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Bibbulumun Bonar: Six Noongar Seasons Song

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Before Time- Barangaroo Child Perspective

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Before Time- Barangaroo Child Perspective

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Before Time : Barangaroo | My Place for teachers

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Barangaroo and her friends are warned not to go near Mumuga country, and they discuss the nature of the Mumuga. To cheer up Mung they decide to host a cook-up. Barangaroo and Mani have a dance-off to see who is the most worthy to carry the spear.

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Indigenous language map to help kids understand Australia

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Indigenous language map to help kids understand Australia

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Musically trained children tend to acquire language quicker, learn how to read earlier and develop comprehension skills earlier. This is the very foundation of all learning at school: the ability to use language. Music educator Dr Anita Collins explains.

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Musically trained children tend to acquire language quicker, learn how to read earlier and develop comprehension skills earlier. This is the very foundation of all learning at school: the ability to use language. Music educator Dr Anita Collins explains.

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Before Time : Bunda | My Place for teachers

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Bunda and his brother Garadi are competing with each other to find the best method of transporting water. Bunda constructs a raft to carry the water down the river, while his brother carries his water on foot. Bunda's father then tells his sons to bring him something that takes two to get.

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There is no single 'Australian Aboriginal Astronomy'. As with all other areas of Indigenous Australian culture, astronomical traditions vary largely across the country, especially between different language groups. Nonetheless there are some features which are common to many Indigenous astronomical traditions that are quite different from European traditions.

Differences with European traditions include:

The prominence of dark nebulae (the dark patches in the sky, such as the Coalsack near the Southern Cross).

The prominence of star colours.

The shapes of constellations. Many Aboriginal traditions included constellations on a basis other than figurative representation, instead using more abstract relationships such as the position relative to other stars.

For almost all Australian Aboriginal groups, the Sun was seen as a woman and the Moon as a man.

Similarities with European traditions include:

At least some regions made the distinction between stars and planets.

Knowledge of the celestial pole, and circumpolar stars.

Observations of events such as eclipses, comets, meteors and aurorae.

Like other cultural traditions, Astronomy was not important for its own sake, but was integrated with other forms of knowledge.

Astronomical shapes were often understood to have their counterparts in the landscape.

Events seen in the sky could be premonitions or messages about human events.

Seasonal changes in the stars reflected seasonal changes on the ground.

Stars were not generally used for navigation purposes by Indigenous Australians. Navigation over land was extremely important and navigation skills were generally highly developed. However, most Indigenous Australian groups rarely travelled overland at night, except when undertaking secret or important missions. In these cases stars were known to assist navigation.

An important exception was the marine navigation, of Aboriginal groups, mostly in northern Australia. Some of these societies had quite developed astronomical traditions for navigation.

Like many other cultural traditions, star stories were generally divided into male and female traditions. Stories could also be divided along moiety lines. (Many Aboriginal societies were divided into two classes called moieties; every person and most animals and objects belonged to one or other of these.)

Constellations from stories in the stars: The night sky of the Boorong people

Some Boorong constellations of north-west Victoria.

Bunya (Bun-ya)
Bunya, the possum can be seen in the constellation known to us as the Southern Cross. The tip of the Southern Cross is the nose of the possum and his tail hangs down to the left. Bunya ran away from Tchingal, the Emu and hid in a tree for so long that he turned into a possum.

Warepil (Wah-re-pil)
The brightest star in the night sky is the centre of one of the most important Boorong constellations. That is Warepil, the male wedge-tailed eagle, chief of the Nuh-rum-bung-goo-tyas, the elders who created the land. The wings of Warepil spread to either side of Sirius across less bright stars.
The wedge-tailed eagle is an important figure right across Victoria. In Melbourne he was called Bunjil.

Kulkunbulla (Kool-koon-boo-la "oo" as in book)
Kulkunbulla, the two young dancing men, is found in one of the most recognisable constellations, the belt and the sword of Orion. Song and dance were very important to Indigenous Australian cultures, as they were one of the main ways that stories and information were remembered and passed on.

