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The final resource has two sequences as it starts off with explicit teaching about the symbols used in Australian Aboriginal storytelling to then lead them into a task of creating their own story from what they learnt. This resource would suit students in year one or two who are still very new to First Nationers context and culture so it in terms of contextual knowledge its easy for students to jump into and learn. The resource has been around for four years, but it has been reviewed and modified during the past couple months, so it has stayed in line the with the goals of the current curriculum. However, since the task is for younger years, it fails to properly represent Aboriginal peoples and Torres Strait Islander peoples, but the resource mentions the symbols being used in the resource are found throughout ‘Aboriginal Australian storytelling’ (Twinkl, 2018). Furthermore, this resource justifies that it satisfies the sensitivity aspect from ‘YARNS evaluation tool’ (Shay & Oliver, 2021:144) with “all resources being designed by a team of qualified teachers who ensure quality and cultural sensitivity.” (Twinkl, 2018) What the resource lacks in integrity it makes up for creativity which we know from AITSL is key to engaging students as “1.4, Proficient, Symbolism in story and art,” (AITSL, 2022) highlights how learning the symbols of Australian Aboriginals can lead into various activities revolved around art and writing. Furthermore, using the symbols Aboriginal peoples and integrating it into school activities has been found to “increases attendance for our diverse learners which leads to greater student achievement.” (AITSL, 2022) This resource links to the curriculum elaborations ‘VCAVAR024’ “responding to visual artworks of Aboriginal and Torres Strait Islander peoples” and ‘VCAVAEO21’ “explore ideas and express them through subject matter which lead to the creation of visual artworks.” (VCAA, n.d) These relate to the resource because it was constructed around the symbols in popular Australian Aboriginal stories and gets implemented into a storyboard which can then be made into their own visual artwork. The theme of country is prevalent in this resource with it being noted that the flash cards was created to “introduce students to how symbols, paintings and drawings are used to showcase the importance of place for the Aboriginal and Torres Strait Islander people.” (Twinkl, 2018) This highlights the resources desire to accommodate for new students offering an engaging resource and furthermore showing how valuable country is in First Nation context and how we represent that through art and storytelling.

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The third resource is a game which also offers access to some videos which can be used to help students gain ideas for their dance. The intention of this resource is to “promote awareness of First Nation culture and develop respect for diversity through a creative and movement-based task.” (Onechild, 2014) In satisfying the critical evaluation tools the resource does offer links to Aboriginal dancers to show the students and one of the videos is on how to perform the crane dance which is done by a group from Currumbin Sanctuary (Roco43, 2008). This video showcases how they portray the animal through dance with movement of arms for wings and use their hands while bending over to symbolise the crane feeding.  This gives some representation but since this task is more for year ones and twos it’s a very basic form of it, so it lacks Aboriginal peoples and Torres Strait Islander people’s influence. This resource is also a bit outdated as it was created in 2014 and a lot of current educational plans for Koorie education have been inducted since then although the resource has mentioned is a good early introduction for students, so it doesn’t require much contextual information. The AITSL standard “1.4 Proficient, Hip hop dance,” (AITSL, 2022) offers a similar perspective on educating our students through the usage of dance because for our younger children it is an engaging form of learning through creative and challenging task. The curriculum link is ‘VCADRE017’ because “year one and two’s need to respond to dance and express themselves through dance including those of the Aboriginal peoples and Torres Strait Islander peoples.” (VCAA, n.d) This resource does satisfy that part of the curriculum as it offers resources to dances which are presented from Aboriginal peoples and Torres Strait Islander peoples which gives the children the ideas in creating their own dance. Furthermore “dance and other forms of visual storytelling are a valuable practise of Indigenous culture and identity.” (Perso & Hayward, 2015:108) So its beneficial for children in early years to understand dances from Aboriginal people and Torres Strait Islander peoples as not only does it offer context about their storytelling, but it offers those students who are connected to the land a chance to showcase parts of their identity in a creative manner that all students can learn and enjoy.

