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Staff shirts

Email Signatures

Acknowledgment of Country at meetings/assembly

NAIDOC Week Celebrations (Incursion/Assembly & Mass)

Invite Community Elders (Denzel Michael as Rep) to lead/be present at appropriate school events

Admin to organise Heather to do a PL on the Our Land Our Stories Kits

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Caring for the environment linked to traditional land management practices.

Read stories (The Mark of the Wagarl by Lorna Little) and watch videos of the Ngangungudditj walgu. Students create a piece of work depicting their imagery about creation. Compare and contrast how this is different to Catholicism.

E.g. Aboriginal people lived by several signs that can be compared to Christian elements:

Smoke can be compared to incense used in Christian ceremonies.

Fire reminds of the scene where God spoke to Moses through fire.

Water matches the notion that Jesus is understood to be the source of living water.

Blossoms can be related to the sacraments.

Visit sacred Kaniyang & Wilman Noongar sites. Centre discussions around how the land was used, cared for and treated by the First Nation Peoples.

Study the 'Coming of Light' festival. The festival marks the interaction of the two ideologies. "For many people globally, the coming of Christianity meant the end of traditional beliefs. This was not the case in the Torres Strait. Christianity was embraced and the light of God was welcomed into our everyday lives with our culture informing and playing a huge role in shaping our understanding." As with anything, there are points for and against. Be sure to research both sides.

Explore truth-telling of the Catholic church to acknowledge Australia’s history and its ongoing impact on Aboriginal and Torres Strait Islander peoples. Truth-telling will deal with colonial conflict, massacres and dispossession, but also promotes the strength, contributions and resilience of Aboriginal and Torres Strait Islander peoples and cultures.

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Read stories (The Mark of the Wagarl by Lorna Little) and watch videos of the Ngangungudditj walgu. Students create a piece of work depicting their imagery about creation. Compare and contrast how this is different to Catholicism.

E.g. Aboriginal people lived by several signs that can be compared to Christian elements:

Smoke can be compared to incense used in Christian ceremonies.

Fire reminds of the scene where God spoke to Moses through fire.

Water matches the notion that Jesus is understood to be the source of living water.

Blossoms can be related to the sacraments.

Visit sacred Kaniyang & Wilman Noongar sites. Centre discussions around how the land was used, cared for and treated by the First Nation Peoples.

Study the 'Coming of Light' festival. The festival marks the interaction of the two ideologies. "For many people globally, the coming of Christianity meant the end of traditional beliefs. This was not the case in the Torres Strait. Christianity was embraced and the light of God was welcomed into our everyday lives with our culture informing and playing a huge role in shaping our understanding." As with anything, there are points for and against. Be sure to research both sides.

Explore truth-telling of the Catholic church to acknowledge Australia’s history and its ongoing impact on Aboriginal and Torres Strait Islander peoples. Truth-telling will deal with colonial conflict, massacres and dispossession, but also promotes the strength, contributions and resilience of Aboriginal and Torres Strait Islander peoples and cultures.

# data[].attributes.body
Read stories (The Mark of the Wagarl by Lorna Little) and watch videos of the Ngangungudditj walgu. Students create a piece of work depicting their imagery about creation. Compare and contrast how this is different to Catholicism.

E.g. Aboriginal people lived by several signs that can be compared to Christian elements:

Smoke can be compared to incense used in Christian ceremonies.

Fire reminds of the scene where God spoke to Moses through fire.

Water matches the notion that Jesus is understood to be the source of living water.

Blossoms can be related to the sacraments.

Visit sacred Kaniyang & Wilman Noongar sites. Centre discussions around how the land was used, cared for and treated by the First Nation Peoples.

Study the 'Coming of Light' festival. The festival marks the interaction of the two ideologies. "For many people globally, the coming of Christianity meant the end of traditional beliefs. This was not the case in the Torres Strait. Christianity was embraced and the light of God was welcomed into our everyday lives with our culture informing and playing a huge role in shaping our understanding." As with anything, there are points for and against. Be sure to research both sides.

Explore truth-telling of the Catholic church to acknowledge Australia’s history and its ongoing impact on Aboriginal and Torres Strait Islander peoples. Truth-telling will deal with colonial conflict, massacres and dispossession, but also promotes the strength, contributions and resilience of Aboriginal and Torres Strait Islander peoples and cultures.

