DOCSLIB.ORG

Australian Curriculum: Science Aboriginal and Torres Strait Islander

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Australian Curriculum: Science Aboriginal and Torres Strait Islander Australian Curriculum: Science Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority Content elaborations and teacher background information for Years 7-10 JULY 2019 2 Content elaborations and teacher background information for Years 7-10 Australian Curriculum: Science Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority Table of contents Introduction 4 Teacher background information 24 for Years 7 to 10 Background 5 Year 7 teacher background information 26 Process for developing the elaborations 6 Year 8 teacher background information 86 How the elaborations strengthen 7 the Australian Curriculum: Science Year 9 teacher background information 121 The Australian Curriculum: Science 9 Year 10 teacher background information 166 content elaborations linked to the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority Foundation 10 Year 1 11 Year 2 12 Year 3 13 Year 4 14 Year 5 15 Year 6 16 Year 7 17 Year 8 19 Year 9 20 Year 10 22 Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority 3 Introduction This document showcases the 95 new content elaborations for the Australian Curriculum: Science (Foundation to Year 10) that address the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority. It also provides the accompanying teacher background information for each of the elaborations from Years 7 -10 to support secondary teachers in planning and teaching the science curriculum. The Australian Curriculum has a three-dimensional structure encompassing disciplinary knowledge, skills and understandings; general capabilities; and cross-curriculum priorities. It is designed to meet the needs of students by delivering a relevant, contemporary and engaging curriculum that builds on the educational goals of the Melbourne Declaration. The Melbourne Declaration identifies Aboriginal and Torres Strait Islander cultures as a key area to be addressed for the benefit of both individuals and Australia as a whole. As such, Aboriginal and Torres Strait Islander histories and cultures have been included as a cross-curriculum priority in the Australian Curriculum and are intended to enrich the curriculum through the development of considered and focused content that fits naturally within learning areas. This cross-curriculum priority enables teachers to deliver the learning area content at the same time as students develop knowledge, understandings and skills relating to Aboriginal and Torres Strait Islander histories and cultures. ACARA has developed 95 new elaborations for the Australian Curriculum: Science (F-10) that demonstrate the connections between Aboriginal and Torres Strait Islander histories and cultures and core science concepts in the Australian Curriculum. The elaborations acknowledge that Aboriginal Peoples and Torres Strait Islander Peoples have worked scientifically for millennia and continue to contribute to contemporary science. These elaborations have the potential to make learning more relevant for Aboriginal and Torres Strait Islander students and, as a result, help increase their participation in STEM subjects. They also provide the opportunity to embed a uniquely Australian perspective into the Science curriculum. Each of the new elaborations is supported by teacher background information that is intended to assist teachers in preparing culturally appropriate and scientifically rigorous classroom materials. The teacher background information includes a list of published works that were consulted in the preparation of the information. 4 Content elaborations and teacher background information for Years 7-10 Background The Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority recognises two distinct needs in the Australian Curriculum: • Aboriginal and Torres Strait Islander students can see themselves, their identities and their cultures reflected in the curriculum of each of the learning areas, can fully participate in the curriculum and can build their self-esteem. • The Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority is designed for all students to engage in reconciliation, respect and recognition of the world’s oldest continuous living cultures.1 Since the publication of the Australian Curriculum, ACARA has received and collated feedback regarding this cross curriculum priority from stakeholders, including Aboriginal and Torres Strait Islander communities and educators in schools. This feedback suggested the desire for more opportunities to incorporate Aboriginal and Torres Strait Islander histories and cultures in the Australian Curriculum and the need for more coherent alignment between the learning areas and the cross curriculum priority to support implementation. ACARA’s Aboriginal and Torres Strait Islander Advisory Group reflected on this feedback and provided advice to ACARA and its Board, resulting in the project to develop the new content elaborations and teacher background information for the Australian Curriculum: Science provided in this document. 1 Sourced from the ‘Cross-curriculum priorities’ section of the Australian Curriculum website: https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait- islander-histories-and-cultures/ Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority 5 Process for developing the elaborations The process to develop new elaborations and supporting information for the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority in the Australian Curriculum: Science ensured both cultural and scientific integrity. It involved the following steps: 1. Appointment of a writing team consisting of an Aboriginal and Torres Strait Islander science education expert from the Queensland Department of Education and ACARA curriculum specialists, supported by a reference group comprised of nationally recognised Aboriginal and Torres Strait Islander education experts. 