SDG 9: Let’s Build the Future!
SDG 9 Explained🌍🛠️🌟

👋Are you ready to dive into the exciting world of Sustainable Development Goal 9 (SDG 9)?🌏🚀

👋Are you ready to dive into the exciting world of Sustainable Development Goal 9 (SDG 9)?🌏🚀

What’s SDG 9 All About?🏗️

SDG 9 is like the superhero cape for “industry, innovation, and infrastructure.” It’s all about creating a better world by building cool stuff, making things work, and keeping our planet healthy 🌱🏗️ It aims to establish a solid foundation for communities by developing sustainable infrastructure, fostering innovation, and promoting industrialisation that benefits everyone without harming our beautiful Earth. 🌉🏭

Why Does It Matter?🌟

Resilient Infrastructure:

Imagine super-strong bridges, high-speed trains, and smart cities. SDG 9 aspires for top-notch roads, buildings, and tech that can withstand anything – even a superhero battle! 💪🏙️ Robust infrastructure – be it transport, irrigation, energy, or technology – is the backbone of economic growth and development, minimising environmental impact and offering long-term solutions. 🛤️🌿

Innovation Power:

Think of SDG 9 as the inventor’s lab. We need creative brains to come up with new ideas, gadgets, and solutions. Whether it’s solar-powered phones or flying cars, innovation is key to advancing economic competitiveness in an ecologically sound manner. 🚀🔬

Jobs, Jobs, Jobs!:

SDG 9 aims to provide cool jobs for everyone. Engineers, architects, app developers – they’re all part of the dream team. More jobs mean thriving communities. 🍦💼

Your Role in the Adventure! 🌈

  1. Be Curious:  Always ask questions! How does a wind turbine work? What’s the secret behind Wi-Fi? Your curiosity is the fuel for innovation. 🤔🔍
  2. Think Green:When designing stuff, always think green. Can our houses be more eco-friendly? Can our gadgets use less energy? Let’s save the planet one invention at a time. 🌿🌎
  3. Learn Tech: Dive into the world of code, circuits, and robots. You could be the next Elon Musk or Ada Lovelace. The future is tech-savvy! 🤖💻
  4. Speak Up: Use your voice to make a difference. Tell adults and leaders why investing in sustainable infrastructure and innovation matters. Make your voice heard online and offline. #SDG9 #FutureBuilders🗣️🌟

A Collaborative Effort 🤝

SDG 9 isn’t a goal for governments and big industries alone; it’s something we all can contribute to. By embracing sustainable practices and supporting innovation at every level, we can help create a more resilient, prosperous, and inclusive future for everyone. 🌍🛠️

Together, let’s be the #InnovationHeroes our world needs. Dream big, take action, and be part of the solution. The future is in our hands, and every small step we take towards achieving SDG 9 brings us closer to a sustainable world. #SDG9Power #DreamBig 🌐

Innovation drives progress. By investing in scientific research and technology, we can find new ways to address global challenges, from climate change to health crises. 💡🔭

How Can Everyone Contribute? 💭

  1. Support Sustainable Businesses: Choose products and services from companies that prioritise sustainable practices. 🌱🛍️
  2. Advocate for Green Infrastructure:Encourage local projects that focus on sustainability. 🚴‍♀️🌳
  3. Embrace Technology and Innovation: Stay informed about new technologies and support innovative solutions. 📱💻
  4. Educational Pursuits: Learn about and promote sustainable industrialisation and innovation in your career. 📚🎓

Let’s Build Tomorrow! 🌠

Remember, you’re not just kids – you’re superheroes in training! SDG 9 needs you to dream big, create amazing things, and make our world a better place. So, grab your tool belt, wear your inventor goggles, and let’s build a brighter future together! 🌟👷

#SDG9Power #InnovationHeroes #DreamBig #SDG9 #SustainableInfrastructure #InclusiveIndustrialisation #InnovationForAll 🌐🔨💼🌱

BIG QUESTIONS TO EXPLORE

SDG 9 is all about making sure we build strong and smart things like bridges, roads, and technology in a way that's good for our planet, helping everyone live better and creating fun jobs that help take care of our Earth. It's like being inventors and builders who always think about keeping our world happy and healthy!

