# data[].attributes.body
YouTube video: ‘Acknowledgement of Country – we honour and respect Aboriginal and Torres Strait Islanders’.

THEME OF COUNTRY

Indeed, this YouTube video encompasses an Acknowledgement to Country through an interactive digital resource that can be accessed within a learning environment with the intention of exploring the theme of country by furnishing a space for embedding Indigenous perspectives (Phillips & Lampert:2012:14). Henceforth, this video forms the basis of implementing an acknowledgement to country within the curriculum which will allow young children ‘the opportunity to gain a deeper understanding and appreciation of Aboriginal and Torres Strait Islander histories and cultures, their significance for Australia and the impact these have had, and continue to have, on our world’ (Phillips & Lampert:2012:15). Furthermore, the justification of doing this correlates to the Australian Standards for Teachers through an assessment criteria for graduate standards which entails focus area 1.4 ‘strategies for teaching Aboriginal and Torres Strait Islander Students’ and focus area 2.4 ‘understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-indigenous Australians’ thus by supplying this YouTube video of an acknowledgement will likely be successful in abiding to these standards for teachers (AITSL:2018:13). In addition to this, the video delves into the theme of country by underpinning the importance of acknowledging the ‘waterways, the land, the sky and all who inhabit this place’, therefore ‘to understand our law, our culture and our relationship to the physical and spiritual world, you must begin with the land’ as it can be determined that ‘everything about Aboriginal society is inextricably woven with, and connected to, the land thus navigating the theme of country (Grieves:2009:13). Moreover, this resource highlights aspects of country by honouring and respecting Aboriginal and Torres Strait Islanders by acknowledging the past and standing for their future Country in the hopes of mending the divide between Indigenous and non-indigenous peoples to promote reconciliation by delving into the history of non-indigenous peoples ‘on this land’ (Phillips & Lampert:2012:15). Ultimately, supplying this video of an acknowledgement to country represents a positive example of how ‘indigenous perspectives’ can be embedded effectively within the classroom with an educational focus and purpose (Phillips & Lampert:2012:101). Overall, an acknowledgement to country should be implemented within the classroom setting to explore the theme of country not only because the curriculum ‘now requires the inclusion of indigenous perspectives’ but also because it is imperative to build ‘partnerships with Indigenous communities’ by ‘following protocols, which is a key part of properly accessing Indigenous expertise to inform classroom practice’ (Phillips & Lampert:2012:105).

# data[].attributes.attachment_link.title
Acknowledgement of Country – we honour and respect Aboriginal and Torres Strait Islanders

# data[].attributes.body
YouTube Song: ‘I am Australian’ in Yawuru language ABC Australia.

THEME OF RECIPROCITY

In essence,  this digital resource entails a YouTube video of the ‘I am Australian’ song in Yawuru language as well as presented in English shortly after which promotes reciprocity as it engages with both languages to foster reconciliation, collaboration, relationships and kinship as it is clear that ‘maintaining relationships within the kinship system depends to a large extent on reciprocity’ which this resource does well in striving towards this outcome (Bourke & Bourke:1995:54). Moreover, Bourke accentuates supplying this resource within the classroom learning environment would be beneficial in increasing kinship between Indigenous and non-indigenous peoples as ‘the strength and associated obligations of kinship ties were central to Aboriginal life’ therefore furnishing this video would likely lead to positive outcomes as the song is sung on both languages, underpinning reciprocity and aspects of kinship which in turn provokes reflection on ‘traditional aboriginal society’s family structures and the rights and obligations underlying them extended to the whole society’ (Bourke & Bourke:1995:55). Henceforth, after critically reflecting on the justification of utilising this resource, it is abundantly clear this resource this will encourage children to ‘learn to understand and acknowledge the value of Indigenous cultures and possess the knowledge, skills and understanding to contribute to, and benefit from, reconciliation between Indigenous and non-Indigenous Australians’ thus navigating the theme of reciprocity (Shay & Oliver:2021:140). Moreover, by utilising this resource will likely lead to attainment of focus area 1.4 and 2.4 of the Australian professional standards for teachers as showing this video to children in a learning environment conveys the educator ‘comprehending ‘a broad knowledge and understanding of the impact of  culture, cultural identity and linguistic background on the education of students from aboriginal and Torres strait islander backgrounds’, evident through their language presented in the video as well as comprehending and respecting Aboriginal and Torres Strait islander people ‘to promote reconciliation between Indigenous and non-indigenous Australians, achieved by furnishing a video in their language (AITSL:2018:13). In summary, Shay and Oliver determine that ‘through appropriate embedding of Indigenous perspectives, Australian teachers can challenge the negative representations and stereotypes of Indigenous peoples that are so prevalent in the media today’ (Shay & Oliver:2021:140).