2. Researching of Aboriginal and Torres Strait Islander histories and cultures, sourced from materials published by recognised research institutions, universities, museums, government and Aboriginal and Torres Strait Islander community organisations and media publications. 3. External editing of all materials to ensure the materials’ cultural integrity. 4. Ongoing consultation with, and endorsement by, ACARA’s Aboriginal and Torres Strait Islander Advisory Group. 6 Content elaborations and teacher background information for Years 7-10 YEAR 7 How the elaborations strengthen the Australian Curriculum: Science The Australian Curriculum: Science (F-10) contains content descriptions that define what is to be taught and what students are expected to learn. The content descriptions of the three Science strands – Science understanding (SU), Science as a human endeavour (SHE) and Science inquiry skills (SIS) – are accompanied by content elaborations. These elaborations are non-mandatory components of the curriculum, provided to suggest contexts through which to explore the core science content in both depth and breadth. The new elaborations promote an integrated approach to teaching the three interrelated strands of the Australian Curriculum: Science. • Elaborations within the Science understanding and Science as a human endeavour strands are organised into topics and embedded in a progression of learning. Some topics are included in several year levels to accommodate increasingly sophisticated aspects or understandings. • Elaborations within the Science inquiry skills strand provide contexts for the inquiry process and include reference to skills required to engage with Aboriginal and Torres Strait Islander histories and cultures, in particular: – acknowledging the scientific knowledge and skills of Aboriginal and Torres Strait Islander Peoples – consulting with Aboriginal and Torres Strait Islander communities in the planning or evaluation of scientific investigations – collaborating with Aboriginal and Torres Strait Islander communities in mutually beneficial scientific research. • Wherever possible, the focus of each elaboration has been chosen to facilitate the integration of closely related content from two or more strands at the same year level or two-year band. Such opportunities are referred to as ‘cross-strand linkages’ and are provided in the teacher background information. • All elaborations reference the appropriate Organising Ideas of the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority framework. • Many elaborations offer opportunities for students to also develop the general capabilities of the Australian Curriculum, such as Personal and Social Capability, Critical and Creative Thinking, Ethical Understanding and Intercultural Understanding. Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority 7 HOW THE NEW ELABORATIONS STRENGTHEN THE AUSTRALIAN CURRICULUM: SCIENCE – CONTINUED Through the cross-curriculum priority dimension of the Australian Curriculum, carefully selected aspects of Aboriginal and Torres Strait Islander histories and cultures relevant to the core science content are woven into the F–10 Science curriculum. These aspects, ranging from times before European colonisation to modern-day society, broadly pertain to Aboriginal and Torres Strait Islander knowledges, technologies, processes, contributions
Load more

Recommended publications
  • Patnaik-Goldfarb-2016.Pdf
    CONTINUOUS ACTIVATION ENERGY REPRESENTATION OF THE ARRHENIUS EQUATION FOR THE PYROLYSIS OF CELLULOSIC MATERIALS: FEED CORN STOVER AND COCOA SHELL BIOMASS * *,** ABHISHEK S. PATNAIK and JILLIAN L. GOLDFARB *Division of Materials Science and Engineering, Boston University, 15 St. Mary’s St., Brookline, MA 02446 **Department of Mechanical Engineering, Boston University, 110 Cummington Mall, Boston, MA 02215 ✉Corresponding author: Jillian L. Goldfarb, [email protected] Received January 22, 2015 Kinetics of lignocellulosic biomass pyrolysis – a pathway for conversion to renewable fuels/chemicals – is transient; discreet changes in reaction rate occur as biomass composition changes over time. There are regimes where activation energy computed via first order Arrhenius function yields a negative value due to a decreasing mass loss rate; this behavior is often neglected in the literature where analyses focus solely on the positive regimes. To probe this behavior feed corn stover and cocoa shells were pyrolyzed at 10 K/min. The activation energies calculated for regimes with positive apparent activation energy for feed corn stover were between 15.3 to 63.2 kJ/mol and for cocoa shell from 39.9 to 89.4 kJ/mol. The regimes with a positive slope (a “negative” activation energy) correlate with evolved concentration of CH4 and C2H2. Given the endothermic nature of pyrolysis, the process is not spontaneous, but the “negative” activation energies represent a decreased devolatilization rate corresponding to the transport of gases from the sample surface. Keywords: Arrhenius equation, biomass pyrolysis, evolved compounds, activation energy INTRODUCTION Fossil fuels comprise the majority of the total energy supply in the world today.1 One of the most critical areas to shift our dependence from fossil to renewable fuels is in energy for transportation, which accounts for well over half of the oil consumed in the United States.