Here's a list of big questions that can facilitate meaningful discussions and learning about SDG 9:

Stage Two (Years 3 and 4)

  1. What is Innovation, and Can You Think of an Invention That Helps the Planet? 
    Encourage children to think about the concept of innovation and its role in solving environmental challenges. Ask them to research or imagine an invention that could make a positive impact on the planet.
  2. How Do Renewable Energy Sources Help Us Achieve a Sustainable Future?
    This question prompts students to explore different types of renewable energy (such as solar, wind, and hydroelectric power) and discuss how these sources are better for the environment compared to fossil fuels.

Stage Three (Years 5 and 6)

  1. Why Is It Important for Industries to Be Sustainable, and How Can They Achieve This?
    Here, students are encouraged to think about the impact of industrial processes on the environment and to come up with ideas on how industries can minimise their environmental footprint through sustainable practices.
  2. What Role Do Engineers Play in Creating Sustainable Infrastructure?
    This question invites students to learn about the role of engineers in designing and building infrastructure (like bridges, roads, and buildings) that is environmentally friendly, durable, and beneficial for communities.
  3. How Can Innovation in Technology Lead to Better Waste Management?
    Challenge students to think about and investigate current and potential technological innovations that can improve waste management practices, reducing landfill use and promoting recycling and composting.
  4. What Can You Do as a Young Person to Support Sustainable Development in Your Community?
    This question aims to empower students by encouraging them to think about actions they can take within their own community to support sustainability. This could include anything from starting a recycling program at their school to advocating for renewable energy use in their local area.

These questions are designed to stimulate curiosity, research, and discussion among young people, encouraging them to think critically about their role in achieving a sustainable future through innovation and responsible practices.

CLICK THE BOXES BELOW TO FIND OUT MORE

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Goal - Problem - Solution
(GPS) Model
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Project Ideas
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Gamification Options
📝
Curriculum alignment
🖇️
Cross-Curricular collaboration
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Online Learning courses
🏫
Examples of past school projects
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Resources

Goal-Problem-Solution Scenario 🎯

The Goal Problem Solution (GPS) method is a three-part structured summary:

  • Goal: The goal you are trying to achieve
  • Problem: The problem that is preventing you from reaching your goal
  • Solution: What I/we/you are going to do to solve the problem

Here is a simplified GPS framework designed to make these concepts accessible and actionable for students in Stages 2 and 3 investigating SDG 9

Goal:

Enhance Sustainable Industrialisation and Infrastructure

Problem:

Rural and underserved communities globally suffer from inadequate infrastructure, including limited access to clean water, unreliable electricity, and poor waste management systems. This shortfall hampers economic development, access to education, and healthcare, while also exacerbating environmental degradation.

Solution:

Implement community-based renewable energy and sustainable infrastructure projects that are resilient, scalable, and tailored to local needs and resources. This approach involves four key steps:

  1. Assessment and Resource Identification: Conduct thorough assessments to understand community-specific infrastructure needs and identify local renewable resources (e.g., solar, wind, hydro). Engage with community members to ensure their needs and preferences are central to project planning.
  2. Sustainable Planning and Design: Develop infrastructure projects that leverage local renewable resources and innovative, sustainable technologies. Design these projects to be resilient, environmentally friendly, and adaptable to future community needs.
  3. Community Engagement and Implementation: Foster community participation in the project implementation phase to ensure local ownership and sustainability. Provide education and training on the maintenance and benefits of the new infrastructure, enhancing local skills and knowledge.
  4. Monitoring, Evaluation, and Adaptation: Establish comprehensive monitoring and evaluation frameworks to assess the environmental, economic, and social impacts of infrastructure projects. Utilise feedback and data collected to refine project approaches, share successes, and scale effective solutions to other communities.

In a rural community with limited access to electricity and clean water, a non-profit organisation collaborates with local leaders to identify key needs and resources. They discover a strong potential for solar power generation. The project begins with community workshops to design a solar-powered water purification system and a small solar grid for electricity. Community members are involved in the construction and installation processes, receiving training on system maintenance and environmental stewardship.

Post-implementation, the community enjoys reliable access to clean water and sustainable electricity, improving health outcomes, educational opportunities, and economic development. Continuous monitoring reveals significant reductions in carbon emissions and local pollution. Success stories and lessons learned are shared with neighbouring communities and stakeholders, leading to the adoption of similar projects in other rural areas, thereby amplifying the impact of sustainable industrialisation and infrastructure development.

