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Inclusive Writers' Workshops For All: Creating 'Bush Fright'

OUR SOLUTIONS

At a Newman, Western Australia, Writers' Workshop with the local Women's Centre and the Martu Patrol, one participant was very keen to be involved with Our Yarning but felt nervous due to low literacy.

Noticing this, the Library For All facilitator took action to make the participant comfortable. The two sat in the safe space of the participant's patrol car. While the participant shared her story ideas, our facilitator scribed.

The manuscript collected that evening is now a published book called Bush Fright, written by a very proud author.

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Australia - Our Yarning - Library For All

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Inclusive Writers' Workshops For All: Creating 'Bush Fright' OUR SOLUTIONS At a Newman, Western Australia, Writers' Workshop with the local Women's Centre and the Martu Patrol, one participant was very keen to be involved with Our Yarning but felt nervous due to low literacy.

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WA Museum Boola Bardip | Western Australian Museum

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A place to share Western Australia’s many stories.
Our people, our places and our role in the world.

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Community & Neighbourhood Centres

About Us

The Champion Centre is a gathering place for Aboriginal people and for agencies working Aboriginal families and communities. The Champion Centre offers an inclusive neutral environment to promote healing of many groups with the local area, reconciliation, build bridges for families, share knowledge and connect with the Armadale community to promote hope and opportunities. A variety of programs run from the centre focussing on early childhood, parenting, school holiday programs and more. For further information contact the Champion Centre.

Quick Facts About The Region

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Locations

CHAMPION HEALTH CENTRE provides services from these locations:

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The Champion Centre offers an inclusive neutral environment to promote healing of many groups with the local area, reconciliation, build bridges for families, share knowledge and connect with the Armadale community to promote hope and opportunities.

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FISH- Foundation for Indigenous Sustainable Health

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FISH- Foundation for Indigenous Sustainable Health

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Artwork Of The MonthYonga Dreaming - Linda LooSee ArtworkFoundation for Indigenous Sustainable Health​Healthy spirit, heart, mind & body. Healthy families, co

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Wanju Wanju Kaartdijin Noongar - Welcome to Noongar Knowledge

Kaartdijin in Noongar means 'knowledge'. Noongar people have lived in the south-west of Western Australia for more than 45,000 years. The aim of the Kaartdijin website is to share the richness of our knowledge, culture and history in order to strengthen our community and promote wider understanding.

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Kaartdijin in Noongar means 'knowledge'. Noongar people have lived in the south-west of Western Australia for more than 45,000 years. The aim of the Kaartdijin website is to share the richness of our knowledge, culture and history in order to strengthen our community and promote wider understanding.

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Introduction

The Australian Curriculum 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 identified three key areas that need to be addressed for the benefit of individuals and Australia as a whole. In the Australian Curriculum, these have become priorities that give students the tools and language to engage with and better understand their world at a range of levels. The priorities provide national, regional and global dimensions which will enrich the curriculum through development of considered and focused content that fits naturally within learning areas. They enable the delivery of learning area content at the same time as developing knowledge, understanding and skills relating to Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia's Engagement with Asia and/or Sustainability. Incorporation of the priorities will encourage conversations between students, teachers and the wider community.

Cross-curriculum priorities are only addressed through learning areas and do not constitute curriculum on their own, as they do not exist outside of learning areas. Instead, the priorities are identified wherever they are developed or have been applied in content descriptions. They are also identified where they offer opportunities to add depth and richness to student learning in content elaborations. They will have a strong but varying presence depending on their relevance to the learning area.

Each priority has an introductory statement that outlines the reason for its inclusion and describes how it is viewed in the curriculum. The priorities have all been developed around three key concepts that are seen as fundamental to learning for that priority. Each concept is further developed through two or more organising ideas that provide a scaffold for relating and developing content knowledge, understanding and skills for the priority and learning areas. The organising ideas are embedded in the content descriptions and elaborations of each learning area as appropriate.Taken as a whole, the set of organising ideas provides a coherent framework that reflects the essential learning and skills for the priority.