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The second online resource also has chapters throughout the website, but the primary focus will be the first chapter which talks about the ‘First Australians.’ The resource talks about the identify of Aboriginal peoples and Torres Strait Islander peoples and uses videos, quotes and others of information presentation which offers students in the years five to six a great learning opportunity. Although the resource doesn’t offer a singular author it does offer a representation of Aboriginal peoples and Torres Strait Islanders peoples including Ian Anderson who mentions how “as an Aborigine, I habit an Aboriginal body, not because of my skin colour or the language I speak but those are outcomes of a colonial history.” (Anderson, 2003:46) This resource is also strong because Shay & Oliver have mentioned a need for contextual information, but this website is good for students who don’t have much prior knowledge as it’s informative for learners and sets the foundations for what identity means in First Nationers context. Sensitivity wise it also features a video which accurately tells about the various language groups of Aboriginal peoples and Torres Strait Islander peoples. This resource usage of external sources is a slight damage to its authenticity however the easier design for children to navigate along with precise and accurate information give this evaluation of resource a pass. Furthermore, AITSL standard “2.4 Proficient, Promoting reconciliation,” (AITSL, 2022) this resource is designed with the aim is “to achieve reconciliation by gaining an understanding of the diverse cultural identities in Australia.” (Reconciliation Australia, n.d) Through AITSL and the resource we aim to achieve reconciliation by understanding the identify and culture of our First Nationers and to challenge common misconception on what makes someone identify as our First Nationers. The curriculum elaboration which best fits this resource is ‘VCHHK089’ which is “the nature of colonial presence being the influence of changing patterns in the environments and the aspect of the daily life the inhabitants.” (VCAA, n.d) The resource tackles this issue as it makes sure we understand the impact colonialism has had on the identity of the Aboriginal and Torres Strait Islander peoples. The themes of identity have been integrated throughout the resource which is of importance because “Aboriginal and Torres Strait Islanders students their culture needs to be highlighted to the modern-day classroom or else a loss of identity and language will occur and that can lead to a lack of engagement.” (Philips & Lampert, 2012:206) This resource would serve well in a history class as it raises awareness of colonialism and helps highlight our First Nationers identity.

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Resource one is located on the ABC website and could be used for year three and fours, this resource explores the Kakadu National Park which relates to geography, furthermore there are videos on the website which talk about country and reciprocity, and it is presented by the Aboriginal peoples who work and live there. This resources satisfies numerous evaluations from (Shay & Oliver, 2021:144) to make it relevant for the class including an equal representation of Aboriginal peoples through the information being presented by an original owner and custodian of the land, furthermore correct noun usage is present in the resource with section 3.1 in the resource thoroughly explaining kinship which relates to reciprocity and the information being presented shows a balance between historical and cultural as it offers videos on the geography and significance of the rainbow serpent. The (ABC, n.d) also offer a sensitive warning as some of the videos use the voice and images of those who have perished. All the above points make this not only a resource which benefits students who are of First Nationers descent, the resource it’s also engaging and offers many avenues for teachers to teach Aboriginal people’s cultural history for those who don’t share are similar background. The assignment is getting us to use selecting resources for when we become teachers and in “2.4 Highlight Accomplished, Selecting Indigenous resources,” (AITSL, 2022) the resource we select must relate to the curriculum and we always use the teachers around us for support in this area.  The resource satisfies ‘VCGGK080’ which is “Aboriginal and Torres Strait Islander people’s responsibility for Country/Place,” and ‘VCCCC007’ to “describe the difference in cultural, religious and social groups to which they may belong to.” (VCAA, n.d) The resource from ABC would not only tick off boxes in our curriculum but also relate back to AITSL as we have selected a resource which is acceptable and informative for all learners. The themes of country and reciprocity are relevant in this resource in particular the idea of kinship as it’s ‘the foundation of Aboriginal identify.’ (IND202 Module 3.1, 2022) The videos for these themes are found in chapter one which talks about how they maintain and care for Kakadu following the ideas of Aboriginal and Torres Strait Islander people with caring and managing land. Furthermore, chapter three talks about the kinship system in Kakadu which is useful for helping students understand reciprocity. This resource offers heaps of information and insight into Aboriginal people’s culture however for a lesson to be conducted around this resource it should be only taking one chapter at a time depending on what students need to learn.