    [Show full text]
  • The Meaning of Yaroomba II
    Revisiting the place name meaning of Yaroomba The Gaiarbau, ‘bunya country’ and ‘thick vine scrub’ connections (by Kerry Jones, Arnold Jones, Sean Fleischfresser, Rodney Jones, Lore?a Algar, Helen Jones & Genevieve Jones) The Sunshine Coast region, fiHy years ago, may have had the greatest use of place names within Queensland derived from Aboriginal language words, according to researcher, E.G. Heap’s 1966 local history arQcle, ‘In the Wake of the Rasmen’. In the early days of colonisaon, local waterways were used to transport logs and Qmber, with the use of Aboriginal labour, therefore the term ‘rasmen’. Windolf (1986, p.2) notes that historically, the term ‘Coolum District’ included all the areas of Coolum Beach, Point Arkwright, Yaroomba, Mount Coolum, Marcoola, Mudjimba, Pacific Paradise and Peregian. In the 1960’s it was near impossible to take transport to and access or communicate with these areas, and made that much more difficult by wet or extreme weather. Around this Qme the Sunshine Coast Airport site (formerly the Maroochy Airport) having Mount Coolum as its backdrop, was sQll a Naonal Park (QPWS 1999, p. 3). Figure 1 - 1925 view of coastline including Mount Coolum, Yaroomba & Mudjimba Island north of the Maroochy Estuary In October 2014 the inaugural Yaroomba Celebrates fesQval, overlooking Yaroomba Beach, saw local Gubbi Gubbi (Kabi Kabi) TradiQonal Owner, Lyndon Davis, performing with the yi’di’ki (didgeridoo), give a very warm welcome. While talking about Yaroomba, Lyndon stated this area too was and is ‘bunya country’. Windolf (1986, p.8) writes about the first Qmber-ge?ers who came to the ‘Coolum District’ in the 1860’s.
    [Show full text]
  • Anastasia Bauer the Use of Signing Space in a Shared Signing Language of Australia Sign Language Typology 5
    Anastasia Bauer The Use of Signing Space in a Shared Signing Language of Australia Sign Language Typology 5 Editors Marie Coppola Onno Crasborn Ulrike Zeshan Editorial board Sam Lutalo-Kiingi Irit Meir Ronice Müller de Quadros Roland Pfau Adam Schembri Gladys Tang Erin Wilkinson Jun Hui Yang De Gruyter Mouton · Ishara Press The Use of Signing Space in a Shared Sign Language of Australia by Anastasia Bauer De Gruyter Mouton · Ishara Press ISBN 978-1-61451-733-7 e-ISBN 978-1-61451-547-0 ISSN 2192-5186 e-ISSN 2192-5194 Library of Congress Cataloging-in-Publication Data A CIP catalog record for this book has been applied for at the Library of Congress. Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available on the Internet at http://dnb.dnb.de. ” 2014 Walter de Gruyter, Inc., Boston/Berlin and Ishara Press, Lancaster, United Kingdom Printing and binding: CPI books GmbH, Leck Țȍ Printed on acid-free paper Printed in Germany www.degruyter.com Acknowledgements This book is the revised and edited version of my doctoral dissertation that I defended at the Faculty of Arts and Humanities of the University of Cologne, Germany in January 2013. It is the result of many experiences I have encoun- tered from dozens of remarkable individuals who I wish to acknowledge. First of all, this study would have been simply impossible without its partici- pants. The data that form the basis of this book I owe entirely to my Yolngu family who taught me with patience and care about this wonderful Yolngu language.
