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Tiwi Island author

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Storytime with Jess | Going to the Footy

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Teachers notes

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https://www.magabala.com/products/what-do-you-call-a-baby

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Uncle William protest against Kristallnacht 1938

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A leader of leaders, Uncle William Cooper was a mobilising force in the early fight for Indigenous rights. * Article Source: William Cooper, Aboriginal Victoria Uncle William believed that Aboriginal people should be represented in Parliament Born in 1861, Uncle William spent most of his life near the junction of the Murray and Goulburn rivers, in the Yorta Yorta nation of his mother.

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Teachers Notes

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Comprehensive teacher resources for selected Magabala Books' titles can also be found on the Reading Australia website. These resources were commissioned with funding support from the Copyright Agency Limited.

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The Australian Curriculum identifies Aboriginal and Torres Strait Islander histories and cultures as a priority area, ensuring it is addressed across learning areas and year levels. We understand that many teachers have found it challenging to teach Indigenous content, perhaps for fear of making a mistake and causing o

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Backyard Bingo

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Tours and Experiences in and around Melbourne

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Tours and Experiences in and around Melbourne

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Aboriginal culture in Melbourne - Tourism Australia

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Immerse yourself in the history and modern culture of the Kulin nation with these experiences and guided Aboriginal tours in Melbourne. Find out more.

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Small Friends Books series Ailsa Wild, Aviva Reed, Briony Barr, Gregory Crocetti, Linda Blackall A picture book about the symbiotic relationship between a bobtail squid and a bacterium.

Double Helix is a fun, inspiring and educational magazine for kids and early teens. Each issue features articles about science, technology, engineering and maths, as well as activities, puzzles, comics and prizes.

Double Helix Extra is a free fortnightly email newsletter featuring the latest news in science, maths, engineering and technology, activities, puzzles and more.

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Small Friends Books series Ailsa Wild, Aviva Reed, Briony Barr, Gregory Crocetti, Linda Blackall A picture book about the symbiotic relationship between a bobtail squid and a bacterium. Double Helix is a fun, inspiring and educational magazine for kids and early teens.

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Hello parents, carers and kids! Are you looking for at-home activities to keep everyone chirpy? Here at BirdLife we have lots of resources that are fun AND you can learn about amazing birds and places

We think that learning about and keeping in touch with nature (including birds!) during challenging times can make us feel calmer and happier, and we hope these activities allow you to add a bit of fun to your day! Keep an eye out for more activities from us in the coming weeks.
Kids magazine and activity books
Take a trip to the Mallee, the beach or woodland, from the comfort of your living room, with our kids magazine and activity books, 'The Wing Thing'. Learn about the Swift Parrot, Mallee Emu-wren, Hooded Plover and others. Check out 'The Wing Thing' for stories, board games, puzzles and more!
The Wing Thing - Shorebirds The Wing Thing - Woodland Birds The Wing Thing - Beach Nesting Birds The Wing Thing - Threatened Mallee Birds Birds in Backyards Parents Pack
Art, craft and even a bit of science for indoors and out! Check out our Parents Pack resources and keep the kids busy making nocturnal bird masks, building their own birds nest (complete with eggs), or competing in a game of Backyard Bird Bingo.
Bird watching!
Bird watching is a great activity that can be done almost anywhere! Bird watch in your backyard, from your veranda, or at your local park - be sure to check on current government and health advice and adapt your behaviour accordingly.

To help you identify the birds you see, you can:

Use a field guide - buy a book online or download a field guide app

Use our Backyard Birds poster for your area

Download our Aussie Bird Count app (search for 'BirdLife' in your App Store). Enter your location, and select the size, shape and colours of birds you see. The app will give you a list of species it could be - too easy!

Use our Bird Finder online.

Counting or surveying birds
Now you can identify birds, you can count the birds you see, or do a survey! There are so many learning opportunities here: counting; recording data; observing features of the environment and birds.

You might like to draw up a simple grid on paper with the types of birds listed. Use tally marks to count how many of each type you see.

Or, join our Birdata community! Record your bird count on our Birdata app or website.

Download our Birdata app (search for 'BirdLife' in your App Store) or use the Birdata website

Read the instructions or watch the video to help you get started. The surveys ask for a bit of information to start with, which can be tricky, but just try your best!