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Read stories (The Mark of the Wagarl by Lorna Little) and watch videos of the Ngangungudditj walgu. Students create a piece of work depicting their imagery about creation. Compare and contrast how this is different to Catholicism.

E.g. Aboriginal people lived by several signs that can be compared to Christian elements:

Smoke can be compared to incense used in Christian ceremonies.

Fire reminds of the scene where God spoke to Moses through fire.

Water matches the notion that Jesus is understood to be the source of living water.

Blossoms can be related to the sacraments.

Visit sacred Kaniyang & Wilman Noongar sites. Centre discussions around how the land was used, cared for and treated by the First Nation Peoples.

Study the 'Coming of Light' festival. The festival marks the interaction of the two ideologies. "For many people globally, the coming of Christianity meant the end of traditional beliefs. This was not the case in the Torres Strait. Christianity was embraced and the light of God was welcomed into our everyday lives with our culture informing and playing a huge role in shaping our understanding." As with anything, there are points for and against. Be sure to research both sides.

Explore truth-telling of the Catholic church to acknowledge Australia’s history and its ongoing impact on Aboriginal and Torres Strait Islander peoples. Truth-telling will deal with colonial conflict, massacres and dispossession, but also promotes the strength, contributions and resilience of Aboriginal and Torres Strait Islander peoples and cultures.

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Advent/Christmas Unit

-(Activity - Nyoongar 6 Seasons Calendar linked to the Catholic Church Liturgical Year activities)

-Go for a walk around the oval, particularly with the Nyoongar signs (discussing the seasons, the plants and animals for each season) and link to the above calendars.

Read stories (The Mark of the Wagarl by Lorna Little) and watch videos of the Ngangungudditj walgu. Students create a piece of work depicting their imagery about creation. Compare and contrast how this is different to Catholicism.

E.g. Aboriginal people lived by several signs that can be compared to Christian elements:

Smoke can be compared to incense used in Christian ceremonies.

Fire reminds of the scene where God spoke to Moses through fire.

Water matches the notion that Jesus is understood to be the source of living water.

Blossoms can be related to the sacraments.

Visit sacred Kaniyang & Wilman Noongar sites. Centre discussions around how the land was used, cared for and treated by the First Nation Peoples.

Study the 'Coming of Light' festival. The festival marks the interaction of the two ideologies. "For many people globally, the coming of Christianity meant the end of traditional beliefs. This was not the case in the Torres Strait. Christianity was embraced and the light of God was welcomed into our everyday lives with our culture informing and playing a huge role in shaping our understanding." As with anything, there are points for and against. Be sure to research both sides.

Explore truth-telling of the Catholic church to acknowledge Australia’s history and its ongoing impact on Aboriginal and Torres Strait Islander peoples. Truth-telling will deal with colonial conflict, massacres and dispossession, but also promotes the strength, contributions and resilience of Aboriginal and Torres Strait Islander peoples and cultures.

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Creation Stories

(smoking ceremonies, spirituality, Confirmation - Holy Spirit, initiation 2025)?

Land Management - Caring for our Common Home

Read stories (The Mark of the Wagarl by Lorna Little) and watch videos of the Ngangungudditj walgu. Students create a piece of work depicting their imagery about creation. Compare and contrast how this is different to Catholicism.

E.g. Aboriginal people lived by several signs that can be compared to Christian elements:

Smoke can be compared to incense used in Christian ceremonies.

Fire reminds of the scene where God spoke to Moses through fire.

Water matches the notion that Jesus is understood to be the source of living water.

Blossoms can be related to the sacraments.

Visit sacred Kaniyang & Wilman Noongar sites. Centre discussions around how the land was used, cared for and treated by the First Nation Peoples.

Study the 'Coming of Light' festival. The festival marks the interaction of the two ideologies. "For many people globally, the coming of Christianity meant the end of traditional beliefs. This was not the case in the Torres Strait. Christianity was embraced and the light of God was welcomed into our everyday lives with our culture informing and playing a huge role in shaping our understanding." As with anything, there are points for and against. Be sure to research both sides.

