Oxford Connections Year 5 Sample Pages

Oxford

Connections

People & Places

5

Contents Unit 1 Connections to Country..................................................................... 2 Lesson 1.1 Cultural obligations to Country............................................................................. 2 Lesson 1.2 Seasonal calendars and land management..................................................... 4 Lesson 1.3 Caring for Country with fire................................................................................... 6 Lesson 1.4 Mapping Country through culture...................................................................... 8 Lesson 1.5 Connections to Country: Review.........................................................................10

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Unit 2 Indigenous languages and identity................................................12 Lesson 2.1 Languages of Country...........................................................................................12 Lesson 2.2 Knowledge holders................................................................................................14 Lesson 2.3 Recording language, reclaiming culture..........................................................16

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Lesson 2.4 Naming Country.....................................................................................................18 Lesson 2.5 Indigenous languages and identity: Review...................................................20

Unit 3 Colonial invasion.............................................................................. 22 Lesson 3.1 Migrants and settlers............................................................................................ 22 Lesson 3.2 Women of the colonies......................................................................................... 24 Lesson 3.3 Gold fever...............................................................................................................26 Lesson 3.4 Colonial invasion: Review...................................................................................28

Unit 4 Impacts of European settlement................................................... 30 Lesson 4.1 Oral traditions interrupted..................................................................................30 Lesson 4.2 Culture today......................................................................................................... 32 Lesson 4.3 Impact of the crossing......................................................................................... 34 Lesson 4.4 Impacts of European settlement: Review........................................................36

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Unit 5 Climate and environmental settlement........................................ 38 Lesson 5.1 Climate zones and characteristics.....................................................................38 Lesson 5.2 Vegetation and climate........................................................................................40 Lesson 5.3 Managing environmental events...................................................................... 42 Lesson 5.4 Environmental strategies....................................................................................44 Lesson 5.5 Climate and environmental settlement: Review............................................46

Unit 6 Mapping and organisation of places............................................48 Lesson 6.1 Mapping cities and communities.......................................................................48 Lesson 6.2 Connections across places.................................................................................50

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Lesson 6.3 Organising cities and towns............................................................................... 52 Lesson 6.4 Environmental characteristics...........................................................................54 Lesson 6.5 Mapping and organisation of places: Review...............................................56

Unit 7 Democracy and government.......................................................... 58

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Lesson 7.1 Key values................................................................................................................58 Lesson 7.2 Roles and responsibilities....................................................................................60 Lesson 7.3 Civic goals...............................................................................................................62 Lesson 7.4 Democracy and government: Review..............................................................64

Unit 8 Economics and business.................................................................66 Lesson 8.1 Resources and scarcity.........................................................................................66 Lesson 8.2 Why we pay taxes.................................................................................................68 Lesson 8.3 Thinking for the future......................................................................................... 70 Lesson 8.4 Economics and business: Review...................................................................... 72

Glossary....................................................................................................... 74

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Lesson 2.4 Naming Country Learning intention We are learning about naming practices of Country and place, and why these names are important to Aboriginal and Torres Strait Islander peoples.

of Indigenous ce n ca ifi n g si l ra u lt Uncover the deep cu place names 0 years, Indigenous For more than 65,00 rried knowledge place names have ca e h generations. They ar passed down throug d us relationships to, an symbolic of Indigeno land and water. appreciation for, the Indigenous Akin to a story map, d identify natural place names link an arks essential for resources and landm ing and foraging. safe navigation, hunt deep connection with They demonstrate a ty for understanding Country, and an affini rhythms.