Project Ideas 💡

These projects can help students understand the importance of innovation and sustainable infrastructure in their communities and the broader world. Here are some project ideas tailored to these age groups:

For Stage Two

  1. Eco-Friendly Building Models: Students can use recycled materials to build models of eco-friendly buildings or infrastructure, such as houses with solar panels, green roofs, or rainwater harvesting systems. This project encourages creativity and introduces the concept of sustainable living.
  2. Solar Oven Challenge: Challenge students to design and build a simple solar oven using cardboard boxes, aluminium foil, and plastic wrap. This project demonstrates renewable energy's potential and teaches about solar energy's principles and benefits.
  3. Local Recycling Campaign: Students can start a recycling campaign in their school or community. They can create posters, flyers, and presentations to educate others about the importance of recycling and how it contributes to sustainable development.

For Stage Three

  1. Renewable Energy Fair: Students can research different renewable energy sources (solar, wind, hydro, geothermal) and create informational booths or presentations for a class or school-wide fair. This project allows students to dive deeper into how different technologies work and their importance for sustainable development.
  2. Innovation for Accessibility Project: Encourage students to think about how innovation can help create more accessible communities for people with disabilities. They can design a product or system that improves accessibility in public spaces, schools, or homes, integrating technology and sustainable practices.
  3. Sustainable Transport Plan: Students can work in groups to develop a sustainable transport plan for their school or local community. This might include ideas like a bike-sharing program, promoting walking to school, or organising carpooling. They can present their plan to the school administration or local council, advocating for real-world changes.
  4. Waste Management Solutions Project: Investigate the current waste management practices in their school or community and propose innovative solutions to reduce waste. Ideas could include starting a composting program, improving recycling systems, or campaigns to reduce plastic use.

These projects not only align with SDG 9 but also encourage students to think critically about the role of innovation and infrastructure in achieving sustainability. By engaging in these activities, students can develop a deeper understanding of these concepts and how they can contribute to a more sustainable future.

Gamification Options 👾

Gamification can be a powerful tool to engage Australian students in stages two and three, making learning about SDG 9 (Industry, Innovation, and Infrastructure), both fun and impactful. Here are several gamification options that educators can incorporate into their teaching strategies to enhance students' understanding and involvement:

  1. Sustainability Quest
    • Description: Create a quest-based game where students embark on missions to solve sustainability challenges related to industry, innovation, and infrastructure. Each mission could involve real-life tasks, like designing a simple water filtration system using household items, or digital challenges, such as an online puzzle about renewable energy sources.
    • Learning Outcome:  Understand the importance of sustainable practices in daily life and the principles of renewable energy.
  2. Innovation Builder Challenge
    • Description: Use a platform like Minecraft Education Edition to challenge students to build innovative and sustainable cities or infrastructure. They would need to research and incorporate aspects like solar panels, green buildings, and efficient public transport systems into their designs.
    • Learning Outcome: Foster creativity and critical thinking about how infrastructure can be designed to be both innovative and sustainable.
  3. Eco-Heroes
    • Description: A role-playing game where students assume the roles of different eco-heroes tasked with tackling various environmental challenges. Each hero could have special abilities related to different aspects of sustainability, such as energy conservation, recycling, or green technology innovation.
    • Learning Outcome: Promote teamwork and an understanding of diverse ways to contribute to sustainable development goals.
  4. Recycle & Build Board Game
    • Description: Design a board game where players collect different types of recyclable materials to build sustainable infrastructure. The game could include cards that describe specific sustainability challenges or benefits associated with various materials and technologies.
    • Learning Outcome: Learn about recycling and the importance of materials choice in sustainable development.
  5. Sustainable City Planner Online Simulation
    • Description: Use an online simulation game where students plan and manage a sustainable city. They must make decisions regarding the city's energy sources, transportation systems, and building designs, balancing economic, environmental, and social needs.
    • Learning Outcome: Understand the complexities of sustainable urban planning and the impact of different choices on a city's sustainability.
  6. Climate Action Adventure
    • Description: A storytelling adventure game where students navigate through different scenarios impacting climate and sustainability, making choices that will either improve or worsen their environment. This could be done through an interactive website or a simple app.
    • Learning Outcome: Learn about the consequences of human actions on the environment and the importance of making sustainable choices.

