Aboriginal and Torres Strait Islander Histories and Cultures Illustrations of practice

The impact of contact and migration on South Australian language groups


Woodville High School is a government school located in the western suburbs of Adelaide, 10km from the CBD on the traditional lands of the Kaurna People. The school has a total enrolment of 971 students, of whom 15% are Aboriginal and/or Torres Strait Islander.

This illustration of practice highlights the cultural diversity of Aboriginal Peoples, and the effects and impact of contact and migration on language groups in South Australia through Year 9 students participating in a 'Role Play'. Students are briefed before the lesson about aspects of the role play and provided with a safe environment to participate.

OI1: Australia has two distinct Indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples, and within those groups there is significant diversity.

OI2: Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place.

OI4: Aboriginal and Torres Strait Islander societies have many Language Groups.

OI6: Aboriginal and Torres Strait Islander Peoples live in Australia as first peoples of Country or Place and demonstrate resilience in responding to historic and contemporary impacts of colonisation.

Critical and Creative Thinking (Level 6)

  • Analysing, sythesising and evaluating reasoning and procedures | Draw conclusions and design a course of action | use logical and abstract thinking to analyse and synthesise complex information to inform a course of action

Personal and Social Capability (Level 6)

  • Social management | Work collaboratively | critique their ability to devise and enact strategies for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks

Ethical Understanding (Level 6)

  • Exploring values, rights and responsibilities | Consider points of view | use reasoning skills to prioritise the relative merits of points of view about complex ethical dilemmas

Intercultural Understanding (Level 6)

  • Reflecting on intercultural experiences and taking responsibility | Reflect on intercultural experiences | reflect critically on the effect of intercultural experiences on their own attitudes and beliefs and those of others

HASS (Year 9) | History

Historical Knowledge and Understanding| Making of the modern world

  • the nature and extent of the movement of peoples in the period (slaves, convicts and settlers) (ACOKFH015)
  • the extent of European imperial expansion and different responses, including in the Asian region (ACOKFH017)
  • the emergence and nature of significant economic, social and political ideas in the period, including nationalism (ACOKFH019)

Historical Knowledge and Understanding | Making a better world | Movement of peoples (1750 – 1901)

  • Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience (ACDSEH083)
  • The short and long-term impacts of the movement of peoples during this period (ACDSEH085)

Historical Knowledge and Understanding | Australia and Asia | Making a nation

  • The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples (ACDSEH020)

Historical Skills | Chronology, terms and concepts

  • Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164)
  • Use historical terms and concepts (ACHHS165)

Historical Skills | Analysis and use of sources

  • Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170)

Historical Skills | Perspectives and interpretations

  • Identify and analyse the perspectives of people from the past (ACHHS172)

Historical Skills | Explanation and communication

  • Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)

In the role play, students are warned that they may feel uncomfortable at times. Why is it important to make students aware of this and ensure that the learning environment is safe for them?

All staff participate in the role play. What are the benefits of this?

The focus of this role play was within the HASS learning area. In what ways can the same information in the role play be used to stimulate learning in other subject areas?

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