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The Indigenous Learning App is an initiative of the World Literacy Foundation Australia, a not-for-profit charitable organisation striving to bring literacy

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Resource 1 - Indigenous learning app - https://indigenous.app  

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Resource 1 - Indigenous learning app - https://indigenous.app  

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The Indigenous learning app is a resource that teachers can opt to sign up to. A unique login and account are provided upon application. The application provides children and educators opportunity to explore and learn language of a local area of your choice. It also provides opportunity for children who speak in their remote dialect. You may access high quality e-books that feature local stories, sounds, pictures, and words. The apps mission is to encourage awareness of Indigenous heritage and culture amongst wider Australia. The focus on language links directly with AITSL standard 2.4, demonstrating an understanding of the importance of respect and preservation of Aboriginal and Torres Strait Islander histories and culture, which focuses largely on language. Standard 1.4 is also linked to this resource through providing means for teachers to support children regardless of background/culture and develop their cultural and language understandings. It acts as an effective teaching strategy for children in both Early childhood and Primary school settings surrounding the idea of identity. Identity implies a sense of attachment, an attachment to the rich culture that Aboriginal and Torres Strait islander peoples ingrain into everyday life. Culture refers to ideas, values, customs, and social behaviour (Australians together, 2022). It is these aspects that is the aim of the Indigenous learning app seeks to highlight these through the introduction of simple words, phrases, and cultural references to the everyday classroom. The applications easy to use nature provides ample opportunity for educators to utilise it in remote areas where Indigenous children suffer a gap in literacy, reading and numeracy skills and lack vital school readiness abilities (World Literacy Foundation, 2019). This resource elaborates on the curriculum document, The Early Years Learning Framework which urges educators to consider culture and context of family and identity as central to children’s sense of being and belonging and to the success of lifelong learning. It is important to

Recognise the impact of the wider family networks in respecting cultural differences in terms of bringing up children. This app will help bridge the communicative barriers between families in remote areas and will be insightful for those children with no prior knowledge surrounding first nations people (ACEQA). This resource is of great use to teachers on account of it’s reliability and collaboration with technology companies, literacy and linguistics specialists and the Indigenous community. This is a fantastic resource which may be accessed anywhere and anytime.

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Behind the news is a great educational resource that can be accessed for free via the ABC website. There is a tab titled Indigenous culture which when clicked on brings up many pages of a collection of short videos on different topics, ideas, moments in history and themes of concern. Some examples include indigenous seasons – discussing the traditional names and descriptions of the weather patterns, how to recognise fake aboriginal art, bush tucker garden building in schools and young drovers – what kids in the Northern Territory are doing to keep tradition. This resource links well with AITSL standard 1.4 due to it’s diverse array of viewable options. Teachers may focus on a topic or idea and utilise the short, well researched videos which include real-life events and interviews which links to understanding the impact of culture, identity, and linguistic background of Aboriginal and Torres Strait islander people. The historical factor of this resource links well with AITSL standard 2.4 – promoting children to understand the idea of reconciliation and the history behind the need for this to continue between Indigenous and non-indigenous Australians. This promotes the idea of reciprocity, inviting educators to support children in their learnings and allowing relationships to be forged in a thoughtful nature. Children will gather understanding through the appropriate use of language, bright, engaging, and short videos developed by the ABC for this site. Children will be learning the nature of past happenings and building upon their understanding to instil respect and an ethical way forward for the future as a nation (NHRMC, 2003). As a nation, our identity, character, and relationships may be strengthened by the understanding and genuine appreciation for the intricate nature that is Indigenous culture. As we celebrate and revel in the various aspects of Indigenous culture, we may support Aboriginal and Torres Strait islander people’s sense of belonging and dispel any stereotypes and/or myths. The resource is best suited to a primary school setting, although some content is appropriate for 3–4-year-olds. The Victorian Primary school curriculum directs educators to amongst many things to identify and explain the causes and effect of European settlement and exploration, describe the significance of symbols, celebrations and emblems, weather and seasons and the ways in which Indigenous and Torres Strait islander peoples describe them. In conclusion, this resource is of a great asset to any teacher in early childhood and beyond.

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Indigenous Place Names - Behind the News

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Resource 3 - STORY BOX LIBRARY -  https://storyboxlibrary.com.au/storytellers  

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Resource 3 - STORY BOX LIBRARY -  https://storyboxlibrary.com.au/storytellers  