    [Show full text]
  • John Gould and David Attenborough: Seeing the Natural World Through Birds and Aboriginal Bark Painting by Donna Leslie*
    John Gould and David Attenborough: seeing the natural world through birds and Aboriginal bark painting by Donna Leslie* Abstract The English naturalist and ornithologist, John Gould, visited Australia in the late 1830s to work on a major project to record the birds of Australia. In the early 1960s, around 130 years later, the English naturalist, David Attenborough, visited Australia, too. Like his predecessor, Attenborough also brought with him a major project of his own. Attenborough’s objective was to investigate Aboriginal Australia and he wanted specifically to look for Aboriginal people still painting in the tradition of their ancestors. Arnhem Land in the Northern Territory was his destination. Gould and Attenborough were both energetic young men, and they each had a unique project to undertake. This essay explores aspects of what the two naturalists had to say about their respective projects, revealing through their own published accounts their particular ways of seeing and interpreting the natural world in Australia, and Australian Aboriginal people and their art, respectively. The essay is inspired by the author’s curated exhibition, Seeing the natural world: birds, animals and plants of Australia, held at the Ian Potter Museum of Art from 20 March to 2 June 2013. An exhibition at the Ian Potter Museum of Art, Seeing the natural world: birds, animals and plants of Australia currently showing from 20 March 2013 to 2 June 2013, explores, among other things, lithographs of Australian birds published by the English naturalist and ornithologist John Gould [1804-1881], alongside bark paintings by Mick Makani Wilingarr [c.1905-1985], an Aboriginal artist from Arnhem Land in the Northern Territory (Chisholm 1966; McCulloch 2006: 471; Morphy 2012).
    [Show full text]
  • Of the Tasmanian Aborigines
    7. NOTES ON THE HUNTING STICKS (LUGHKANA), SPEARS (PERENNA), AND BASKETS (TUGH- BRAN A) OF THE TASMANIAN ABORIGINES. PL IX., X., XL. XII., XIII., XIV.. XV. By Fritz Noetling, M-A., Ph.D., Etc. (Read July 10th. 1911.) INTRODUCTION. In the pajJcrs previously published in the Society's journal I have conclusively proved, and it can now be con- si.Iered as an established fact, that the stone relics of the Aborigines represent implements only, and not weapons. This is a fact of the greatest importance, and its signifi- cance will only be fully realised when we apply it to the study of archaeolithic man in Europe- The Tasmanian Aborigines had made at least one great invention, viz.. they had discovered that a certain kind of rock yielded sharp- edged flakes when broken. (1). They also found that these sharp-edged flakes could be used for most of the re- quirements of their simple life. But here again we come upon one of those curious psychological pi'oblems that are so difiicult to explain. The Aborigines had undoubtedly discovered that these flakes were excellent cutting imple- ments, as thev have generally a fine edge, and often enough terminated in a sharp ])oint To us it seems easy enough to turn the good qualitie.s of the sharp flakes to other uses than merely as tools. The instinct of self-presei-A'ation is paramount in all hviman beings, and. as has often been stated, it is the mother of all those inventions that have changed the life of our prehistoric ancestors into that of modem mankind.
