Meeting at Kamay

Primary KLAs:
English, Human Society and its Environment, Personal Development, Health and Physical Education
Educational levels:
Year 1, Year 2

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A display of ghost net fish at the Australian National Maritime Museum with text 'Meeting at Kamay'.

© State of New South Wales, Department of Education.

This resource explores the perspectives of the Aboriginal people of Kamay Botany Bay and the men aboard the HMB Endeavour upon their meeting in 1770. It aims to help students understand the history of Australia's Aboriginal peoples and why stories of the past are important to all of us. This resource is one part of the 'Endeavour: Eight Days in Kamay' resource.

NSW syllabus outcomes

(ENe-1A) communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction

(ENe-12E) demonstrates awareness of how to reflect on aspects of their own and others' learning

(HTe-1) communicates stories of their own family heritage and the heritage of others

(HTe-2) demonstrates developing skills of historical inquiry and communication

(PDe-3) communicates ways to be caring, inclusive and respectful of others

(GEe-1) identifies places and develops an understanding of the importance of places to people

(EN1-1A) communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations

(EN1-11D) responds to and composes a range of texts about familiar aspects of the world and their own experiences

(GE1-1) describes features of places and the connections people have with places

(GE1-2) identifies ways in which people interact with and care for places

(GE1-3) communicates geographical information and uses geographical tools for inquiry

(HT1-4) demonstrates skills of historical inquiry and communication

(HT1-2) identifies and describes significant people, events, places and sites in the local community over time

(PD1-3) recognises and describes the qualities that enhance inclusive and respectful relationships

Australian curriculum content descriptions

(ACELA1426) Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community

(ACELY1646) Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations

(ACHASSK015) The places people live in and belong to, their familiar features and why they are important to people

(ACHASSK016) The Aboriginal or Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander Peoples

(ACHASSI001) Pose questions about past and present objects, people, places and events

(ACHASSI005) Explore a point of view

(ACHASSI009) Reflect on learning to propose how to care for places and sites that are important or significant

(ACHASSK013) How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media and museums

(ACPPS005) Identify and describe emotional responses people may experience in different situations

(ACELA1444) Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others

(ACELA1787) Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions

(ACELY1656) Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions

(ACELY1788) Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace

(ACHASSI018) Pose questions about past and present objects, people, places and events

(ACHASSI022) Explore a point of view

(ACHASSI026) Reflect on learning to propose how to care for places and sites that are important or significant

(ACPPS020) Identify and practise emotional responses that account for own and others’ feelings

(ACPPS019) Describe ways to include others to make them feel they belong

(ACELY1789) Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately

(ACELY1670) Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures

(ACHASSK049) The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place

(ACHASSI034) Pose questions about past and present objects, people, places and events

(ACHASSI038) Explore a point of view

(ACHASSI042) Reflect on learning to propose how to care for places and sites that are important or significant

(ACHASSK044) The history of a significant person, building, site and/or part of the natural environment in the local community and what it reveals about the past

More information

Resource type:
Interactive Resource
Audience:
learner, teacher
ScOT topics:
Australian history, Aboriginal peoples, Cultural interaction
Language/s:
en-AU
Author:
State of NSW, Department of Education
Publisher:
State of NSW, Department of Education
Date created:
Sunday, 10 May 2020

Resource ID: 483c39df-7114-433d-a36a-a5784b936823