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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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The Western Australian Curriculum has been written to equip young Australians with the skills, knowledge and understanding that will enable them to engage effectively with and prosper in a globalised world. Students will gain personal and social benefits, be better equipped to make sense of the world in which they live and make an important contribution to building the social, intellectual and creative capital of our nation.

Accordingly, the Western Australian Curriculum must be both relevant to the lives of students and address the contemporary issues they face. With these considerations and the Alice Springs (Mparntwe) Education Declaration, the curriculum gives special attention to these three priorities:

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia's engagement with Asia

Sustainability.

Teachers may find opportunities to incorporate the cross-curriculum priorities into their teaching and learning programs. The cross-curriculum priorities are not assessed unless they are identified within the core content of the Western Australian Curriculum.

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The Western Australian Curriculum has been written to equip young Australians with the skills, knowledge and understanding that will enable them to engage effectively with and prosper in a globalised world. Students will gain personal and social benefits, be better equipped to make sense of the world in which they live and make an important contribution to building the social, intellectual and creative capital of our nation.

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The Alice Springs (Mparntwe) Education Declaration

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The Alice Springs (Mparntwe) Education Declaration.

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Cool.org (Cool Australia) supports primary and secondary teachers with high-quality, downloadable education resources like lesson plans, worksheets, activities and professional learning courses.

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For details including costs of workshops follow this link.
MAKE A BOOKING ENQUIRY
To make a booking enquiry, please follow this link. Someone from Madjitil Moorna will be in contact within 2 days to discuss your enquiry.

This Project began because teachers with no knowledge of Aboriginal languages wanted help with introducing songs and culture into the classroom. In the classroom, they see the link between celebrating our indigenous culture and a more positive attitude to learning for many students. A joyous way to do this is through singing local Noongar language songs together.

Some teachers are uncertain about where to start and anxious not to offend. They are very capable of teaching on songs from recordings, but a visit to their school from young Aboriginal musicians who are confident in their culture is a wonderful boost.

Madjitil Moorna Choir, with the strong support of Noongar Elders and through its Music Directors, is in a unique position to help with this learning. Made up of singers from all backgrounds and all abilities, we represent a 'coming together' of cultures which we feel is much needed in our society. We know how staff members in primary schools champion this same idea and we feel privileged to be invited in.

Early in 2015, Madjitil Moorna produced a songbook and CD resource for Primary schools - ABORIGINAL SONGS for Middle and Upper Primary School Students. This has been warmly received and has stimulated the appetite for more Noongar cultural inclusion.

Ideally, teachers will continue to rehearse these songs for performance at school. Many have begun singing Noongar songs at school assemblies as a result of this project.

Opportunities to sing with Madjitil Moorna at a special event may follow. The first massed choir event, when nine school choirs joined Madjitil Moorna singing at the Kalamunda Zig Zag Festival in October 2015, was a thrilling highlight! (Video above)

Madjitil Moorna is very proud to be part of the revival and preservation of this ancient language through the Koorlong Project.

Young local Aboriginal musicians including Kobi Morrison and Leonie Wilkes have led workshops in schools around Perth, mentored by experienced facilitators from Madjitil Moorna. Songs in Noongar plus the 'Halls Creek Rodeo Song' (written with kids in the East Kimberley and put to music by award-winning Noongar performer, George Walley) from Madjitil Moorna's Songbook and CD are being taught to hundreds of kids across the Perth metro area. Once started, teachers will continue to rehearse their choirs and many have already included Noongar songs in school assemblies, as a result of this project.

Leonie Wilkes and Kobi Morrison
THE SONGS
School groups may learn up to 5 kwobidak (beautiful) contemporary songs. They may include lullabies, narrative songs, chants, action songs and anthems. While most of the songs are from Noongar songwriters, other much-loved Aboriginal songs from across Australia add to the repertoire.

See Songbook in our Store ABORIGINAL SONGS for Schools and Communities

THE FIRST MASSED CHOIR PERFORMANCE

Several hundred excited children sang together with the adult choir, led by the dynamic Candice Lorrae, Madjitil Moorna's music director, the young workshop presenters and other Noongar performers and supported by teachers and their families!