Do a Birds in Backyards Autumn survey - just fill in some info about what your garden is like (get the kids to help!) and then count for 20 mins. You can do it as many times as you like!

This information and your bird count helps the scientists at BirdLife look after birds - super cool!

Here's a quick link to a list of some of the above activities, and a few colouring sheets: birdlife.org.au/education-publications/education

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Keep your kids chirpy at home with these activities!

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Hello parents, carers and kids! Are you looking for at-home activities to keep everyone chirpy? Here at BirdLife we have lots of resources that are fun AND you can learn about amazing birds and places We think that learning about and keeping in touch with nature (including birds!)

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Aboriginal Early Childhood Cultural Protocols

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Aboriginal Early Childhood Cultural Protocols

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Includes walking trails in the City of Port Philip

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Did you know that the site of the South Melbourne Town Hall was once a significant meeting place or weelam for Aboriginal people to conduct ceremony? Or that Albert Park Lake was once a wetland as diverse as Kakadu in the Northern Territory?

Yalukit Willam: The River People of Port Phillip by local historian Meyer Eidelson contains a suburb by suburb account of historical events sourced from early records and the point of view of descendants and contemporaries of the Yalukut Weelam clan of the Boon Wurrung.

Please note that the Victorian Aboriginal Corporation for Languages in August 2017 revised the spelling of the clan name to Yalukut Weelam.

(Please allow a few seconds for this publication to load).

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Yalukit Willam: The River People of Port Phillip

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Did you know that the site of the South Melbourne Town Hall was once a significant meeting place or weelam for Aboriginal people to conduct ceremony? Or that Albert Park Lake was once a wetland as diverse as Kakadu in the Northern Territory?

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This is a copy of the presentation which is used in the live session with our Gardens Educators

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A Guide to Using Respectful and Inclusive Language and Terminology

How we talk about reconciliation is just as important as the actions we take.

Language itself is active. It impacts attitudes, understandings and relationships in a very real sense.

Using respectful and inclusive language and terminology is an essential part of reconciliation and strengthening relationships between Aboriginal and Torres Strait Islander peoples and the wider Australian community.

Consider this guide with advice from your local community. This may help you prepare your written messages, such as your Vision for Reconciliation and Acknowledgement of Country, as well as in everyday communications.

Acknowledging diversity

Aboriginal and Torres Strait Islander cultures and identities are diverse across Australia. Always seek advice from Aboriginal and Torres Strait Islander people in your local school or early learning service community on preferences and protocols around respectful language.

Referring to Aboriginal and Torres Strait Islander peoples

Using 'Aboriginal and Torres Strait Islander' is often best practice when referring to Aboriginal and Torres Strait Islander people generally.

'Aboriginals' or 'Aborigines' are generally considered to be outdated terms, while 'Aboriginal' alone is not inclusive of the diversity of cultures and identities across Australia. 'Peoples' or 'people' should always follow.

The term 'Aboriginal peoples' is not inclusive of Torres Strait Islander peoples. Refer to both Aboriginal and Torres Strait Islander peoples when the intention is to refer to all First Peoples of Australia.

Using 'First Peoples' and 'First Nations' is also generally acceptable. They should always be pluralised. These terms respectfully encompass the diversity of Aboriginal and Torres Strait Islander cultures and identities.

This respect for diversity extends to Aboriginal and Torres Strait Islander 'histories,' 'perspectives,' 'ways of being' and 'contributions'. These should also be pluralised.

Don't abbreviate 'Aboriginal' or 'Torres Strait Islander,' or use the acronym 'ATSI.'

Never use terms such as 'full-blood,' 'half-caste' and 'quarter-caste' - they are extremely offensive.

The term 'Indigenous' can offend people in some places. However, there are some situations where the term is accepted, for example:

an Aboriginal and Torres Strait Islander person prefers and/or has approved the word 'Indigenous' to be used

an organisation has appropriately referred to a program or job title (for example, 'Indigenous Programs Unit' or 'Indigenous Programs Manager')

the word 'Indigenous' is appropriately embedded into an organisational policy (for example, the Australian Government's Indigenous Employment Policy)

when referring to non-Indigenous (non-Aboriginal or non-Torres Strait Islander) Australians - terms such as 'other Australians' or 'the wider community' may also be used.