Australia’s seasonal ey/Warrane Take the eastern Sydn ich means “place suburb of Coogee, wh nce to the huge of bad smell”, a refere that would wash amounts of seaweed / the northern Sydney ashore. Then there is rowra (thought to Warrane suburb of Be y winds”), whose mean “a place of man ed to seek suitable name hints at the ne suggests the types shelter here, and also . at might be expected of flora and fauna th al communities Meanwhile, Aborigin Australian region arriving in the West ey would have a of Cunderdin knew th – its name is widely reliable source of food ce of the bandicoot” thought to mean “pla supial). (small nocturnal mar

nd Sunshine Coast words – the Queensla ample, is thought town of Noosa, for ex me from a Gubbi to have gained its na meaning “shady Gubbi language word mber of Anglicised place” – a growing nu Indigenous names places have had their ong the first was officially restored. Am Territory monolith the sacred Northern ers Rock, which has formerly known as Ay ised as Uluru (or “great been officially recogn , ) since 2002. In 2021 pebble” to the Anangu nsland sand island the spectacular Quee Island had its name long known as Fraser ari (“paradise” in the officially restored to K’g Butchulla language). digenous place The stories behind In onstrate Aboriginal names not only dem nder connection to and Torres Strait Isla deepen yours. Sign Country, but will also ret rn Australia’s Marga up to explore Weste omal Dreaming, and River region with Ko ination names ending you’ll learn that dest ce of ” in a dialect of with “up” mean “pla ge. Yallingup sits the Noongar langua ly explorable cave on an extensive, wild r name means “place network: its Noonga p means “place of of caves”. Dwellingu just north of Perth/ nearby water”, while p translates as “place Boorloo, Gidgegannu ere gidgie (spears) of spears” – this is wh were made.

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place Restoring a sense of

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n destinations While many Australia own by names have always been kn us language derived from Indigeno

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stralia – Extract from Tourism Au iences Discover Aboriginal Exper Oxford University Press

1.

What does the word “Noosa” mean in Gubbi Gubbi language?

2.

What can you understand about Noosa from this name?

3.

Why do you think Aboriginal peoples would need to know that Coogee meant “place of bad smell”?

4.

Match the below place names with their meanings given in the text.

Indigenous place name Yallingup

Place of the bandicoot

Berowra

Place of spears

K’gari

Dwellingup Cunderdin

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A place of many winds

Gidgegannup

5.

Meaning

Place of nearby water

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Place of caves Paradise

Research a local site of significance to Aboriginal or Torres Strait Islander peoples in your state or territory. Find its name in the local Indigenous language, and the English name it was given post-colonisation.

Prepare a speech expressing your opinion on whether or not the name should be restored to its traditional Aboriginal or Torres Strait Islander language name, or given a dual name that recognises both the traditional and English name.

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Lesson 2.5 Indigenous languages and identity: Review Learning intention We are reviewing how Indigenous languages express identity and how communities keep these languages strong through Elders, place names and language revival.

Language groups names today come from Indigenous languages.

The names carry story and knowledge.

Aboriginal and Torres Strait Islander languages are the first languages of Australia. For thousands of years, there were more than 250 Aboriginal and Torres Strait Islander languages and hundreds of dialects spoken across Australia.

When British settlers arrived, Indigenous languages came under pressure. English was the main language which meant that some Indigenous languages were not spoken as much.

The language map below shows how many different language groups there are just in New South Wales. Each area shown on the map represents a group of people who shared a language and culture.

When looking at all of Australia we see that there are hundreds more language and nation groups.

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Some languages today are at risk because Elders who speak them are passing away. However, communities are working hard to keep their languages strong.

Restoring Indigenous place names, like Uluru and K’gari, helps everyone understand the deep and ongoing connection between First Nations peoples and Country.

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Language was and is an important way of sharing knowledge. Through the use of language, people could pass on stories, laws and deep knowledge of the land. Many Australian place

