• explaining concepts such as social responsibility or knowledge of History portrayed through characters in traditional texts, discussing the relevance of such concepts and their portrayal in contemporary life
  • listening and responding to stories from Elders explaining how the actions of ancestral beings created the landscape of their Country/Place
  • interpreting and responding to texts such as songs, stories, films or video clips by recording key vocabulary and expressions, identifying and explaining main ideas, themes and sequences of events, and sharing personal views and reactions with others
  • interpreting and comparing representations of values, people and events in a range of traditional and contemporary texts in a range of environmental, social and ecological contexts
  • discussing how key messages and beliefs are communicated through stories and through performing arts and visual design, for example, comparing the role and representation of animals, people and landscapes through different texts and media
  • describing and explaining aspects of artistic expression, for example, traditional and contemporary paintings, design, dance, the different roles of social groups in relation to traditional song and dance, the use of favoured materials and processes in the making of artefacts or the construction of headdresses
  • listening to, viewing and sharing personal responses to popular contemporary music, interpreting and analysing lyrics and dialectical variations, comparing key messages, themes and styles of performance and considering how they incorporate commentary on social issues
  • viewing films, identifying and describing the ways they portray Country/Place through elements such as language features, images, soundtrack
  • discussing, debating, evaluating or reviewing a film or contemporary performance, justifying and comparing their individual opinions
  • listening to and viewing television programs, IndigiTUBE clips, contemporary songs, or raps, identifying elements that suggest either shifts in social or cultural attitudes from those reflected in traditional texts or evidence of continuing values and belief systems
  • telling the story of a painting rock art or etching in their own words, comparing their interpretations of the visual design, including the use of symbols and colours
  • providing a live commentary of a dance performance, interpreting movements, commenting on the significance of body art and adornments and interpreting key messages of the performance