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Reflecting on going camping in the bush, having bush tucker, shelter under trees. Passing on ways of connecting to the land.

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A book outlining that there are different ways in which make a family whole. A family is full of heart, love, stories, songs, sharing and listening. Family is about heart and home.

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A book about understanding Australia's past from an Aboriginal perspective.

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My Place - Nadia Wheatly & Donna Rawlins

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My Place - Nadia Wheatly & Donna Rawlins

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Discovering connections to places via elders. Recognising diversity and cultural 'fads' and pop culture. Being able to relate that to a young persons life.

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Reading stories that show and celebrate the many things that make up a family.

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Reading stories that show and celebrate the many things that make up a family.

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https://www.qbd.com.au/i-want-to-be-a-superhero/breanna-humes-ambelin-kwaymullina/9781925360400/?gclid=EAIaIQobChMIvs7e54bP7QIV5pVLBR2HAQ10EAQYAiABEgJ5g_D_BwE

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Story about the Uluru Statement for Young Australians. Links to nation groups of Indigenous Australia.

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Yarra Yaakin:  Bilya Kaatijin (Fresh Water Knowledge) performance focusing on water sustainability. ACHASSK112

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teaching resources have been developed to support the use of in educational settings. They may be freely downloaded and used for the implementation of lessons based on the book. However, the copyright of all these resources is held by Rosemary Sullivan, except where otherwise stated, and they may not be used for any other purpose. The copyright of all pictures remains the property of Dee Huxley, except where otherwise stated.

Use of these resources will require access to a quality printer, either colour or black and white. Laminate cards to use for matching games, print worksheets and cut-and-paste tasks

There is a huge amount of work provided here, and it is not envisioned that any class would ever complete all of it. Some of those tasks which there are many of, such as sentence reconstruction, word scrambles and labeling activities, have been provided so that children develop their skills at completing these tasks independently. By working as a whole group and modeling tasks and strategies, teachers enable young and ESL learners to develop sufficient experience to become independent at these tasks.

Rather than be 'boring worksheets' they are intended to provide those opportunities for practice which help learners develop formal and independent skills. The following are links to the activities ...

I have provided such a wide range of material in the hope that whatever content is important for your group at this time, there is a fair representation here that will help you in using Tom Tom. Trying to complete all of it would take so long, both you and your students would never want to see the book again. And that is certainly not my intention - I want you to love the book!
Word Level Activities
Label Pictures
The pictures can be cut out from their A4 sheet and glued onto an A3 piece and then the labels cut out, glued around the side and linking lines drawn to match words to the picture. Discuss the picture and read the words together before expecting the children to complete this task. You may wish to draw small pictures on the labels to help them with more difficult words, eg. a small flower on water lily.
Sentence Level Activities
Sentence Reconstruction one of my favourite activities. When first teaching this, or for children who cannot do these independently, write the sentence on the board or do one yourself, modeling the strategies. This helps children get to know the words and also understand the importance of word order and punctuation. Children can cut out the words and arrange onto their paper, to be checked before they glue them on. They can draw or collage an appropriate scene, or use to illustrate a craft activity.

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teaching resources have been developed to support the use of in educational settings. They may be freely downloaded and used for the implementation of lessons based on the book. However, the copyright of all these resources is held by Rosemary Sullivan, except where otherwise stated, and they may not be used for any other purpose.

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This book can be linked to the HASS curriculum link ACHASSKO83.
It discusses the diversity of Aboriginal and TS people and their connection to land. It talks about respect and what that looks like in Aboriginal communities. You could do a VENN diagram comparing what respect looks like in Aboriginal communities and what it looks like in students homes. They can record the similarities and differences.
Students could discuss what respect means- brainstorm

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Kaartdijin Noongar Sharing Noongar Knowledge

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Kaartdijin Noongar Sharing Noongar Knowledge

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Kaartdijin means knowledge in the language of the Noongar people of the south-west of Western Australia. The South West Aboriginal Land & Sea Council recognised the importance of documenting and capturing stories of Noongar people.

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Wanju Wanju Kaartdijin Noongar - Welcome to Noongar Knowledge

Kaartdijin in Noongar means 'knowledge'. Noongar people have lived in the south-west of Western Australia for more than 45,000 years. The aim of the Kaartdijin website is to share the richness of our knowledge, culture and history in order to strengthen our community and promote wider understanding.

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Kaartdijin in Noongar means 'knowledge'. Noongar people have lived in the south-west of Western Australia for more than 45,000 years. The aim of the Kaartdijin website is to share the richness of our knowledge, culture and history in order to strengthen our community and promote wider understanding.

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This PowerPoint presents information about what the Aboriginal and Torres Strait Islander Peoples relationship with the land, sea and sky was like before European settlement. It is brilliantly coupled with illustrations and information that will encourage deep understanding and questioning.

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Connection to Country Information PowerPoint

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This PowerPoint presents information about what the Aboriginal and Torres Strait Islander Peoples relationship with the land, sea and sky was like before European settlement. It is brilliantly coupled with illustrations and information that will encourage deep understanding and questioning.

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year 3-6
HASS and English

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Teaching positive self identity for yound students

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This map attempts to represent the language, social or nation groups of Aboriginal Australia. It shows only the general locations of larger groupings of people which may include clans, dialects or individual languages in a group.