Explore truth-telling of the Catholic church to acknowledge Australia’s history and its ongoing impact on Aboriginal and Torres Strait Islander peoples. Truth-telling will deal with colonial conflict, massacres and dispossession, but also promotes the strength, contributions and resilience of Aboriginal and Torres Strait Islander peoples and cultures.

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The project is led by Professor Melitta Hogarth, Associate Dean (Indigenous) for the Faculty of Education. Ngarrngga originated from the pioneering work of the Aboriginal and Torres Strait Islander Curricula Project led by the Associate Provost and the Foundation Chair of Australian Indigenous Studies at the University of Melbourne, Professor Marcia Langton AO.

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Dreaming stories

Welcome to Country

Bush food and relating it to Wombat Stew T4W topic.

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Dreaming stories

Literacy Spine books

Welcome to country

Indigenous Comprehension passages

Assembly Item - Role Play

Songs

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AUSTRALIAN DREAMTIME STORY - TIDDALIK LAUGH

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Dreamtime stories how the birds got their colours.

Role plays

Picture books (My place)

Welcome to country

animal reports -

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Dreaming Stories-

Tiddalik

How the birds got their colours

Retells

Role Play

Welcome to country

Australian Animals -reports / writing/art

Stories

Big Rain Coming

Croc BaitMy Mob going to the beach- sylvia Emerton

Walking with the season in Kakadu

An Australain 1,2,3 of Animals

My Country

Welcome to Country- Aunty Joe

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Reading - Novel Study - Storm Boy (Reading of Science/Core Language Unit)

Viewing/Speaking - Oral story using stones where students draw on each stone a part of the story. Before hand, look at Indigenous symbols etc... and their meanings. From this, create a story and orally retell to a partner. (Linked to Year 4 English SCASA)

Reading - Dreaming Stories and related activities.

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Dreamtime Stories:

The Rainbow Serpent

Tidalik The Frog

Incorporate Noongar language into routine activities:

Morning Roll - Kaya greeting

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ATSI Mathematics for Pre-service Teachers!

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This resource is for non-indigenous newly graduated and pre-service teachers.

We believe it is important to acknowledge that past research has been conducted purely from a colonialized perspective and assessment of Indigenous mathematics from a westernised curriculum.

Research into ways of 'closing the gap' in Indigenous achievement and performance standards of mathematics is ongoing. We endeavour to suggest current thoughts and culturally sensitive pedagogies to assist the inclusion of Indigenous students in the mathematics classroom.

Incorporating an ATSI perspective of mathematics should not be seen as an 'add on' but an exploration and integration of other ways of looking at maths, to ideally open students and non-Indigenous teacher's minds to other ways of thinking about mathematical concepts (Matthews, Howard, & Perry, 2003). This helps build cultural understanding of Indigenous people and therefore also assists in the reconciliation process.
Key messages: A shift in thought.

A sharing of knowledge.

Indigenous researchers Matthews (2003; 2006; 2007; 2011; 2012) and Yunkaporta (2009) believe it is of upmost importance to invite the Indigenous community (or member/s) to be involved in the teaching and learning within a school for a holistic and authentic approach to incorporating ATSI mathematics into the suburban Australian classroom. This supports the belief that all students benefit from the teaching and learning of mathematics from an Indigenous perspective 'emphasising a sharing of knowledge from both cultures' (Matthews, Watego, Cooper & Baturo, 2006, p. 515). The Mathematics in Indigenous Contexts Project's findings align with this notion (Perry & Howard, 2008).

Cross aged tutoring Strong teacher pupil relationships

Indigenous students respond best when there are positive personal relationships with teachers. "It is often more important who does the teaching than what is actually taught" (Collins, 1993, p. 7; as cited in Matthews, Howard & Perry, 2003, p.3).

John Hattie's meta-analysis of factors influencing learning outcomes, confirmed that the Peer tutoring has a very significant impact with an effect size of .7 or greater.

Mathematical concepts should be linked to real life experiences.

"The learner (is) to recognise new mathematical experiences as having the similarities of an already formed experience" (White & Mitchelmore 2002; Matthews 2008; as cited in Ewing, Sarra & Cooper, 2013, p. 28). This includes the teacher being aware of social relationships, students Indigenous identities, historical, cultural perspectives and institutional factors (Ewing, Sarra & Cooper 2013; Matthews, Cooper, Baturo 2007; Villegas & Lucas 2002).