Aboriginal nations/languages in NSW and the ACT

u

ji

Barund

on

ib

j

ga on

Coffs Harbour

i

Dubbo

VICTORIA

Awabakal

Sydney

S ou th Pa c ifi c O c ean

Eora

i n Y u

Albury

Ngurraiillam Waywuru

rra gu un d n Gu

Newcastle

Wollongong Ngu naw al Dhurga A.C.T. Canberra

o

Wagga Wagga

rig

Nari Nari Wadi ba Dadi Wadi a W b Dadi m e Yorta W Yorta

Darkinyun

Dha raw al

Wiradjuri

Wonnaru Worimi a g Dharug

Bathurst

Griffith

Port Macquarie

Geawegal

Nga

Madi Madi

Yitha Yitha

Gumbaynggirr

Tamworth

NEW SOUTH WALES

Ba

Ku re inj i La tji L a tji

W

i

rin

dj

i

i

dj

in

a

Lismore Bundjalung

Biripi

Ba rab a B em ba ar a

Meru

g

rk

ng

l

Yait math ang

Ba

Broken

l i Hill

Ba

Da

nd

ga

W

a ilj

Githabul

Nganyaywana Dhan ggat

an

AUSTRALIA

Wandjiwalgu

Kamilaroi

lw

M

binya rran Ba

ai

SOUTH

y al

an

li

W

a ig

Gun

i al

ig d

a

pa

W

Muruwari

bal

Karenggapa

Ngara

QUEENSLAND

Bidwell

Kilometres 0 100

200

Source: © Aboriginal Studies Press, AIATSIS (CC BY 4.0) (Redrawn by Oxford University Press)

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1.

What was the impact of the English language on Indigenous languages when settlers arrived?

2.

What do the different areas shown on the language map represent?

3.

Why do different places have different languages?

4.

Why is it important to restore Indigenous place names?

5.

What do you notice about how many language groups are shown on the map?

6.

Based on the map, what can you tell about the diversity of Aboriginal cultures?

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ing hard to You are work ing new! learn s ometh

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Lesson 7.4

Democracy and government: Review

Learning intention We are reviewing the origins, features and values of Australia’s democratic system.

Key ideas of Australian democracy

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Source: Parliamentary Education Office

Volunteers in Australia

Percentage of the population aged 15 and over who volunteer

64.3%

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14.1 million Total Australian residents aged 15 and over who volunteer

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1.

Identify the percentage of volunteers aged 15 and over who volunteer in Australia.

2.

In your own words, explain the four key values of Australia’s democracy.

3.

Why is there a separate ballot box for the House of Representatives and the Senate?

4.

Explain what an inclusive and equitable society provides for all Australians.

5.

Describe the benefits to Australian society of people volunteering.

6.

Explain three different ways people can volunteer in Australia.

7.

In your own words, explain the difference between the House of Representatives

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and the Senate.

ing hard to You are work ing new! learn s ometh

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Unit 8

Economics and business

Lesson 8.1

Resources and scarcity

Learning intention We are learning about resources, what scarcity is, and how it affects the choices individuals, businesses and governments make.

Why can’t we have everything we want?

Every day, people make choices about what to buy, what to use and how to spend their time.

But have you ever wondered why we can’t always have everything we want? The answer is scarcity.

Scarcity happens because the resources we use, such as time, money, materials and workers, are limited.

Think about a popular new toy, for example a Labubu doll. If thousands of people want it but only a limited number are made, not everyone will be able to buy one. This is scarcity. It doesn’t just happen with toys, it happens with natural resources such as water and trees, human resources such as skilled workers, and capital resources such as machines and tools.

trade‑off. For example, if a family spends money on a holiday, they might have to wait to buy a new computer. If a farmer uses land to grow wheat, they cannot use the same land to grow corn at the same time.

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Because resources are limited, people must make choices. When we choose one thing, we often give up something else. This is called a

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Scarcity also affects communities and governments. A town might want a new swimming pool, but if there isn’t enough money, they may choose to repair the local playground instead.

These decisions shape how people live now and how they will live in the future.

Scarcity encourages us to think carefully about how we use resources. When we recycle, save water or choose renewable energy, we help ensure that resources last longer. Although scarcity is a challenge, it also helps us make thoughtful choices that support our wellbeing and the wellbeing of future generations.

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1.

What is scarcity?

2.

Why can’t everyone have a popular item like a Labubu doll?

3.

What is a trade‑off? Give an example from the passage.

4.

How can scarcity affect a community or government?

5.

How can people use resources more sustainably?

6.

Write 3–5 questions to extend your thinking about scarcity and the choices people make.

For example:

7.

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•

What might happen if a community uses too many natural resources?

•

Why do people sometimes choose wants over needs?

•

How can governments decide which services are most important during scarcity?

•

What could families do if the price of essential items increases?

•

How does scarcity change the way businesses behave?

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Write 2–3 sentences explaining how scarcity affects the choices people make.

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