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2026 Key First Nations Significant Dates

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2026 Key First Nations Significant Dates

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2026 Key Aboriginal and Torres Strait Islander Dates

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Provides information on the Stolen Generations, testimonies, missions and reserves, interactive maps. Lesson Plans for Foundation - Year 10 to teach this appropriately.

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SUPPORTING STOLEN GENERATIONS SURVIVORS, FAMILIES AND COMMUNITIES

The Healing Foundation is a national Aboriginal and Torres Strait Islander organisation that provides a platform to amplify the voices and lived experience of Stolen Generations survivors and their families.

We work with communities to create a place of safety, providing an environment for Stolen Generations survivors and their families to speak for themselves, tell their own stories, and be in charge of their own healing.

We promote trauma-aware, healing-informed practice to help government, policymakers, and workforces understand their role in intergenerational healing.

By addressing unresolved trauma in First Nations communities - trauma that was caused by colonisation and actions like the forced removal of children - we are walking alongside communities on the path to healing.

We are governed by a First Nations Board and Executive and guided in our work by our Stolen Generations and Youth Reference Groups.

Our work honours our First Nations ancestors and our future generations.

Strong Spirit · Strong Culture · Strong People

Latest Resources

The Healing Foundation has a variety of resources available for download.
Learn more

LatestNews & Stories

See what the Healing Foundation and the projects we support around Australia have been up to.

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Message: Aboriginal and Torres Strait Islander people should be aware that this website may contain images, voices and names of people who have passed away.

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The Healing Foundation is currently updating this website with new data from the Make Healing Happen report. Please see the
full report for the most up-to-date data.

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The Healing Foundation | Supporting the healing of Stolen Generations survivors, families and communities

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We are an Aboriginal and Torres Strait Islander organisation supporting the healing of Stolen Generations survivors, families and communities.

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Guidelines for selecting and evaluating resources for Schools

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Guidelines for selecting and evaluating resources for Schools

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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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The Western Australian Curriculum has been written to equip young Australians with the skills, knowledge and understanding that will enable them to engage effectively with and prosper in a globalised world. Students will gain personal and social benefits, be better equipped to make sense of the world in which they live and make an important contribution to building the social, intellectual and creative capital of our nation.

Accordingly, the Western Australian Curriculum must be both relevant to the lives of students and address the contemporary issues they face. With these considerations and the Alice Springs (Mparntwe) Education Declaration, the curriculum gives special attention to these three priorities:

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia's engagement with Asia

Sustainability.

Teachers may find opportunities to incorporate the cross-curriculum priorities into their teaching and learning programs. The cross-curriculum priorities are not assessed unless they are identified within the core content of the Western Australian Curriculum.

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The Western Australian Curriculum has been written to equip young Australians with the skills, knowledge and understanding that will enable them to engage effectively with and prosper in a globalised world. Students will gain personal and social benefits, be better equipped to make sense of the world in which they live and make an important contribution to building the social, intellectual and creative capital of our nation.

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Cool.org (Cool Australia) supports primary and secondary teachers with high-quality, downloadable education resources like lesson plans, worksheets, activities and professional learning courses.

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When Dujuan cannot run nor fight alone, he faces the history that runs straight into him and realises that not only has he inherited the trauma and dispossession of his land, but also the resilience and resistance of many generations of his people.

About the film

Host a Screening

You can screen In My Blood It Runs for your organisation, employees or networks

Learn More

Latest News

"I came here to speak to you because the Australian government is not listening"

The star of In My Blood It Runs, Dujuan addressed the United Nations Human Rights Council and the United Nations Committee on the Rights of the Child to call on the Australian Government to treat kids like him better.
Read more

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In My Blood It Runs is an observational feature documentary following 10-yr-old Arrernte Aboriginal boy Dujuan as he grows up Alice Springs, Australia.

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AIATSIS acknowledges all Aboriginal and Torres Strait Islander Traditional Custodians of Country and recognises their continuing connection to land, sea, culture and community. We pay our respects to Elders past and present.

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We are Australia's only national institution focused exclusively on the diverse history, cultures and heritage of Aboriginal and Torres Strait Islander Australia.

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Australia’s leading First Nations publishing house. Aboriginal owned and led, we celebrate and nurture the talent and diversity of Aboriginal and Torres Strait Islander voices.

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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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Scootle provides Australian teachers with access to quality-assured digital learning resources aligned to the Australian Curriculum.

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The Western Australian Museum is the State's premier cultural organisation, housing WA's scientific and cultural collection.

For over 120 years the Museum has been making the State's natural and social heritage accessible and engaging through research, exhibitions and public programs.

Today, the Museum has seven public locations across our State - and a Collections and Research Centre that houses more than eight million objects.

The WA Museum Boola Bardip opened in the Perth Cultural Centre on Saturday 21 November 2020 with nine days of celebration.

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Western Australian Museum | Western Australian Museum

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The Western Australian Museum is the State's premier cultural organisation, housing WA's scientific and cultural collection. For over 120 years the Museum has been making the State's natural and social heritage accessible and engaging through research, exhibitions and public programs. Today, the Museum has seven public locations across our State - and a Collections and Research Centre that houses more than eight million objects.

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Skip to main content Skip to search

Search

The State Library of Western Australia acknowledges the traditional owners of Country throughout Western Australia and their continuing connection to land and culture.

We pay our respects to Elders past and present. The Library is honoured to be located on Whadjuk Country, the ancestral lands of the Noongar people.

Ngaluk Waangkiny Us Talking - Listen Lounge

Tue 5 Jul – Sun 7 Aug 2022

I'm looking for

An interview with Bill Dempsey - Thurs 4 Aug, 6-7pm

Noongar version of Better Beginnings Baby Ways book launched.

Get Connected

Sign up online for your Library from home -free access to eBooks, collections items and electronic resources.

Access books, articles, audiobooks, magazines and newspapers online.

Engage with WA Indigenous people through historical documents, movies, oral histories and photographs.

Battye Historian, Dr. Kate Gregory and Senior Archivist at the State Records Office of WA, Damien Hassan reveal fascinating stories from WA’s past with Christine Layton on the WA Afternoons program.

Looking for a seminar or meeting venue in the CBD at a reasonable price?

Music

The State Library holds one of the largest, free, public music lending collections in Australia with over 70,000 scores and pieces of sheet music to borrow.

Upcoming Events

Festival of Words

CEWA Autocue Challenge

Wed 13 Jul 2022 11:00am – 2:00pm

Daily at 11:00am until Fri 15 Jul 2022

The Autocue pop-up at the State Library of WA is an experiential exercise for all students to practice reading and presentation skills. For budding newsreaders, CEOs, Prime Ministers, or even a President.

Family History Talk and Tour

Getting started

Wed 27 Jul 2022 11:00am – 1:00pm

Monthly on the last Wednesday at 11:00am

Do you want to find out about your family history and don’t know where to start? Let us help you at one of our free and friendly talks at the State Library.

Aboriginal Family History Sessions

Wed 27 Jul 2022 3:30 – 6:00pm

Monthly on the last Wednesday at 3:30pm

The Storylines Project connects Aboriginal and Torres Strait Islander people to the State Library of WA's heritage, history and photographic collections.

State Library on Facebook

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The State Library of Western Australia is a research, reference and public lending library located in the Perth Cultural Centre in Perth, Western Australia.

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The State Library's Storylines program is an online portal for Aboriginal communities and families around the State digitally returning thousands of photographs of Aboriginal people.

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The State Library's Storylines program is an online portal for Aboriginal communities and families around the State digitally returning thousands of photographs of Aboriginal people.

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Wanju wanju, Kaartdijin Noongar. Welcome to the Noongar Knowledge EDUCATION page

This Education resource assists teachers by providing links between Kaartdijin Noongar website and the Australian Curriculum. There are detailed links for History, English and Geography from Pre-Primary to Year 10. Detailed links for Science and Mathematics are under development.

It was produced by South West Aboriginal Land and Sea Council in collaboration with the Association of Independent Schools of WA (Inc).

Organising ideas: Aboriginal and Torres Strait Islander histories and culture

The Australian Curriculum must be both relevant to the lives of students and address the contemporary issues they face.With these considerations and the Melbourne Declaration on Educational Goals for Young Australians in mind, the curriculum gives special attention to these three priorities:

For each cross-curriculum priority, a set of organising ideas reflects the essential knowledge, understandings and skills for the priority. The organising ideas are embedded in the content descriptions and elaborations of each learning area as appropriate.

OI.1

Aboriginal and Torres Strait Islander societies have many Language Groups.

OI.2

Aboriginal and Torres Strait Islander Peoples' ways of life are uniquely expressed through ways of being, knowing, thinking and doing.

OI.3

Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years and experiences can be viewed through historical, social and political lenses.

OI.4

Australia has two distinct Indigenous groups, Aboriginal Peoples and Torres Strait Islander Peoples.

OI.5

Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia.

OI.6

Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.

OI.7

The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia.

OI.8

Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.

OI.9

Australia acknowledges the significant contributions of Aboriginal and Torres Strait Islander people locally and globally.

Australian Curriculum: HISTORY

The Australian Curriculum: History values Aboriginal and Torres Strait Islander histories and cultures. It celebrates Aboriginal and Torres Strait Islander histories as part of the shared history belonging to all Australians. Students will examine historical perspectives from an Aboriginal and Torres Strait Islander viewpoint. They will learn about Aboriginal and Torres Strait Islander Peoples prior to colonisation by the British, the ensuing contact and its impacts. They will examine key policies and political movements over the last two centuries. Students will develop an awareness of the significant roles of Aboriginal and Torres Strait islander people in Australian society.

Australian Curriculum: ENGLISH

The Australian Curriculum: English values Aboriginal and Torres Strait Islander histories and cultures. It articulates relevant aspects of Aboriginal and Torres Strait Islander languages, literatures and literacies. All students will develop an awareness and appreciation of, and respect for the literature of Aboriginal and Torres Strait Islander Peoples including storytelling traditions (oral narrative) as well as contemporary literature. Students will be taught to develop respectful critical understandings of the social, historical and cultural contexts associated with different uses of language and textual features. Students will be taught that there are many languages and dialects spoken in Australia including Aboriginal English and Yumplatok (Torres Strait Islander Creole) and that these languages may have different writing systems and oral traditions. These languages can be used to enhance enquiry and understanding of English literacy.

Australian Curriculum: GEOGRAPHY

The Australian Curriculum: Geography values Aboriginal and Torres Strait Islander histories and cultures. Geography emphasises the relationships people have with place and their interconnection with the environments in which they live. The Aboriginal and Torres Strait Islander histories and cultures priority provides the opportunity for students to develop a deeper understanding of these concepts by investigating the thousands of years of Aboriginal and Torres Strait Islander connection to land, water and sky and the knowledge and practices that developed as a result of these experiences. Students will examine the effects of European colonisation on people and environments. The Aboriginal and Torres Strait Islander histories and cultures priority also contributes to an understanding of spatial inequalities in human welfare, sustainable development and human rights.

