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This resource reflects the theme of both country and identity as it allows the students to interact and delve into the different topics throughout the history of Aboriginal Australians

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This resource is produced by The Aboriginal Office (2006), it focuses on brief Aboriginal history, it’s a website that enables students to be interactive with their learning by independently exploring the website. The two main themes that this resource focuses on is country and identity. This is a great resource because it was created in 2006 and has been kept updated till 2022, so it’s very recent. To get the most background information and to understand the Aboriginal history students will learn more about the authors and explore the information provided that will help them understand their history. This resource is produced by the Aboriginal Office, an Indigenous group. They clearly state the Traditional Owners which were used in the creation of this resource helping the students to see the people who have worked on the site. This resource uses present-day language, which is beneficial for students, so they can stay up to date with the Aboriginal people language. This shows the students that the authors of the website acknowledge the Indigenous culture as well giving students the important information about Aboriginal people, their lifestyle and knowledge. It also has a balance of both historical and contemporary cultural practices, allowing students to delve into interactive activities with many different educational options. Throughout the resource there was ethnocentric terms used such as land, kinship, community, country, culture, Indigenous and Aboriginal peoples. The resource shows the different diverse knowledge of the Aboriginal history through different sections that the students can investigate through the website. No derogatory names are used within the resource and the authors do a great job with using capitals correctly so that students can learn the correct way to spell the words.  The resource had no Aboriginal and or Torres Strait Islander peoples pictured on the website. Furthermore, all the cultural knowledge that has been presented in this resource has been done so with permission from the Traditional Owners and has images of maps that allows for students to get a better insight. This given resource links to AITSL standard 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students (2022), this demonstrates that students should be able to after investigating website understand the Aboriginal history and how country and identity is important to them and why. This resource also can be justified by its link to the curriculum which is First contacts - “The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to country and place and the effects on their daily lives” (VCHHK078), this link connects to the resource because it allows students to look at the diversity of Aboriginal and Torres Strait Islander groups in Australia as well as investigating the way of life of the Aboriginal and Torres Strait Islanders people and their knowledge of their environment including their country and land. This resource relates to “Aboriginal and Torres Strait Islander cultures and educated students about the longest continuing cultures in the world” (Madsen, Perkins, and Shay, 2021), because as shown in this website the Aboriginal culture is still to this day being used to teach students, so they can learn the importance of the culture, including their country and identity.

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This resource reflects the theme of country because it enables students to interact and learn about the aboriginal people and how the connect to their land , allowing students to look at how they welcome the country.

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This resource is created by Britannica kids and focuses on Indigenous Australian country, the main theme that it investigates is country. This resource allows students to interact with different topics about Indigenous Australian country through interesting read along and other features. This resource has both positives and negatives. Firstly, it was produced in 2017, so the website is quite recent. Students will need to understand the reason for doing the acknowledgement of the land in the right context, and teachers in the classroom need to ensure the correct context explanation is given for the different acknowledgements in different areas. The resource has been produced by the Britannica Group, who are a non-Indigenous group. Nevertheless, it does state at the beginning of the website acknowledgment of the Traditional Owners of the country. This has been clearly stated throughout the website when talking about country making it easy for students to understand the information a little bit more. This resource uses present day language, showing the students who are the users of the resource that the Aboriginal people are still the centre of knowledge. There where some ethnocentric terms used within the resource such as land, culture, Traditional, and Indigenous peoples. The resource stated the diverse knowledge of the country across the whole of Australia and its importance. There were no derogatory names used, the language that was used reflected a contemporary approach and the capitals were used correctly in the resource. Furthermore, there were no Aboriginal or Torres Strait Islander peoples pictured in the resource, and all the cultural knowledge presented has been done so with permission. This resource links to AITSL standard 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students (2022), because it demonstrates that the students should be understanding the impact of culture through the website where they are able delve into the culture and acknowledgement to land. It gives students a good insight into the history of their country and encourages awareness of the Aboriginal peoples by learning about culture through the website.  This resource can also be justified through its link to the curriculum which is , both Historical Knowledge – “The significance of Country and Place to Aboriginal and Torres Strait peoples who belong to a local area” (VCHHK072), this connects to the resource because it enables students to delve into the knowledge and understanding of the importance of acknowledging the country and, it also allows students to gain insight into how they connect to the country in their daily lives. This relates to Phillips (2021) where he states that there is “increased appreciation for and  knowledge of the local community’s connection to Country, the significance of transmission of culture to local people and the positive effect of teachers supporting cultural connections between elders, students and school” (Phillips, 2021) because it shows that not only is it significant for students to connect this resource to Aboriginal history but to learn and gain that knowledge to pay respect to the country when they can.