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Story box library is an online digital library that is extremely user friendly and was developed in 2013. Story box library has a wide variety of picture books with an abundance of Australians reading them alongside screenplay of the illustrations. It is the vision of the organisation to support and encourage the practice of storytelling – a core aspect of Aboriginal and Torres Strait Islander culture. The interactive experience of this resource provides children access to traditional stories and literature which in some examples features Aboriginal Elders and Aunties reading them, most having written, and some have also illustrated the books available. A large majority of the books feature an acknowledgement of country and if the reader does not descend from Aboriginal or Torres Strait Islander heritage, it is noted that they are of differing heritage and have been taught proper pronunciation and the background of the story they are presenting. This resource links into the cultural identity and linguistic background aspect of AISTL standard 1.4. Children will be informed of the importance of recognising the rich culture that comes from traditional dreamtime stories. This resource also provides insight into culture and language, in line with AITSL standard 2.4. This resource is suitable for early childhood and beyond on account of the broad range of stories in different ratings based on required capabilities of children to understand them. The EYLF states that children should be feeling safe, secure, and supported in their exploration of identity. Identity to the Aboriginal and Torres Strait Islander peoples is a core part of the traditions and familial bonds that spread across thousands and thousands of years. It also states that children should explore the diversity of culture, heritage and background and tradition which leads to opportunity to build new connections, understandings, listen to others’ ideas and respect the ways of life rough co-existing with others. It is a resource such as story box library that assists educators to easily open their classrooms to the words of others and encourage children to be interested in learning about the culture of not only their classmates but those who walked the earth before us. Family, Kinship, and connectedness are the basis of Indigenous viewpoints. This means that, continuing cultural values and practices are the key to preserving the culture in today’s society (Williams, 2014). Through this resource, we can ensure the continuity of this in the lives of young children all over the country.

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Resource 4 - Indigenous lullaby’s playlist on Spotify, developed by the ABC. 

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Resource 4 - Indigenous lullaby’s playlist on Spotify, developed by the ABC. 

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Music is a vital part of society as we know it, it provides a means of expression. To the Aboriginal and Torres strait islander people, music, and the ability to use instruments to make sound and convey a journey means everything. This resource is appropriate for any age, however, may be better used in an early childhood setting during group or rest times. The EYLF states that musical knowledge and musical preference are strong markers for identity. It continues to lay out the importance of traditional songs, suggesting that cultural dance, ceremonies etc. are critical for maintaining inter-dependence and resilience. In essence, the teacher should seek to include music of varying styles and traditions to create a strong sense of identity within the children. This playlist draws from a variety of nations. A song of feature being “Taba Naba Style!”, a collaboration between The Wiggles and Christine Anu – a woman of Torres Strait Islander heritage. This song also has an accompanying video accessible via YouTube for educators to play and have children copy the movements they see on the screen. The use of this resources focuses on all aspects – culture, language, and history of the AITSL teaching standard 2.4. The variety of songs taken from different clans and areas provides children insight into the languages, the rich history in which they are derived and provides opportunity for further learning about the cultural meanings behind each song. Linking also to the cultural identity aspect of AITSL standard 1.4, this resource provides a means for Aboriginal and Torres Strait Islander culture to be instilled in day-to-day classroom life. The themes of Identity and country are adhered to by using this resource also on account of the links of the songs to differing areas, landscapes, beliefs, and environments. Music carries the word of ancestors across time, transmitting key knowledge from deep in sacred memory. The lyrics in traditional songs are full of meaning and history. Recognising the importance of traditional songs and providing a means for them to be incorporated into the classroom is vital in terms of reconciliation and moving forward together as an equal, diverse, and fair nation. (Lepofsky, Fernandez-llamaza & Recalma-Clutesi, 2020). This resource is easy to access, may be used in conjunction with a Bluetooth speaker, TV, or smart board which the modern classroom should have accessibility to. Songs may also be downloaded via Spotify for areas where internet access may be an issue. Overall, this resource has endless potential in terms of use and is a valuable resource.

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References

Aboriginal Culture | Learn About Aboriginal Culture & Identity. (n.d.). Australians Together. https://australianstogether.org.au/discover-and-learn/our-cultures/culture-identity/

Australian Institute for Teaching and School Leadership. (2017). Australian Professional Standards for Teachers. Australian Institute for Teaching and School Leadership; Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/standards

Biddiss, C. (2015, April 16). EYLF Outcomes - Framework: Music and Movement. Musical Child. https://www.musicalchild.com.au/eylf-outcomes-music-and-movement/

Blossom. (2013, June 10). Reciprocity in Aboriginal Society Principles of interconnectedness. Bachelor of Psychology. https://bpsych.wordpress.com/2013/06/10/reciprocity-in-aboriginal-society-principles-of-interconnectedness/

Department of Education and Training. (2009). Belonging, being & becoming the early years learning framework for australia. ACECQA. https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Grieves, V. (2019, August 22). Culture, not colour, is the heart of Aboriginal identity. The Conversation. https://theconversation.com/culture-not-colour-is-the-heart-of-aboriginal-identity-30102

Learning about Aboriginal and Torres Strait Islander histories and cultures. (n.d.). https://victoriancurriculum.vcaa.vic.edu.au/static/docs/Learning%20about%20Aboriginal%20and%20Torres%20Strait%20Islander%20Histories%20and%20Cultures.pdf

Lepofsky, D., Recalma-Clutesi, O. K., & Fernández-Llamazares, Á. (2020). Indigenous song keepers reveal traditional ecological knowledge in music. The Conversation. https://theconversation.com/indigenous-song-keepers-reveal-traditional-ecological-knowledge-in-music-123573

OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY IN THIS FACT SHEET EDUCATORS WILL. (n.d.). https://www.acecqa.gov.au/sites/default/files/2020-12/Outcome1-ChildrenHaveAStrongSenseOfIdentity-SNAICC.pdf

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