Dark Emu in the Classroom

Suggested level: Years 9-10 and teacher professional learning

Learning areas: Humanities and Social Sciences; Geography

Cross-curriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures, with connections to Country/Place, Culture and People through First Nations agriculture, land management, evidence and challenges to colonial assumptions. Sustainability, through sustainable food systems, land management, environmental change and First Nations knowledges for caring for Country.

🧭 Suggested Australian Curriculum V9 content descriptions:
AC9HG10K03: First Nations Australians' approaches to custodial responsibility and environmental management in different regions
AC9HH9K06: different experiences and perspectives of colonisers, settlers and First Nations Australians, and their impact on Australian ideas, beliefs and values

These are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.

Learning focus: sustainable biomes, food security, land management, sources and competing interpretations.

Practical lesson sequence

1. Before: Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.
2. During and after: Select one supplied inquiry, establish the evidence students will examine, explicitly compare source types and perspectives, and finish with an evidence-based geographical response rather than treating any single text as the only authority.
3. Evidence of learning: A geographical inquiry response that evaluates evidence, perspective and implications.

Curriculum reference: Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the Australian Curriculum Version 9.0 and the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority.

🎓 Suggested AITSL connections:
1.4: Strategies for teaching Aboriginal and Torres Strait Islander students
2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
3.2: Plan, structure and sequence learning programs
6.2: Engage in professional learning and improve practice
6.3: Engage with colleagues and improve practice
View the Australian Professional Standards for Teachers.

Suggested use: Use this resource in faculty planning to strengthen source evaluation, First Nations perspectives and culturally responsive Geography practice. Staff should review local context and identify where First Nations expertise or Community engagement is needed.

45 to 60 minute staff activity: Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.

This is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.