Organising ideas are embedded in a learning area according to the relevance of its content to the organising ideas. An organising idea may draw on content from more than one learning area. Similarly, a single learning area content description or elaboration may cover one or more organising ideas, across one or more of the priorities.

Learning area content that draws on cross-curriculum priorities and the general capabilities at the same time can provide very rich learning experiences for students.

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AIATSIS acknowledges all Aboriginal and Torres Strait Islander Traditional Custodians of Country and recognises their continuing connection to land, sea, culture and community. We pay our respects to Elders past and present.

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We are Australia's only national institution focused exclusively on the diverse history, cultures and heritage of Aboriginal and Torres Strait Islander Australia.

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Make a note of the questions that surprised you

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Make a note of the questions that surprised you

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WINNER Bologna Prize for the Best Children's Publishers of the Year, Oceania Region

Magabala Books is Australia's leading Indigenous publishing house. Based in Broome, Western Australia, we publish Aboriginal and Torres Strait Islander authors, artists and illustrators from all over Australia. Aboriginal owned and led, we are guided by strong cultural principles and a passion for quality storytelling.

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Bold Goal 1: All Catholic Schools will be Culturally Competent

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Bold Goal 1: All Catholic Schools will be Culturally Competent

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Write one thing that you can commit to doing to increase your inter-cultural competency?

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Write one thing that you can commit to doing to increase your inter-cultural competency?

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Make a note of the questions that you see as areas of strength

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Make a note of the questions that you see as areas of strength

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'What was before Lord Vestey born and I born? It was blackfella country.' Vincent Lingiari (Wattie Creek 1966)

Australia's First Peoples have been living on the Australian continent for millenia.

Aboriginal and Torres Strait Islander Australia is made up of many different and distinct groups, each with their own culture, customs, language and laws. They are the world's oldest surviving culture; cultures that continue to be expressed in dynamic and contemporary ways.

The AIATSIS map serves as a visual reminder of the richness and diversity of Aboriginal and Torres Strait Islander Australia. It was created in 1996 as part of the Encyclopaedia of Aboriginal Australia project and attempts to show language, social or nation groups based on published sources available up to 1994.

The map shows only the general locations of larger groups of people which may include smaller groups. There are also variations in the way that some language or group names are spelt. You can view some of these alternate spellings on the list of alternate spellings for names on the AIATSIS map of Indigenous Australia below.

Note that the borders between groups are purposefully represented as slightly blurred and are not meant to be exact. Some of the information shown on the map is contested and may not be agreed to by some traditional custodians - the map isn't suitable for native title or other land claims.

The map isn't the only source of information; if you would like more information about Australian Indigenous languages please see our Austlang database. The National Native Title Tribunal also produces maps that show native title claims determinations.

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The AIATSIS map serves as a visual reminder of the richness and diversity of Aboriginal and Torres Strait Islander Australia.

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Consider whole school focus’ in the Catholic School Improvement Plan for Aboriginal Education in 2023/2024

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Consider whole school focus’ in the Catholic School Improvement Plan for Aboriginal Education in 2023/2024

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Paul Girrawah House has multiple First Nation ancestries from the South-East Canberra region, including the Ngambri-Ngurmal (Walgalu), Pajong (Gundungurra), Wallabollooa (Ngunnawal) and Erambie/Brungle (Wiradyuri) family groups.

Paul acknowledges his diverse First Nation history, he particularly identifies as a descendant of Onyong aka Jindoomang from Weereewaa (Lake George) and Henry 'Black Harry' Williams from Namadgi who were both multilingual, essentially Walgalu-Ngunnawal-Wiradjuri speaking warriors and Ngunnawal-Wallaballooa man William Lane aka 'Billy the Bull' - Murrjinille.

Paul was born at the old Canberra hospital in the centre of his ancestral country and strongly acknowledges his First Nation matriarch ancestors, in particular his mother Dr Aunty Matilda House-Williams and grandmother, Ms Pearl Simpson-Wedge.

Paul completed a Bachelor of Community Management from Macquarie University, and Graduate Certificate in Wiradjuri Language, Culture and Heritage and Management from CSU.