Emphasis on practical experience , group co-operation/ collaboration and connectedness.
High expectations Explicit teaching

Use of Yunkaporta's (2009) Eight Ways pedagogy (p.3) has highlighted the importance of explicitly modelling assessment items and tasks, including the provision of key ideas, indicators and criteria for students at the beginning of the learning sequences (Morris, Toberty, Thornton & Statton, p. 6 )

Expectations of students' learning can have a major impact on the quality of this learning. Students have expectations of themselves, perceptions of others' expectations of them, aspirations for their futures and expectations of teachers and schools (NSW Department of Education and Training, 1998; as cited in Matthews, Howard & Perry, 2003, p. 3).

Teaching methodologies that include strong teacher-pupil relationships, reduce competition, restrict verbal communication; limit direct questioning, and emphasize practical experience and group co-operation will benefit Indigenous students (Frigo, 1999; as cited in Matthews, Howard & Perry, 2003).

.

Indigenous students need a well-structured program, with achievable goals, use assessment tasks that are directly related to classroom tasks and use frequent diagnostic assessment; (Doig, 2001, p. 32).

Build narratives and stories with and about mathematics, this is a chance to get creative with mathematics (Matthews et al., 2007, 2012; Morris, 2012; 2013). Maths as Storytelling (MAST) allows the exploration of arithmetic through drawings and story telling without the use of 'western mathematics symbols'. MAST is a good base to later introduce algebra symbolism. "MAST appears to be a powerful way to assist all (Indigenous and non-Indigenous) students move from arithmetic to algebra" (Matthews, Cooper & Baturo 2007, p. 255).

Limit direct questioning in the maths classrooms. Teachers need to shift perceptions and unbalanced pedagogies of abstraction to being that of a creative process like nature, dance, language and visual arts.
Pedagogical approaches that work

· The use of hands on activities to support the development and understanding of numeracy concepts
· Questioning to be open-ended by both the teacher and the students to reinforce numeracy concepts and skills
· The Cloud Model (Matthews, 2009, p. 99) See below.

students (Morris & Matthews, 2011).
Having a deep cultural understanding of Indigenous learning needs: Culturally Responsive Mathematics Pedagogy (CRMP), Social Justice Pedagogy (SJP).

· Fostering an effective student-teacher relationship assists in the Indigenous students' learning of mathematics, for example, ensuring you have a
· When teaching mathematics to Indigenous students, teachers need to take into account the Indigenous culture and traditions. Other aspects include the physical and social environments such as the size of the classroom and the interactions between the teacher and the Indigenous spare calculator or ruler available for those students who could not afford them and are too shy and embarrassed to seek assistance (Averill, 2012).

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ATSI Mathematics for Pre-service Teachers!

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This resource is for non-indigenous newly graduated and pre-service teachers. We believe it is important to acknowledge that past research has been conducted purely from a colonialized perspective...

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Patterns

Nyoongar Seasons

Investigate Aboriginal & Torres Strait Islander patterns, counting systems, and mathematical ideas. Examine the customary methods used by Australia's First Peoples for counting, measuring, and solving problems.

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Mapping

Investigate Aboriginal & Torres Strait Islander patterns, counting systems, and mathematical ideas. Examine the customary methods used by Australia's First Peoples for counting, measuring, and solving problems.

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Calendar - seasons

Patterns

Investigate Aboriginal & Torres Strait Islander patterns, counting systems, and mathematical ideas. Examine the customary methods used by Australia's First Peoples for counting, measuring, and solving problems.

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Seasons

Calendars

Patterns

Investigate Aboriginal & Torres Strait Islander patterns, counting systems, and mathematical ideas. Examine the customary methods used by Australia's First Peoples for counting, measuring, and solving problems.

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Patterning

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Investigate Aboriginal & Torres Strait Islander patterns, counting systems, and mathematical ideas. Examine the customary methods used by Australia's First Peoples for counting, measuring, and solving problems.

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Mapping

Seasons (link with English and Science)

Investigate Aboriginal & Torres Strait Islander patterns, counting systems, and mathematical ideas. Examine the customary methods used by Australia's First Peoples for counting, measuring, and solving problems.

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Count to 10 in Noongar when drinking water at the end of morning tea and lunch.