    [Show full text]
  • Whoosh Bottle
    Whoosh Bottle Introduction SCIENTIFIC Wow your students with a whoosh! Students will love to see the blue alcohol flame shoot out the mouth of the bottle and watch the dancing flames pulsate in the jug as more air is drawn in. Concepts • Exothermic reactions • Activation energy • Combustion Background Low-boiling alcohols vaporize readily, and when alcohol is placed in a 5-gallon, small-mouthed jug, it forms a volatile mixture with the air. A simple match held by the mouth of the jug provides the activation energy needed for the combustion of the alcohol/air mixture. Only a small amount of alcohol is used and it quickly vaporizes to a heavier-than-air vapor. The alcohol vapor and air are all that remain in the bottle. Alcohol molecules in the vapor phase are farther apart than in the liquid phase and present far more surface area for reaction; therefore the combustion reaction that occurs is very fast. Since the burning is so rapid and occurs in the confined space of a 5-gallon jug with a small neck, the sound produced is very interesting, sounding like a “whoosh.” The equation for the combustion reaction of isopropyl alcohol is as follows, where 1 mole of isopropyl alcohol combines with 4.5 moles of oxygen to produce 3 moles of carbon dioxide and 4 moles of water: 9 (CH3)2CHOH(g) + ⁄2O2(g) → 3CO2(g) + 4H2O(g) ∆H = –1886.6 kJ/mol Materials Isopropyl alcohol, (CH3)2CHOH, 20–30 mL Graduated cylinder, 25-mL Whoosh bottle, plastic jug, 5-gallon Match or wood splint taped to meter stick Fire blanket (highly recommended) Safety shield (highly recommended) Funnel, small Safety Precautions Please read all safety precautions before proceeding with this demonstration.
    [Show full text]
  • Low Temperature Oxidation of Ethylene by Silica-Supported Platinum Catalysts
    Title Low Temperature Oxidation of Ethylene by Silica-Supported Platinum Catalysts Author(s) SATTER, SHAZIA SHARMIN Citation 北海道大学. 博士(理学) 甲第13360号 Issue Date 2018-09-25 DOI 10.14943/doctoral.k13360 Doc URL http://hdl.handle.net/2115/71989 Type theses (doctoral) File Information SHAZIA_SATTER.pdf Instructions for use Hokkaido University Collection of Scholarly and Academic Papers : HUSCAP Low Temperature Oxidation of Ethylene by Silica-Supported Platinum Catalysts (シリカ担持白金触媒によるエチレンの低温酸化) Shazia Sharmin Satter Hokkaido University 2018 Content Table of Content 1 General Introduction 1.1 General Background: Heterogeneous Catalysts to Ethylene Oxidation 1 – Friend or Foe? 1.2 Mesoporous Silica 1.2.1 An Overview 2 1.2.2 Synthesis Pathway and Mechanism of Formation of Mesoporous 4 Materials 1.2.3 Surface Property and Modification of Mesoporous Silica 7 1.3 Platinum Nanoparticle Supported Mesoporous Silica 9 1.4 Oxidation of Ethylene 1.4.1 Ethylene – Small Molecule with a Big Impact 11 1.4.2 Heterogeneous Catalysis Making Way through Ethylene Oxidation 14 1.5 Objective of the Work 19 1.6 Outlines of the Thesis 20 References 22 2 Synthesis, Characterization and Introduction to Low Temperature Ethylene Oxidation over Pt/Mesoporous Silica 2.1 Introduction 33 2.2 2.2 Experimental 35 2.2.1 Chemicals 35 2.2.2 Preparation of Mesoporous Silica, SBA-15 35 2.2.3 Impregnation of Pt in SBA-15 and Aerosol Silicas 36 2.2.4 Characterization 36 2.2.5 Ethylene Oxidation with a Fixed-Bed Flow Reactor 37 2.3 Results and Discussion 39 I Content 2.3.1 Characterization
    [Show full text]
  • Traditional Wiradjuri Culture
    Traditional Wiradjuri Culture By Paul greenwood I would like to acknowledge the Wiradjuir Elders, past and present, and thank those who have assisted with the writing of this book. A basic resource for schools made possible by the assistance of many people. Though the book is intended to provide information on Wiradjuri culture much of the information is generic to Aboriginal culture. Some sections may contain information or pictures from outside the Wiradjuri Nation. Traditional Wiradjuri Culture Wiradjuri Country There were many thousands of people who spoke the Wiradjuri language, making it the largest nation in NSW. The Wiradjuri people occupied a large part of central NSW. The southern border was the Murray River from Albury upstream towards Tumbarumba area. From here the border went north along the edges of the mountains, past Tumut and Gundagai to Lithgow. The territory continued up to Dubbo, then west across the plains to the Willandra creek near Mossgiel. The Booligal swamps are near the western border and down to Hay. From Hay the territory extended across the Riverina plains passing the Jerilderie area to Albury. Wiradjuri lands were known as the land of three rivers; Murrumbidgee (Known by its traditional Wiradjuri name) Gulari (Lachlan) Womboy (Macquarie) Note: The Murrumbidgee is the only river to still be known as its Aboriginal name The exact border is not known and some of the territories overlapped with neighbouring groups. Places like Lake Urana were probably a shared resource as was the Murray River. The territory covers hills in the east, river floodplains, grasslands and mallee country in the west.