Yurree (Yoo-ree "oo" as in book) & Wanjel (Wan-jel)
Yurree and Wanjel are the two hunters who pursue Purra the kangaroo. Yurree is the fan-tailed cuckoo and Wanjel is the long-necked tortoise. They are a bright pair of stars in the sky known to Europeans as Castor and Pollux, the two twins of Gemini. The appearance of these stars in the night sky indicate seasonal patterns for both of these animals. Yurree & Wanjel reappear in the sky in late spring, when the fan-tailed cuckoo becomes active again. The stars are most prominent in the sky in late summer, when the long-necked tortoise lays its eggs.

Tchingal (Chin-gel)
Tchingal is the evil emu that terrorised people. It was hunted by the brothers Bram, and eventually killed by Weetkurrk. The battle between these helped to create the landscape of western Victoria. Tchingal is seen in the sky as a series of dark nebulae. The head of Tchingal is the Coalsack, the dark nebulae next to the Southern Cross. The neck of Tchingal goes through the two pointer stars and the body extends to the large dark nebulae near Scorpius. Unfortunately, light pollution means that the Milky Way cannot be seen from the city, so you need to go to the dark skies of the country to see Tchingal.

Brolgas
Another Boorong constellation that you need to go to the country to see are the two Brolga's eggs, or as we call them the Magellanic Clouds. These are visible from dark skies near Melbourne all year round.

Neilloan (Nay-e-lo-en)
Neilloan is the Mallee fowl and is based around Vega, the fifth brightest star in the night sky. Neilloan is far to the north. It appears in the morning sky in autumn, when the mallee fowls start to construct their nest. It disappears from the evening sky in spring, when egg laying season begins. In late April, Neilloan is the source of the Lyrid meteor shower.

Related links

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There is no single 'Australian Aboriginal Astronomy'. As with all other areas of Indigenous Australian culture, astronomical traditions vary largely across the country, especially between different language groups. Nonetheless there are some features which are common to many Indigenous astronomical traditions that are quite different from European traditions.

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For the Aboriginal people of Australia, Dreamtime represents the essence of their society, culture, traditions and spirituality. It is a time when ancestors, gods and living mortals come together to learn about the heritage and customs of the Aboriginal people. Dreamtime is the core of everything, and of the many sacred sites in Australia, few are as important as Uluru.

Also known as Ayers Rock, Uluru is believed to have been created at the beginning of time by 10 ancestors, or spirit people, of the Aboriginal people. Tours of Ayers Rock emphasise this connection with the beginnings of the local Anangu Aboriginal people while also highlighting the natural power of the sandstone monolith.

Uluru Dreamtime

According to Uluru dreamtime, the world was a featureless place until the ancestors of the Anangu emerged and travelled across the land, creating the features like Uluru that we see today. Ayers Rock represents the physical evidence of their time on the earth and is seen as one of their most dramatic and inspiring creations.

Ayers Rock tours incorporate the amazing rock paintings of the Anangu, which are seen as a record of the very period of dreamtime. The rock's caves, cliffs and fissures contain countless petroglyphs that tell the story of the ancestors. Certain rock outcroppings represent ancestral spirits, and the Anangu believe that by simply touching the rocks they can communicate with dreamtime and receive blessings from their ancestors.

Uluru remains sacred to a number of Aboriginal tribes in the region who still perform rituals in the caves and make new rock paintings. It is worth signing up for a quality tour at Ayers Rock that can show you some of the more unique and special paintings. Each side of Uluru has a different creation story associated with it, and with an experienced local guide you can hear all of the incredible colourful tales that form the basis of Aboriginal culture in this important part of Australia.

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Aboriginal Uluru Dreamtime Story - Uluru (Ayers Rock) Australia

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For the Aboriginal people of Australia, Dreamtime represents the essence of their society, culture, traditions and spirituality. It is a time when ancestors, gods and living mortals come together to learn about the heritage and customs of the Aboriginal people. Dreamtime is the core of everything, and of the many sacred sites in Australia, few are as important as Uluru.

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Explore traditional bushfire prevention methods - in light of the recent bushfires and the discussion that came from using traditional methods to help mitigate the risk of bushfires. How this links to Aboriginal peoples responsibility of country/place.