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Australian Curriculum: ScienceAboriginal and Torres Strait IslanderHistories and Cultures

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Australian Curriculum: ScienceAboriginal and Torres Strait IslanderHistories and Cultures

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Aboriginal contact with settlers of the Swan river settlement.

Famous Aboriginal figures from the Yagan.

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Australian celebrations and commemorations that are of significant cultural importance. Such as NAIDOC Week, National Sorry Day and Reconciliation Week.

Australian landmarks and relationship to Aboriginal culture.

First Australians.

Local indigenous dialect and Aboriginal language groups.

Acknowledgment to Country importance.

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Connection to Place

Research Seasons

Comprehension of various Dreaming stories

Family history

Culture

Caring for Environment

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Different seasons

Families then and now

Hhstory -how country has changed

Picture books

Songs

Yonga dance

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Families - structures /History

Caring for places -Environment

Picture Books

Culture- NAIDOC Week

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History Unit - Before Contacts

- Picture books

- Songs

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Indigenous history - 20th Century, Invasion Day (debate/perspectives), 1967 Referendum and the lead up,

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The 1967 referendum saw the majority of Australians vote to change our country’s laws to count Indigenous Australians as full citizens.

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NAIDOC Week Cultural celebrations

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Two-way Science: An Integrated Learning Program for Aboriginal Desert Schools supports remote Indigenous schools and communities to develop integrated learning programs connecting the cultural knowledge of the local community with Western science and the Australian curriculum. A Two-way Science approach promotes Indigenous leadership in education, and fosters partnerships between schools, communities, Indigenous ranger programs and scientists. This book contains curriculum-linked education activities for primary and middle school students, and background knowledge for teachers, based on the desert regions of Australia.

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Reading - texts on Indigenous Culture eg Novel Study 'Wallamaroo', Our Land, Our Stories,

Writing - factual recount 'The 1967 Referendum', Natural Disasters (Fire) and Land Management

Viewing/Speaking - viewing through media and discussion

Noongar Dictionary - story writing embedding Noongar language in stories

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Central Australia, 1960s … Ruby lives on a cattle station and goes to the ‘silver bullet’ school where she comes across Mr Duncan, her well-meaning teacher. Follow Ruby as she seeks to understand why two cultures are at odds with each other. The more Ruby learns, the harder the journey becomes as she is drawn […]

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Bush Tucker (2025) - incorprated with Healthy living unit

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Kinship

Families

Stages of development in other cultures.

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(Healthy Eating-Bush tucker 25)

Animal Fun -Movement

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Health - Discussing the term 'diversity' and how it applies to the class. Discuss different cultures, family backgrounds, beliefs etc...

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Bush Tucker foods (2025)

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Opportunities to develop understanding of concepts related to linguistic landscape of Australia and concepts of language and culture in general and make intercultural comparisons across languages, including Aboriginal languages.

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Opportunities to develop understanding of concepts related to linguistic landscape of Australia and concepts of language and culture in general and make intercultural comparisons across languages, including Aboriginal languages.

# data[].attributes.body
Opportunities to develop an understanding of concepts related to linguistic landscape of Australia and concepts of language and culture in general and make intercultural comparisons across languages including Aboriginal languages.

# data[].attributes.body
Opportunities to develop understanding of concepts related to linguistic landscape of Australia and concepts of language and culture in general and make intercultural comparisons across languages, including Aboriginal languages.

# data[].attributes.body
Opportunities to develop understanding of concepts related to linguistic landscape of Australia and concepts of language and culture in general and make intercultural comparisons across language, including Aboriginal languages.

# data[].attributes.body
Opportunities to develop understanding of concepts related to linguistic landscape of Australia and concepts of languages and culture in general and make intercultural comparisons across languages, including Aboriginal languages.

