE223: investigating how land management practices of Aboriginal and Torres Strait Islander peoples can help inform sustainable
management of the environment
ACSHE121: investigating how Aboriginal and Torres Strait Islander knowledge is being used to inform scientific decisions, for example
care of waterways

ACSHE136: Investigating how Aboriginal people recognise relationships in ecosystems by burning to promote new growth, attract
animals and afford easier hunting and food gathering.
Investigating the role of science in the development of technology important to the economies and communities of the Asia- Pacific
regions, for example car manufacture, earthquake prediction and electronic optics.
ACSIS139: Recognising that the solution of some questions and problems requires consideration of social, cultural, economic or moral
aspects rather than or as well as scientific investigation.

9 & 10

N/A

Victorian Curriculum and Assessment Authority (n.d.)

Slide 12

Professional development packages

What Works- The Workbook (Commonwealth of Australia, 2010)
The Workbook (Commonwealth of Australia, 2010) is a valuable resource for Australian teachers/ schools in gaining
education and strategies for the inclusion of Aboriginal and Torres Straight Islander students. The workbook has many
great sections including: goals and targets, strategies and creating your own action plan.

The Workbook objectives

Celebrate
when students
achieve the
goals they set
in my class

'The task, for indigenous students as a group is to improve:

- Literacy and numeracy; and
- Rates of school completion and successful participation in
post-school options.
And both of the above must be underpinned by
- Respect for students cultures, and partnerships with
carers and community'
The Workbook (Commonwealth of Australia, 2010)

Celebrations
(The Workbook, pg 42)

My learning area is
Science, how can I use the
workbook to help with my
teaching?
Make a plan and
write it down!
(using the
workbook)

Make the class

interesting and
relevant to
encourage
participation

Form partnerships
(The Workbook, pg 51)

With
Indigenous
With
community
Indigenous
leaders
students

With
Indigenous
parents

Slide 13

Closing words...
'Reconciliation of the Indigenous
and non- Indigenous peoples of
Australia is not a moment or a
single event. It requires a larger
change in attitudes and practices.
Education, in its broadest sense, is
the primary way in which this will be
achieved.
Formal education and training will
play a crucial role. We all have
responsibilities to help ensure this
process is successful.'
The Workbook (Commonwealth of
Australia, 2010)
'We are all visitors to
this time, this place.
We are just passing
through. Our purpose
here is to observe, to
learn, to grow, to
love... and then we
return home.'
Aboriginal Proverb
Background Image:
Aboriginal and Australian Flags
(Ng, n.d.)

Slide 14

References
Australian Museum. (2009). Indigenous Australia Timeline- 1500 to 1900 . Retrieved September 21, 2015, from
http://australianmuseum.net.au/indigenous-australia-timeline-1500-to-1900

Commonwealth of Australia. (Ed). (2010).The Workbook and guide for school educators: Improving outcomes for Indigenous students (3rd ed).
Abbotsford, Vic: National Curriculum Services Pty Ltd and the Australian Curriculum Studies Association.

Department of Education and Communities . (2011). Change 1 [Image]. Retrieved September 20, 2015, from http://australianmuseum.net.au/image/change-1

Harrison, N. E. (2011). Teaching and learning in Aboriginal Education (2nd ed). South Melbourne, Vic: Oxford University Press

Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration on Educations Goals for Young Australians.
Retrieved September 22, 2015, from
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Ng, K. (n.d.). Aboriginal and Australian Flags [Image}. Retrieved September 22, 2015, from https://www.flickr.com/photos/kokkaing/7736313316

NSW Government: Office of Environment and Heritage. (2012). Living on Aboriginal Reserves and Stations. Retrieved September 21, 2015, from
http://www.environment.nsw.gov.au/chresearch/ReserveStation.htm

Slide 15

References
NSW Migration Heritage Centre. (2012.). Macassan Perahu [Image]. Retrieved September 20, 2015, from

http://www.migrationheritage.nsw.gov.au/objects-through-time/essays/50000-years-before-present/attachment/anu-023-macassan-perahu-sailing-vessel/index.ht

NSW Migration Heritage Centre. (n.d.). Australia 50,000 Years Ago: Aboriginal People Migrate to Northern Australia Through Asia. Retrieved September
20, 2015, from http://www.migrationheritage.nsw.gov.au/objects-through-time/essays/50000-years-before-present/

Perkins, R., & Langton, M. (Ed's). (2008). First Australians. Carlton VIC: The Miegunyah Press.

Purdie, N., Dudgeon, P., & Walker. R. (Ed's). (2010). Working Together: Aboriginal and Torres Strait Islander Mental Health and Wellbeing Principles and
Practice. Retrieved September 20, 2015, from http://aboriginal.telethonkids.org.au/media/54847/working_together_full_book.pdf

Solomon, A. (2014). The stolen generations: An unending disaster for Australia. Retrieved September 21, 2015, from
http://www.theguardian.com/books/australia-culture-blog/2014/may/23/the-stolen-generations-an-unending-disaster-for-australia#img-1

Timothy, S. (2013). The St. Jude's plaque unveiled in Melbourne at the weekend [Image]. Retrieved September 21, 2015, from
http://www.biblesociety.org.au/news/churches-acknowledge-stolen-land

Victorian Curriculum and Assessment Authority. (n.d.). Aboriginal and Torres Straight Islander histories and cultures. Retrieved September 4, 2015, from
http://ausvels.vcaa.vic.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures

Slide 16

References
Victorian Curriculum and Assessment Authority. (n.d.). Curriculum: Science. Retrieved September 4, 2015, from
http://ausvels.vcaa.vic.edu.au/Science/Curriculum/F-10

Victorian Curriculum and Assessment Authority [Image]. (n.d.). Retrieved September 22, 2015, from
http://ausvels.vcaa.vic.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures

Victorian Curriculum and Assessment Authority. (n.d.). Science: Cross Curriculum Priorities . Retrieved September 4, 2015, from
http://ausvels.vcaa.vic.edu.au/Science/Overview/Cross-Curriculum-Priorities#Aboriginal-and-Torres-Strait-Islander-histories-and-cultures

Wikimedia. (2012). Map of Ice Age Aust [Image]. Retrieved September 20, 2015, from
http://www.migrationheritage.nsw.gov.au/objects-through-time/essays/50000-years-before-present/attachment/map-of-ice-age-aust/index.html

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