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BTN Indigenous Perspectives of Cook Visit 

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BTN Indigenous Perspectives of Cook Visit 

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JACK EVANS, REPORTER: On the other side of this bay is the exact spot Captain James Cook first landed. It's hard to imagine what it would have been like 250 years ago, watching as the Endeavour sailed into what we know today as Botany Bay. But over the years we've uncovered and learnt more about that first encounter between Australia's Indigenous people and Captain Cook and his crew.

A lot of what we know comes from Cook's journals.

We saw several people ashore four of whom were carrying a small boat or canoe which we imagined they were going to put into the water in order to come up to us but in this we were mistaken.

But there also stories that have been passed down by the first Australians who saw the Endeavour arrive. Beau from the National Maritime Museum has put together an exhibition of Aboriginal and Torres Strait Islander artworks. To tell the story of Cook's arrival as seen from the shore.

JACK: So Beau, what do we know about that first encounter?

BEAU: Well I think these days we know a lot more. I mean when I was at school, we were taught that Captain Cook, the first encounter was at Kamay the local people there at Botany Bay. Cook came ashore and everything went quite well. But now looking back at it we now know from that very first time that Cook tried to come to shore there was conflict.

The people Cook and his crew saw were Gweagle, a clan of the Dharawal people.

JACK: Do we have any idea who the Gweagal people thought Captain Cook and his crew were?

BEAU: I think a lot of the local people nowadays are saying that they thought that Cook was a spirit - being white, fair skinned. You know that there is a spirit coming back and not to go near the spirit. The local people didn't want them to come ashore. They were shouting at them, threw rocks at them, trying to make them go away.

But Cook and his men didn't go away and when they were confronted by two Gweagal men they shot at them hitting one man in the leg. Cook and his men then entered the Gweagal camp and took shields and spears. Leaving in return beads, cloth and nails. In his journal, Cook wrote of his admiration for the Indigenous people's way of life.

From what I have said of the Natives of New Holland they may appear to some to be the most wretched people upon earth, but in reality they are far more happier than we Europeans.

He also acknowledged that `all they seem'd to want was for us to be gone'. But that didn't stop him claiming the entire east coast for the British crown. The land was said to be terra nullius, meaning land belonging to no one. Of course, that wasn't the case.

JACK: And why have you chosen to include this piece in the exhibition?

BEAU: Really important because as I said it talks about that deep time and that deep connection, you know. That we have been here forever that we have been practising these traditions and cultures forever. But we're also an evolving culture and we're still here.

JACK: Do you think Cook was aware of that?

BEAU: Sometimes I like to be on Cook's side and say that he did think about that. But you know I don't think that was his mission either. His mission was to come and find this great southern land and if he was able to claim it for the crown.

JACK: So, Beau can you tell me about this artwork?

BEAU: This is done by Paddy Fordham, who is actually from Arnhem Land. What Patty is trying to explain is that it wasn't the first Captain Cook for them. It was all the Captain Cook's that came afterwards.

To many Captain Cook has become a symbol of all of the European colonists who came after him who took the land from Indigenous people, brought diseases and tried to erase cultures. While they didn't succeed, the devastating impact of colonisation is still being felt.

JACK: So, I recognise this guy, Cook. There's two of him, what's this all about?

BEAU: So, this is a contemporary work by Jason Wing. He's actually called them Captain Crook and this is Captain Crook unmasked and Captain Crook Masked.

JACK: It's quite a powerful image, what are you expecting audiences, their reaction to be?

BEAU: I hope it makes them think a little, you know. I hope they do think about the history we have been taught to the history we know now and the history that hopefully is being spoken about in this 250th year, you know, that we've moved as a country to go - well yeah how can you discover a place that's already inhabited? How can you claim a space that already has people living here? And that's really what Jason's wanting people to think about you know. We're not fixed to this one way of seeing or one way of viewing a certain point in time, you know. There is always a dual perspective and our voices need to be heard now and our stories need to be told.

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Indigenous Perspectives of Cook Visit - Behind The News

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JACK EVANS, REPORTER: On the other side of this bay is the exact spot Captain James Cook first landed. It's hard to imagine what it would have been like 250 years ago, watching as the Endeavour sailed into what we know today as Botany Bay.

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Education Programs

Looking for great excursion opportunities that are engaging, easy to plan and integrate with classroom lessons, and linked to the current Australian Curriculum?