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This resource Gambay created by First Languages Australia investigates the theme of identity. This resource allows students to play around on an interactive map where they can learn the different indigenous languages based on the communities around Australia. This great resource was launched in 2016, which is relatively recent. Students would need to understand the different first languages and the different communities they come from, and this can be achieved through looking at these different areas on the map. This resource was created by Faith Baisden and her production team, who are Indigenous. When students click onto the website they are presented with the Traditional Owners and shown the different languages in all different areas and communities, but the resource could work on greater elaboration. This resource shows the different diverse knowledge of languages in different communities within Australia as well as knowing where they are on the map. When first visiting the website students will find current Aboriginal or Torres Strait Islander people pictured on the front screen. There is no cultural information that isn’t appropriate and all the knowledge of first people language that has been shared has been done so with permission. This given resource links to AITSL standard 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students (2022) because it demonstrates the knowledge and understanding of the different culture identities that come from the languages and their backgrounds.  This resource can be justified through its link to curriculum which is First contacts – “The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to country and place and the effects on their daily lives” (VCHHK078) this connects to the resource as it shows that students can gain understanding about the custodianship of the land and the strong connections that it has with language and identity. This relates to Kickett-Tucker where she states that “for Australian Aboriginal people culture consists of protocols, identity, spirituality, food, languages and lore” (Kickett-Tucker,2021). Demonstrating that it is important for students to learn about the theme of identity and the first people languages, developing an understanding about the land they live on.

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Resource 2: https://gambay.com.au  First Languages Australia (2022)

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Resource 2: https://gambay.com.au  First Languages Australia (2022)

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This resource links to the theme of identity where it teaches the students to learn about the language that helps identify their history and part of everyone's identity of where we came from.

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Welcome to Country Book (read along YouTube):
connects to the theme of country where it teaches the students to acknowledge and respect their land and where it came from.
https://www.youtube.com/watch?v=zNYjXliUW7o

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Welcome To Country by Aunty Joy Murphy & Lisa Kennedy. Music by Geoffrey Gurrumu Yunupingu.

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This resource “Welcome to Country” by Aunty Joy Murphy (2016) investigates the theme of country. The book talks about the celebration of the Indigenous land and the culture which will take the students on a wonderful journey of the welcome ceremony which allows visitors to enter the traditional lands. This is a good resource because, it was written in 2016 but the video was made in 2017, which makes the resource up to date and recent. Students would develop an understanding of the welcome to country and its importance in different areas. The resource is produced by Aunty Joy Murphy who is an Aboriginal elder of the Kulin alliance. It does state that Traditional Owners were consulted in the creation of this resource. Overall, the author and illustrator acknowledge the Traditional Owners in the information which is about welcoming the country and the significance. This resource utilises present day language explaining how the welcome to country is significant across all Australia, this clearly highlights how important it is for the author to express the Aboriginal people’s significance to country and their knowledge. Ethnocentric terms were used throughout this resource such as land. The resource clearly shows the diverse knowledge of the country amongst the first nation communities. The illustrator has painted all the pictures in the book with artworks of people and animals. All the cultural knowledge shared has been done so by the author herself with permission from the Traditional Owners. This resource links to AITSL standard 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non- indigenous Australians (2022), because it can demonstrate and show the understanding of Aboriginal and Torres Strait islander histories where students are able to learn through “welcome to country”. This resource can be justified through its links to curriculum which is Historical knowledge – “The significance of Country and place to Aboriginal and Torres Strait Islanders peoples who belong to a local area” (VCHHK072). This relates to Phillips (2021) because they talk about “acknowledging the traditional owners of this country” (2021) and proves that it is important to pay respect to the custodianships and wisdoms of the first nation Australians.