Geography also enables students to learn that there are different ways of thinking about and interacting with the environment. It integrates Aboriginal and Torres Strait Islander Peoples' use of the land, governed by a holistic, spiritually-based connection to Country and Place, with the continuing influence of Aboriginal and Torres Strait Islander Peoples on Australian places, and in environmental management and regional economies.

In including Aboriginal and Torres Strait Islander knowledge and practices, and engaging with communities and local and regional environments, students develop a wide range of critical and creative thinking skills. Students explore ways of experiencing landscapes by conducting fieldwork with Aboriginal and Torres Strait Islander Peoples and reading, listening to, or performing Aboriginal and Torres Strait Islander Peoples' explanations of the origins of particular landforms.

Australian Curriculum: SCIENCE - under development

The Australian Curriculum: Science values Aboriginal and Torres Strait Islander histories and cultures. It acknowledges that Aboriginal and Torres Strait Islander Peoples have long-standing scientific knowledge traditions. Students will have opportunities to learn that Aboriginal and Torres Strait Islander Peoples have developed knowledge about the world through observation, using all the senses; through prediction and hypothesis; through testing (trial and error); and through making generalisations within specific contexts. These scientific methods have been practised and transmitted from one generation to the next. Students will develop an understanding that Aboriginal and Torres Strait Islander Peoples have particular ways of knowing the world and continue to be innovative in providing significant contributions to development in science. They will investigate examples of Aboriginal and Torres Strait Islander science and the ways traditional knowledge and western scientific knowledge can be complementary. .

Australian Curriculum: MATHEMATICS - under development

The Australian Curriculum: Mathematics values Aboriginal and Torres Strait Islander histories and cultures. It provides opportunities for students to appreciate that Aboriginal and Torres Strait Islander societies have sophisticated applications of mathematical concepts. Students will explore connections between representations of number and pattern and how they relate to aspects of Aboriginal and Torres Strait Islander cultures. They will investigate time, place, relationships and measurement concepts in Aboriginal and Torres Strait Islander contexts. Students will deepen their understanding of the lives of Aboriginal and Torres Strait Islander Peoples through the application and evaluation of statistical data.

Source: ACARA Australian Curriculum v5.0 2013

Professional Learning

For information about Professional learning workshops and assistance using the Kaartdijin Noongar website for classroom use, please contact:

Association of Independent Schools of WA (Inc)
Email: reception@ais.wa.edu.au
AISWA Curriculum Phone: (08) 9441 1632

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Wanju wanju, Kaartdijin Noongar. Welcome to the Noongar Knowledge EDUCATION page This Education resource assists teachers by providing links between Kaartdijin Noongar website and the Australian Curriculum. There are detailed links for History, English and Geography from Pre-Primary to Year 10. Detailed links for Science and Mathematics are under development.

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In Nyungar Cosmology, the Waarkal is the Creator, the keeper of the fresh water sources. He gave us life and our trilogy of belief in the boodjar - the land - as our mother and nurturer of the Nyungar moort - family and relations - and our katitjin - knowledge so that we could weave that intricate tapestry known as the "web of life".

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In Nyungar Cosmology, the Waarkal is the Creator, the keeper of the fresh water sources. He gave us life and our trilogy of belief in the boodjar - the land - as our mother and nurturer of the Nyungar moort - family and relations - and our katitjin - knowledge so that we could weave that intricate tapestry known as the "web of life".

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Checklist created by the First Nations Team.

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On the 50th anniversary of the 1967 Referendum, we reflect on the long and ongoing fight for recognition and equality for Aboriginal and Torres Strait Islander people.
We consider how far we have come, where we are going and some of the issues that are still being discussed today.
Although it did not grant new legal or political rights, the 1967 Referendum remains a defining moment in Australian history.

'Right Wrongs, Write Yes' was the catchcry of the vote 'Yes' campaign. The constitutional changes highlighted racial discrimination.
These changes recognised the existence of Aboriginal people in their own country.
Through diverse voices and stories, the Western Australian Museum commemorates the 1967 Referendum at its Fremantle, Geraldton, Albany, and Kalgoorlie-Boulder sites, and at the State Library of Western Australia in Perth.

This exhibition has been created in partnership with the State Library of Western Australian and the Department of Aboriginal Affairs.

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Right Wrongs: '67 referendum - WA 50 years on

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On the 50th anniversary of the 1967 Referendum, we reflect on the long and ongoing fight for recognition and equality for Aboriginal and Torres Strait Islander people. We consider how far we have come, where we are going and some of the issues that are still being discussed today.

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For details including costs of workshops follow this link.
MAKE A BOOKING ENQUIRY
To make a booking enquiry, please follow this link. Someone from Madjitil Moorna will be in contact within 2 days to discuss your enquiry.

This Project began because teachers with no knowledge of Aboriginal languages wanted help with introducing songs and culture into the classroom. In the classroom, they see the link between celebrating our indigenous culture and a more positive attitude to learning for many students. A joyous way to do this is through singing local Noongar language songs together.

Some teachers are uncertain about where to start and anxious not to offend. They are very capable of teaching on songs from recordings, but a visit to their school from young Aboriginal musicians who are confident in their culture is a wonderful boost.

Madjitil Moorna Choir, with the strong support of Noongar Elders and through its Music Directors, is in a unique position to help with this learning. Made up of singers from all backgrounds and all abilities, we represent a 'coming together' of cultures which we feel is much needed in our society. We know how staff members in primary schools champion this same idea and we feel privileged to be invited in.

Early in 2015, Madjitil Moorna produced a songbook and CD resource for Primary schools - ABORIGINAL SONGS for Middle and Upper Primary School Students. This has been warmly received and has stimulated the appetite for more Noongar cultural inclusion.

Ideally, teachers will continue to rehearse these songs for performance at school. Many have begun singing Noongar songs at school assemblies as a result of this project.

Opportunities to sing with Madjitil Moorna at a special event may follow. The first massed choir event, when nine school choirs joined Madjitil Moorna singing at the Kalamunda Zig Zag Festival in October 2015, was a thrilling highlight! (Video above)

Madjitil Moorna is very proud to be part of the revival and preservation of this ancient language through the Koorlong Project.

Young local Aboriginal musicians including Kobi Morrison and Leonie Wilkes have led workshops in schools around Perth, mentored by experienced facilitators from Madjitil Moorna. Songs in Noongar plus the 'Halls Creek Rodeo Song' (written with kids in the East Kimberley and put to music by award-winning Noongar performer, George Walley) from Madjitil Moorna's Songbook and CD are being taught to hundreds of kids across the Perth metro area. Once started, teachers will continue to rehearse their choirs and many have already included Noongar songs in school assemblies, as a result of this project.

Leonie Wilkes and Kobi Morrison
THE SONGS
School groups may learn up to 5 kwobidak (beautiful) contemporary songs. They may include lullabies, narrative songs, chants, action songs and anthems. While most of the songs are from Noongar songwriters, other much-loved Aboriginal songs from across Australia add to the repertoire.

See Songbook in our Store ABORIGINAL SONGS for Schools and Communities

THE FIRST MASSED CHOIR PERFORMANCE

Several hundred excited children sang together with the adult choir, led by the dynamic Candice Lorrae, Madjitil Moorna's music director, the young workshop presenters and other Noongar performers and supported by teachers and their families!

The theme for the 2015 Kalamunda Zig Zag Festival was 'Trees, Tracks and Trains', reflecting the history of this unique Perth Hills community. For Madjitil Moorna's 10th festival performance, the Noongar story was woven through an exciting Finale Concert at dusk - just as the Zig Zag Street Parade was welcomed into Stirk Park, Kalamunda - featuring collaborations between Madjitil Moorna and local bands and choirs and including the Children's Massed Choir, singing Noongar songs.

This was a first! Never before in Perth has Noongar language been sung by a combined schools choir of this size. It was full circle for Madjitil Moorna. We began as a community arts project run by Zig Zag Community Arts back in 2006. It was good to be looking back over the years and working with the Zig Zag mob again, to bring Noongar culture strongly into the 2015 program!

'.....I felt so privileged to have you and your two choir members working with our choir today. The children loved it. The choir was a bit subdued at first. They soon warmed up thanks to your experience and gentle way with them. I was so taken by Tori and Kobi. Their expertise was amazing, but their way with the children was beautiful. What wonderful representatives of their people they are.' - Margaret Alderson, Primary School Music Specialist

'I know from teaching my class Aboriginal language songs (with permissions) that one little Aboriginal girl in my class becomes instantly more involved, her stance changes, she stands taller and becomes proud, strong and learns the words quickly. She sings just that little bit louder. I can tell how important language and culture is thru song, with just this one little girl's reaction.' - Charley Caruso, Singing Coach

'The workshop was fabulous! Candice and Kristel were wonderful with the kids - so warm and down to earth and the kids responded to them really well. I loved how they told about their backgrounds and encouraged them to get into performing in their later lives. It's encouraging for the Aboriginal students in the choir and excellent role models of Aboriginal people for non-Aboriginal students too :-)' - Sam Metcalf, Primary School Music Specialist

'Being involved with Madjitil Moorna and the Noongar Songs In Schools has been so joyous. Today we made a difference in a young boys' life. Actually many others, but I wanted to thank everyone for their support of the singing children today.

I am a music teacher in a primary school and was lucky enough to be able to invite some of my students to support Madjitil Moorna at the Kalamunda Zig Zag Festival earlier this afternoon. With my students travelling from Armadale, I was concerned about the commitment asked of families coming from my school community to Kalamunda. They came alright with more than half of the representation male (you might hear me still cheering about this!).

The boys from my school were mostly quite shy during the performance, especially one boy who has been at our school just a couple of months. He is SO shy in class. However he was so keen to perform with the choir and Uncle George and Aunty Josie who all my students now know through my talking. Yes he stood in the front row, yes he sang all the words, maybe not as confidently as others, but I could not be prouder. For this young Indigenous boy, the confidence and pride in him that we perhaps helped contribute to today, thank you everyone. Kobi and Roni, thank you for what you do. Who knows what this meant for him today?

Other highlights were of course singing with such amazing singers, songwriters and musicians with passion for life, music and our society. Taking part today was a highlight of my life. Thank you.' - Jane Nicholas, Music Specialist Teacher, Oct 2016

'This project is important beyond measure....to see the eyes of the Noongar kids light up. Lots of kids have joined choir to sing these songs and say they want to stay.'
- Anne Eversden, Primary School Music Specialist

'You are wonderful....our school is LOVING the Noongar music programme I am doing. We had a day full of cultural activities on Friday ....helped by the local Noongar people...totally successful day!' - Keryn Hastie, Music Teacher

Noongar language - the language of the whole South-West region of Western Australia - is endangered. Language is about belonging - feeling connected to place and through time.

