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This video looks at a young Indigenous girl names Charlotte from the Warakuarna region in Western Australia. Whilst this resource is only a 2 minute and 17 second video, it touches on the themes of identity, reciprocity and country, but for the critical analysis I will be looking at Country. As the video progresses it highlights the impact that camels have on the land and how this negatively effects Charlotte and her clans interaction with their land hindering her ability to connect to country through introduced species. When analysing this recourse, It is a great modern resource highlighting how Indigenous people still try to live some aspects of their nomadic lifestyle and teaching practices. It would have been interesting to see if it was just camels that negatively impact her ability to interact with her country but also other introduced species that have happened since white settlement. ‘Cultural knowledge and practices are passed down from generation through oral traditions, cultural ceremonies and performances, traditional languages and through cultural heritage to protect sacred sites and artefacts, these connections should not only be of importance to Aboriginal and Torres Strait Islander people, but to all Australian people’ (Oliver and Shay 2021:148-149). This is something that I think would have been beneficial to all viewers as to how Charlotte interacts with her country through her people through Aboriginal practices, more time spent focused on the yarning circle and what would be spoken during that allocated time for the yarn. This would serve as a great comparison to show the difference in how knowledge is passed through Indigenous culture. Linking this resource to the AITSL Standards, it looks at 1.4 and 2.4 (AITSL 2017). The first glimpse of the video is a yarning circle which is something that has been incorporated a lot more in teaching including myself, looking at meeting teaching styles to teach Indigenous students which meets standard 1.4. Standard 2.4 raises awareness of how Indigenous people interact with their land, promoting reconciliation between the 2 cultures, one example being how the child interacts with the honey trees on her land Looking at using this resource incorporated with the curriculum, it would fit under intercultural capabilities with the sub heading Cultural Practices, where it “compares their own and other culture practices, showing how these may influence the ways people relate to each other” (Victorian Curriculum 2017). This could be planned round a activity where students identify where they can find food in their area and how it differs from other cultures. Overall this is a great resource that highlights how Indigenous people still have a connection to country to their land through interacting with each other and their land by being on country.

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This resource is of a video from Behind the News which show local aboriginal elders teaching young primary school students about the way in which their ancestors lived for thousands of years. This video shows how the Indigenous people of Kaurna of the Adelaide plains in South Australia.   It focuses on weather patterns and how they interacted with their country depending on the season.  Reflecting on the resource, it is evident that when looking at how the Kaurna people interact with their country, there isn’t much detail provided by the presenters. By providing some more examples in the video from the presenters would have answered some questions I’m sure students would be wanting to ask as the video had ended. When looking at this recourse correlating with the AITSL standards, it strongly connects to the Standard 2.4 (AITSL 2017) as it looks to promote reconciliation between cultures by providing an insight into how indigenous people interacted with their country.  This recourse when correlated against the themes, has a strong correlation with Country and vaguely touches on reciprocity but doesn’t give enough examples or details in the short video. When looking at reciprocity, the indigenous culture would live a semi nomadic lifestyle pre settlement. This practice would include moving around their clans area based upon the seasons. This in turn was to not deplete the land from its natural resources, this is lightly touched on in the video where Aunty Suzanne quotes “in the winter months we would move towards the shelter and warmth’. Although this resource is a great launch pad for a lesson warm up. When correlating against the curriculum (Victorian Curriculum 2022) it would be linked with cultural capabilities and under geography under the subheading place, space and interconnection. As this could be a lesson after learning about how the Kuarna people lived, then looking at how your class interacts with their land, looking at the similarities and the differences. It would have been interesting to see if they were able to explain some of the animals and local plants and the uses for each during each season to provide a greater insight to students watching. What was beneficial to see was the incorporation and highlight the importance of Indigenous knowledge as a process to promote participation, the potential to improve scientific knowledge through building the historic observation record, and the encouragement of the transmission of cultural knowledge from elders to younger generations (Billy et al 2010) through the way in which the elders would describe each season. Overall this is a great resource for early primary years at gaining a understanding of Indigenous people from their local area about how they have interacted with their country for thousands of years before settlement.