By integrating these gamification options into the curriculum, educators can make learning about SDG 9 more engaging for students in stages two and three, encouraging them to become proactive participants in building a more sustainable future.

Curriculum alignment 📝

For the Australian curriculum alignment to Sustainable Development Goal 9 (SDG 9), "Industry, Innovation, and Infrastructure," here's how activities can be integrated across different subjects for students in Stages Two and Three. The NSW curriculum alignment requested will be addressed in the following response:

Australian Curriculum Alignment
Subject Area Content Descriptor Code(s) Content Descriptor SDG 9 Connection Example Activity
Mathematics ACMSP096, ACMSP118 (Stage 2) ACMSP144, ACMSP145 (Stage 3) Data Representation and Interpretation Analysing data related to renewable energy and sustainability Students can survey energy usage at school and calculate the potential impact of switching to renewable energy sources.
Science ACSSU049 (Stage 2) ACSSU116 (Stage 3) Physical Sciences: Energy sources and sustainability Exploring renewable energy and sustainable industries Investigate different types of renewable energy and conduct experiments to understand how they work, like solar ovens or wind turbines.
Technology ACTDIK022 (Stage 2) ACTDIP034 (Stage 3) Digital Technologies: Knowledge and Understanding The role of technology in solving environmental challenges Design a simple app or website that promotes recycling and waste management within the school community.
Humanities and Social Sciences (HASS) ACHASSK090 (Stage 2) ACHASSK140 (Stage 3) Geography: Sustainability of places Understanding sustainable infrastructure and urban planning Research and present on a sustainable city or piece of infrastructure and discuss how it helps achieve SDG 9.
English ACELY1694 (Stage 2) ACELY1704 (Stage 3) Literacy: Interacting with others Communicating ideas on innovation and sustainability Write persuasive letters or prepare speeches to local government advocating for the implementation of sustainable practices in the community.
PDHPE PD2-7 (Stage 2) PD3-7 (Stage 3) Personal Development, Health, and Physical Education: Active lifestyle Promoting sustainability through active transport Organize a campaign encouraging students and staff to use active transportation methods like walking or cycling to school.

Example Activities Explained:

  • Stage Two "Innovation and Renewable Energy Sources": Science lessons can focus on understanding and experimenting with renewable energy sources, encouraging students to think about how innovation in energy can contribute to a sustainable future.
  • Stage Three "Sustainable Industries and Infrastructure": Through Humanities and Social Sciences (HASS), students can explore the concept of sustainable infrastructure, researching examples of sustainable urban planning and discussing their benefits.
  • "Engineers and Sustainable Infrastructure" & "Innovation in Waste Management": In Technology, students could design projects that reflect how engineering and technological innovation contribute to sustainability, like creating a prototype of a waste management app.
  • "Supporting Sustainable Development in the Community": PDHPE activities might involve organizing school-wide initiatives that promote sustainability, such as campaigns for active transport, encouraging personal responsibility towards achieving SDG 9.

This table provides a structured way to integrate SDG 9 into the Australian curriculum, ensuring students across various subjects engage with the critical issues of industry, innovation, and infrastructure, promoting awareness, critical thinking, and active participation in sustainable development.

NSW Curriculum Alignment

Aligning educational activities with Sustainable Development Goal 9 (SDG 9), "Industry, Innovation, and Infrastructure," within the NSW curriculum for students in Stages Two and Three, involves integrating themes of innovation, sustainable industries, and infrastructure development into the educational framework. Here’s how these themes can be integrated across different subjects in the NSW curriculum:

Subject Area Content Descriptor Code(s) Content Descriptor SDG 9 Connection Example Activity
Mathematics MA2-1WM, MA3-1WM Applying strategies for solving problems Calculating the impact of renewable energy Students could conduct a project to calculate the reduction in carbon footprint by switching to solar energy at school.
Science ST2-11ES, ST3-11ES The Earth's Environment Understanding renewable energy sources Explore how solar panels or wind turbines generate energy and the science behind renewable energy technologies.
Technology T2.2, T3.2 Design and Production Designing solutions for sustainable infrastructure Students could design a model of an eco-friendly building or a simple water purification system using recycled materials.
Humanities and Social Sciences (HASS) GE2-2, GE3-2 People and the environment Investigating sustainable economic development Research and present on a country that has successfully implemented sustainable practices in its industries or infrastructure.
English EN2-2A, EN3-2A Objective: Compose texts Discussing innovation and sustainability Write an informative essay or create a presentation on the importance of innovation in achieving environmental sustainability.
PDHPE PD2-7, PD3-7 Active lifestyle and community health Advocacy for sustainable community practices Organize a school initiative to promote sustainable practices, such as a recycling drive or a workshop on sustainable living.