Noongar kids feel especially proud to learn their own language and the easiest way to do this is through song. For any kids, knowing a bit of language from the oldest living culture in the world is pretty Moorditj! (excellent, strong, cool!)

Comments from teachers encourage us to spread the project to more schools.

Madjitil Moorna is very grateful for the support of the Feilman Foundation and the Sangora Education Foundation as we continue this project in schools.

If you would like to see this project flourish and more children learning local language through singing together,
please contactus@madjitilmoorna.org.au and see how you can help.

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Madjitil Moorna - Koorlong - Noongar Songs in Schools

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For details including costs of workshops follow this link. MAKE A BOOKING ENQUIRY To make a booking enquiry, please follow this link. Someone from Madjitil Moorna will be in contact within 2 days to discuss your enquiry. This Project began because teachers with no knowledge of Aboriginal languages wanted help with introducing songs and culture into the classroom.

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Recognition, listening and better results. Vote Yes on October 14.

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A mixture of information on Aboriginal resistance fighters from the start of colonisation, the recent past and today.

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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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AIATSIS acknowledges all Aboriginal and Torres Strait Islander Traditional Custodians of Country and recognises their continuing connection to land, sea, culture and community. We pay our respects to Elders past and present.

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We are Australia's only national institution focused exclusively on the diverse history, cultures and heritage of Aboriginal and Torres Strait Islander Australia.

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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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of Indigenous Peoples

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UN Declaration on the Rights of Indigenous Peoples

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Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter,

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Equality and equity is one of the five key dimensions of reconciliation.

In the State of Reconciliation in Australia Report, equality is defined as 'Aboriginal and Torres Strait Islander peoples being in control of their life choices - enabling them to participate fully in the social, cultural and economic opportunities enjoyed by the wider Australian community.'

In the same report, equity refers to Aboriginal and Torres Strait Islander Australians unique rights as First Peoples and their ability to freely exercise these rights.

It's important to acknowledge both equality and equity.

The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP):

affirms that Indigenous peoples are no less equal to all other peoples

recognises the rights of all peoples to be different and to be respected.

The Universal Declaration of Human Rights and the UNDRIP work together to promote humanity and diversity. When these declarations are recognised, respected and upheld, you can shape equal and equitable settings in learning environments that are free from discrimination and where all cultures feel welcome.

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recognise respect rights aboriginal torres strait islander reconciliation action plan rap narragunnawali schools early learning education

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Equality and equity is one of the five key dimensions of reconciliation. In the State of Reconciliation in Australia Report, equality is defined as 'Aboriginal and Torres Strait Islander peoples being in control of their life choices - enabling them to participate fully in the social, cultural and economic opportunities enjoyed by the wider Australian community.'

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How Aborigines Made Australia

Paperback Edition Number: 1
Published: 1st June 2012
ISBN: 9781743311325
Number Of Pages: 384

When will this arrive by?
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Earn 31 Qantas Points on this Book

Explodes the myth that pre-settlement Australia was an untamed wilderness revealing the complex, country-wide systems of land management used by Aboriginal people.

Across Australia, early Europeans commented again and again that the land looked like a park. With extensive grassy patches and pathways, open woodlands and abundant wildlife, it evoked a country estate in England. Bill Gammage has discovered this was because Aboriginal people managed the land in a far more systematic and scientific fashion than we have ever realised.

For over a decade, Gammage has examined written and visual records of the Australian landscape. He has uncovered an extraordinarily complex system of land management using fire and the life cycles of native plants to ensure plentiful wildlife and plant foods throughout the year. We know Aboriginal people spent far less time and effort than Europeans in securing food and shelter, and now we know how they did it.

With details of land-management strategies from around Australia, The Biggest Estate on Earth rewrites the history of this continent, with huge implications for us today. Once Aboriginal people were no longer able to tend their country, it became overgrown and vulnerable to the hugely damaging bushfires we now experience. And what we think of as virgin bush in a national park is nothing of the kind.

About the Author

Bill Gammage is a historian and adjunct professor in the Humanities Research Centre at the Australian National University. He is best known as author of the ground-breaking The Broken Years: Australian Soldiers in the Great War.

Industry Reviews

"A beautiful and profound piece of writing, one that has importance for us all." --"Age"
"This bold book, with its lucid prose and vivid illustrations, will be discussed for years to come." --"Australian Book Review"

Contents

Illustrations

Thanks

Sources

Abbreviations

Definitions

Foreword by Henry Reynolds
Australia in 1788
Introduction: The Australian estate

1. Curious landscapes

2. Canvas of a continent
Why was Aboriginal land management possible?
3. The nature of Australia

4. Heaven on earth

5. Country
How was land managed?
6. The closest ally

7. Associations

8. Templates

9. A capital tour

10. Farms without fences
Invasion
11. Becoming Australian

Appendix 1: Science, history and landscape

Appendix 2: Current botanical names for plants named with capitals in the text

Notes

Bibliography

Index

ISBN: 9781743311325
ISBN-10: 174331132X
Audience: Tertiary; University or College
Format: Paperback
Language: English
Number Of Pages: 384
Published: 1st June 2012
Publisher: Allen & Unwin
Country of Publication: AU
Dimensions (cm): 24.5 x 17.2 x 3.18
Weight (kg): 1.04
Edition Number: 1

This product is categorised by

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How Aborigines Made Australia Paperback Edition Number: 1 Published: 1st June 2012 ISBN: 9781743311325 Number Of Pages: 384 When will this arrive by? Enter delivery postcode to estimate Earn 31 Qantas Points on this Book Simply link your Qantas Frequent Flyer membership number to your Booktopia account and earn points on eligible orders.

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Further learning about Mabo Day, the legal fiction of Terra Nullius and the Doctrine of Discovery.

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The Dreaming embraces time past, present and future, a substantively different concept from populist characterisations portraying it as "timeless" or having taken place at the so-called "dawn of time". Unfortunately, even in mainstream Australia today, when and where we should know better, schmaltzy, quasi-New Age notions of "The Dreaming" frequently still hold sway. The Australian anthropologist W.E.H. Stanner conveyed the idea more accurately in his germinal 1956 essay The Dreaming, in which he coined the term "everywhen": "One cannot 'fix' The Dreaming in time: it was, and is, everywhen" wrote Stanner, adding that The Dreaming " ... has ... an unchallengeable sacred authority". Stanner went on to observe that: "We [non-Indigenous Australians] shall not understand The Dreaming fully except as a complex of meanings".

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The Dreaming embraces time past, present and future, a substantively different concept from populist characterisations portraying it as "timeless" or having taken place at the so-called "dawn of time". Unfortunately, even in mainstream Australia today, when and where we should know better, schmaltzy, quasi-New Age notions of "The Dreaming" frequently still hold sway.

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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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Learn about the experience, achievements and struggles of First Australians since Federation and their contribution to Australian life, laws and culture.

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Learn about the experience, achievements and struggles of First Australians since Federation and their contribution to Australian life, laws and culture.

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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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Genocide in the Wildflower State Documentary 

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Genocide in the Wildflower State Documentary 

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This resources is provided to support staff understanding of the experiences of the Stolen Generations in Western Australia, the impacts of government policies of child removal and assimilation, and the ongoing effects of intergenerational trauma. It is intended for personal learning, reflection and professional growth.

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Watch the Trailer Purchase on DVD The Daily Telegraph (Sydney) 4 October 1932 View Full Article About the Documentary “ Genocide in the Wildflower State”

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Colonial Frontier Massacres, Australia, 1788 to 1930 Map

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Colonial Frontier Massacres, Australia, 1788 to 1930 Map

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Colonial Frontier Massacres, Australia, 1780 to 1930, v3

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This map highlights the significant events that took place in locations around the Perth CBD. This area was also known as the Exclusion Zone for Aboriginal people. The policies of the time stated that they were prohibited in the this area in a certain time of day.

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Fighting for families country rights and recognition (4)

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Behind the Scenes School Holiday Workshops Intensive!

Yirra Yaakin is excited to be offering FREE school holiday workshops aimed to build interest and encourage future Aboriginal Arts workers, by providing participants with an introduction to the backstage and key technical roles of theatre making including lighting, sound, stage management, set and costume design.

Venue: Subiaco Arts Centre (Wandaraguttagurrup)

Dates: 2 - 6 October (during the school holidays )

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Yirra Yaakin is excited to be offering FREE school holiday workshops aimed to build interest and encourage future Aboriginal Arts workers, by providing participants with an introduction to the backstage and key technical roles of theatre making including lighting, sound, stage management, set and costume design.

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Sydney Dance Company

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We acknowledge and pay respect to the Gadigal people of the Eora Nation, upon whose Country we are based. We'd also like to acknowledge the Aboriginal and Torres Strait Islander communities across Australia, whose Customs and Cultures inspire our productions, and whose strength and resilience keep our Songlines strong.

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We acknowledge and pay respect to the Gadigal people of the Eora Nation, upon whose Country we are based. We'd also like to acknowledge the Aboriginal and Torres Strait Islander communities across Australia, whose Customs and Cultures inspire our productions, and whose strength and resilience keep our Songlines strong.

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The meaning in the design of the Aboriginal Flag

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The meaning in the design of the Aboriginal Flag

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Key points

The Australian Aboriginal flag was designed by artist Harold Thomas in 1970.

The colours of the flag represent the Aboriginal people of Australia and their connection to the land.

The flag was first raised on 9 July 1971.

In 1995, the Aboriginal flag was recognised by the Australian Government as an official 'Flag of Australia' under the Flags Act 1953.

In January 2022, the Commonwealth of Australia acquired the copyright of the Aboriginal Flag. Carroll & Richardson-Flagworld Pty Ltd is the exclusive licenced manufacturer and provider of the Australian Aboriginal Flag on flags and pennants, banners and buntings. The Commonwealth allows the design of the Australian Aboriginal Flag to be freely reproduced by the public on all other mediums.

The Aboriginal flag was designed and created by artist Harold Thomas, a Luritja man from central Australia and a member of the Stolen Generations. The flag has become a symbol of Aboriginal Australia and holds special legal and political status worldwide.

I've got a symbol that represents me and who I am, whether I live in Redfern or Adelaide or Perth, I'm proud of it. - Harold Thomas

The flag's design consists of a coloured rectangle divided in half horizontally. The top half of the flag is black to symbolise Aboriginal people. The red in the lower half stands for the earth and the colour of ochre, which has ceremonial significance. The circle of yellow in the centre of the flag represents the sun. The designer Harold Thomas says the colours of the flag represent the Aboriginal people of Australia and their spiritual connection to the land.