The theme for the 2015 Kalamunda Zig Zag Festival was 'Trees, Tracks and Trains', reflecting the history of this unique Perth Hills community. For Madjitil Moorna's 10th festival performance, the Noongar story was woven through an exciting Finale Concert at dusk - just as the Zig Zag Street Parade was welcomed into Stirk Park, Kalamunda - featuring collaborations between Madjitil Moorna and local bands and choirs and including the Children's Massed Choir, singing Noongar songs.

This was a first! Never before in Perth has Noongar language been sung by a combined schools choir of this size. It was full circle for Madjitil Moorna. We began as a community arts project run by Zig Zag Community Arts back in 2006. It was good to be looking back over the years and working with the Zig Zag mob again, to bring Noongar culture strongly into the 2015 program!

'.....I felt so privileged to have you and your two choir members working with our choir today. The children loved it. The choir was a bit subdued at first. They soon warmed up thanks to your experience and gentle way with them. I was so taken by Tori and Kobi. Their expertise was amazing, but their way with the children was beautiful. What wonderful representatives of their people they are.' - Margaret Alderson, Primary School Music Specialist

'I know from teaching my class Aboriginal language songs (with permissions) that one little Aboriginal girl in my class becomes instantly more involved, her stance changes, she stands taller and becomes proud, strong and learns the words quickly. She sings just that little bit louder. I can tell how important language and culture is thru song, with just this one little girl's reaction.' - Charley Caruso, Singing Coach

'The workshop was fabulous! Candice and Kristel were wonderful with the kids - so warm and down to earth and the kids responded to them really well. I loved how they told about their backgrounds and encouraged them to get into performing in their later lives. It's encouraging for the Aboriginal students in the choir and excellent role models of Aboriginal people for non-Aboriginal students too :-)' - Sam Metcalf, Primary School Music Specialist

'Being involved with Madjitil Moorna and the Noongar Songs In Schools has been so joyous. Today we made a difference in a young boys' life. Actually many others, but I wanted to thank everyone for their support of the singing children today.

I am a music teacher in a primary school and was lucky enough to be able to invite some of my students to support Madjitil Moorna at the Kalamunda Zig Zag Festival earlier this afternoon. With my students travelling from Armadale, I was concerned about the commitment asked of families coming from my school community to Kalamunda. They came alright with more than half of the representation male (you might hear me still cheering about this!).

The boys from my school were mostly quite shy during the performance, especially one boy who has been at our school just a couple of months. He is SO shy in class. However he was so keen to perform with the choir and Uncle George and Aunty Josie who all my students now know through my talking. Yes he stood in the front row, yes he sang all the words, maybe not as confidently as others, but I could not be prouder. For this young Indigenous boy, the confidence and pride in him that we perhaps helped contribute to today, thank you everyone. Kobi and Roni, thank you for what you do. Who knows what this meant for him today?

Other highlights were of course singing with such amazing singers, songwriters and musicians with passion for life, music and our society. Taking part today was a highlight of my life. Thank you.' - Jane Nicholas, Music Specialist Teacher, Oct 2016

'This project is important beyond measure....to see the eyes of the Noongar kids light up. Lots of kids have joined choir to sing these songs and say they want to stay.'
- Anne Eversden, Primary School Music Specialist

'You are wonderful....our school is LOVING the Noongar music programme I am doing. We had a day full of cultural activities on Friday ....helped by the local Noongar people...totally successful day!' - Keryn Hastie, Music Teacher

Noongar language - the language of the whole South-West region of Western Australia - is endangered. Language is about belonging - feeling connected to place and through time.

Noongar kids feel especially proud to learn their own language and the easiest way to do this is through song. For any kids, knowing a bit of language from the oldest living culture in the world is pretty Moorditj! (excellent, strong, cool!)

Comments from teachers encourage us to spread the project to more schools.

Madjitil Moorna is very grateful for the support of the Feilman Foundation and the Sangora Education Foundation as we continue this project in schools.

If you would like to see this project flourish and more children learning local language through singing together,
please contactus@madjitilmoorna.org.au and see how you can help.

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Madjitil Moorna - Koorlong - Noongar Songs in Schools

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For details including costs of workshops follow this link. MAKE A BOOKING ENQUIRY To make a booking enquiry, please follow this link. Someone from Madjitil Moorna will be in contact within 2 days to discuss your enquiry. This Project began because teachers with no knowledge of Aboriginal languages wanted help with introducing songs and culture into the classroom.

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Behind the Scenes School Holiday Workshops Intensive!