Example Activities Explained:

  • Innovation and Renewable Energy Sources: In Science, students can undertake experiments to understand how renewable energy sources, like solar and wind power, are harnessed, emphasizing the role of innovation in developing sustainable energy solutions.
  • Sustainable Industries and Infrastructure: Through Technology, students can engage in projects that challenge them to design and create models of sustainable infrastructure, such as eco-friendly buildings, that reflect principles of environmental sustainability and innovation.
  • The Importance of Sustainable Economic Growth: Humanities and Social Sciences (HASS) classes might involve students in researching global examples of sustainable industrial practices and infrastructure projects, encouraging them to think about how these models can be applied locally.
  • Promoting Sustainable Development in the Community: In PDHPE, students could lead initiatives that encourage the school and wider community to adopt more sustainable practices, demonstrating how individual actions contribute to larger sustainability goals.

This structured approach to integrating SDG 9 into the NSW curriculum ensures students across various subjects engage with the critical issues of industry, innovation, and sustainable infrastructure. It promotes awareness, critical thinking, and active participation in fostering a sustainable future.

Cross-Curricular collaboration 🖇️

Cross-curricular collaboration provides a holistic approach to learning, enabling students to explore the multifaceted dimensions of Sustainable Development Goal 9 (Industry, Innovation, and Infrastructure) across various key learning areas. Here are some project ideas that facilitate cross-curricular collaboration for SDG 9:

  1. Sustainable City Design Project:
    Involved Key Learning Areas: Geography, Science, Technology, and Arts
    • Project Overview: Students design a model of a sustainable city that incorporates renewable energy sources, efficient public transportation, and green buildings.
    • Cross-Curricular Connections: Geography lessons on urban planning and land use; Science experiments on renewable energy; Technology classes on smart city features; Arts for designing and building the city model.
  2. The Innovation Fair:
    Involved Key Learning Areas: Science, Technology, Engineering, Mathematics (STEM), and English
    • Project Overview: Students develop innovative solutions to real-world problems, focusing on sustainability in industry and infrastructure. They then present their projects at a school-wide innovation fair.
    • Cross-Curricular Connections: STEM subjects collaborate on the creation of the projects, using scientific principles, technology tools, engineering design processes, and math for budgeting and measurements; English classes support with the development of presentation skills and persuasive writing to advocate for their projects.
  3. Eco-Transportation Plan:
    Involved Key Learning Areas: Physical Education, Mathematics, Geography, and Science
    • Project Overview: Students create a plan to promote eco-friendly transportation methods (walking, cycling, public transport) within the school community.
    • Cross-Curricular Connections: Physical Education explores the health benefits of walking and cycling; Mathematics classes analyse data and calculate the potential impact on carbon footprint reduction; Geography studies the layout of the local area to plan routes; Science investigates the environmental benefits of reduced car usage.
  4. Renewable Energy Workshop:
    Involved Key Learning Areas: Science, Technology, Art, and Social Studies
    • Project Overview: Students explore different types of renewable energy and create working models (e.g., wind turbines, solar panels) to demonstrate their understanding.
    • Cross-Curricular Connections: Science classes cover the principles of renewable energy; Technology integrates the use of tools and materials to build models; Art contributes with creative design of the models; Social Studies examines the impact of energy sources on society and the environment.
  5. Digital Storytelling on Innovations:
    Involved Key Learning Areas: English, History, Technology, and Science
    • Project Overview: Students research historical and modern innovations that have contributed to sustainable development and present their findings through digital storytelling.
    • Cross-Curricular Connections: English focuses on narrative skills; History provides context on the evolution of innovations; Technology classes teach digital storytelling tools; Science explains the scientific principles behind the innovations.
  6. Global Innovators Debate:
    Involved Key Learning Areas: English, Social Studies, Science, and Drama
    • Project Overview: Students take on the roles of various global innovators and debate the impact of their contributions to sustainable industrialisation and infrastructure.
    • Cross-Curricular Connections: English and Drama focus on speech and debate skills, as well as character development; Social Studies provides the historical and cultural background of the innovators; Science explains the scientific and technological contributions of each innovator.