The difference between 'peoples' and 'people'

'People' (singular) refers to:

a single geo-cultural community (for example, the Gadigal people of the Eora Nation)

Aboriginal and/or Torres Strait Islander individuals (for example, Aboriginal and Torres Strait Islander people in our school community).

'Peoples' (plural) refers to diverse Aboriginal and Torres Strait Islander identities/geo-cultural community groups across Australia.

For example:

the Ngunnawal, Ngambri and Ngarigo peoples of the wider Canberra region

the diversity of Aboriginal and Torres Strait Islander peoples and cultures connected to Lands across Australia.

Capitalisation

Always capitalise 'Aboriginal' and 'Torres Strait Islander'. This is a simple yet important way to demonstrate respect.

You should also capitalise:

Indigenous

First Peoples/Nations/Australians

Elders

Traditional Owners/Custodians

Country or Land (when referring to an area of land, sea and sky associated with a distinct group of people or First Nations community)

particular Language groups or geo-cultural communities

Acknowledgement of Country, Welcome to Country, and the names of other cultural practices (particularly when the meanings or perspectives behind the words - such as 'acknowledge' or 'welcome' - are distinct in their Aboriginal and Torres Strait Islander cultural context).

You do not need to capitalise 'reconciliation,' unless naming Reconciliation Australia as an organisation or referring to a formal program or document, like your Reconciliation Action Plan.

POSSESSIVE LANGUAGE

When referring to Aboriginal and/or Torres Strait Islander children, students, staff, or wider community members, avoid using possessive language such as ' our.'

References such as ' our First Nations students' or ' our First Nations community' risk implying ownership over people, and do not recognise the self-governance and self-determination of Aboriginal and Torres Strait Islander individuals and communities. Such references can be reframed to ' First Nations students within our school community' or ' the local First Nations community '.

Reference to Country/place according to Aboriginal and Torres Strait Islander perspectives is best described as relationships with rather than ownership of/over. For example ' we acknowledge Kaurna people's connection to this Land' or ' we acknowledge the Kaurna People as Traditional Custodians of this Land'.

Avoiding deficit and dichotomous language

Reconciliation involves acknowledging and addressing the injustices and inequities Aboriginal and Torres Strait Islander peoples have faced since colonisation. These may be historical, inter-generational and/or continuing.

However, it is also important to:

acknowledge the strength and resilience Aboriginal and Torres Strait Islander peoples, cultures and communities show in the face of discrimination

celebrate Aboriginal and Torres Strait Islander contributions in shaping a shared sense of national unity and identity.

Draw on empowering, strengths-based language, and do not use patronising or paternalistic speech.

For example, look at the difference between:

deficit language: 'helping disadvantaged Aboriginal and Torres Strait Islander students'

strengths-based language: 'providing meaningful opportunities for Aboriginal and Torres Strait Islander students to achieve their full potential'

Aboriginal and Torres Strait Islander peoples and cultures have survived across the Australian continent for tens of thousands of years. They are not 'in need' of being 'rescued' or 'saved.'

Reconciliation is about working collaboratively with Aboriginal and Torres Strait Islander peoples, not doing things 'for them' or 'to them'.

Avoid 'us' and 'them' language when describing reconciliation goals and processes. Instead, promote and build respectful two-way relationships.

CLOSING THE GAP

When referencing ' closing the gap ', add context to distinguish between the Closing the Gap strategy; the Close the Gap campaign; and fostering equality and equity more generally.

Closing the Gap is a government strategy towards addressing national socio-economic targets across areas that have an impact on life outcomes for Aboriginal and Torres Strait Islander peoples. In education, Closing the Gap can be contextualised by referencing one or more of the following targets, while recognising their interrelationship to all other targets:

* Targets 3 - Children are engaged in high quality, culturally appropriate early childhood education in their early years
* Target 4 - Children thrive in their early years
* Target 5 - Students achieve their full learning potential
* Target 6 - Students reach their full potential through further education pathways

Close the Gap is a campaign that aims to reduce the health and life expectancy gap between Aboriginal and Torres Strait Islander peoples and non-Indigenous Australians within a generation. When referencing the Close the Gap campaign clarify the ways and reasons for support.