Paul provided the Welcome to Country for the 47th Opening of Federal Parliament in 2022. Paul is Board Director, Ngambri Local Aboriginal Land Council, Member Indigenous Reference Group, National Museum of Australia and Australian Government Voice Referendum Engagement Group.

Paul works on country with the ANU, First Nations Portfolio as a Senior Community Engagement Officer

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Narragunnawali: Reconciliation in Education - Reconciliation Australia

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Narragunnawali supports schools and early learning services to foster knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions. Reconciliation Action Plans Create a Reconciliation Action Plan (RAP) for a school or early learning service Professional learning Strengthen staff understanding of reconciliation with teacher-led professional learning Curriculum resources Bring reconciliation and Aboriginal [...]

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 What Professional Learning would you consider around the AEIM priorities in this space 

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 What Professional Learning would you consider around the AEIM priorities in this space 

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Make a note of areas of possible improvement 

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Make a note of areas of possible improvement 

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Consider the section of the report you have just read, and then ask yourself:

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Consider the section of the report you have just read, and then ask yourself:

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1. How are the ideas/information connected to what you already know or do here?

2. What new ideas did you get that broadened your thinking or extended it in different directions?

3. What challenges or puzzles emerge for you?

Number your responses accordingly.

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AITSL has a range of illustrations of Practice to help you with advice and support in teaching about Aboriginal and Torres Strait Islander histories, languages and cultures.

Building a culturally responsive Australian teaching workforce

AITSL worked collaboratively and consulted with the profession, Aboriginal and Torres Strait Islander education experts, students, families, and communities to develop a professional learning toolkit. The toolkit provides resources to support the intercultural development of teachers to enhance their culturally responsive teaching practice.

To begin your professional learning, you might like to access the intercultural development self-reflection tool as a starting point, then explore the intercultural development continuum and intercultural development capability framework for more information.

Finding and recommendations

This report calls for institutional action at the school, system, sector and national level, supporting teachers to enhance and enrich their practice and to maximise student outcomes by developing their intercultural responsiveness.

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Aboriginal and Torres Strait Islander education resources

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Aboriginal and Torres Strait Islander education resources

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CEWA supports school leadership to develop Aboriginal education school improvement, resulting in stronger cultural competencies and increased Aboriginal student enrolments.

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We are working towards a vision for an education system that is more culturally inclusive and responsive, and that values and respects Aboriginal and Torres Strait Islander histories and living cultures.

AITSL worked collaboratively and consulted with the profession, Aboriginal and Torres Strait Islander education experts, students, families, and communities to develop a professional learning toolkit. The toolkit provides resources to support the intercultural development of teachers to enhance their culturally responsive teaching practice.

To begin your professional learning, you might like to access the intercultural development self-reflection tool as a starting point, then explore the intercultural development continuum and intercultural development capability framework for more information.

Intercultural development self-reflection tool

Use this tool to reflect on your self-awareness of worldviews, assumptions, attitudes, beliefs, and biases in relation to personal identity and culture.

Intercultural development continuum

The continuum provides a shared language and understanding of intercultural development while reflecting the non-linear process of building cultural responsiveness.

Intercultural development capability framework

Learn more about your current stage of intercultural development and find recommended actions to support your ongoing learning, so that you can improve your teaching practice.

Finding and recommendations

This report calls for institutional action at the school, system, sector and national level, supporting teachers to enhance and enrich their practice and to maximise student outcomes by developing their intercultural responsiveness.

The development of this report

AITSL reviewed the evidence and partnered with Aboriginal and Torres Strait Islander education experts and the profession to develop this report with guidance from the Advisory Group for Aboriginal and Torres Strait Islander Education (AGATSIE), and in consultation with the teaching profession, students, families, and communities.

AITSL acknowledges their generous input to the report and the important body of work it represents and is grateful for the opportunity to have learned from them throughout the course of this project.

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building a culturally responsive australian teaching workforce

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final report for the indigenous cultural competency project

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Building a culturally responsive Australian teaching workforce

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Building a culturally responsive Australian teaching workforce