Yirra Yaakin is excited to be offering FREE school holiday workshops aimed to build interest and encourage future Aboriginal Arts workers, by providing participants with an introduction to the backstage and key technical roles of theatre making including lighting, sound, stage management, set and costume design.

Venue: Subiaco Arts Centre (Wandaraguttagurrup)

Dates: 2 - 6 October (during the school holidays )

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Yirra Yaakin is excited to be offering FREE school holiday workshops aimed to build interest and encourage future Aboriginal Arts workers, by providing participants with an introduction to the backstage and key technical roles of theatre making including lighting, sound, stage management, set and costume design.

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Scootle provides Australian teachers with access to quality-assured digital learning resources aligned to the Australian Curriculum.

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Noongar Boodjar Language Cultural Aboriginal Corporation

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Noongar Boodjar Language Cultural Aboriginal Corporation (NBLCAC) was established in 2014. A board of directors representing most of the Noongar clans manages NBLCAC's operations.

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In Nyungar Cosmology, the Waarkal is the Creator, the keeper of the fresh water sources. He gave us life and our trilogy of belief in the boodjar - the land - as our mother and nurturer of the Nyungar moort - family and relations - and our katitjin - knowledge so that we could weave that intricate tapestry known as the "web of life".

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In Nyungar Cosmology, the Waarkal is the Creator, the keeper of the fresh water sources. He gave us life and our trilogy of belief in the boodjar - the land - as our mother and nurturer of the Nyungar moort - family and relations - and our katitjin - knowledge so that we could weave that intricate tapestry known as the "web of life".

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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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Reading Opens Doors to future opportunities and choices

The Indigenous Literacy Foundation (ILF) is a national charity working with Aboriginal and Torres Strait Islander remote Communities across Australia. We are Community-led, responding to requests from remote Communities for culturally relevant books, including early learning board books, resources, and programs to support Communities to create and publish their stories in languages of their choice.

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I just helped build literacy in remote Indigenous Australia. You can too!

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Indigenous Literacy Foundation | Can You Imagine a World Without Reading | DONATE TODAY

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Wanju wanju, Kaartdijin Noongar. Welcome to the Noongar Knowledge EDUCATION page

This Education resource assists teachers by providing links between Kaartdijin Noongar website and the Australian Curriculum. There are detailed links for History, English and Geography from Pre-Primary to Year 10. Detailed links for Science and Mathematics are under development.

It was produced by South West Aboriginal Land and Sea Council in collaboration with the Association of Independent Schools of WA (Inc).

Organising ideas: Aboriginal and Torres Strait Islander histories and culture

The Australian Curriculum must be both relevant to the lives of students and address the contemporary issues they face.With these considerations and the Melbourne Declaration on Educational Goals for Young Australians in mind, the curriculum gives special attention to these three priorities:

For each cross-curriculum priority, a set of organising ideas reflects the essential knowledge, understandings and skills for the priority. The organising ideas are embedded in the content descriptions and elaborations of each learning area as appropriate.

OI.1

Aboriginal and Torres Strait Islander societies have many Language Groups.

OI.2

Aboriginal and Torres Strait Islander Peoples' ways of life are uniquely expressed through ways of being, knowing, thinking and doing.

OI.3

Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years and experiences can be viewed through historical, social and political lenses.

OI.4

Australia has two distinct Indigenous groups, Aboriginal Peoples and Torres Strait Islander Peoples.

OI.5

Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia.

OI.6

Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.

OI.7

The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia.

OI.8

Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.

OI.9

Australia acknowledges the significant contributions of Aboriginal and Torres Strait Islander people locally and globally.

Australian Curriculum: HISTORY

The Australian Curriculum: History values Aboriginal and Torres Strait Islander histories and cultures. It celebrates Aboriginal and Torres Strait Islander histories as part of the shared history belonging to all Australians. Students will examine historical perspectives from an Aboriginal and Torres Strait Islander viewpoint. They will learn about Aboriginal and Torres Strait Islander Peoples prior to colonisation by the British, the ensuing contact and its impacts. They will examine key policies and political movements over the last two centuries. Students will develop an awareness of the significant roles of Aboriginal and Torres Strait islander people in Australian society.

