I acknowledge the traditional custodians of country throughout Australia and recognise their continuing connection to land, waters and community. I pay my respects to them and their cultures; and to Elders both past and present.
Source: Welcome to Country & Acknowledgement of Country - Creative Spirits, retrieved from https://www.creativespirits.info/aboriginalculture/spirituality/welcome-to-country-acknowledgement-of-country

HASS- History 

The diversity and longevity of Australia's first peoples and the ways they are connected to Country/Place (e.g. land, sea, waterways, skies) and their pre-contact ways of life (ACHASSK083)
 Acknowledgement of Country
  • 'Custodians' reminds of the ongoing obligation to look after country, and that Aboriginal people don't own the land, but it owns them. 'Owner' reminds that their land was never formally ceded to anyone and of Australia's history of denying ownership and Aboriginal people's sovereignty over their lands.
  • Include both groups. Always use "Aboriginal and Torres Strait Islanders" to include both distinct First Nations groups.
  • Respect Elders. Capitalise "Elders" as a sign of respect.
  •  Always include a reference to Aboriginal land.
  • Be personal. I've used “I”  or "we", to make the acknowledgement more personal.

Human and Social Science

Year 4 Syllabus

Year 5 Syllabus
The nature of contact between Aboriginal and/or Torres Strait Islander Peoples and others (e.g. the Macassans, Europeans) and the impact that these interactions and colonisation had on the environment and people's lives (e.g. dispossession, dislocation, the loss of lives through conflict, disease, loss of food sources and medicines) (ACHASSK086)
The patterns of colonial development and settlement (e.g. geographical features, climate, water resources, transport, discovery of gold) and how this impacted upon the environment (e.g. introduced species) and the daily lives of the different inhabitants (e.g. convicts, free settlers, Aboriginal and Torres Strait Islander Peoples) (ACHASSK107)

Identify current understanding of a topic (e.g. brainstorm, KWL chart) (WAHASS26)
Develop a range of focus questions to investigate (WAHASS27)

ANZAC DAY

Alfred's War

Learning Intentions and Success Criteria:
  • We are learning how narratives can help us to understand historical events.
  • We will know we are successful when we can compare events in two different texts.
    (ACELT1614)   (EN3-7C)

Traffic Light Vocabulary

  • red – this word/phrase is new to me. I don’t know what it means.
  • orange – I have heard/seen this word before but I don’t know what it means.
  • green – I know this word and I can use it.
ancestor, spirit, Defence Act, Aboriginal Protection Act, armed forces, outbreak, answer the call, enlist, connivance, a pivotal role, troopers, second-class citizens, wreath.