(Ni’) Listen Up!

Literature & Ideas for Students

Festival artists and local storytellers provide students with a deeper appreciation of Aboriginal histories, cultures and knowledge traditions. From Indigenous culture to land management, race relations to connection to Country, students will leave with a greater understanding of First Nations Peoples’ ways of being, knowing, thinking and doing.

(Ni’) Listen Up! is a free event for students in years 10 – 12, containing two sessions – a keynote address from renowned author Bruce Pascoe and panel discussion featuring four young Noongar adults.

Our Country: A Truer History with Bruce Pascoe

Bruce Pascoe is one of Australia's most important thinkers. His book Dark Emu is a ground breaking book that questions preconceived ideas of Australia’s Aboriginal past. In this session, Bruce Pascoe invites students to consider a different version of Australia before First Contact – a land of cultivated farming areas and permanent homes rather than one inhabited by nomadic hunter-gatherers.

Growing Up Noongar

Join four proud young Noongar adults as they talk about Growing Up Noongar. This lively discussion, facilitated by Perth Festival’s Associate Artist Kylie Bracknell, touches on the influence culture has had on their lives, the importance of language and song and their hopes for the future for the Noongar community.

Essential Info

FREE however bookings are essential as capacity is limited

Year Level  10 - 12

Venue Octagon Theatre, University of Western Australia

Date 10am – 12pm, Friday 21 February 2020
(includes both sessions and a short morning tea break)

Access Please get in touch with Perth Festival on schools@perthfestival.com.au if your school may require additional support to attend this event. We can assist in a number of ways, including providing transport.

How to Book

Bookings can be made using the Ticket Request Form


Cross Curriculum priority of Aboriginal and Torres Strait Islander histories and cultures

Connections to Year 10 English: Students read texts that explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics.

  • Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
  • Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)

Connections to Year 11 English, Unit 2: As students analyse the representation of ideas, attitudes and voices in texts to consider how texts represent the world and human experience, they are: 

  • analysing changing responses to texts over time and in different cultural contexts;
  • evaluating the effectiveness of texts in representing ideas, attitudes and voices;
  • critically examining how and why texts position readers and viewers.

Connections to Year 12 English, Unit 4: As students examine different interpretations and perspectives to develop further their knowledge and analysis of purpose and style; and challenge perspectives, values and attitudes in texts, developing and testing their own interpretations through debate and argument, they are:

  • analysing the use of voice and narrative point of view;
  • evaluating perspectives though the ways viewpoints and values are represented;
  • identifying omissions, inclusions, emphases and marginalisations
Humanities & Social Sciences

Year 10 HASS: The concepts of place, space, environment, interconnection, sustainability and change continue to be developed as a way of thinking, through an applied focus on the management of environmental resources and the geography of human wellbeing at the full range of scales, from local to global and in a range of locations.

  • The human-induced environmental changes that challenge sustainability (e.g. water and atmospheric pollution, degradation of land, inland and coastal aquatic environments) (ACHGK070)
  • The application of environmental, economic and social criteria in evaluating management responses to the change being investigated (ACHGK075)
  • Account for different interpretations and points of view/perspectives in information and/or data (e.g. from tables, statistics, graphs, models, cartoons, maps, timelines, newspapers) (WAHASS87)

Year 12 Geography, Unit 3: Students explore the changing biophysical cover of the Earth’s surface, the creation of anthropogenic biomes and the resulting impacts on either global climate or biodiversity; through

  • processes of land cover change (deforestation, the expansion and intensification of agriculture, rangeland modification, land and soil degradation, irrigation, land drainage and reclamation, and the growth of urban settlement, industry and mining)
  • indigenous peoples' land management practices and their impact on land cover over time, including those of Aboriginal and Torres Strait Islander Peoples

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