Australian Curriculum: ENGLISH

The Australian Curriculum: English values Aboriginal and Torres Strait Islander histories and cultures. It articulates relevant aspects of Aboriginal and Torres Strait Islander languages, literatures and literacies. All students will develop an awareness and appreciation of, and respect for the literature of Aboriginal and Torres Strait Islander Peoples including storytelling traditions (oral narrative) as well as contemporary literature. Students will be taught to develop respectful critical understandings of the social, historical and cultural contexts associated with different uses of language and textual features. Students will be taught that there are many languages and dialects spoken in Australia including Aboriginal English and Yumplatok (Torres Strait Islander Creole) and that these languages may have different writing systems and oral traditions. These languages can be used to enhance enquiry and understanding of English literacy.

Australian Curriculum: GEOGRAPHY

The Australian Curriculum: Geography values Aboriginal and Torres Strait Islander histories and cultures. Geography emphasises the relationships people have with place and their interconnection with the environments in which they live. The Aboriginal and Torres Strait Islander histories and cultures priority provides the opportunity for students to develop a deeper understanding of these concepts by investigating the thousands of years of Aboriginal and Torres Strait Islander connection to land, water and sky and the knowledge and practices that developed as a result of these experiences. Students will examine the effects of European colonisation on people and environments. The Aboriginal and Torres Strait Islander histories and cultures priority also contributes to an understanding of spatial inequalities in human welfare, sustainable development and human rights.

Geography also enables students to learn that there are different ways of thinking about and interacting with the environment. It integrates Aboriginal and Torres Strait Islander Peoples' use of the land, governed by a holistic, spiritually-based connection to Country and Place, with the continuing influence of Aboriginal and Torres Strait Islander Peoples on Australian places, and in environmental management and regional economies.

In including Aboriginal and Torres Strait Islander knowledge and practices, and engaging with communities and local and regional environments, students develop a wide range of critical and creative thinking skills. Students explore ways of experiencing landscapes by conducting fieldwork with Aboriginal and Torres Strait Islander Peoples and reading, listening to, or performing Aboriginal and Torres Strait Islander Peoples' explanations of the origins of particular landforms.

Australian Curriculum: SCIENCE - under development

The Australian Curriculum: Science values Aboriginal and Torres Strait Islander histories and cultures. It acknowledges that Aboriginal and Torres Strait Islander Peoples have long-standing scientific knowledge traditions. Students will have opportunities to learn that Aboriginal and Torres Strait Islander Peoples have developed knowledge about the world through observation, using all the senses; through prediction and hypothesis; through testing (trial and error); and through making generalisations within specific contexts. These scientific methods have been practised and transmitted from one generation to the next. Students will develop an understanding that Aboriginal and Torres Strait Islander Peoples have particular ways of knowing the world and continue to be innovative in providing significant contributions to development in science. They will investigate examples of Aboriginal and Torres Strait Islander science and the ways traditional knowledge and western scientific knowledge can be complementary. .

Australian Curriculum: MATHEMATICS - under development

The Australian Curriculum: Mathematics values Aboriginal and Torres Strait Islander histories and cultures. It provides opportunities for students to appreciate that Aboriginal and Torres Strait Islander societies have sophisticated applications of mathematical concepts. Students will explore connections between representations of number and pattern and how they relate to aspects of Aboriginal and Torres Strait Islander cultures. They will investigate time, place, relationships and measurement concepts in Aboriginal and Torres Strait Islander contexts. Students will deepen their understanding of the lives of Aboriginal and Torres Strait Islander Peoples through the application and evaluation of statistical data.

Source: ACARA Australian Curriculum v5.0 2013

Professional Learning

For information about Professional learning workshops and assistance using the Kaartdijin Noongar website for classroom use, please contact:

Association of Independent Schools of WA (Inc)
Email: reception@ais.wa.edu.au
AISWA Curriculum Phone: (08) 9441 1632

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Wanju wanju, Kaartdijin Noongar. Welcome to the Noongar Knowledge EDUCATION page This Education resource assists teachers by providing links between Kaartdijin Noongar website and the Australian Curriculum. There are detailed links for History, English and Geography from Pre-Primary to Year 10. Detailed links for Science and Mathematics are under development.

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Children must learn to read, so they can read to learn. We’re working to make literacy possible for every child, anywhere.

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SNAICC - National Voice for our Children

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We work to see Aboriginal and Torres Strait Islander children grow up healthy, happy and safe, connected to culture and Community.

Who We Are

Every child deserves a solid foundation in life. Our dedication to Early Childhood Development plays an important role in ensuring that all of our children receive the best possible start for lifelong learning and success.