# data[].attributes.attachment_link.title
'I Am Australian' in Yawuru language | ABC Australia

# data[].attributes.body
Australian Government website: ‘The Australian Aboriginal Flag and Torres Strait Islander Flag’.

THEME OF IDENTITY

Evidently, the Australian Government website outlines a brief description of the Australian Aboriginal Flag as well as the Torres Strait Islander Flag which investigates the theme of identity as it details that these flags ‘were proclaimed flags of Australian under section 5 of the Flags Act 1953 on 14th July 1995’ for a mutual benefit of the country to promote reconciliation, cultural competence, and cultural responsiveness (Perso & Colleen:2015:1). Further to this, furnishing these flags within the classroom setting can be justified as it leads to fruitful outcomes such as fostering inclusion and cultural diversity as well as understanding the importance of identity thus educators can look back to this website to obtain knowledge regarding what each flag represents (Perso & Colleen:2015:4). Hence, after evaluating the effectiveness of implementing these flags as a resource in the classroom, it is clear that educators must adhere to comprehend what each flag presents, for example the black in the Aboriginal flag symbolises the Aboriginal people, the red presents the earth and the yellow represents the sun which should be explained to children with the intention of creating ‘strong links between culture’ and how students learn thus signifying aspects of identity (Perso & Colleen:2015:119). Moreover, by exploring these flags with children will enhance the likelihood of attaining core values in the classroom such as ‘care and compassion, doing your best, a fair go, honesty and trustworthiness, integrity, respect, responsibility, understanding and tolerance and inclusion because of discussing Australian identity in terms of the three Australian flags which in turn underlines the theme of identity (Perso & Colleen:2015:4). In saying this, the justification of using this resource to explore the three flags within the classroom can be justified as it directly links to the Australian Standards for teachers specifically focus area 1.4 ‘strategies for teaching Aboriginal and Torres Strait Islander Students’ and focus area 2.4 ‘understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between indigenous and non-indigenous Australia’ (AITSL:2018:13). Further, focus area 1.4 is obtained from utilising the Australian Government website enlisting the flags by having a ‘broad knowledge and understanding of the impact of culture and cultural identity’ in relation to indigenous peoples and on the other hand, the website allows for accomplished of focus area 2.4 as there is opportunity for comprehending a ‘broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories and cultures by inspecting each of the three Australian flags, their meanings and representations (AITSL: 2018:11). To summarise, this website would be a prosperous resource to implement with the intention of understanding identity and its significance to Indigenous people (Perso & Colleen:2015:4).

# data[].attributes.attachment_link.readable_text
The Australian Aboriginal Flag and Torres Strait Islander Flag were proclaimed flags of Australia under section 5 of the Flags Act 1953 on 14 July 1995.

The Australian Aboriginal Flag

The Australian Aboriginal Flag was first raised on 9 July 1971, National Aborigines' Day, at Victoria Square in Adelaide. It was also used at the Aboriginal Tent Embassy in Canberra in 1972. The flag was designed by Mr Harold Thomas, an Aboriginal artist from the Northern Territory.

On 25 January 2022, the Prime Minister announced the copyright of the Australian Aboriginal Flag was transferred from Mr Harold Thomas to the Commonwealth of Australia.

The flag, designed in proportions approximating one to two, is divided horizontally into equal halves of black (top) and red (bottom), and has a yellow circle in the centre. The black symbolises the Aboriginal people, the red represents the earth and the colour of ochre used in Aboriginal ceremonies, and the circle of yellow represents the sun, the constant renewer of life.

The flag is flown or displayed permanently at Aboriginal centres throughout Australia. It is popularly recognised as the flag of the Aboriginal peoples of Australia.

The flag is protected by copyright and may only be reproduced in accordance with the provisions of the Copyright Act 1968. Carroll & Richardson-Flagworld Pty Ltd is the exclusive licensed manufacturer and provider of the Aboriginal Flag on flags and pennants, banners and buntings. As the owner of the copyright in the design of the flag, the Commonwealth allows the design to be freely reproduced by the public on all other mediums.

Colour references for the Australian Aboriginal Flag are:

Red: PANTONE® 179
Yellow: PANTONE® 123.

THE ABORIGINAL FLAG

The Torres Strait Islander Flag

The Torres Strait Islander Flag was adopted in May 1992 during the Torres Strait Islands Cultural Festival. Its origin is attributed to the late Mr Bernard Namok of Thursday Island.

The flag has three horizontal panels: the top and bottom panels are green and the middle one blue. These panels are divided by thin black lines. The green represents the land, the blue represents the sea, and the black symbolises the people.

In the centre of the flag is a white Dhari (traditional headdress), which is a symbol for all Torres Strait Islanders. Underneath the Dhari is a white five-pointed star: the five points represent the island groups in Torres Strait and the white represents peace. The star is an important symbol for a seafaring people.