The flag was first raised on 9 July in 1971 at a land rights rally in Victoria Square/Tarntanyangga, Adelaide, on then-National Aborigines Day. It has become an enduring symbol of Aboriginal strength, representing Aboriginal people and their ongoing spiritual connection to the land.

In view of the flag's wide acceptance and importance in Australian society, the Commonwealth took steps in 1994 to give the flag legal recognition. On 14 July 1995, the Governor General of Australia William Hayden proclaimed both the Aboriginal Flag and the Torres Strait Islander Flag to be 'Flags of Australia' under the Flags Act 1953. However it wasn't until 1997 that the Federal Court of Australia officially recognised Harold Thomas as the author of the flag. This decision meant the flag was protected under the Copyright Act 1968 and can only be reproduced in accordance with this legislation or with the permission of Mr Thomas.

For guidance about using the Aboriginal flag, its colours, or the Torres Strait Islander flag refer to the Department of Prime Minister and Cabinet.

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The Australian Aboriginal flag was designed by artist Harold Thomas in 1970 and the colours of the flag represent the Aboriginal people of Australia and their connection to the land.

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The Aboriginal flag can now be reproduced on apparel and merchandise after the federal government secured its copyright to resolve a complicated legal dispute over the use of the emblem.

The Morrison government has paid more than $20m to obtain the copyright to the flag, plus terminate commercial licenses owned by companies which had limited the reproduction of the symbol.

"In reaching this agreement to resolve the copyright issues, all Australians can freely display and use the flag to celebrate Indigenous culture," Ken Wyatt, the federal minister for Indigenous Australians, said.

"Now that the commonwealth holds the copyright, it belongs to everyone, and no one can take it away."

The Aboriginal flag, designed by Luritja artist Harold Thomas, was first flown at a land rights rally in Adelaide in July 1971. It has been an important symbol for Indigenous Australians for decades, and is regularly flown alongside Australia's national flag in official and ceremonial capacities.

But unlike the national flag, to which the commonwealth holds the rights, the Aboriginal flag's copyright had been held by Thomas himself. In 2018, he gave exclusive rights to the flag's use on apparel and media to WAM Clothing, which later issued infringement notices to professional sporting codes and Aboriginal nonprofit groups for reproducing the flag without permission.

Controversy over that situation led to the establishment of a parliamentary committee on the usage of the Aboriginal flag. The inquiry's final report, released in October 2020, spoke of WAM Clothing's "heavy-handed (yet entirely legal) approach to enforcing its rights".

Indigenous artist Harold Thomas signs an agreement to transfer copyright of the Aboriginal flag to the commonwealth. Photograph: David Hancock

The report recommended against compulsorily acquiring the Aboriginal flag's copyright. Committee chair and Labor senator Malarndirri McCarthy wrote in a foreword to the report that Thomas declined invitations to address the inquiry, citing "confidential negotiations under way with the commonwealth government".

Wyatt's office has spoken previously of its "quiet discussions" to deal with the "extremely complicated" issues around the Aboriginal flag.

On Monday evening, prime minister Scott Morrison announced the government had completed negotiations with Thomas. The deal involved the flag's copyright being transferred to the commonwealth, and payments being made to private businesses - including WAM Clothing - which had licensed the flag's use.

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The federal government said the agreement also includes a payment to Thomas to secure the copyright, the establishment of an annual $100,000 scholarship in Thomas's name for Indigenous students, and the commonwealth donating royalties from sales of the Aboriginal flag to the National Aborigines and Islanders Day Observance Committee (Naidoc).

Morrison's office said Thomas would use $2m to establish a not-for-profit organisation to "make periodic disbursements aligned with interests of Aboriginal Australians and the flag". The federal government will also display a painting from Thomas, recognising the flag's 50th anniversary and the copyright transfer, in a "prominent location".

"Throughout the negotiations, we have sought to protect the integrity of the Aboriginal Flag, in line with Harold Thomas' wishes," Morrison said in a statement.

"The Aboriginal flag will now be managed in a similar manner to the Australian national flag, where its use is free, but must be presented in a respectful and dignified way."

The prime minister said the flag could now be used on sports jerseys, shirts, websites, paintings, reproduced on sporting grounds and used "in any other medium without having to ask for permission or pay a fee".

Wyatt called the flag "an enduring symbol close to the heart of Aboriginal people" and described the copyright agreement as "profoundly important".

"Over the last 50 years we made Harold Thomas' artwork our own - we marched under the Aboriginal flag, stood behind it, and flew it high as a point of pride," he said.

In a statement to Guardian Australia, a spokesperson for Wyatt's office confirmed the commonwealth had paid millions of dollars as part of the transfer.

"The total figure to extinguish the existing licences and secure the copyright is $20.05 million. This includes a payment to Mr Thomas for the copyright and payments to the licensees for termination of their licences," the spokesperson said.

Guardian Australia understands that amount includes payments to WAM Clothing, as well as Carroll and Richardson Flagworld, which had been the "exclusive licensed manufacturer and provider of Aboriginal Flags and bunting", Morrison's office said. Flagworld will remain the exclusive manufacturer, but the company will not restrict individuals from making their own flags for personal use.

In a statement provided by Morrison's office, Thomas said he hoped the copyright transfer "provides comfort to all Aboriginal people and Australians to use the flag".

"The Aboriginal flag design is my dreaming, intertwined with my wife's family and mine, our ancestral belonging. The land, and the landscape, is indelible in my makeup; it courses through my consciousness and subconsciousness," he said.

"The flag represents the timeless history of our land and our people's time on it. It is an introspection and appreciation of who we are. It draws from the history of our ancestors, our land, and our identity and will honour these well into the future."

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Australian government buys copyright to Aboriginal flag in $20m deal

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The Aboriginal flag can now be reproduced on apparel and merchandise after the federal government secured its copyright to resolve a complicated legal dispute over the use of the emblem. The Morrison government has paid more than $20m to obtain the copyright to the flag, plus terminate commercial licenses owned by companies which had limited the reproduction of the symbol.

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Deadly Ed is an Aboriginal Education provider offering Teacher Professional Development, Bush Tucker Gardens, Aboriginal Art Murals & Teacher Resource Packs

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The State Library of Western Australia acknowledges the traditional owners of Country throughout Western Australia and their continuing connection to land and culture.

We pay our respects to Elders past and present. The Library is honoured to be located on Whadjuk Country, the ancestral lands of the Noongar people.

Ngaluk Waangkiny Us Talking - Listen Lounge

Tue 5 Jul – Sun 7 Aug 2022

I'm looking for

An interview with Bill Dempsey - Thurs 4 Aug, 6-7pm

Noongar version of Better Beginnings Baby Ways book launched.

Get Connected

Sign up online for your Library from home -free access to eBooks, collections items and electronic resources.

Access books, articles, audiobooks, magazines and newspapers online.

Engage with WA Indigenous people through historical documents, movies, oral histories and photographs.

Battye Historian, Dr. Kate Gregory and Senior Archivist at the State Records Office of WA, Damien Hassan reveal fascinating stories from WA’s past with Christine Layton on the WA Afternoons program.

Looking for a seminar or meeting venue in the CBD at a reasonable price?

Music

The State Library holds one of the largest, free, public music lending collections in Australia with over 70,000 scores and pieces of sheet music to borrow.

Upcoming Events

Festival of Words

CEWA Autocue Challenge

Wed 13 Jul 2022 11:00am – 2:00pm

Daily at 11:00am until Fri 15 Jul 2022

The Autocue pop-up at the State Library of WA is an experiential exercise for all students to practice reading and presentation skills. For budding newsreaders, CEOs, Prime Ministers, or even a President.

Family History Talk and Tour

Getting started

Wed 27 Jul 2022 11:00am – 1:00pm

Monthly on the last Wednesday at 11:00am

Do you want to find out about your family history and don’t know where to start? Let us help you at one of our free and friendly talks at the State Library.

Aboriginal Family History Sessions

Wed 27 Jul 2022 3:30 – 6:00pm

Monthly on the last Wednesday at 3:30pm

The Storylines Project connects Aboriginal and Torres Strait Islander people to the State Library of WA's heritage, history and photographic collections.

State Library on Facebook

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The State Library of Western Australia is a research, reference and public lending library located in the Perth Cultural Centre in Perth, Western Australia.

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Stay Tuned to Our Planet | STTOP | Education

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The Stay Tuned to Our Planet (STTOP) free education program uses the fast paced STTOP videos to create more than 64 resources mapped to ACARA for Science and Humanities and Social Sciences, years 5-9.

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A thought-provoking documentary that charts the impact of Bruce Pascoe's Dark Emu - the book that challenged Australia to rethink its history and ignited a debate that continues to rage. (2023)

This program was published 3 months ago.

A thought-provoking and inspiring documentary that charts the impact of Bruce Pascoe's Dark Emu - the publishing phenomenon that challenged Australia to rethink its history and ignited a debate that continues to rage.

This trailer was published 3 months ago.

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A thought-provoking documentary that charts the impact of Bruce Pascoe's Dark Emu - the book that challenged Australia to rethink its history and ignited a debate that continues to rage. (2023)

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When Dujuan cannot run nor fight alone, he faces the history that runs straight into him and realises that not only has he inherited the trauma and dispossession of his land, but also the resilience and resistance of many generations of his people.

About the film

Host a Screening

You can screen In My Blood It Runs for your organisation, employees or networks

Learn More

Latest News

"I came here to speak to you because the Australian government is not listening"

The star of In My Blood It Runs, Dujuan addressed the United Nations Human Rights Council and the United Nations Committee on the Rights of the Child to call on the Australian Government to treat kids like him better.
Read more

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In My Blood It Runs is an observational feature documentary following 10-yr-old Arrernte Aboriginal boy Dujuan as he grows up Alice Springs, Australia.

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Discover how Indigenous science turned bush foods into tools for survival, medicine and sustainability through stories on lemon myrtle, cycads and nardoo.

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The Aboriginal and Torres Strait Islander Mathematics Alliance (ATSIMA)

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The Aboriginal and Torres Strait Islander Mathematics Alliance (ATSIMA)

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A national, Indigenous-led charity established in 2015. It is the only organisation in Australia solely dedicated to transforming the way mathematics is taught and learned by embedding Aboriginal and Torres Strait Islander Histories and Cultures.