Early Childhood Development

Safeguarding the wellbeing of Aboriginal and Torres Strait Islander children is of the utmost importance. We work to establish secure environments for children and families, creating communities where they can thrive.

Child & Family Wellbeing

We are committed to bridging educational and opportunity gaps for our children. By addressing systemic inequalities, all future generations will have access to culturally appropriate education and will not be over-represented in the child welfare system.

Closing the Gap

Early Years Support

Early Years Support is an early childhood education and care program aimed at strengthening Aboriginal and Torres Strait Islander community-controlled early years services, enabling them to offer high-quality, responsive and culturally strong resources for our children, families and communities.

Early Years Support

Our Programs

Our programs, practices and campaigns provide a strong National Voice for Aboriginal and Torres Strait Islander children, proactively supporting their safety, development and wellbeing.

Learn More About Our Work

Join Us

Be part of our advocacy efforts and stay informed about our initiatives. Become a member today and add your voice to the cause.

Memberships

Menu

Search SNAICC - National Voice for our Children

The SNAICC - National Voice for our Children website is not compatible with Internet Explorer. Please use a modern browser such as Chrome, Firefox, Edge, or Safari for the best experience.

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SNAICC - National Voice for our Children

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SNAICC is the National Voice for Aboriginal and Torres Strait Islander children and families. Learn more about our organisation.

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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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Narragunnawali supports all schools and early learning services in Australia to develop environments that foster a high level of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions. Narragunnawali (pr

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SUPPORTING STOLEN GENERATIONS SURVIVORS, FAMILIES AND COMMUNITIES

The Healing Foundation is a national Aboriginal and Torres Strait Islander organisation that provides a platform to amplify the voices and lived experience of Stolen Generations survivors and their families.

We work with communities to create a place of safety, providing an environment for Stolen Generations survivors and their families to speak for themselves, tell their own stories, and be in charge of their own healing.

We promote trauma-aware, healing-informed practice to help government, policymakers, and workforces understand their role in intergenerational healing.

By addressing unresolved trauma in First Nations communities - trauma that was caused by colonisation and actions like the forced removal of children - we are walking alongside communities on the path to healing.

We are governed by a First Nations Board and Executive and guided in our work by our Stolen Generations and Youth Reference Groups.

Our work honours our First Nations ancestors and our future generations.

Strong Spirit · Strong Culture · Strong People

Latest Resources

The Healing Foundation has a variety of resources available for download.
Learn more

LatestNews & Stories

See what the Healing Foundation and the projects we support around Australia have been up to.

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Message: Aboriginal and Torres Strait Islander people should be aware that this website may contain images, voices and names of people who have passed away.

x

The Healing Foundation is currently updating this website with new data from the Make Healing Happen report. Please see the
full report for the most up-to-date data.

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The Healing Foundation | Supporting the healing of Stolen Generations survivors, families and communities

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We are an Aboriginal and Torres Strait Islander organisation supporting the healing of Stolen Generations survivors, families and communities.

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When Dujuan cannot run nor fight alone, he faces the history that runs straight into him and realises that not only has he inherited the trauma and dispossession of his land, but also the resilience and resistance of many generations of his people.

About the film

Host a Screening

You can screen In My Blood It Runs for your organisation, employees or networks

Learn More

Latest News

"I came here to speak to you because the Australian government is not listening"

The star of In My Blood It Runs, Dujuan addressed the United Nations Human Rights Council and the United Nations Committee on the Rights of the Child to call on the Australian Government to treat kids like him better.
Read more

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In My Blood It Runs is an observational feature documentary following 10-yr-old Arrernte Aboriginal boy Dujuan as he grows up Alice Springs, Australia.

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The Western Australian Museum is the State's premier cultural organisation, housing WA's scientific and cultural collection.

For over 120 years the Museum has been making the State's natural and social heritage accessible and engaging through research, exhibitions and public programs.

Today, the Museum has seven public locations across our State - and a Collections and Research Centre that houses more than eight million objects.

The WA Museum Boola Bardip opened in the Perth Cultural Centre on Saturday 21 November 2020 with nine days of celebration.

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Western Australian Museum | Western Australian Museum

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The Western Australian Museum is the State's premier cultural organisation, housing WA's scientific and cultural collection. For over 120 years the Museum has been making the State's natural and social heritage accessible and engaging through research, exhibitions and public programs. Today, the Museum has seven public locations across our State - and a Collections and Research Centre that houses more than eight million objects.

