• creating poster/kinship chart/tree depicting own family and labelling with appropriate kinship terms for immediate and extended family members
  • using sign language for kinship terms and immediate families (if appropriate)
  • identifying self as belonging to part of a family and/or social group, such as a footy group, representing relationships through drawing pictures, adding captions to photos or creating digital presentations
  • identifying skin names of self and immediate family members
  • recognising their own clans and other sub-groupings and the symbolic representation of these, for example, totems and personal relationships with plant/ animal species and Country/Place
  • talking about family names, given name/s, skin names and moiety as appropriate, for example, maternal versus paternal grandparents, presence or absence of birth order names, and other ways of referring to people
  • categorising names of students in the class into clans, moieties and other sub-groupings, and where appropriate their affiliations with the natural environment, for example, salt versus fresh water, north versus south wind
  • learning from Elders appropriate ways of interacting with others and behaving according to kin and other social groupings
  • identifying elements of their behaviours or relationships that mark their individual or community identity
  • inviting grandparents from different family groups to come and talk about family
  • identifying relationships and connections between themselves and other students in the group, considering the nature of groups and sub-groups within the school and larger community
  • creating family history/life stories, identifying values and practices that keep families strong, such as working together