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ATSIMA 2023 Conference ABSTRACT SUBMISSIONS TO PRESENT ARE NOW OPEN https://atsima.com/atsima-conference-2023/... The conference will be the first mathematics education conference held in a

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ATSIMA's VISIONAll Aboriginal and Torres Strait Islander learners are successful in mathematics.ATSIMA's VISIONAll Aboriginal and Torres Strait Islander

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Embedding Indigenous Knowledges in Maths 

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Embedding Indigenous Knowledges in Maths 

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Acknowledgement of Country
The authors and partners of these resources would like to acknowledge the Traditional Custodians and Elders across all Nations. We acknowledge your place as owners of the lands and waterways we work, teach and learn upon. We acknowledge the continuing cultures and connections to Country. We acknowledge ancestors as the First Mathematicians. We also pay our respects to our emerging Elders, our future leaders, our strong and smart students. They are the Mathematicians of our future. We pay our respects to all Australian Aboriginal and Torres Strait Islander peoples working within teaching and learning. We are confident that the information in this guide will be useful in supporting an understanding of the connections between mathematics and cultures.

WARNING: Aboriginal and Torres Strait Islander viewers are warned that the following program may contain images and voices of deceased persons.

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Indigenous Knowledges (IK) are shared so teachers of Mathematics are provided with alternative ways to view Mathematics content based in reality of histories and cultures.

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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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About Reconciliation WA

A better future for all Western Australians

Reconciliation WA (RWA) is a not-for-profit organisation providing leadership, advocacy and support to people and organisations driving the reconciliation movement in Western Australia.

Our vision is a better future for our state, one that celebrates strong and positive relationships and outcomes between Aboriginal Peoples and the wider Western Australian community. Through education, support and our reconciliation programs, we focus on the creation of social and economic outcomes to ensure the cultures, rights and contributions of Aboriginal peoples are valued and respected.

As the peak body for reconciliation in WA, we also work with our state and territory reconciliation colleagues and Reconciliation Australia to support, promote and lead national reconciliation initiatives.

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A better future for all Western Australians Reconciliation WA (RWA) is a not-for-profit organisation providing leadership, advocacy and support to people and organisations driving the reconciliation movement in Western Australia. Our vision is a better future for our state, one that celebrates strong and positive relationships and outcomes between Aboriginal Peoples and the wider Western Australian community.

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Introduction

To begin your professional learning, you might like to access the Indigenous cultural responsiveness self-reflection tool as a starting point, then explore the Indigenous cultural responsiveness development continuum and Indigenous cultural responsiveness capability framework for more information.

AITSL worked collaboratively and consulted with the profession, Aboriginal and Torres Strait Islander education experts, students, families, and communities to develop a professional learning toolkit. The toolkit provides resources to support the cultural responsiveness of teachers and leaders to enhance their teaching practice.

Indigenous cultural responsiveness self-reflection tool

Use this tool to reflect on your self-awareness of worldviews, assumptions, attitudes, beliefs, and biases in relation to personal identity and culture.

Indigenous cultural responsiveness continuum

The continuum provides a shared language and understanding of the non-linear process of building cultural responsiveness.

Indigenous cultural responsiveness capability framework

Learn more about your current stage of cultural responsiveness and find recommended actions to support your ongoing learning, so that you can improve your teaching practice.

Building a culturally responsive Australian teaching workforce report

Finding and recommendations

This report calls for institutional action at the school, system, sector and national level, supporting teachers to enhance and enrich their practice and to maximise student outcomes by developing their intercultural responsiveness.

The development of this report

AITSL reviewed the evidence and partnered with Aboriginal and Torres Strait Islander education experts and the profession to develop this report with guidance from the Advisory Group for Aboriginal and Torres Strait Islander Education (AGATSIE), and in consultation with the teaching profession, students, families, and communities.

AITSL acknowledges their generous input to the report and the important body of work it represents and is grateful for the opportunity to have learned from them throughout the course of this project.

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building a culturally responsive australian teaching workforce

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final report for the indigenous cultural competency project

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Building a culturally responsive Australian teaching workforce

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Building a culturally responsive Australian teaching workforce

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History and Information about Galup / Lake Monger

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Deep Time Australia is a brand-new interactive tool created by the ABC. The ABC has worked with First Nations knowledge holders with over 130 cultural stories gathered from over 65 traditional knowledge holders in at least 45 communities and language groups. Project spans Australia - from Noongar, up to Broome, to the Torres Strait, Tasmania and anywhere from the Central Desert to Lake Mungo.

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Explore an epic story 65,000 years in the making

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Dive into Deep Time, an immersive story of the knowledge, art and ingenuity of Australia’s First Nations peoples — told like never before.

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Yarning Cards produced in collaboration with Noongar people and the kids institute. Great for wellbeing/discussions and check ins. Also come in black and white and students can colour in. https://embrace.thekids.org.au/resources/cultural-safety-resources/safe-yarning-cards/

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Kids Institute Safe Yarning Cards - HOW TO GUIDE 

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Kids Institute Safe Yarning Cards - HOW TO GUIDE 

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National Centre for Australian Children's Literature - Aboriginal and Torres Strait Islander children's texts. 

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National Centre for Australian Children's Literature - Aboriginal and Torres Strait Islander children's texts. 

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A collection of Aboriginal and Torres Strait Islander children's texts with subject links, annotations and teaching resources for each book.

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Aboriginal and or Torres Strait Islander Resource - NCACL

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Aboriginal and Torres Strait Islander people should be aware that this website may contain images, voices or names of deceased persons.

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Culturally Appropriate website with lesson ideas, activities and lesson plans to help embed FN perspectives into the curriculum.

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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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Common Ground is a First Nations not-for-profit working to shape a society that centres First Nations people by amplifying knowledge, cultures and stories.

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Walk with the Waugal Videos - Water Corporation

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Walk with the Waugal Videos - Water Corporation

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Immerse your students in this journey with Dr Noel Nannup, respected Aboriginal Elder, story-teller and cultural guide

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Water in Noongar culture - Water Corporation

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Water in Noongar culture - Water Corporation

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FREE INCURSIONS PP-7.

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Water In Aboriginal Culture WA - Water Corporation

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Immerse your students in local Noongar culture and water knowledge with Water Corporation. Explore our school program about water in Aboriginal culture.

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Perth Diocese - First Nations Excursions/Incursions

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Perth Diocese - First Nations Excursions/Incursions

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Noongar Language Posters to display in the classroom.

Animals

Plants/Tools

Feelings

Greetings

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The Danger of a single story - Selecting and Evaluating Appropriate Resources 

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The Danger of a single story - Selecting and Evaluating Appropriate Resources 

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Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

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First Nations Place Names of Major Cities | Common Ground

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Using traditional place names is truth-telling in action. It’s a step towards acknowledging First Nations sovereignty.

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Gnarla Boodja Mili Mili (Our Country on Paper) Aboriginal Place Names - Perth (Boorloo)

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Gnarla Boodja Mili Mili (Our Country on Paper) Aboriginal Place Names - Perth (Boorloo)

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Gnarla Boodja Mili Mili, Our Country on Paper, Aboriginal Place Names

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We acknowledge the extraordinary contributions Aboriginal and Torres Strait Islander people have made, and continue to make, to our culture, the economy and science. We're working with Indigenous communities and organisations to create Indigenous-driven science solutions that support sustainable futures for Indigenous peoples, cultures and Country.

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We acknowledge the extraordinary contributions Aboriginal and Torres Strait Islander people have made, and continue to make, to our culture, the economy and science. We're working with Indigenous communities and organisations to create Indigenous-driven science solutions that support sustainable futures for Indigenous peoples, cultures and Country.

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To support language revival and maintenance at the community level, the map can group languages by colour to help communities identify the neighbouring languages with which they may share language resources. As there are only around twenty of Australia's traditional languages being used daily by fluent speakers, establishing links between related languages is key to reviving Australia's first languages.

Teachers' notes aligned with Gambay have been developed to assist school teachers to include Indigenous languages across key subjects including English, Maths, Science, History, Geography and Civics. The notes are linked to the Australian national curriculum and cover each year level from foundation to Year 10, in line with the Aboriginal and Torres Strait Islanders Histories and Cultures Cross-curriculum priority.

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Gambay: Australian First Languages Map - First Languages Australia

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To support language revival and maintenance at the community level, the map can group languages by colour to help communities identify the neighbouring languages with which they may share language resources. As there are only around twenty of Australia's traditional languages being used daily by fluent speakers, establishing links between related languages is key to reviving Australia's first languages.

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Kaartdijin (Knowledge)

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Our Shire (Toodyay) is in a unique location being within boodja (lands) of three Noongar tribes: Yued - Ballardong -Whadjuk

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Connecting Indigenous Knowledge with Mathematics Curriculum

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Connecting Indigenous Knowledge with Mathematics Curriculum

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A new update is coming soon.

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Junior Landcare First Nations Perspectives

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Junior Landcare First Nations Perspectives

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The content for First Nations Perspectives was developed for Landcare Australia. The purpose of this information is to provide a useful introductory resource for educators using Junior Landcare resources, for landcare groups and other environmental community groups, and for individuals. This is dynamic content and we understand that some information may change from time to time. Please contact us if you would like to provide additional information that we can include in this important resource.

Landcare Australia is proud to acknowledge Aboriginal and Torres Strait Islander peoples as the Traditional Custodians of the Country on which we live and work. We value and respect their deep and continued spiritual and cultural connections to the land, waters and seas, and pay our respects to their Ancestors, and Elders past, present and future.

Caring For Country

For First Nations peoples, Country is viewed entirely different to that of how non-Indigenous peoples view Country. When Indigenous peoples speak about Country, they often refer to it as they would a person. Their view of Country is that it is alive and living - interrelated and interconnected on many levels. Therefore, their perception of Country is not just observed through a physical lens as consisting of earth, soil, minerals, water and air but is much more than that. It is also more than just people, plants and animals, as it also contains spirituality. For example, the creation time (also referred to as the dreaming) and the spirit world are also connected to Country through the continuation of ceremony and song-lines. This is often reflected holistically in what they refer to as Country.

Indigenous culture and customary law require people to be responsible and obligated to care for Country. All-encompassing of this, they sing, talk and visit Country like they would their relatives. When Country is sick, they manage it and restore vitality and life back to Country through methods that have been taught and passed down through intergenerational (countless generations) transmitting cultural Traditional knowledge extending back to the creation time. Cultural fire burning practices has been one of these main management methods.

For Indigenous peoples, managing Country with controlled fire is seen to be essential for life and wellbeing of everything in and on Country. For thousands of years, they have practiced their own Indigenous science and ecological knowledge of different terrain and adaptive species of plants, trees and ecosystems. By managing Country through fire knowledge, they have gained greater understanding on how these terrains, species of plants, trees and ecosystems have flourished and improved the total wellbeing of Country. Developing their sciences overtime, they have developed a deeper awareness of the uniqueness of plants and trees that require fire to germinate with the assistance of smoke. For instance, a cool burn fire promotes the process of fertilization and germination development so that certain species can flower and seed.