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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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The State Library's Storylines program is an online portal for Aboriginal communities and families around the State digitally returning thousands of photographs of Aboriginal people.

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The State Library's Storylines program is an online portal for Aboriginal communities and families around the State digitally returning thousands of photographs of Aboriginal people.

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Guidelines for selecting and evaluating resources for Schools

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Guidelines for selecting and evaluating resources for Schools

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The National Agreement includes a set of socio-economic targets that focus on measuring the outcomes experienced by Aboriginal and Torres Strait Islander people. These targets are designed to be met at a national level, with all governments contributing towards the same goal.

There are currently 19 socio-economic targets in place, including the recently agreed community infrastructure target.

The measures referred to in the following chapters include a combination of new and existing measures, which are scheduled in the next 12-18 months. New measures are identified separately at the bottom of each chapter.

The details in this chapter also demonstrate how a number of policies and measures are being developed and delivered in a manner which adheres to the Priority Reforms and the principles of partnership and shared decision-making with Aboriginal and Torres Strait Islander people.

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The National Agreement includes a set of socio-economic targets that focus on measuring the outcomes experienced by Aboriginal and Torres Strait Islander people. These targets are designed to be met at a national level, with all governments contributing towards the same goal. There are currently 19 socio-economic targets in place, including the recently agreed community infrastructure target.

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First Languages Australia is working with regional language centres nationally to develop a map of Aboriginal and Torres Strait Islander languages that reflects the names and groupings favoured by community.

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First Languages Australia is working with regional language centres nationally to develop a map of Aboriginal and Torres Strait Islander languages that reflects the names and groupings favoured by community.

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More from Little Yarns - ABC Kids listen

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A listing of the latest episodes for Little Yarns.

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Please click here if you are not redirected within a few seconds.

Nov 12, 2017 · It is important for schools and early learning services to build relationships with their local ...
Duration: 3:54
Posted: Nov 12, 2017

May 28, 2018 · This year's Reconciliation Week begins on the anniversary marking 50 years since the 1967 ...
Duration: 0:44
Posted: May 28, 2018

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reconciliation australia building relationships with community - Google Search

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Inclusivity across everyday to understand values through all communities

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Teaching an aboriginal perspective in an authentic and respectful way

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Developing the whole child

All chn develop (emotionally, physically, academically etc) at different rates, take the child at their current point and move from there

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We have many cultures in our classrooms. My aim is to make everyone feel welcome, happy and included in the learning. To promote respect of others is of highest importance.

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We have many cultures in our classrooms. My aim is to make everyone feel welcome, happy and included in the learning. To promote respect of others is of highest importance.

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School and town is on Kariyarra land

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I try to incorporate local Aboriginal history into my curriculum, we just did a HASS inquiry on the Blackwood River and looked at the Aboriginal names, how they used the river and the story of the Wagul

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I try to incorporate local Aboriginal history into my curriculum, we just did a HASS inquiry on the Blackwood River and looked at the Aboriginal names, how they used the river and the story of the Wagul

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Wide background. Close links to family histories.

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All students are individuals and as a part of the education of each student I aim to meet the needs and interests of the child I order to allow each child to reach their full potential. I aim for each child to develop life long learning skills and enjoy it.

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Learning the local language in current topics/themes (all year)

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Every child is unique.

Every child is equal. Inclusivity is of great importance.

Every child has the right to shine.

Every child should be safe and happy.

A strong sense of wellbeing is central to success - at school, in life generally.

Strong relationships between family and school support child success.

Different chidlren learn in different ways.

Teachers need to know the child and know the content.

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School is on Binjareb land.

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I have some level of understanding of the local Noongar culture and try to incorporate it throughout the year.

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I have some level of understanding of the local Noongar culture and try to incorporate it throughout the year.

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Some local knowledge, would love to know more, however, find it difficult to find people to help with local knowledge 

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Some local knowledge, would love to know more, however, find it difficult to find people to help with local knowledge 

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We have only ever had one aboriginal child in our school.

I grew up with Noonga children in my primary school/classes.

Josh Whiteland from Koomal Dreaming has been very instumental in educating staff and students at our school.

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The seasons, what to look out for in their local environment

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The seasons, what to look out for in their local environment

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I know the local families in our town and aware of their history in the district. As a staff we have heard the personal story of a local elder.