Herdsman Lake Wildlife Centre presents a unique opportunity for Foundation (Pre-Primary) to Year 12 students to explore a real Western Australian wetland while discovering scientific, historical, geographical and cultural concepts, skills and values at the same time.

All of our programs are fully facilitated by education officers and our experienced volunteers. Choose from a range of programs that are sure to give your students a learning experience they will remember for a long time to come!

All programs are fully supervised by our wildlife educators and fully compliant with Department of Education Excursion Policy. In all programs students will be taken through a complete learning process. This includes gathering information, comparing and contrasting, analysing, synthesising, and finally asking the 'what if' questions of hypothesis. All programs are interactive and activity-based and have been developed by qualified and experienced teachers.

The learning experiences we offer are detailed below, along with our suggested excursion preparation .

Design Your Own Excursion (K to 12)

Can't find exactly what you want here? Just contact the WA Gould League's and together we can plan an excursion that helps achieve your learning objectives.

Duration: 3 hours, Half day (morning or afternoon)

Class size: 1 - 2 classes (30 - 60 students). Minimum of 10 students.

Environmental Excursions: $13.00/student Inc GST (half day program)

Indigenous Excursions: $16.00/student Inc GST (half day program)

Teachers/Parents Free

Cancellation Policy

​If you decide to cancel your personalised environmental program booking, please provide at least 7 days' notice so we can offer another group the opportunity to visit. Unless there are exceptional circumstances, if you do not provide 7 days' notice, the minimum-booking fee of $150 per class will apply. Schools that do not provide any notice of cancellation and fail to attend on the day will be charged the full fee, as reflected by their booking for that day

Excursion Planning

Our experienced and qualified teachers can tailor any program to suit any age group. Please with your enquiries. Here are our tips for teachers planning excursions to Herdsman Lake Wildlife Centre.

1. Decide on the purpose of your visit

We've made it easy to plan (and to demonstrate!) an excursion that's linked to the current Australian Curriculum. Whether you're a primary or high school teacher, Science or History teacher, there is something relevant and exciting for your class to experience at Herdsman Lake Wildlife Centre.

2. Prepare your students

Studies conducted at similar venues show that students who are well prepared for a visit are more likely to gain from the experience. Whatever the purpose of your visit, students will benefit from being informed about our facilities and what is expected of them during the visit. With each of our programs we have provided pre-visit and post-visit activities to assist.

3. Check our calendar of events

Why not time your excursion to coincide with our special events for an extra memorable visit to Herdsman Lake? Check out our

4. Run through our checklist to prepare for your excursion

Decide on the purpose of your visit.

For any special requests, to discuss excursion policies and procedures, or to tailor your excursion to your needs, please .

If required, complete Appendix A of the DET's Excursions: 'Off School Site Activities' policy. For information you require to complete Appendix A: CHECKLIST FOR EXCURSION MANAGEMENT PLAN with reference to Herdsman Lake Wildlife Centre check: WA Gould League's Excursion Safety Policy

Arrange transport: Where is the Herdsman Lake Wildlife Centre?

Collect permission forms and excursion money.

Arrange for adults (parents/guardians) to chaperone. Adults assisting education programs enter for free.

Brief students and adults about the trip (purpose of the visit, time allowed, tasks to do during the visit, standard of behaviour expected).

Check out our interactive mobile apps that can be used in and out of the classroom!

Download from our website or contact us for an information kit, complete with appropriate pre-visit/excursion/post-visit worksheets and activities.

We request that prior to excursions, all teachers download, print and fax or email a signed copy of the Excursion Safety Policy to us (the Centre's public liability Certificate of Currency may be viewed ).

Look forward to having a great time!

Professional Learning

Teachers and other education professionals looking for professional learning opportunities can look forward to practical and engaging sessions and workshops at Herdsman Lake Wildlife Centre. Topics focus on Aboriginal culture/knowledge, environmental education and sustainability.

Current professional learning opportunities include:

Sustainable Schools WA Network Meetings (Free)

Once a term, like-minded teachers and other interested adults, come to the Herdsman Lake Wildlife Centre, where the WA Gould League co-ordinates the Wembley Network group of Sustainable Schools WA. Topics vary based on the suggestions and needs of the participants.