For those who still reside on their traditional homelands, they can still engage in traditional knowledge and be immersed in their learning through access to their Country. From an early age they are taught by Elders in their communities on how to survive by learning how to read the landscape and everything in it. Understanding Seasons and weather patterns helps further understand the life cycles of animals, fruits, seeds and root vegetables and when to hunt, gather and collect food.
Download the Caring For Country resource as a PDF.

Tangible and Intangible Cultural Heritage

For First Nations people, Country is a living entity, an interconnected web of the physical, cultural, and spiritual landscape, present across space and time. There are features of Country that are intangible and unseen, with other aspects illustrating the deep connections to the culture that has been nurtured by it for countless generations.

In many places throughout Australia, the physical aspects of cultural heritage seen in Country today are only a small, tangible reminder of the vibrant and rich culture of First Nations peoples. For areas across the continent, experiencing colonisation to different degrees, the presence of material culture in Country enduring the effects of time, such as stone, trees, and sheltered sites, may still be found. The existence of other materials, made from bone, shell, resins, clay, paint, rope, feathers, and fur has mostly not survived the ravages of time.

Physical features of Country that can still be seen, often referred to as Aboriginal Cultural Heritage, include:

Living places, such as meeting places, open campsites, hearths, rock shelters and middens;

Art and spiritual places, which include sacred and ceremonial sites, rock art, engravings, carved trees and burial sites; and

Areas of industry consisting of tool making sites, grinding grooves, scarred trees, and raw material resource places.

In various places in Australia, especially in urban or disturbed areas, there have been great and lasting losses in the remaining cultural heritage. Despite this, throughout the continent, the intangible cultural heritage values such as lore, knowledge, cultural practices, languages, dances, songs, stories, and the connections to the tangible values of Country, remain or are being reclaimed and renewed. It is important to acknowledge the profound connection between the tangible and intangible values for First Nations peoples, being a strong legacy and an integral part of their ongoing identity. To learn more about and respect for cultural heritage in Country in your local area, contact the Traditional Owners, Elders or First Nations organisations.
Download the Tangible and Intangible Cultural Heritage resource as a PDF.

Traditional Land Management Practices

Approaches to Traditional Land Management is often connected to the belief in Caring for Country, though the land management aspect is often a physical expression of that belief, informed by broader cultural and spiritual knowledge and practice. Traditional Land Management may relate to practices around several features in Country, such as maintaining healthy waters, ways of ensuring the abundance of trees and plants produce, and balancing animal habitat and populations.

One notable Traditional Land Management method is using fire to manage fire responsive plant communities. This is often referred to as Cultural Burning. Cultural burning is guided by how people viewed seasons and indicators within these seasons in the way this was observed in Country. First Nations people were able to read these signs in Country and the right environmental conditions to undertake burning at the best time to create the desired outcomes. First Nations peoples could tell when there were imbalances in these plant communities through their extensive knowledge and could support the health of Country through applying Traditional practices such as the use of fire. The application of the correct fire during the right season, supported the growth of food and medicine which benefited people and animals. It was used as an approach to improve the health of landscapes where fire was needed, but also to protect areas in Country where fire is essentially harmful.

There is a greater awareness by the broader community of the continuation of Traditional Land Management practices in some parts of Australia, often less impacted by European colonisation. Respect for the recommencement of these traditions in areas closer to cities and towns, as an expression of Caring for Country is also gaining momentum in recognising how Country is managed.

To understand more about Traditional Land Practices in your local area, contact Traditional Owners groups, First Nations organisations or Land Management bodies that partner with First Nations peoples to support Caring for Country.
Download the Traditional Land Management Practices resource as a PDF.

Water Is Sacred

For First Nations peoples, water is sacred, it is the lifeblood of Country which binds all aspects together in the landscape, holding high physical, cultural, and spiritual significance. Water is the nurturing and nourishing lifeforce, sustaining the wellbeing of Country and the beings both tangible and invisible within it, that both depend on water and in return ensure it remains healthy. First Nations peoples understood that plants, animals, landforms and spiritual beings hold a reciprocal and beneficial relationship to water. It is also widely known that water can hold a destructive element that impacts and changes Country, though the appreciation of this, and knowledge on how to respond, is profoundly embodied in the peoples' continuing connection to Country.

Throughout Australia, strict protocols and practices around the use and management of water, are of the utmost importance to First Nations peoples. Rivers, streams, billabongs, waterholes, chains of ponds, and lagoons are highly regarded and respected as an important source of sustaining life. Within many areas across the continent, there are water places revered as significant and special, promoting spiritual and physical healing, often interwoven with ceremonial practices.

In the more arid and semi-arid regions of Australia where water flows and bodies are scarcer, water was extremely precious and protected. Extra measures were taken to ensure the health of water, such as small water soaks covered to prevent evaporation, being polluted, or overused. More broadly, different waterways had separate uses ranging from the everyday to the sacred. Sometimes this is related to gender or age restrictions, or in certain water places, laws around the spiritual and physical safety of strangers, in contrast to the people belonging to that Country.

To understand and appreciate more about how important water is for First Nations peoples, Country and in truth the broader community, contact local Traditional Owners, First Nations organisations or water management bodies committed to Caring for Country partnerships.
Download the Water is Sacred resource as a PDF.

Working With First Nations Communities

Engage with meaning: Building relationships and working together with your local First Nations communities
We aspire to work in partnership with local First Nations communities in hearing their voices about the local environment, to better understand and apply Traditional knowledge and practice, in the sustainable management of Country, led from a First Nations perspective.

We believe that developing collaborative relationships with First Nations communities, through meaningful engagement we can:

Gain and develop a deeper understanding of First Nations perspectives.

Achieve inspired action and better inclusive learning outcomes.

Embark on the process of reconciliation and work together in a spirit of true healing for both First Nations peoples and Country.

Incorporating First Nations perspectives into landcare activities are key to understanding how we can better care for the land through a profoundly informed and inclusive approach. Therefore, it is not only important but essential that we foster and develop sustaining positive relationships with Australia's First Peoples. By building relationships and working together with your local First Nations community, for the successful working partnerships.

We can aim to achieve this through some basic culturally guided principles including:

- Avoiding negative language and stereotypes that can be interpreted as derogatory or show disparaging behaviour and attitudes.

- Not place labels on people as it has negative consequences that create restrictive and distorted views of people and placing them into groups, classifications and typesets.

-Avoid assumptions and negative language that present stereotypes and labels as these can infer generalisations that are not true or accurate.

-Be mindful that the way in which both language and communication styles are used are vitally important as they can convey or imply certain meanings that can affect interactions. Consider the choice of vocabulary and be authentic in your conversations.

-Interact in an authentic way that can develop partnerships. Communication, collaboration, and consultation are also key to sustaining successful partnerships with your local Aboriginal and Torres Strait Islander community.

Strong working relationships should be built on a genuine commitment of inclusiveness. Therefore, it is important to foster an atmosphere of trust, mutual respect, and inclusion.

We recommend that when landcare groups are undertaking projects, such as group excursions, ecological restoration or working on Country initiatives, or planning gardens that feature native plants, to approach and include local representatives from First Nations communities.

It is important for landcare groups to remember when actively working on land, though projects to respectively learn about First Nations perspectives, cultural knowledge, and practices about Caring for Country. This demonstrates respect for Country, and everything connected to it.
Download the Working with First Nations Communities resource as a PDF.

Understanding Key Principles and Protocols

For First Nations communities across Australia, there are many diverse and complex Traditional customs alongside more contemporary practices that are intrinsic to cultural values and standards being closely observed and adhered to by those communities. These customs consist of protocols and principles that follow traditional lore that define and govern the ways in which to live, the social, cultural and spiritual ' rules' and the relationships between people and all beings within Country. Fundamentally, these protocols and principles centred on mutual respect towards all beings within Country as well as the enacting proper conduct, which are the foundations of constructive cultural interactions. Demonstrating respect and showing inclusiveness are in essence the foundation of healthy relationships.

The concept of reciprocity is another important aspect of the right conduct being a key factor to maintaining open and continual working relationships with others.

Overall, understanding all features of protocols and conduct is key to forming partnerships with Indigenous communities.

Collaboration and recognition of the right to 'speak for Country' are key aspects to creating relationships and through this, meaningful partnerships with First Nations peoples can occur. Therefore, it is important to recognise the key factors for interacting and communicating in a positive manner. Understanding key terms and knowing the appropriate ways in which to use these are important to assisting this process.
Download the Understanding Key Principles and Protocols resource as a PDF.

Traditional Welcome, Welcome to Country or Acknowledgement of Country?

What Is a Welcome to Country?
The protocols for welcoming visitors to Country have been a part of Aboriginal and Torres Strait Islander cultures for millennia. Although First Nations Traditional Owner groups did not have physical fences stipulating their boundary, they had clear tangible boundaries that separated their Country from that of other groups. Crossing into another Traditional Owner group's Country required a special request for permission to enter. When permission was granted the hosting group would welcome the visitors, offering them safe passage and spiritual protection during the journey. Once visitors were provided with a safe passage, they also had to understand and respect the protocols and rules of the Traditional Owner group whilst on their Country.

A Welcome to Country Ceremony is an adapted and contemporary form of the Traditional Welcome. It has become a formal practice for Traditional Owners and Elders to welcome people such as dignitaries onto their land.

The correct cultural practice of a Welcome to Country should only be undertaken by Aboriginal Elders who are true descendants and Traditional Owners of that Country, and most importantly, a member of that historical clan group. By understanding these protocols, you are demonstrating respect by following cultural protocols and ensuring that ceremony is done in 'the proper way'.

If any Traditional Owners/Elders or members of their group cannot direct the Welcome to Country ceremony, then an Acknowledgement of Country by another First Nations person or a non-Aboriginal person may undertake this role.
What is an Acknowledgement of Country?
An Acknowledgement of Country is much like a Welcome to Country and is generally offered at the beginning of a meeting, speech, or other formal occasions such as functions and conferences. It is a demonstration and show of respect for Traditional Owners and the continuing connection of Aboriginal and Torres Strait Islander peoples to Country. It can be given by both non-Indigenous peoples and Aboriginal and Torres Strait Islander peoples. It can either be formal or informal.

An Acknowledgement of Country commonly involves saying something along the following lines:

General format: I'd like to begin by acknowledging the Traditional Owners of the land on which we meet today. I would also like to pay my respects to Elders past and present.

Specific Format: I'd like to begin by acknowledging the Traditional Owners of the land on which we meet today, the (people) of the (nation) and pay my respects to Elders past and present.