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Reading - Novel Study - Black cockatoo (Reading of Science/Core Language Unit)

Reading - Dreaming Stories

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-Sustainability: use of resources, regeneration of resources, traveling with weather/ resources

-Tools

-Algorithms: travelling across country

-Codes: symbols can be used to represent

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-Sustainability: use of resources, regeneration of resources, traveling with weather/ resources

-Tools

-Algorithms: travelling across country

-Codes: symbols can be used to represent

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-Sustainability: use of resources, regeneration of resources, traveling with weather/ resources

-Tools

-Algorithms: travelling across country

-Codes: symbols can be used to represent

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-Sustainability: use of resources, regeneration of resources, traveling with weather/ resources

-Tools

-Algorithms: travelling across country

-Codes: symbols can be used to represent

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-Tools

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-Sustainability: use of resources, regeneration of resources, traveling with weather/ resources

-Tools

-Algorithms: travelling across country

-Codes: symbols can be used to represent

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-Sustainability: use of resources, regeneration of resources, traveling with weather/ resources

-Tools

-Algorithms: travelling across country

-Codes: symbols can be used to represent

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-Space science: Dreaming stories and creation

-Stars and sky Dreaming stories

-Sustainability: use of materials

-Physics: light: spearfishing light refraction; light absorption of house material selections

-Bio: animal habitats: hunting areas/ moving to food areas

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-Chemical: States of matter: changes of resources

-Bio: features of animals/ plants: uses of these features (e.g. eating the berries or roots, using the hide of a roo)

-chem: adding heat to cook food

-day and night: astronomical knowledge

-Physics: creating heat and fire, then using it

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-Dreaming stories: Landscape changes

-Use of resources for purposes

-Physics: push and pull tools and traditional games

-Chemical: mixtures- creation of paints, food, tools, etc.

-Seasons

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-Dreaming stories: Landscape changes

-Dreaming stories: Skies and stars

-Seasons

-animals live in places where their needs are met: traveling with seasons

-sound: traditional music

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-Aboriginal weather knowledge

-"Big Rain Coming"

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-land formations: dreaming stories

-changes to land from human impacts

-physics: forces and movement: tools and games

-Bio: life cycles: eating at different times

-resources: natural materials and their uses, how they are sourced

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-Resources: traditional uses

-Sustainability: uses of resources

-Chem: reversible & irreversible changes: making food, paints, etc.

-Bio: physical changes to the environment impact the movements of people and their survival

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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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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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Particle Magazine - Aboriginal science articles.

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Particle Magazine - Aboriginal science articles.

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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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Paul Girrawah House has multiple First Nation ancestries from the South-East Canberra region, including the Ngambri-Ngurmal (Walgalu), Pajong (Gundungurra), Wallabollooa (Ngunnawal) and Erambie/Brungle (Wiradyuri) family groups.

Paul acknowledges his diverse First Nation history, he particularly identifies as a descendant of Onyong aka Jindoomang from Weereewaa (Lake George) and Henry 'Black Harry' Williams from Namadgi who were both multilingual, essentially Walgalu-Ngunnawal-Wiradjuri speaking warriors and Ngunnawal-Wallaballooa man William Lane aka 'Billy the Bull' - Murrjinille.

Paul was born at the old Canberra hospital in the centre of his ancestral country and strongly acknowledges his First Nation matriarch ancestors, in particular his mother Dr Aunty Matilda House-Williams and grandmother, Ms Pearl Simpson-Wedge.

Paul completed a Bachelor of Community Management from Macquarie University, and Graduate Certificate in Wiradjuri Language, Culture and Heritage and Management from CSU.

Paul provided the Welcome to Country for the 47th Opening of Federal Parliament in 2022. Paul is Board Director, Ngambri Local Aboriginal Land Council, Member Indigenous Reference Group, National Museum of Australia and Australian Government Voice Referendum Engagement Group.

Paul works on country with the ANU, First Nations Portfolio as a Senior Community Engagement Officer

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Reconciliation Australia's vision is for a just, equitable and reconciled Australia.

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Keep the Fire Burning! Blak, Loud and Proud

This year's theme celebrates the unyielding spirit of our communities and invites all to stand in solidarity, amplifying the voices that have long been silenced.

The fire represents the enduring strength and vitality of Indigenous cultures, passed down through generations despite the challenges faced. It is a symbol of connection to the land, to each other, and to the rich tapestry of traditions that define Aboriginal and Torres Strait Islander peoples. As we honour this flame, we kindle the sparks of pride and unity, igniting a renewed commitment to acknowledging, preserving, and sharing the cultural heritage that enriches our nation.

