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The Indigenous Australian Symbols worksheet is a great resource for lower primary students in art. The resource includes 2 worksheets, the 1st worksheet highlights the Indigenous Australian symbols for certain objects. The 2nd worksheet then gets students to redraw and duplicate the objects independently. This resource comes from the website and creators at Go Wild with Paper, who create fun crafty activities for students.

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This resource can be taught in line with the Victorian curriculum through many curriculum points such as the grade 2 English point of ‘Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created’ (VCELT240)(VCAA, n.d), as the resource ‘explores iconography of Aboriginal and Torres Strait Islander cultures’ and can get the grade 2 students to ‘recognise reoccurring characters and themes’ throughout the book (VCAA, n.d). To link this resource to the arts, students in grade 3-4 can work towards the curriculum point of (VCAVAR028), by ‘Identifying and discussing how ideas are expressed in artworks from a range of places, times and cultures, including artworks by Aboriginal and Torres Strait Islander peoples’ (VCAA, n.d). This could be done through students ‘discussing how the artwork’ in the picture book expresses the idea of ‘culture or identity’ (VCAA, n.d.).

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Country is a key theme displayed throughout the book as the author and illustrator captures the glory of the Australian landscape and uses a variety of native Australian animals such as a thorny devil, dingo, willy wagtail and many more as the main characters of the book. The author also expresses the message of respecting country throughout her books.

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This resource links to the theme of identity and culture, as the symbols being taught in this resource have been passed down from many generations to portray stories and knowledge of Indigenous enriched culture.  Artlandish (2022) highlight that ‘symbols are traditionally used as an important part of contemporary Aboriginal art’. This is important to teach students in line with this resource as students can learn that many indigenous languages didn’t have written language, so they would ‘convey their important cultural stories’ to pass on ‘through generations’ in the form of ‘symbols/icons through their artwork’ (Artlandish, 2022).

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In regards to the Victorian curriculum the resource can link with the curriculum point of ‘Create and display artworks’ (VCAVAP019) for students in year levels 1 and 2 (VCAA, n.d.). Students could first do the worksheets and then when they finish they could create their own art work and incorporate the Indigenous Australian symbols throughout. This resource ‘Provides teachers with a cross-curriculum’ activity as a way of ‘embedding Aboriginal and Torres Strait Islander perspectives’ and learning into their visual art class (Madsen, Perkins, and Shay, 2021). This resource would also be a great resource to have on-hand for students to complete during lessons on Indigenous studies in Humanities or after a whole class reading lesson where the symbols are portrayed throughout a book.

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This resource links to the theme of country, as First Nations people have strong seasonal knowledge which emphasizes their understanding of country. This is highlighted through Indigenous and First Nation people’s knowledge of Australia’s weather systems and what it means for them. The resource demonstrates to the students that the weather seasons, are important to Indigenous Australians as it tells them what foods to eat, what plants need to be planted and what they will live off during that season, connecting to the notion that each season plays a role in telling us something about country. The names and understanding of the seasons vary between groups of Aboriginal people and where they are located across Australia. Kathryn Coff states that ‘ways of including country’ into the classroom can include ‘raising awareness of the ‘real’ Australian seasons’ and teaching students the ‘First nations people’s understandings’ of them.

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In line with the AITSL standards, this resource can connect to 1.4 ‘Strategies for teaching Aboriginal and Torres Strait Islander students’ as it aims to teach all students about respecting country and cultural elements of Indigenous backgrounds through an engaging age-appropriate picture book.

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In connection with the AITSL standards, this resource relates to standard 2.4, as the resource aims to educate students around the culture and history of Indigenous art and symbols. By having the students copy the symbols first it allows the students to learn and understand the meaning behind each symbol.

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The theme of identity is communicated through this resource as Move it Mob style highlight Indigenous culture through their dance videos and online resources. This resource would be beneficial for students who also Aboriginal and Torres Strait Islander as the videos are led by young people from their community and presents positive role models to them from their culture.

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This resource underpins the AISTL standard of 1.4 as it provides a unique teaching approach for all students including Aboriginal and Torres Strait Islander students. Move it mob style encapsulates the Indigenous culture by teaching students different dance styles.

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The resource links with a variety of curriculum points from the Victorian Curriculum including (VCADAR032) ‘Explain how the elements of dance and production elements communicate ideas in dances from different contexts they make, perform and view, including in dances by Aboriginal and Torres Strait Islander peoples’ (VCAA, n.d). This resource is very versatile and can be used in a 5–6-year level class, as a warmup activity or an activity where students can draw inspiration from the move it mob style dances to make their own. It could also be used in a foundation level class to achieve the curriculum point of Use choreographic devices to organise movement ideas and create dance sequences (VCADAD018)(VCAA, n.d.), as it gets students to imitate and copy a dance shown by a video. This highlights that this resource is very flexible and can be linked with a variety of curriculum points across differing year levels. This links with the notion expressed by Madsen, Perkins, and Shay (2021) as they state that it is important that ‘Aboriginal and Torres Strait Islander students are able to see themselves, their identities and their cultures reflected in the curriculum’. This resource could also be incorporated into generalist classrooms or PE sessions as brain and movement breaks for students.

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This can link with the AITSL standard of 2.4, as BTN aims to educate all students around understanding and respecting Aboriginal and Torres Strait Islander people. This is done through BTN working with Indigenous people from the community and making educational resources and videos about topics that promote reconciliation and cultural awareness for all to understand and learn from.

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This video can be used in a Foundation-2 class, when teaching the Victorian Curriculum point of ‘Weather and seasons and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander peoples, describe them (VCGGK067)’ (VCAA, n.d.). Lessons to achieve this curriculum point could first focus on the 4 seasons of the year, and then further lessons could use this resource to explore the way Aboriginal and Torres Strait Islander people explain and describe their seasons of the year.

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The final resource is an online book that is a recorded version of the book ‘The sweetest egg of them all’. This resource is a great resource as all students love having books read to them. Helen Milroy is the author and illustrator of the book and ‘emphasises the value of respect for First Nations culture and country’ through her writing. As an Indigenous women Helen aims to teach and educate children around the value of country and also includes problem solving strategies and moral situations/themes across all her books.

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Move it Mob Style, are an online and television broadcasted dance-based fitness program. They combine the art of dance and music with Aboriginal and Torres Strait Islander hip hop and popular music. They have a wide variety of free dance videos. The videos range from 3-10 minutes each and are led by young people from the Indigenous community. Each ‘deadly dance routine’ aims to teach children different dance styles and expose them to different ‘movement vocabulary’. On their website they also have other teaching resources and materials that are constructed from real teachers with the help from the young people of move it mob style.

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Behind the News (BTN) is a great teaching resource as is a news program that broadcasts educational videos, that are aimed at students to teach them about certain issues, events and topics occurring throughout the world. The video Indigenous Seasons Part I is the resource I have selected. This video aims to educate students around the different seasons that Indigenous Australians follow. This video is engaging and has lots of information that students can build on. BTN also provide teachers with resources to use in conjunction with their videos. The resource includes different activities and focus questions that relate to the video and its topic. This resource is valuable for all teachers as they have many videos that showcase ‘Indigenous knowledges and perspectives’ and ways you can ‘embed them across all teaching areas in meaningful and appropriate ways’ (Madsen, Perkins, and Shay, 2021).