    [Show full text]
  • 5.3 Controlling Chemical Reactions Vocabulary: Activation Energy
    5.3 Controlling Chemical Reactions Vocabulary: Activation energy – Concentration – Catalyst – Enzyme – Inhibitor - How do reactions get started? Chemical reactions won’t begin until the reactants have enough energy. The energy is used to break the chemical bonds of the reactants. Then the atoms form the new bonds of the products. Activation Energy is the minimum amount of energy needed to start a chemical reaction. All chemical reactions need a certain amount of activation energy to get started. Usually, once a few molecules react, the rest will quickly follow. The first few reactions provide the activation energy for more molecules to react. Hydrogen and oxygen can react to form water. However, if you just mix the two gases together, nothing happens. For the reaction to start, activation energy must be added. An electric spark or adding heat can provide that energy. A few of the hydrogen and oxygen molecules will react, producing energy for even more molecules to react. Graphing Changes in Energy Every chemical reaction needs activation energy to start. Whether or not a reaction still needs more energy from the environment to keep going depends on whether it is exothermic or endothermic. The peaks on the graphs show the activation energy. Notice that at the end of the exothermic reaction, the products have less energy than the reactants. This type of reaction results in a release of energy. The burning of fuels, such as wood, natural gas, or oil, is an example of an exothermic reaction. Endothermic reactions also need activation energy to get started. In addition, they need energy to continue.
    [Show full text]
  • Diesel and Damper: Changes in Seed Use and Mobility Patterns Following Contact Amongst the Martu of Western Australia ⇑ David W
    Journal of Anthropological Archaeology 39 (2015) 51–62 Contents lists available at ScienceDirect Journal of Anthropological Archaeology journal homepage: www.elsevier.com/locate/jaa Diesel and damper: Changes in seed use and mobility patterns following contact amongst the Martu of Western Australia ⇑ David W. Zeanah a, , Brian F. Codding b, Douglas W. Bird c, Rebecca Bliege Bird c, Peter M. Veth d a Department of Anthropology, California State University, Sacramento, 6000 J Street, Sacramento, CA 95819, United States b Department of Anthropology, University of Utah, 270 S. 1400 East, Rm 102, Salt Lake City, UT 84112, United States c Department of Anthropology, Stanford University, 450 Serra Mall, Bldg. 50, Stanford, CA 94305, United States d School of Social Sciences, The University of Western Australia (M257), 35 Stirling Highway, Crawley, WA 6009, Australia article info abstract Article history: Seed-reliant, hunting and gathering economies persisted in arid Australia until the mid-twentieth cen- Received 5 June 2014 tury when Aboriginal foragers dropped seeds from their diets. Explanations posed to account for this Revision received 23 February 2015 ‘‘de-intensification’’ of seed use mix functional rationales (such as dietary breadth contraction as pre- Available online 25 March 2015 dicted by the prey choice model) with proximate causes (substitution with milled flour). Martu people of the Western Desert used small seeds until relatively recently (ca. 1990) with a subsequent shift to a Keywords: less ‘‘intensive’’ foraging economy. Here we examine contemporary Martu foraging practices to evaluate Broad spectrum revolution different explanations for the dietary shift and find evidence that it resulted from a more subtle interac- Foraging theory tion of technology, travel, burning practices, and handling costs than captured solely by the prey choice Marginal Value Theorem Seed use model.