"Blak, Loud and Proud" encapsulates the unapologetic celebration of Indigenous identity, empowering us to stand tall in our heritage and assert our place in the modern world. This theme calls for a reclamation of narratives, an amplification of voices, and an unwavering commitment to justice and equality. It invites all Australians to listen, learn, and engage in meaningful dialogue, fostering a society where the wisdom and contributions of Indigenous peoples are fully valued and respected.

Through our collective efforts, we can forge a future where the stories, traditions, and achievements of Aboriginal and Torres Strait Islander communities are cherished and celebrated, enriching the fabric of the nation with the oldest living culture in the world.

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Keep the Fire Burning! Blak, Loud and Proud

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Harmony Week is the celebration that recognises our diversity and brings together Australians from all different backgrounds.

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Indigenous Australia, Culture, People & Resources | Australians Together

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Explore the rich diversity of Australian culture and First Nations history at Australians Together. Learn about Indigenous culture, migration, and more. Discover resources and information for educators, students, and all Australians.

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Investigate Aboriginal and Torres Strait Islander cultures, identities, and narratives via visual arts. Invite members of the community or local Noongar artists to talk to the students about their cultural practices, artworks, and stories. Urge students to produce original works of art that draw inspiration from Aboriginal art forms and methods.

Invite Aboriginal Elders or local musicians to share music and cultural knowledge, creating authentic learning experiences for students. Explore traditional songs and music like YAMANI or the Marrin Gamu song. Teach songs in Aboriginal or Torres Strait Islander languages, such as “Ngarila Matilda” in Yugambeh or “Taba Naba” in Meriam Mir, to expose students to the linguistic diversity and cultural richness of Indigenous music. Emphasise the role of music as a tool for storytelling, cultural transmission, and history, teaching students about the cultural contexts of Aboriginal music, including Songlines and ceremonial practices. Listen and respond to Noongar artists, such as Clint Bracknell & Gina Williams. Explore this resource: https://www.mayakeniny.com/noongar-songs-dances/

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Investigate Aboriginal and Torres Strait Islander cultures, identities, and narratives via visual arts. Invite members of the community or local Noongar artists to talk to the students about their cultural practices, artworks, and stories. Urge students to produce original works of art that draw inspiration from Aboriginal art forms and methods.

Using materials from the environment, students learn about and create fibre art woven creatures. Permission has been respectfully granted by an Aboriginal Elder of Yinggarda Country for Brooke C to share and teach this practice with students.

Invite Aboriginal Elders or local musicians to share music and cultural knowledge, creating authentic learning experiences for students. Explore traditional songs and music like YAMANI or the Marrin Gamu song. Teach songs in Aboriginal or Torres Strait Islander languages, such as “Ngarila Matilda” in Yugambeh or “Taba Naba” in Meriam Mir, to expose students to the linguistic diversity and cultural richness of Indigenous music. Emphasise the role of music as a tool for storytelling, cultural transmission, and history, teaching students about the cultural contexts of Aboriginal music, including Songlines and ceremonial practices. Listen and respond to Noongar artists, such as Clint Bracknell & Gina Williams. Explore this resource: https://www.mayakeniny.com/noongar-songs-dances/

# data[].attributes.body
Investigate Aboriginal and Torres Strait Islander cultures, identities, and narratives via visual arts. Invite members of the community or local Noongar artists to talk to the students about their cultural practices, artworks, and stories. Urge students to produce original works of art that draw inspiration from Aboriginal art forms and methods.

Using materials from the environment, students learn about and create fibre art woven creatures. Permission has been respectfully granted by an Aboriginal Elder of Yinggarda Country for Brooke C to share and teach this practice with students.

Invite Aboriginal Elders or local musicians to share music and cultural knowledge, creating authentic learning experiences for students. Explore traditional songs and music like YAMANI or the Marrin Gamu song. Teach songs in Aboriginal or Torres Strait Islander languages, such as “Ngarila Matilda” in Yugambeh or “Taba Naba” in Meriam Mir, to expose students to the linguistic diversity and cultural richness of Indigenous music. Emphasise the role of music as a tool for storytelling, cultural transmission, and history, teaching students about the cultural contexts of Aboriginal music, including Songlines and ceremonial practices. Listen and respond to Noongar artists, such as Clint Bracknell & Gina Williams. Explore this resource: https://www.mayakeniny.com/noongar-songs-dances/

# data[].attributes.body
Investigate Aboriginal and Torres Strait Islander cultures, identities, and narratives via visual arts. Invite members of the community or local Noongar artists to talk to the students about their cultural practices, artworks, and stories. Urge students to produce original works of art that draw inspiration from Aboriginal art forms and methods.