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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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Exhibition at Clontarf College, Waterford: Kerosene Tins and Love Hearts

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This paper considers an often unnoticed economy existing among Aboriginal peoples. The resource can be used as a 'cultural bridge' in understanding our mainstream economy.

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The Land Grab (Page 10-15)
Historic impact: disease brought by British and destruction of food sources.

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Queensland Curriculum and Assessment Authority

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Queensland Curriculum and Assessment Authority

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This resource focuses on pedagogy in mathematics: having a look at ways of being, knowing, thinking and doing.

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Queensland Curriculum and Assessment Authority

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These resources support teachers to embed the cross-curriculum priority 'Aboriginal and Torres Strait Islander histories and cultures' in the Australian Curriculum: Mathematics.

Learning experiences and resources are suggested as a starting point for teachers' decision-making. There are, of course, many other opportunities to support the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority in the curriculum.

When planning, check with your local community about resources to use - they may be able to suggest others that are more suitable - and how to implement them effectively in your classroom.

Note: Some resources are intended for teachers' background information and may not be suitable for use with students in the classroom without significant prior support or scaffolding.

All links were correct at the time of publication.

Sample learning experience

Description

Resource

Culture and mathematics, available on the QCAA website, unpacks Maths as Storytelling (MAST) which is a pedagogical approach that explores new ways of teaching algebra to students who are underachieving. The approach focuses on stories and explores how symbols and their meanings can communicate these stories.

"Maths involves creating symbols and putting them together to represent the real world," Dr Matthews says. He realised you could help children struggling with maths by linking it to their own stories about the world.

Maths, stories and dance: an Indigenous approach to teaching

MAST uses Aboriginal and Torres Strait Islander ways of learning, doing and being, such as:

' Creating your own symbols: Beginning algebraic thinking with Indigenous students' by C Matthews, A Baturo and T Cooper (2005)

storytelling

using symbols and metaphors

non-verbal, kinaesthetic approaches.

Australian Aboriginal one-hand counting system

This traditional Aboriginal counting system uses a base five or "one hand" number system. Numbers were often used on message sticks to invite neighbouring clans to events. The Geckos website provides an explanation of how to use the "one hand" number system.

Specific student activities could include:

finding the words used for each of the numbers one, two, three, four and a handful in the local Aboriginal language

investigating and developing the base five number system using place and face value

finding the rules for the four operations of addition, subtraction, multiplication and division of numbers in the base five systems

comparing and contrasting the concepts of equal and unequal sharing

- in class a great deal of time is given to the concept of equal sharing, especially in the teaching of fractions

- discuss instances in students' own families where an object, such as food, may not be divided into equal amounts.

This conference paper describes the nature and use of spatial strategies in an addition task.

Children aged 4 to 7, who are speakers of Warlpiri and Anindilyakwa language only at two remote sites in the Northern Territory used spatial strategies extensively. These languages do not include counting words. English-speaking children of the same age used spatial strategies very infrequently, instead relying on an enumeration strategy supported by counting words to do the addition task.

These findings suggest that using counting words is just one strategy for arithmetic, and also suggest that spatial models for number may be more than one-dimensional.

Using mental representations of space when words are unavailable: Studies of enumeration and arithmetic in Indigenous Australia

Australian Council for Educational Research (ACER)

The Australian Association of Mathematics Teachers (AAMT) has established a website that guides schools to plan and take action to improve educational outcomes for Aboriginal students and Torres Strait Islander students. The effectiveness of building awareness, forming partnerships, and working systematically are explored in case studies.

This website inspires, educates and empowers teachers of mathematics, transforming the latest research into accessible and practical teaching strategies that bring high levels of student engagement and achievement.

Sample learning experience

Description

Resource

The Bureau of Meteorology (BOM)'s Indigenous weather knowledge webpages offer information about Indigenous Australian seasonal calendars based on the local sequence of natural events.

Seasons and stars in the Torres Strait Islands shows key weather patterns and behavior of marine and terrestrial plants and animals.

The Astronomical Society of South Australia website provides information and activities about how Aboriginal peoples and Torres Strait Islander peoples apply their knowledge of stars, constellations and the moon to tell time.

www.assa.org.au/nacaa select 'Astronomy and Australian Indigenous People'.

8 Aboriginal Ways of Learning is a framework involving narrative-driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community.

This area of the 8 ways wiki outlines lessons about shapes, symbols and patterns.

Sample learning experience

Description

Resource

The Australian Association of Mathematics Teachers (AAMT) Inc. has established a four-year project called Make it count to develop an evidence base of practices that improve Indigenous students' learning in Mathematics and numeracy.

Make it count resources include interactive websites, videos, conference presentations and links and papers about embedding Indigenous perspectives and improving teaching and learning outcomes.

This paper explores the mathematical nature of two probability card games played by Indigenous children and their potential to foster mathematical understandings.

The Mathematics of Indigenous Card Games: Implications for Mathematics Teaching and Learning, presented at the 27th Annual Conference of the Mathematics Education Research Group of Australasia (2004). www.merga.net.au/node/38?year=2004, under the heading 'Research papers', select the paper.

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These resources support teachers to embed the cross-curriculum priority 'Aboriginal and Torres Strait Islander histories and cultures' in the Australian Curriculum: Mathematics. Learning experiences and resources are suggested as a starting point for teachers' decision-making. There are, of course, many other opportunities to support the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority in the curriculum.