'Equality and Equity' is one of the five dimensions of reconciliation in Australia and can be referenced when describing actions and aspirations towards addressing colonial injustices reducing relative disadvantage more generally. Consider strengths-based statements and language.

For example, look at the difference between:

* Our school will close the education gap between First Nations and non-Indigenous students (more deficit discourse)

* Our school is committed to fostering equal and equitable education opportunities and outcomes (more strengths-based language)

Recognising currency and continuity

Aboriginal and Torres Strait Islander peoples are connected to the oldest continuing cultures on the planet.

Recognise Aboriginal and Torres Strait Islander cultures are alive today - don't use the past tense alone.

In last century's educational texts, Aboriginal and Torres Strait Islander peoples were often placed in the ancient past.

These static representations of Aboriginal and Torres Strait Islander peoples, cultures and contributions don't honour their continuing presence and significance.

These representations ignore the tens of thousands of years of active Aboriginal and Torres Strait Islander contributions and connections to Country before colonisation - perpetuating the legal fiction of 'terra nullius' ('land belonging to no one').

European colonisation is very recent compared to Aboriginal and Torres Strait Islander peoples' presence on, and connection with, Country. The reconciliation movement is even more recent.

Consider this when you acknowledge and address the ongoing impacts of Australia's shared histories since colonisation.

Further guidance

For further support, engage with:

If your local Aboriginal and Torres Strait Islander community advises any preferred terms are different from the recommendations, please contact us before submitting your RAP.

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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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VACL Map

VACL Map (colour) ** Right Click and "Save as" **
Requests for permission to use the VACL Language Map should download the form below and forward it to the VACL Office for consideration by the VACL Board.

Request_to_Use_VACL_Language_Map.pdf

Other Maps

Various other maps have been produced since colonisation. Below are some well known maps of Aboriginal Tribal/Language Groups.

Tindale 1974

Norman Tindale's map of Aboriginal group boundaries at the time of European contact, published in 1974. Tindale worked on this map for fifty years. When he began that project during the 1920s the popular view was that Aboriginal groups roamed across the landscape, with no fixed territories. This map is therefore a crucial document in Australian cultural history; graphic evidence that no part of Australia was terra nullius, empty land.
http://archives.samuseum.sa.gov.au/tindaletribes/
AIATSIS - David Horton - 1996

The Aboriginal Australia wall map represents work carried out for the Encyclopaedia of Aboriginal Australia. Using the published resources available between 1988 and 1994, the map attempts to represent language, tribal or nation groups of Australia's Indigenous peoples.

Disclaimer: This map indicates only the general location of larger groupings of people, which may include smaller groups such as clans, dialects or individual languages in a group. The boundaries are not intended to be exact. This map is not suitable for use in native title or other land claims.
http://aiatsis.gov.au/explore/articles/aboriginal-australia-map
NSW Aboriginal Languages Map

This map was recently released by the NSW Aboriginal Languages Centre. http://www.alrrc.nsw.gov.au

** NOTE - The map is still only a "Draft Print" still waiting for feedback from the Aboriginal Communities in NSW and it will be updated regularly.
NSW Language Map 393.95 KB
Reports

VACL commissioned Dr Ian Clark to prepare a report on the Aboriginal Language Areas of Victoria. To see a copy of this report, click the link below.
Languages of Victoria - Report 2005 618.28 KB

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VACL Map (colour) ** Right Click and "Save as" ** Requests for permission to use the VACL Language Map should download the form below and forward it to the VACL Office for consideration by the VACL Board. Request_to_Use_VACL_Language_Map.pdf Other Maps Various other maps have been produced since colonisation.

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Boon wurrung Aunty Carolyn Briggs & Wurundjeri Aunty Di Kerr

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City of Melbourne First Nations Festival

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YIRRAMBOI Festival - Big acts. Bold ideas. One unforgettable party.

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Australia's premier First Nations festival will be back on 6-16 May 2021. Celebrate arts and culture as 100 events take over Melbourne for 11 days of free and low cost activities.