The flag stands for the unity and identity of all Torres Strait Islander peoples of Australia.

The flag is protected by copyright and may only be reproduced in accordance with the provisions of the Copyright Act 1968, or with the permission of the Torres Strait Island Regional Council.

Colour references for the Torres Strait Islander Flag are:

Blue: PANTONE® 280
Green: PANTONE® 342.

THE TORRES STRAIT ISLANDER FLAG

# data[].attributes.attachment_link.description
The Australian Aboriginal Flag and Torres Strait Islander Flag were proclaimed flags of Australia under section 5 of the Flags Act 1953 on 14 July 1995. The Australian Aboriginal Flag The Australian Aboriginal Flag was first raised on 9 July 1971, National Aborigines' Day, at Victoria Square in Adelaide.

# data[].attributes.body
A poem from Nyernila Listen continuously pp. 24-27: ‘Ngarigu the Learning Walk’

THEME OF COUNTRY

This digital resource entails a poem which conveys the theme of country by underpinning aspects of history through the utilisation of a story which illustrates ‘the annual walk of the Monero people from their mountain homelands to Mallacoota (Tournier: 2014:27). Specifically, this poem delves into the theme of country by exploring the land in the past whereby the Monero tribe set out on their 300km walk as well as animals such as kangaroos’ emus and possums thus accentuating the theme of country (Tournier:2014:24). Further to this, the poem portrays nature relating to country by outlining that this tribe used ‘a large rock to sit on’ while watching the water flowing by fire to cook their food as well as ‘bushes to make a shelter to sleep’ which further accentuates the theme of country (Tournier:2014:24). Therefore, this resource would be beneficial in a classroom learning environment to read aloud to children with the intention of exploring history relating to country (Tournier:2014:24). Thus, it is evident that supplying this poem as a resource to strengthen learning outcomes relating to Indigenous perspectives abides to focus area 1.4 of the Australian Standard for teachers ‘strategies for teaching Aboriginal and Torres Strait Islander students’ in terms of designing and implementing ‘effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students’ by furnishing this poem to students in a learning environment (AITSL:2018:11). In addition to this, by implementing this poem as a digital resource to students enhances the probability of accomplishing focus area 2.4 ‘understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians’ in terms of having a ‘broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories and culture’ through the utilisation of a poem reflecting on the history of the ‘Monero people’ (AITSL:2018:13). To reiterate, it is obvious that utilising this resource can be justified as it complements the theme of country and provides an understanding of the land in terms of there being ‘an intrinsic and wholistic link between Spirituality and relationships to land and landforms, including watercourses, since these are the tangible links between living humans and all that is unseen and eternal’ and ‘this is where the creation ancestors rest and are still actors in the creation drama, releasing spirit children and the life force of their totem; the whole is sacred and contains sites of significance to the creation stories’ (Grieves:2009:13).

# data[].attributes.body
Australian Institute for Teaching and School Leadership (2018), ‘Australian Professional Standards for Teachers’, (AITSL), Melbourne.

Bourke, E, & Bourke C, (1995) ‘Families and cultural diversity in Australia’, Allen & Unwin in association with the Australian Institute of Family Studies.

Department of the Prime Minister and Cabinet (2022). Australian Flags. Australian Government. URL: https://www.pmc.gov.au/resource-centre/government/australian-flags-booklet/part-3/flags-australias-indigenous-peoples#.

Grieves, V., (2009). ‘Aboriginal spirituality: Aboriginal philosophy, the basis of Aboriginal social and emotional wellbeing’ (Vol. 9). Darwin: Cooperative Research Centre for Aboriginal Health.

Phillips, J., & Lampert, J. (2012). Introductory indigenous studies in education (custom edition). Pearson Education Australia.

Perso, T., & Hayward, C. (2015). Teaching indigenous students: Cultural awareness and classroom strategies for improving learning outcomes. Taylor & Francis Group.

Price, K., & Rogers, J. (Eds.). (2019). Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession (3rd ed.). Cambridge: Cambridge University Press.

Shay, M., & Oliver, R. (Eds.). (2021). Indigenous education in Australia: Learning and teaching for deadly futures. Taylor & Francis Group.

Tournier, D, Couzens, V & Wright, J, (2014) ‘Nyernila: Listen Continuously’, Victorian Aboriginal Corporation for Languages.

YouTube (2016). Acknowledgement of Country – we honour and respect Aboriginal and Torres Strait Islanders. Queensland Department of Education. URL:https://www.youtube.com/watch?v=zwB19PARVRc.

YouTube (2018). 'I Am Australian' in Yawuru language. ABC Australia. URL: https://www.youtube.com/watch?v=NrcUKgP_sks.