    [Show full text]
  • Introduction & Recommendations
    Separate Attachment COM 20A Ordinary Meeting of Council 26 April 2016 MOUNT ALEXANDER SHIRE THEMATIC HERITAGE STUDY ARCHITECTS CONSERVATION Introduction & CONSULTANTS Recommendations TABLE OF CONTENTS 1 Introduction 1.1 Background 1 1.2 Brief 2 1.3 Study Area 2 1.4 Earlier Reports 3 1.5 Study Team 3 1.5 Acknowledgements 3 2 Methodology 2.1 General 4 2.2 Survey Work 4 2.3 Research 4 2.4 Consultation 5 3 The Themes 3.1 The Framework 6 3.2 Overview of the Themes 6 4 Recommendations 4.1 Introduction 8 4.2 Existing Schedule to the Heritage Overlay 8 4.3 Further Review Work 9 Mount Alexander Shire Thematic Heritage Study Introduction & Recommendations Volume 1 1 INTRODUCTION 1.1 Background This Thematic Heritage Study has been prepared for the Shire of Mount Alexander by RBA Architects and Conservation Consultants. It consists of two sections: Volume 1 – Introduction & Recommendations. This volume outlines the process by which the thematic history was prepared as well as recommending some areas for further investigation and places of potential significance. Volume 2 – A Thematic History of the Shire according to nine themes and concluding with a Statement of Significance. The need for the preparation of an all-encompassing, Shire-wide thematic history had been identified as a key priority in the local Heritage Strategy 2012-2016.1 A thematic history has previously been prepared for sections of Mount Alexander Shire, within the heritage studies of the former shires of Metcalfe and Newstead. In addition, although many places are protected by heritage overlays further assessment was needed according to the Heritage Strategy as follows: Protecting & Managing There are over 1000 places in the Schedule to the Heritage Overlay however these are unevenly spread across the Shire.
    [Show full text]
  • SOH-Annual-Report-2016-2017.Pdf
    Annual Report Sydney Opera House Financial Year 2016-17 Contents Sydney Opera House Annual Report 2016-17 01 About Us Our History 05 Who We Are 08 Vision, Mission and Values 12 Highlights 14 Awards 20 Chairman’s Message 22 CEO’s Message 26 02 The Year’s Activity Experiences 37 Performing Arts 37 Visitor Experience 64 Partners and Supporters 69 The Building 73 Building Renewal 73 Other Projects 76 Team and Culture 78 Renewal – Engagement with First Nations People, Arts and Culture 78 – Access 81 – Sustainability 82 People and Capability 85 – Staf and Brand 85 – Digital Transformation 88 – Digital Reach and Revenue 91 Safety, Security and Risk 92 – Safety, Health and Wellbeing 92 – Security and Risk 92 Organisation Chart 94 Executive Team 95 Corporate Governance 100 03 Financials and Reporting Financial Overview 111 Sydney Opera House Financial Statements 118 Sydney Opera House Trust Staf Agency Financial Statements 186 Government Reporting 221 04 Acknowledgements and Contact Our Donors 267 Contact Information 276 Trademarks 279 Index 280 Our Partners 282 03 About Us 01 Our History Stage 1 Renewal works begin in the Joan 2017 Sutherland Theatre, with $70 million of building projects to replace critical end-of-life theatre systems and improve conditions for audiences, artists and staf. Badu Gili, a daily celebration of First Nations culture and history, is launched, projecting the work of fve eminent First Nations artists from across Australia and the Torres Strait on to the Bennelong sail. Launch of fourth Reconciliation Action Plan and third Environmental Sustainability Plan. The Vehicle Access and Pedestrian Safety 2016 project, the biggest construction project undertaken since the Opera House opened, is completed; the new underground loading dock enables the Forecourt to become largely vehicle-free.
    [Show full text]