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Fact sheets included

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Throughout Victoria, even in the most intensively developed regions, the landscape holds the imprint of thousands of generations of Aboriginal people.

Each part of Victoria, from the coast to the high country and from the semi arid Mallee to the rain forests of the east, has places where Aboriginal people lived, ate, were expressing themselves artistically, passing on creation stories and cultural values, engaging in conflict, establishing alliances and social networks, trading goods, celebrating rites of passage and committing the departed to their final resting places.

Arrival of Europeans

With the arrival of Europeans in Victoria, the nature of Aboriginal occupation and use of the land changed dramatically.

Different cultural heritage places were created at the places where the first contacts between European and Aboriginal people occurred such as massacre sites, missions and protectorate stations.

Properties where Aboriginal people lived and worked also became important cultural heritage places.

In recent times, places such as those associated with the Aboriginal rights movement have become important cultural heritage places.

Ceremonial and spiritual places

There are also cultural heritage places where there may be no physical evidence of past cultural activities.

These include:

places of spiritual or ceremonial significance

places where traditional plant or mineral resources occur

trade and travel routes

Information about such places may be passed down from one generation to the next or have been recorded in nineteenth century documents and records.

What are Aboriginal places and objects?

Aboriginal people have lived in southern Australia, including what is now Victoria, for thousands of years. During that time, the people living in these regions left physical evidence of their activities that now survive as cultural heritage places and objects.

Where are they located?

Aboriginal places and objects can be found all over Victoria and are often near major food sources such as rivers, lakes, swamps and the coast.

Aboriginal places and objects can also be found on private property. Aboriginal Victoria works in partnership with landowners, land managers and Aboriginal communities to record, protect and manage these places and objects.

Aboriginal cultural heritage fact sheets

The Aboriginal cultural heritage fact sheets provide information about the types of Aboriginal cultural heritage found in Victoria.

What if I have found an Aboriginal place or objects?

The Aboriginal Heritage Act 2006requires that the discovery of Aboriginal cultural heritage places or objects on any public or private land in Victoria be reported to Aboriginal Victoria. Landowners who suspect they have discovered Aboriginal cultural heritage on their land can find out what to do on Report and protect a possible Aboriginal place or object.

How do I find out if there is a recorded Aboriginal Cultural Heritage Place on my property?

To find out whether your property has any recorded Aboriginal cultural heritage places or sites, such as scarred trees, occupation sites or places of burial, you will need to access the .

Landowners are authorised to access the Victorian Aboriginal Heritage Register but need to . Applicants will then be contacted by the Heritage Registrar.

You can also phone the Heritage Registry on to ask for an application form to be posted to you.

Resources and publications

A guide to shells commonly found in Victorian Aboriginal shell middens

Scarred trees: An identification and recording manual

Aboriginal stone structures in southwestern Victoria

Guidelines for conducting and reporting on Aboriginal cultural heritage investigations (other than cultural heritage management plans)

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Throughout Victoria, even in the most intensively developed regions, the landscape holds the imprint of thousands of generations of Aboriginal people.

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Aunty Fay Stewart-Muir

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First Languages Australia short with Fay Stewart-Muir about learning Boonwurrung language.

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Join the National Frog Pond Building Project

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Join the National Frog Pond Building Project

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The Australian Museum and Bunnings have partnered together on the National Frog Pond Building Project. Together we want to engage schools across Australia by assisting them to build a 'frog-friendly' pond to help Australia's frog populations thrive.

Students can get involved by learning about their local biodiversity, monitoring the frog pond and recording frog calls using the FrogID app. The project is also supported by educational materials and digital resources to highlight the importance of frogs in the environment. Bunnings can help your school create a frog-friendly pond!

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The Australian Museum and Bunnings have partnered together on the National Frog Pond Building Project. Together we want to engage schools across Australia by assisting them to build a 'frog-friendly' pond to help Australia's frog populations thrive. Students can get involved by learning about their local biodiversity, monitoring the frog pond and recording frog calls using the FrogID app.

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Your browser does not support JavaScript or it has been disabled. This website relies heavily on JavaScript. How to enable?

We acknowledge the Ancestral Lands, Waterways and Skies of the First Nations peoples and pay our respects to the Elders past, present and future.