These projects not only deepen students' understanding of SDG 9 but also enhance their skills across different disciplines, promoting a comprehensive understanding of sustainability and innovation in today's world.

ONLINE LEARNING COURSES 🧠

From Idea to Impact

Program Overview

"From Idea to Impact" is a dynamic online course tailored for young innovators aged 10-18 years, aiming to transform budding ideas into actionable project plans. Leveraging the 'GPS Sentence' model, the course instils in students the foundational skills of project planning, including goal setting, problem identification, and solution formulation. Through interactive modules and the 'Project Canvas' tool, students are guided from conceptualization to the creation of a detailed project plan.

Outcomes for Young People and Adults

For Young People:

  • Develop the ability to generate and refine project ideas.
  • Learn structured goal-setting and problem-solving methodologies.
  • Gain insights into identifying stakeholders and gathering resources.
  • Acquire skills in measuring project success and understanding project management fundamentals.
  • Enhance presentation skills and the ability to collaborate andreceive feedback.

For Adults:

  • Build confidence in supporting youth in project planning.
  • Enhance their knowledge with additional resources and practical application exercises.
  • Foster a supportive environment for mentoring, offering clear evaluation tools.
  • Encourage practical application and mentorship, leading to recognition of efforts.

Curriculum Alignment

The course aligns with the Australian Curriculum across various stages and subjects, providing a structured approach to developing key competencies:

  • Empowering Idea Generation: Linked with Arts and Science codes, encouraging creative and scientific inquiry.
  • Structured Goal Planning and Stakeholder Awareness: Integrates Mathematics and HASS, focusing on problem-solving and global economic awareness.
  • Success Measurement and Project Management: Correlates with Science and Design and Technologies, emphasizing data analysis and project organization.
  • Project Canvas Development and Presentation Skills: Associated with Design and Technologies and English, fostering solution development and effective communication.

"From Idea to Impact" not only aligns with educational standards but also enriches student learning experiences by bridging theoretical knowledge with practical application, supporting both students and teachers in navigating the complexities of project planning and execution.

2. Catalyst Coaches

Program Overview

"Catalyst Coaches" is an innovative online course designed to empower educators with the knowledge and tools needed to guide students in creating impactful projects aligned with the Sustainable Development Goals (SDGs). The course covers foundational SDG knowledge, youth dynamics, project ideation, planning, facilitation of student-led projects, technology integration, impact assessment, and sharing successes.

Outcomes for Young People and Adults

For Educators:

  • Develop an understanding of the SDGs, learn strategies to facilitate youth-led projects effectively, and incorporate technology and media to enhance project visibility and impact.

For Students:

  • Through educator guidance, gain skills in project design and execution within the framework of the SDGs, enhancing their problem-solving, critical thinking, and teamwork abilities.

Curriculum Alignment

The course content is tailored to complement educational curriculums by embedding pedagogical insights with practical project-based learning tools. It aligns with key learning areas by fostering critical thinking, collaboration, digital literacy, and global citizenship among students, supporting educators to integrate these themes seamlessly into their teaching practices.

Sustainable Development Goal Resources 📚

For educational materials focusing on the Sustainable Development Goals (SDGs), the following websites are highly recommended:

United Nations Sustainable Development Goals:

Provides comprehensive resources directly related to each of the 17 SDGs, including reports and action plans.
SDG Academy:

Offers free, high-quality online courses from experts on sustainable development and the SDGs.
Global Goals:

Engaging and informative, this site offers resources to educate about the SDGs, suitable for various age groups.
World's Largest Lesson:

Part of the Global Goals, it provides lesson plans and materials to teach young people about the SDGs.
UNICEF Teaching and Learning Resources:

Offers a range of materials designed to educate children about the SDGs.
The World Bank -SDGs:

Provides data, research, and reports on progress towards the SDGs, useful for more advanced learners.

ACKNOWLEDGEMENT OF COUNTRY
We respect and honour Aboriginal and Torres Strait Islander Elders past, present and future. We acknowledge the stories, traditions and living cultures of Aboriginal and Torres Strait Islander peoples on this land and commit to building a brighter future together.