Meetings are held on the 5th Tuesday of each school term, commencing at 4pm. The 2020 meeting dates are:

Please contact the for the current agenda. Click more information on SS-WA.

Nyungar Know-How (a fee is charged for this professional learning)

Gain a greater understanding and appreciation of Aboriginal (Nyungar) culture and traditional knowledge. This one-day PD program is conducted by Nyungar presenters and can be designed to meet your professional learning needs. Participation may assist with aspects of the Department of Education's 2017 priority, Aboriginal Cultural Standards Framework.

Please contact the for more information and expressions of interest.

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Education Programs Looking for great excursion opportunities that are engaging, easy to plan and integrate with classroom lessons, and linked to the current Australian Curriculum? Herdsman Lake Wildlife Centre presents a unique opportunity for Foundation (Pre-Primary) to Year 12 students to explore a real Western Australian wetland while discovering scientific, historical, geographical and cultural concepts, skills and values at the same time.

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https://www.boffinsbooks.com.au/books/9781925936315/respect

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Our Home, Our Heartbeat (picture book). 

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Our Home, Our Heartbeat (picture book). 

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A celebration of Indigenous legends past and present.

A rallying call to emerging generations forging their own path.

Acknoledgement of the oldest culture

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https://www.noongarculture.org.au/missions/

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Visiting Herdsman lake and looking at the environment. Bring in the classroom the swan river. Go to ECO canning river excursion and look at the environment -animals that survive in the river. Yanchep- excursion.

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Visiting Herdsman lake and looking at the environment. Bring in the classroom the swan river. Go to ECO canning river excursion and look at the environment -animals that survive in the river. Yanchep- excursion.

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I Love Me by Sally Morgan and Ambelin Kwaymullina

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I Love Me by Sally Morgan and Ambelin Kwaymullina

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https://www.fremantlepress.com.au/products/i-love-me

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Our Home Our Heartbeat

Teach through Literature.

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Head, shoulders, knees and toes in Noongar.

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Heads & Shoulders Knees & Toes in Noongar

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Background information on Sorry Day and resources to support teaching in the classroom https://www.deadlystory.com/page/culture/history/Apology_to_the_Stolen_Generations

Sorry Day by Coral Vass and Dub Leffler is a picture book about Sorry Day for younger students.

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Marissa Verma runs bush tucker workshops, (assists in the set up of bush tucker gardens, recipes)

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Bringing this concept into the classroom:1. linking in with RE lessons.2. Literacy- Dreaming stories- unpacking the connection to to the above. 3. Through art works eg, The rainbow serpent story- Tiddlick the frog

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Bringing this concept into the classroom:1. linking in with RE lessons.2. Literacy- Dreaming stories- unpacking the connection to to the above. 3. Through art works eg, The rainbow serpent story- Tiddlick the frog

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Alfred's War (picture book) Contribution of Aboriginal and Torres Strait Islander Peoples to WWI.

The Served With Honour (Untold stories of WA Aboriginal Servicement at Gallipoli) - Upper Primary

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Exhibition at Clontarf College, Waterford: Kerosene Tins and Love Hearts

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This paper considers an often unnoticed economy existing among Aboriginal peoples. The resource can be used as a 'cultural bridge' in understanding our mainstream economy.

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The Land Grab (Page 10-15)
Historic impact: disease brought by British and destruction of food sources.

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Queensland Curriculum and Assessment Authority

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Queensland Curriculum and Assessment Authority

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This resource focuses on pedagogy in mathematics: having a look at ways of being, knowing, thinking and doing.

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Queensland Curriculum and Assessment Authority

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These resources support teachers to embed the cross-curriculum priority 'Aboriginal and Torres Strait Islander histories and cultures' in the Australian Curriculum: Mathematics.

Learning experiences and resources are suggested as a starting point for teachers' decision-making. There are, of course, many other opportunities to support the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority in the curriculum.

When planning, check with your local community about resources to use - they may be able to suggest others that are more suitable - and how to implement them effectively in your classroom.

Note: Some resources are intended for teachers' background information and may not be suitable for use with students in the classroom without significant prior support or scaffolding.

All links were correct at the time of publication.