Know the nation! Before giving an acknowledgement, it is always best to research the First Nation's tribal group. Find out how to say and pronounce the name correctly when you are on meeting on the land of the distinct group. If you are uncertain, then you should ask your Local Aboriginal Land Council, or the Aboriginal Development Worker based within your Local Government Authority. Alternatively, you can check the website of the Aboriginal Heritage Office in your state.
http://www.aboriginalheritage.org/faq/what-is-the-local-aboriginal-clan-of-my-area/ "Always ask the correct pronunciation and practice it. Check the correct way of spelling a First Nation groups' tribal name as the pronunciation of the name can be phonetically different to common English pronunciation rules."
Some general rules to consider:

Respect Elders. We've capitalised "Elders" as a sign of respect.

Include land. Always include a reference to Aboriginal land.

Be personal. Use "I" rather than the organisation's name, or "we", to make the acknowledgement more personal. (It's a single person speaking, after all.)

Glossary of Terms and Style Guide

Which terms should I use?
At the best of times, it can be somewhat difficult and perplexing to understand which term is appropriate and in which setting to correctly use the appropriate term.

Here are some examples of terms that may provide some insight into what is deemed acceptable and appropriate by First Nations peoples.

'Country' is everything. It is the essence of every living thing interconnected through a physical and spiritual relativity.
* rocks and land and water formations such as waterways, mountains and hills; as well as all animals and plant species. Humans are also inclusive of Country as they come from and belong to Country.
'Caring for Country' is the responsibility and custodianship of all First Nations peoples to manage and maintain healthy Country.

'Elder', refers to men and women who are highly recognised and respected for their high levels of cultural knowledge and protocols that stipulate correct standards that others in the group should follow and exercise. These mandates maintain social order according to traditional lore.
*Each male and female Elder in a group hold distinct and specific knowledge in their area of expertise. Information in certain areas such as lore, medicine properties for healing, spiritual and dance, song, and stories. No one person holds all knowledge.
'First Nations' is an emerging contemporary term that is being embraced and used as a preferred generic term as it encompasses and acknowledges the diverse groups of Australia's First Nations people.

'People' (singular) refers to a single geo-cultural community (for example, the Gadigal people of the Eora Nation) or 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.

'Traditional Owners' (TO's), emphasises the rightful holder and connection to land through lineage it is also interchangeably used with the term, 'Traditional Custodians' (TC's).

'Traditional Custodians' (TC's), denotes the responsibilities and accountability of Caring for Country (every living thing in and on Country), and is closely tied to the rights and responsibilities of ownership.

Traditional Knowledge (or Cultural Knowledge) is an array of natural earth sciences that relate to seasonal, ecological, medicinal, and biodiversity-related knowledge embodied in a continuous state of evolution.
What terms should I avoid?
The following terms are considered highly inappropriate and offensive to the wider Aboriginal Community throughout Australia. A few of these terms are explained and set out below.

There are some Aboriginal groups and individuals within Australia, who don't agree with the use of some terms such as 'First Nations' as they see it as a conglomerate term that refers to other worldwide Indigenous groups such as the Native American and Canadian peoples as First Nation Groups. However, this term is used more frequently as it exclusively provides a clear indication that equally relates to all groups without prejudice.

Other terms that are broadly recognised by Aboriginal groups as inappropriate and offensive are 'Aborigine', 'Aborigines' and 'Aboriginals'. These terms are outdated and were widely used within colloquial historical texts and therefore are contemptable terms that ineffectively define the complexity and diversity of First Nations peoples.

'Native' is also an outdated term that was used in the early colonial period and is not deemed suitable or appropriate as it elicits an image not appropriate nor applicable to present day. Today, these terms are seen as offensive and racist and are perceived as paternalistic and somewhat patronising.
"Be mindful to always capitalise 'Aboriginal', Elders, First Nations, Traditional Owners and 'Indigenous' as this is a mark of respect"
Historically, language and terminologies were specifically used to distinguish people often used to label and berate First Nations as an inferior group of people. Best practice is to steer clear of outdated terminologies as First Nations peoples consider these terms to be derogatory and insulting. It is only right and respectful to avoid making assumptions, statements and opinions that can cause harm or offence. Be mindful that people have their own individual views.

Source: Appropriate words & terminology for First Nations topics - Creative Spirits https://www.creativespirits.info/aboriginalculture/media/appropriate-terminology-for-aboriginal-topics

Source: Demonstrating inclusive and respectful language - Reconciliation Australia Plan https://www.reconciliation.org.au/wp-content/uploads/2021/10/inclusive-and-respectful-language.pdf
Source: Narragunnawali - A Guide to Using Respectful and Inclusive Language and Terminology

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First Nations resources for landcarers, involving language, connecting to Country, traditional knowledge, and much more.

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Creating a yarning circle: connecting to Landcare

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This activity is designed to help you make connections with your local Landcare or environmental group and facilitate a partnership with these organisations.

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Noongar posters to display around the school/classes. Posters on Land, Symbols, Sky, Tools, Plants, Noongar seasons.

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Provides the Noongar and English word, and you can listen to the pronunciation

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Noongar Words List - Learn Noongar Language, Online Dictionary

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Explore the Noongar glossary for song meanings. Discover the essence of Noongar words featured on this site. Expand your knowledge!

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The 50 words project aims to provide fifty words in every Indigenous language of Australia. We hope that this will be a useful resource for schools and educational organisations to learn 50 words in their local languages, and for the general public to discover the diversity of languages around Australia.

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Nyungar Wardan Katitjin Bidi - Derbal Nara Cockburn Sound

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Nyungar Wardan Katitjin Bidi - Derbal Nara Cockburn Sound

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Nyitting Yarn - Cosmological or Dreaming Stories

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Nyungar Katitjin is people’s knowledge based on cosmological stories from the Dreamtime, known as Nyitting to Nyungar, on which cultural knowledge is founded.

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Click on the first sound file to hear all of the Nyungar words, one after the other.

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Presented by Uncle Noel Nannup and the Water Corp. The Waugal is a snake or rainbow serpent recognised by Noongar people as the giver of life who maintains all fresh water sources.

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Nyitting Yarn - Cosmological or Dreaming Stories

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Nyitting Yarn - Cosmological or Dreaming Stories

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Nyitting means ‘cold time’, and refers to the time of creation. At the centre of Nyungar cosmology is a huge Waarkal (rainbow serpent) that created the land (Boodjar), people (Moort), and knowledge (Katitjin).

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Nyungar Katitjin is people’s knowledge based on cosmological stories from the Dreamtime, known as Nyitting to Nyungar, on which cultural knowledge is founded.

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Noongar Language and voice over for pronunciation

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Nyungar wangkiny or language, and the commitment to it, is central to Nyungar identity. As Nyungar language was not written prior to colonisation, there are many spellings of the word Nyungar itself (e.g. Noongar, Nyoongar) and many other Nyungar words.

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A very short clip from Aunty Munya who shares the importance of Country. Country is the term often used by First Nations peoples to describe the lands, waterways and seas to which they are connected through ancestral ties and family origins. The term contains complex ideas about law, place, custom, language, spiritual belief, cultural practice, material sustenance, family and identity.

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Connection To Country - Why is it important to Aboriginal and Torres Strait Islander people?

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Is there something you’ve always wanted to know - view videos of questions or ask a question yourself.

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Ask Aunty And Her Ally | Evolve Communities Pty Ltd

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Do you have questions about Indigenous culture or how to be an effective Ally to First Nations people? Submit your question to Aunty Munya and Carla Rogers.

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Evolve - Acknowledgement of Country Information Sheet. 

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Evolve - Acknowledgement of Country Information Sheet. 

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Deliver an Acknowledgement of Country that really means something - TedTalk by Shelley Reys

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Deliver an Acknowledgement of Country that really means something - TedTalk by Shelley Reys

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Deliver an Acknowledgement of Country that really means something

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For 70,000+ years, First Nations Australians have been caring for the lands and waters on which we live and rely. The popular practice of offering an Acknowledgement of Country was conceived to enable non-Indigenous Australians to observe this role and the special place that First Nations peoples hold in the life of the nation. But over the last two decades this script has become rote, and seen as something that we ‘have to say’ before we get to the ‘real’ reason we are here. In this powerful talk, Shelley Reys AO explains how to simply and meaningfully give your own Acknowledgement of Country and ensure this important cultural practice continues to be a powerful moment to honour and connect with First Nations culture and country

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Local Noongar Stories, videos and activities - Years 3-6.

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Local First Nations Story - videos and activities. F-2.

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Noongar Educational Resources - Kalamunda 

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Noongar Educational Resources - Kalamunda 

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A centralised area of some City's education resources and programs to aide our local schools and education centres with our local environment and opportunities for the younger generations.

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Local First Nations Story - videos and activities - Early Childhood.

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Common Ground Early Childhood Resource 2023

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Little J, he’s five and Big Cuz, she’s nine. They’re a couple of Indigenous Australian kids living with their Nanna and Old Dog. Little J and Big Cuz are busy, whether it’s at school, in the backyard... or beyond.

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Come dance with Tom, a joyful celebration of Yugambeh language and stories through movement, it's fun and inclusive, with dances everyone can join!

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Reconciliation Learning Hub - Reconciliation WA

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We’re pleased to introduce the Reconciliation Learning Hub, a dynamic platform designed to support you at every stage of your reconciliation journey. Whether

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Kulunga Katitjin Kaarta Koomba - exploring Aboriginal culture to promote sustainability and reconciliation.
This immersive program will enhance respect for Aboriginal people, appreciation for diversity in our community and a sense of responsibility for caring for our natural environment.
Students in Year 1 to 6 join Aboriginal presenters as they share their knowledge of the six Noongar seasons and traditional Life. Students participate in cultural activities traditionally associated with the seasons, such as plant uses for food and medicine, hunting, language, art, dance, and traditional games.
Proudly supported by FUGRO.
2024 schedule:

Term 1 - Bunuru
26 March - 28 March 2024
Seasonal themes: Hills, rivers and country. Learning on boodja.

Term 2 - Djeran
30 April - 2 May 2024
Seasonal themes: Hills, rivers and country. Learning on boodja.

Makuru
18 June - 20 June 2024
Seasonal themes: Hunting and tool making. Celebrating NAIDOC week.

Term 3 - Djilba & Kambarang
17 September - 19 September 2024
Seasonal themes: Bush tucker and medicine. Wildflower season.

Term 4 - Birak
12 November - 14 November 2024
Seasonal themes: Caring for country. The summer season.

Contact the Education Bookings Officer to find out more about activities and knowledge shared in each season.

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Kulunga Katitjin Kaarta Koomba - exploring Aboriginal culture to promote sustainability and reconciliation. This immersive program will enhance respect for Aboriginal people, appreciation for diversity in our community and a sense of responsibility for caring for our natural environment. Students in Year 1 to 6 join Aboriginal presenters as they share their knowledge of the six Noongar seasons and traditional Life.