Invite Aboriginal Elders or local musicians to share music and cultural knowledge, creating authentic learning experiences for students. Explore traditional songs and music like YAMANI or the Marrin Gamu song. Teach songs in Aboriginal or Torres Strait Islander languages, such as “Ngarila Matilda” in Yugambeh or “Taba Naba” in Meriam Mir, to expose students to the linguistic diversity and cultural richness of Indigenous music. Emphasise the role of music as a tool for storytelling, cultural transmission, and history, teaching students about the cultural contexts of Aboriginal music, including Songlines and ceremonial practices. Listen and respond to Noongar artists, such as Clint Bracknell & Gina Williams. Explore this resource: https://www.mayakeniny.com/noongar-songs-dances/

# data[].attributes.body
Investigate Aboriginal and Torres Strait Islander cultures, identities, and narratives via visual arts. Invite members of the community or local Noongar artists to talk to the students about their cultural practices, artworks, and stories. Urge students to produce original works of art that draw inspiration from Aboriginal art forms and methods.

Invite Aboriginal Elders or local musicians to share music and cultural knowledge, creating authentic learning experiences for students. Explore traditional songs and music like YAMANI or the Marrin Gamu song. Teach songs in Aboriginal or Torres Strait Islander languages, such as “Ngarila Matilda” in Yugambeh or “Taba Naba” in Meriam Mir, to expose students to the linguistic diversity and cultural richness of Indigenous music. Emphasise the role of music as a tool for storytelling, cultural transmission, and history, teaching students about the cultural contexts of Aboriginal music, including Songlines and ceremonial practices. Listen and respond to Noongar artists, such as Clint Bracknell & Gina Williams. Explore this resource: https://www.mayakeniny.com/noongar-songs-dances/

# data[].attributes.body
Investigate Aboriginal and Torres Strait Islander cultures, identities, and narratives via visual arts. Invite members of the community or local Noongar artists to talk to the students about their cultural practices, artworks, and stories. Urge students to produce original works of art that draw inspiration from Aboriginal art forms and methods.

Invite Aboriginal Elders or local musicians to share music and cultural knowledge, creating authentic learning experiences for students. Explore traditional songs and music like YAMANI or the Marrin Gamu song. Teach songs in Aboriginal or Torres Strait Islander languages, such as “Ngarila Matilda” in Yugambeh or “Taba Naba” in Meriam Mir, to expose students to the linguistic diversity and cultural richness of Indigenous music. Emphasise the role of music as a tool for storytelling, cultural transmission, and history, teaching students about the cultural contexts of Aboriginal music, including Songlines and ceremonial practices. Listen and respond to Noongar artists, such as Clint Bracknell & Gina Williams. Explore this resource: https://www.mayakeniny.com/noongar-songs-dances/

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Experience the vibrant rhythm and captivating storytelling of Noongar songs and dances. Celebrate indigenous culture.

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Direct drawing

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Create Rainbow Serpents

Paint Tidalik the Frog

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Game: Buroinjin (already included in term 4's Basketball) and Jillora.

Aspiration: Talk about famous Aboriginal people in sports.

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Game: Buroinjin (already included in term 4 Basketball) and Jillora.

Aspiration: Talk about famous Aboriginal people in sports.

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Game: Buroinjin (already included in Term 4 planning) and Jillora

Aspiration: Talk about famous Aboriginal people in sports

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Game: Buroinjin (already included in Term 4's basketball) and Jillora

Aspiration: Talk about famous Aboriginal people in sports.

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Game: Jillora

Aspiration: talk about famous Aboriginal people in sports

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Game: Jillora

Aspiration: talk about famous Aboriginal people in sports

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Updated Family Handbook to reflect inclusive language (adjust Parents/Carers to Families)

Connect Aboriginal families with CEWA support

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Art work with student input

Native Garden- a class to maintain and harvest

Fire pit used as a yarning circle

Display (student created) Acknowledgment of Country around the school

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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.