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This website is a great insight into how our First Nations people have a sense of belonging whilst on country. The website directly correlates with the theme of Identity as it elaborates on what country is and how country is so important to Indigenous people. It correlates with the AITSl standard 2.4 (AITSL 2017) as this resource promotes reconciliation between Indigenous and Non-Indigenous people as it provides an explanation as to why Indigenous people have such a strong connection to country and how this reinforces their Identity. When linking this website to the curriculum (Victorian Curriculum 2022) it would be catered to grades 3 and 4 under the theme of Intercultural capability, as this website does have some themes that require a significant understand and comprehension, but also analysing other cultures and showing respect. The pre reading from the page would need to be read before the video is played, to firstly gain an insight into indigenous culture but also highlighting why country is so important to our First nations people. The video provided at the bottom which puts the whole page into context, the Indigenous woman (Munya Andrews) describes what it is like to be on country and how it plays such an important role in our First Nations people. She walks through and discusses how she feels ‘A strong sense of connection and belonging as we walk were following in the footsteps of our ancestors who created country’ (YouTube 2021). This quote from Munya reinforces the connection to country that Indigenous people like Munya can have on Indigenous land. Green and Minchin (2014) highlight that living on country has proved to be a source of great strength and resilience for Indigenous Australians.  This reinforces the importance of Indigenous people and their Identity when it relates to being on country and the important of feeling connected. Critically analysing the resource, there is a strong sense of connection to country and identity throughout the text and in the provided video, whilst the video is short, it does give a great insight into how Munya “feels at home” when being on her country and how her identity is strong in doing so. It would have been interesting to see if Munya had elaborated on how she uses her land to fulfil her identity more with some examples, but overall, it gives a great overview of how Indigenous people connect to or are connected to country and how this fulfils part of their identity.

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Welcome to country book written by Aunty Joy Murphy and Lisa Kennedy

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Welcome to country book written by Aunty Joy Murphy and Lisa Kennedy

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Whilst the resource is a video, it features a book that is read aloud. The book looks at an Aboriginal Ceremony which is situated on the Wurundjeri people of Victoria. When correlating this resource to AITSl standard 1.4 and 2.4 (AITSL 2017) it emphasizes a strong aspect of indigenous cultures, alongside some native indigenous language, raising awareness of indigenous cultures to promote reconciliation between indigenous and non-indigenous Australians. Looks at an acknowledgement of country and welcome to country, both are critical parts in paying respect to indigenous cultures, alongside being welcomed onto indigenous land which further reinforce its ability to link to the standards. This resource is heavily linked with the theme of Identity, whilst indigenous identity cannot be measured, it can include aspects of people who ‘belong to the same culture share a broadly similar conceptual map and a way of interpreting language. People can identify themselves in many ways other than by their cultures. In fact, identify may be a composite of many things such as race, class, education, region, religion and gender (Weaver 2001:240). When looking at this resource relating to the curriculum (Victorian Curriculum 2022), it looks at intercultural capabilities, looking at how indigenous people interact with their land then allowing time for the students to reflect how they interact with their own land. When looking at incorporating this as a teaching resource in a lesson, it would be used as a focus point comparing Indigenous and Non-Indigenous cultures and how they interact with the land. The resource would be targeted at grades 3 and 4, as well as looking at incorporating geography into the curriculum.  After reading the story together as a class, the task would then be to analyse firstly how indigenous people in the story interacted with the land and each other. A Venn diagram sheet would be handed out looking at what is different between the 2 cultures and in the middle interactions from both cultures would be included in the middle. Overall, this is a great resource when looking at Indigenous culture and how this cultures practice are both similar and different in some aspects to Non-Indigenous Australians and provides a great starting point for healthy discussion about respecting and acknowledging Indigenous and non-indigenous cultures.