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Australian Association of Mathematics Teachers

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Resources for Aboriginal and Torres Strait Islander teaching and learning

This page features a range of resources to support teachers in embedding pedagogy that is culturally responsive to Aboriginal and Torres Strait Islander learners.

Below is a curriculum-linked collection of First Nations mathematics resources for Foundation to Year 10, organised by stage of schooling. Click on a stage below to view resources for that year level.

Early Primary: Foundation - Year 2

Upper Primary: Year 3 - Year 6

Secondary: Year 7 - Year 10

General resources

Tip Sheets

The first five resources below are Tip Sheets from Make it Count, a major AAMT project that developed evidence-based, responsive mathematics pedagogies and resources to improve the learning outcomes of Aboriginal and Torres Strait Islander learners across Australia. The five tip sheets below suggest ways for teachers and school leaders to develop their culturally responsive pedagogy across five domains.

Other resources

The following document contains links to non-AAMT resources to support teachers in developing their culturally responsive pedagogy.

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First Nations Resources - Australian Association of Mathematics Teachers

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Read More... from First Nations Resources

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Museum of Australia: First Nations Resources

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Museum of Australia: First Nations Resources

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Produced with the generous support of the Gandel Foundation, Australia's Defining Moments Digital Classroom is a dedicated Australian Curriculum Humanities and Social Sciences resource. It aims to enliven the teaching and learning of History, Geography and Civics and Citizenship through a wide range of student-centred resources.

Australia's Defining Moments Digital Classroom follows the success of the Museum's Defining Moments in Australian History website and outreach project.

Proudly supported by:

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Australia's Defining Moments Digital Classroom

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Produced with the generous support of the Gandel Foundation, Australia's Defining Moments Digital Classroom is a dedicated Australian Curriculum Humanities and Social Sciences resource. It aims to enliven the teaching and learning of History, Geography and Civics and Citizenship through a wide range of student-centred resources.

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Primary and Secondary Resources

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On May 27, 1967, Australians voted in a referendum to change how Aboriginal and Torres Strait Islander people were referred to in the Constitution. Explore these personal stories, opinions and historical recordings of what happened.

Advice: Aboriginal and Torres Strait Islander viewers are advised that this website contains images and voices of people who have died.

Enter site?

"Blackfellas jokingly say that we weren't considered people so we must be part of the flora and fauna act, but that's not even true. The fact is that we didn't exist at all."

Vernon Ah Kee

"We're not fighting to take over the country, we're fighting to be equal."

Aunty Lorraine Brown

The vote required a simple yes or no response.

A gallery of ephemera from before, during and after the campaign.

A yes vote supported the removal of sections of the Constitution so:

* Aboriginal and Torres Strait Islander people would be counted in the official figures collected in the census

* The Federal Government would be responsible for making laws for Indigenous people.

Brooke Boney and Bridget Brennan take a look at the results.

90.77 per cent of votes said YES to change the Constitution. It is the highest YES vote ever recorded in a Federal referendum.

"The victory of the 1967 referendum was not a change of white attitudes. The real victory was the spirit of hope and optimism which affected blacks all over Australia. We had won something ... we were visible, hopeful and vocal."

Oodgeroo Noonuccal (Kath Walker)

"There's not one issue, but maybe at the crux of all of these issues is self-determination, our right to govern our own lives."

Nayuka Gorrie

Right Wrongs was created and produced by
the ABC, NSLA and AIATSIS

Credits

Executive Producers

Solua Middleton, Yale MacGillivray

Senior Video Editor and Motion Graphics

Dan Battley

Story Producer/Editors

A.B. Original, Sarah Abbott, Dan Battley, Larissa Behrendt, Beyond Empathy, Caddie Brain, Brooke Boney, Bridget Brennan, Daniel Browning, Liv Casben, Andrew Del Vecchio, David Dixon, Trevor Dodds, Marc Eiden, Nayuka Gorrie, Stan Grant, Fiona Gruber, Spencer Howson, Charmaine Ingram, Sarah Kanowski, Chris Lewis, Jeff Licence, Celeste Liddle, Linda McBride-Yuke, Catherine Marciniak, Yale MacGillivray, Solua Middleton, Moree East Public School students, Vanessa Milton, Dana Morse, Brendan Mounter, Sean O'Brien, Gemma Parsons, Bruce Pascoe, Luke Pearson, Bronwyn Purvis, Keri Philips, Sadadeen Primary School, Aunty Joyce Summers, Susan Standen, Suzi Taylor, Ben Tupas, Mark Yettica‐Paulson, Renee Williamson, Jacqueline Wright

ABC Executive Producers

Scott Gamble, Bronwyn Purvis

Editor, ABC Radio Indigenous Unit

Lorena Allam

Editor, RN

Alex McClintock

Content Strategist and Copywriter

Amanda Collier

Senior Planning Producer, ABC News

Emma Pearce

Research

Jane Curtis, Gabrielle Dorn, Nathan Morris, Susan Standen, John Williams

Sound Engineer

Mark Don

Sub Editors

Jen King, Kate Webber, Kerri Kapernick, Adam Connors, Terri-Anne Kingsley, Rosanna Ryan

Website design and development

Forde + Nicol

ABC Technology

David Kennedy, Colin James Smith, Adam Jesson, Gerry Neutstatl

2023 Update

Dom D'Souza

Additional Footage

Michael Aird, Hartley Briggs, Margaret Burin, Lyn Gallacher, Nick Haggarty, Daniel Hirst, Roi Huberman, Michael Aird, Hartley Briggs, Margaret Burin, Lyn Gallacher, Nick Haggarty, Daniel Hirst, Roi Huberman, David Kennedy, Koori Arts Collective Ltd, Damien Larkins, Candice Marshall, Gail Mabo, Leon Mead, Michael Nudl, Kylie Rollins, Jeremy Story Carter, Sue Taffe, Emma Wynne, Toni Houston, Bauer Media Pty Limited/ The Australian Women's Weekly, Sydney Morning Herald/ Fairfax Syndication, Where 50 aborigines live in squalor four miles from thriving Bega/ Robert Blanchard/The Canberra Times/ Fairfax Syndication, A new home for the Dixons/The Canberra Times/ Fairfax Syndication, A good citizen who needs a mate/ The Canberra Times/ Fairfax Syndication, Ngarrindjeri women image/ Russell Millard/ Newspix, Davis Daniels image/ News Ltd/ Newspix, Protest move aroused Alice/ Centralian Advocate/ News Ltd, Referendum Vote Protest March/ Centralian Advocate/ News Ltd), Counting of Heads/ James Frederick Bowditch/ NT News/ News Ltd, Tim Pass, Jess Hallay, Simon Armstrong-Bunker, Kevin Croll

Thank you to

A.B. Original, Dan Sultan, Uncle Harry Allie, Ara Irititja Project, Michael Aird, Janis Ah Chee, Vernon Ah Kee, Alice Springs Public Library, Simon Armstrong-Bunker, Australian War Memorial, Faith Baisden, Dr Lilon Bandler, Carolyn Barker, Linda Boney, Kylie Boyd, Aunty Lorraine Brown, Bogal Local Aboriginal Council, Bond University, Box Ridge community, Linda Burney, Kevin Croll, Jane Connors, Coomaditchie United Aboriginal Corporation - Home, Esandra Colbung, Ann Curthoys, John Dallwitz, Maureen Davis, Winsome Denyer, Aunty Colleen Dixon, Aunty Glenda Dixon, David Dixon, Bill Drew, Hannah Duncan, Monika Dvorakova, Jimmy Edgar, Ted Egan, Wesley Enoch, First Languages Australia, Harrison George, Kent Gordon, Helen Grasswill, Maisie Harkin, Catherine Howard, the Family of Ruby Hunter, Aunty Millie Ingram, Richard Kanari, Que Kenny, Phillip Kwok, Yami Lester, Kathy Lowah, Gail Mabo and Family, Michael Mansell, Kelrick Martin, Karen Michelmore, Dr Patricia Miller, Aunty Doris Moore, Natasha Marfutenko, Rhianna Patrick, Philippa Quinn, Margaret Ross, Chris Scaddan, Sydney Festival, Sarah Tomlinson, Rowdie Walden, Carly Wallace, Tina Walsberger, Sam Watson, Alice Woods, Ken Wyatt, University of Technology Sydney, Sarah Yu, Galarrwuy Yunupingu, Monika Dvora, Maisie Harkin (nee Bilson), Esandra Colbung, Lynnette Solomon-Dent, Dr Doris Paton and Hollie Johnson, Paul Carmody, Geoff Anderson, Bianca McNeair, Nykita McNeair, Irra Wangga Language Centre, Rosie Sitorus

NSLA Indigenous Working Group Project Managers

Elizabeth Spencer, Damien Webb

National and State Libraries Australasia

Gavin Bannerman, Maxine Briggs, Jo Ritale, Kirsten Thorpe, Ronald Briggs, Margy Burn, Shelly Grant, Mark Gilbert, Amanda Hayman, Antoinette Buchanan, Ross Latham, John Morseu, Shannon Sutton, Yanti Ropeyarn, Suzy Russell, Damien Webb, Samantha Wells, Emma Reilly, Kate Irvine, Theresa Archer, Susanna Iuliano, Barbara Lemon, Sarah McQuade, Kerry Blinco, Paul Diamond

AIATSIS

Thomas Allen, Daryl Ciubal, Dr Charlotte Craw, Eleanor Galvin, Emily Hanlon, Alana Harris, Daniel Hoyt, Jacob O'Keefe, Lyndall Osborne, Hannah Shaw, Kylie Simpson, Donald Sinclair, Dr Blake Singley.

NSLA & AIATSIS Rights Notes

In the process of selecting material for this digital exhibition NSLA and AIATSIS tried to identify and contact all copyright holders as well as where appropriate seek cultural permissions.

Where we could not identify or contact copyright holders NSLA and AIATSIS agreed to digitise and publish material for this website in the public spirit with which the works were originally created.

For a full list of all archive material please view the Right Wrongs bibliography

Discover more stories about the 1967 Referendum

Please visit the following services who have been instrumental in creating the Right Wrongs story:

For more information about this digital feature, the content and the Right Wrongs project itself, please contact:

National and State Libraries Australasia: info@nsla.org.au

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Right Wrongs - The 1967 Referendum, Our Constitution and Aboriginal and Torres Strait Islander Lives - Australian Broadcasting Corporation

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On May 27, 1967, Australians voted in a referendum to change how Aboriginal and Torres Strait Islander people were referred to in the Constitution. How far have we come in 50 years?