The Little J & Big Cuz education resources provide support for Early Years (K-2) educators with ideas and options for including Aboriginal and/or Torres Strait Islander knowledge, understanding and skills in their teaching and learning programs.

They are designed to work with the Little J and Big Cuz series which aims to provide children with a sneak peek into the world of school.

The learning documents for each episode have been created as a spring-board for engaging with and embedding Aboriginal and/or Torres Strait Islander perspectives and pedagogies in Early Years education environments from (K-2). The intention is to provide a starting point for educators as they:

engage with local and broader Aboriginal and/or Torres Strait Islander communities to learn from and with their communities.

engage with local and broader Aboriginal and/or Torres Strait Islander communities to build authentic relationships.

consider the transitions that take place in children's lives every day and the role of educators to work with children and families to support these transitional moments. These moments of transition can be really big moments, such as the transition from early childhood into Primary school, or other moments such as moving from one space into another, or one learning experience to another.

consider the spaces in their indoor and outdoor environments and the possibilities of the key ideas of Aboriginal and/or Torres Strait Islander knowledge and culture and how these can build on current understandings and create new learning opportunities with children, families and community.

engage with their local community to grow a language that shares and respects the voices of Aboriginal and/or Torres Strait Islander peoples, their knowledge and their cultures.

Acknowledgments:
ACER would like to acknowledge and extend thanks to Priscilla Reid-Loynes, Elizabeth Barret Jackson, Dr Sue Atkinson, and Alison Wunungmurra for their advice and input when acting as the ACER Indigenous Early Years Advisory Committee during the production of the Little J and Big Cuz series and the development of the preschool resources. Thanks and acknowledgement must also be extended to Jess Holland, and Dr Mayrah Driese for acting as critical friends during the development of the (F-2) resources. ACER would also like to extend thanks to Deborah Cohen, Beverley Laing, Greta Rollo, Marc Barrett and Anne Guggar for their contributions to the development of the (F-2) resources.

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Port Phillip Eco Centre
A Family Project

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Shoreline Shell Surveys in Port Phillip Bay | Project | BioCollect

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Tropical and subtropical coniferous forests

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Hipbone Sticking out

At turns funny, wicked, beautiful, and gut wrenching, Hipbone Sticking Out sweeps across time with luminous animation, intricate music and layered narrative to deliver a mesmerising theatrical ride.

Learn more

Neomad

NEOMAD is a comic series created with the communtity of Roebourne, WA as a part of Big hART's Yijala Yala Project. It's a futuristic fantasy based on real places, real people and the world's oldest continuing culture.

Learn more

Murru

For the past four years, Big hART has been working with prisoners in Roebourne Regional Prison on writing and recording music that celebrates their life, community and culture.

Learn more

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At turns funny, wicked, beautiful, and gut wrenching, Hipbone Sticking Out sweeps across time with luminous animation, intricate music and layered narrative to deliver a mesmerising theatrical ride. Learn more NEOMAD is a comic series created with the communtity of Roebourne, WA as a part of Big hART's Yijala Yala Project.

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A backyard species discovery project & expedition for everyone!

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Bush Blitz is Australia's largest species discovery program - a partnership between the Australian Government, BHP and Earthwatch Australia. Bush Blitz documents Australia's vast biodiversity through expeditions to remote locations. Due to COVID-19, these expeditions are temporarily on hold and, with many of us looking for fun things to do at home, Bush Blitz is coordinating a virtual expedition that everyone can join!

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https://www.magabala.com/products/respect

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https://www.walkerbooks.com.au/Books/Welcome-To-Country-9781922244871

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https://www.penguin.com.au/books/you-and-me-murrawee-9780140564990

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In this resource pack you will find:

A presentation with a story and cultural learning from the Royal Botanic Gardens Victoria

Questions and activities which children can further explore at home and at school or Kinder

A range of guided resources

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Education resources for schools teachers and students - ABC Education

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ABC Education has 5000+ educational games, videos and teaching resources for schools and students. Free Primary and Secondary resources covering history, science, English, maths and more

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Join Luke, Miranda and Hunter to give an Acknowledgement of Country in this special episode of Play School celebrating Australia's First People.