Sample learning experience

Description

Resource

Culture and mathematics, available on the QCAA website, unpacks Maths as Storytelling (MAST) which is a pedagogical approach that explores new ways of teaching algebra to students who are underachieving. The approach focuses on stories and explores how symbols and their meanings can communicate these stories.

"Maths involves creating symbols and putting them together to represent the real world," Dr Matthews says. He realised you could help children struggling with maths by linking it to their own stories about the world.

Maths, stories and dance: an Indigenous approach to teaching

MAST uses Aboriginal and Torres Strait Islander ways of learning, doing and being, such as:

' Creating your own symbols: Beginning algebraic thinking with Indigenous students' by C Matthews, A Baturo and T Cooper (2005)

storytelling

using symbols and metaphors

non-verbal, kinaesthetic approaches.

Australian Aboriginal one-hand counting system

This traditional Aboriginal counting system uses a base five or "one hand" number system. Numbers were often used on message sticks to invite neighbouring clans to events. The Geckos website provides an explanation of how to use the "one hand" number system.

Specific student activities could include:

finding the words used for each of the numbers one, two, three, four and a handful in the local Aboriginal language

investigating and developing the base five number system using place and face value

finding the rules for the four operations of addition, subtraction, multiplication and division of numbers in the base five systems

comparing and contrasting the concepts of equal and unequal sharing

- in class a great deal of time is given to the concept of equal sharing, especially in the teaching of fractions

- discuss instances in students' own families where an object, such as food, may not be divided into equal amounts.

This conference paper describes the nature and use of spatial strategies in an addition task.

Children aged 4 to 7, who are speakers of Warlpiri and Anindilyakwa language only at two remote sites in the Northern Territory used spatial strategies extensively. These languages do not include counting words. English-speaking children of the same age used spatial strategies very infrequently, instead relying on an enumeration strategy supported by counting words to do the addition task.

These findings suggest that using counting words is just one strategy for arithmetic, and also suggest that spatial models for number may be more than one-dimensional.

Using mental representations of space when words are unavailable: Studies of enumeration and arithmetic in Indigenous Australia

Australian Council for Educational Research (ACER)

The Australian Association of Mathematics Teachers (AAMT) has established a website that guides schools to plan and take action to improve educational outcomes for Aboriginal students and Torres Strait Islander students. The effectiveness of building awareness, forming partnerships, and working systematically are explored in case studies.

This website inspires, educates and empowers teachers of mathematics, transforming the latest research into accessible and practical teaching strategies that bring high levels of student engagement and achievement.

Sample learning experience

Description

Resource

The Bureau of Meteorology (BOM)'s Indigenous weather knowledge webpages offer information about Indigenous Australian seasonal calendars based on the local sequence of natural events.

Seasons and stars in the Torres Strait Islands shows key weather patterns and behavior of marine and terrestrial plants and animals.

The Astronomical Society of South Australia website provides information and activities about how Aboriginal peoples and Torres Strait Islander peoples apply their knowledge of stars, constellations and the moon to tell time.

www.assa.org.au/nacaa select 'Astronomy and Australian Indigenous People'.

8 Aboriginal Ways of Learning is a framework involving narrative-driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community.

This area of the 8 ways wiki outlines lessons about shapes, symbols and patterns.

Sample learning experience

Description

Resource

The Australian Association of Mathematics Teachers (AAMT) Inc. has established a four-year project called Make it count to develop an evidence base of practices that improve Indigenous students' learning in Mathematics and numeracy.

Make it count resources include interactive websites, videos, conference presentations and links and papers about embedding Indigenous perspectives and improving teaching and learning outcomes.

This paper explores the mathematical nature of two probability card games played by Indigenous children and their potential to foster mathematical understandings.

The Mathematics of Indigenous Card Games: Implications for Mathematics Teaching and Learning, presented at the 27th Annual Conference of the Mathematics Education Research Group of Australasia (2004). www.merga.net.au/node/38?year=2004, under the heading 'Research papers', select the paper.

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These resources support teachers to embed the cross-curriculum priority 'Aboriginal and Torres Strait Islander histories and cultures' in the Australian Curriculum: Mathematics. Learning experiences and resources are suggested as a starting point for teachers' decision-making. There are, of course, many other opportunities to support the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority in the curriculum.