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Daily Acknowledgement of Country, teaching and referring to the fact our school is on Kaneang land, looking at areas of cultural significance in our town.

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Face to face interactions are always more meaningful.

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It is great to have and Aboriginal Education Assistant based at our school. She gives staff assistance with lesson and supports the Aboriginal students in an integrated manner.

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It is great to have and Aboriginal Education Assistant based at our school. She gives staff assistance with lesson and supports the Aboriginal students in an integrated manner.

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Art experiences

Links through curriculum - art, HASS, English, Dance, music

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Local events, environments and interests

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Limited student contact in school

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Inclusivity of all students and parents and building relationships. 

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Inclusivity of all students and parents and building relationships. 

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I endeavour to present the Wadandi Noonga knowledge/perspectives that I am aware of.

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Personal interactions provide opportunities for teaching within school

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I have used resources produced in the south west

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I use local Aboriginal stories wherever possible.

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I use local Aboriginal stories wherever possible.

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Using visuals in the classroom

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Using picture books

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Use of guest speakers to cook with the children and tell them about their culture.

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Use of guest speakers to cook with the children and tell them about their culture.

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noongar lessons and introducing language as part of our day

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noongar lessons and introducing language as part of our day

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Teams link to school/class - for students to meet and chat with others. Old pen friend style of activity.

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Recognising and acknowledging the children's home languages and cultural identities- inviting parents and elders of students to chat/ teach an aspect of their cultural traditions/food, song, dance and language. 

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Recognising and acknowledging the children's home languages and cultural identities- inviting parents and elders of students to chat/ teach an aspect of their cultural traditions/food, song, dance and language. 

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Making use of the Aboriginal EA in a way that is meaningful.

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Making use of the Aboriginal EA in a way that is meaningful.

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Including language into class language

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A beautiful book written by Isobel Bevis.

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A young child wants to meet their Ancestors. They want to know them, and learn from them and follow their ways. Their mother gently explains that they have already met their Ancestors, yesterday, today and tomorrow, and that they are everywhere in Country, walking close behind them. This lyrical, dual language picture book from two debut Noongar creators celebrates the beauty of Country and family.
PRAISE FOR THE BOOK
' Nedingar is a fabulous book - gentle story, rich words, beautiful anticipation, and great talent shown by both authors and illustrator.' Dr Belle Alderman, Director of the National Centre for Australian Children's Literature Inc.

'This quietly powerful and poignant story explores themes of identity and empowerment. Its sparse and reassuring words open up a space for readers aged three and up to ask questions and interactively learn about the deep connection of First Nations people with their country and Ancestors.' Books+Publishing

'The illustrations pair perfectly with the beautiful understated story, soft and lyrical, highlighting the strength and power of Indigenous people's connection to Country.' Jane Stephens, Good Reading Magazine

'Noongar storytellers Isobel and Leanne have drawn on their love of country and knowledge of its stories to present this inviting, wonderful read-aloud tale of ancestors ... The illustrations impel readers to look closely at the flora and fauna of the countryside, as the distinctive acrylic images cover each page with clear links to Noongar Country in the southwest of Western Australia. Readers will love spotting the animals and grasses and flowers shown on the pages, and I loved checking out the names of the different eucalypts shown with their wonderfully coloured flowers. Western Australia's glory is shown in all of its vibrancy and Leanne has the ability to put on the page what she sees around her home.' ReadPlus

'... the distinctive acrylic images cover each page with clear links to Noongar Country in the southwest of Western Australia.' Fran Knight, ReadPlus.

Isobel Bevis is a Wilman, Ballardong Noongar woman, born and raised in Collie, south-west of Western Australia. Currently living on Bindjareb boodja with her husband and three daughters. Raised in a large Noongar family, growing up on Wilman Country with a strong connection to Minninup River where her Ancestors are resting.

Leanne Zilm is a descendant of the Wudjari and Goreng Noongar tribal groups, who was born in 1962 in Katanning, Western Australia, and currently lives in Rockingham. Leanne started painting in 2016 when her mother, who was a landscape artist, encouraged her to take up painting. Leanne works with acrylics, and the backgrounds for her [...]

Buy two or more books and get free delivery anywhere in Australia!

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A young child wants to meet their Ancestors. They want to know them, and learn from them and follow their ways. Their mother gently explains that they have already met their Ancestors, yesterday, today and tomorrow, and that they are everywhere in Country, walking close behind them.