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Resource 1 - Yulunga Traditional Indigenous Games (Australian Sports Commission, no date)

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Resource 1 - Yulunga Traditional Indigenous Games (Australian Sports Commission, no date)

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This is a website, created with ‘extensive and thorough research’ collates the Yulunga: Traditional Indigenous Games. It is a resource that would be used for a physical education class to teach students about different traditional First Nation Australian games. These games are split up into the different bands of learning so it is convenient for teachers to access and find a game that is appropriate and at the level of the students. For this resource, AITSL Standard 1.4 ‘Strategies for teaching Aboriginal and Torres Strait Islander Students’ (AITSL, 2018) has been taken into account for students to learn about the games that those in their family may play or in their community. The game cards have some teaching points, explanation of what the language means and background of the games. AITSL Standard 2.4 ‘Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians’ (AITSL, 2018) is encompassed within this resource as it encourages young students to engage and participate in learning a sport that is a Traditional Indigenous Game. Through student involvement with these games it assists in building relationships with each other and learning about the background information of the games, the language used and the sort of areas that these games might be played in. This resource can be used to cover many of the Health and Physical Education content descriptions including the foundation level ‘exploring a range of ways to play and be active in outdoor, aquatic or natural settings’ (VCHPEP063) (VCAA, n.d.). The resource also can cover some of the elaborations for the Victorian Aboriginal Languages section of the Victorian Curriculum. As per the Foundation to level 2 part of the curriculum ‘Participate in guided group activities, such as games, songs and simple tasks, using movement and gestures to support understanding and to convey meaning’ (VCLVC131) (VCAA, n.d.) there are many elaborations that could be covered depending on which Traditional game you choose to play with the students. The Yulunga Traditional Indigenous Games will assist Aboriginal and Torres Strait Islander students to feel a sense of identity and Country as these are traditional games that their families may play at home and then they are able to further engage with these with their peers at school.

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The Australian Sports Commission acknowledges Ken Edwards for the extensive and thorough research undertaken to collate the Yulunga: Traditional Indigenous Games.

To create this resource, Ken Edwards with the assistance of Troy Meston reviewed almost every available account of Australian Aboriginal and Torres Strait Islander games from all parts of Australia.

The Australian Sports Commission recognises the traditional owners of the games and activities that formed the basis of this resource. This resource is dedicated to all Australian Aboriginal and Torres Strait Islander people.

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Sport Australia is determined to have more Australians participating and excelling in sport, from grass-roots right up to the pinnacle of elite competition.

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Magabala books is a resource which identifies that some teachers may need assistance when teaching students about Aboriginal and Torres Strait Islander history and culture. It has a large amount of books and notes for these books available for teachers to support them in teaching content that that they may not feel equipped to do. It provides access to books and notes for each book which discuss an overview, about the author and illustrator, themes that are covered in the book, writing style, links to the Australian Curriculum, cultural notes and classroom ideas. This breakdown of all the required information to comfortable teach students about the themes of the book they are reading is a huge asset to them. AITSL Standard 1.4 ‘Strategies for teaching Aboriginal and Torres Strait Islander Students’ (AITSL, 2018) is addressed by this resource through the cultural notes in the ‘Teacher’s Notes’ section. This part encompasses the effective methods to best educate students about the history. AITSL Standard 2.4 ‘Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians’ (AITSL, 2018) is targeted through the explanation regarding themes within the ‘Teachers Notes’. These discuss the themes of identity through friendships and through providing cultural notes that encourage education for students local history. This further develops students understanding of Country. A link to the Victorian Curriculum (VCAA, n.d.) includes the English Level 2 ‘Literature and Context’ content descriptor ‘Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created’ (VCELT240) (VCAA, n.d.). This resource draws upon the elaboration ‘discuss moral and teaching stories from varied cultures, identifying and comparing their central messages’ (VCAA, n.d.). This is engaged with through the discussions surround themes discussed within the book chosen. This resource will also target multiple areas of the curriculum based upon which book is chosen to base the lesson upon as they will delve into different themes, different people, perspectives. Overall, Magabala books is a very useful resource for teachers to draw upon in their classrooms.

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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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Reconciliation NSW is a website with heaps of different resources to utilise for lesson plans and activities. It has been created by Reconciliation NSW and their aim is to ‘create a reconciled, just and equitable community for Aboriginal and Torres Strait Islander peoples and other Australians’. Their work aims to ‘inform, support and inspire people to engage in reconciliation’ (Reconciliation NSW, 2022). The different options of subjects to cover include, but are not limited to, art, astronomy, community, environment, geography, reconciliation, STEAM and music/song/dance. There are lots of different options under each of these categories and they are created for teachers to use with their students. The particular resource that is being examined here is named ‘Heal Country’. It targets many aspects of Victorian and Australian curriculum and aims to teach students about the Country that they are learning on, how First Nations Australians relate to Country and the responsibility held to this Country. This booklet that has been created by Reconciliation NSW targets many aspects of the curriculum. One of these is through the ‘Identity Map’ Activity. This task engages in the elaboration ‘identifying and using the name of the local Aboriginal/Torres Strait Islander Language Group’ which comes under the Foundation to Level 2 Content Descriptor ‘Aboriginal and Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander peoples, and the ways in which they maintain special connections to particular Country/Place’ (VCAA, n.d.). The resource has the outcomes listed prior to every activity which helps it to be a good resource for teachers to use as they will be able to recognise and express the themes involved in the tasks. It is important for students to note the themes of Country and Identity used throughout this resource. AITSL Standard 1.4 ‘Strategies for teaching Aboriginal and Torres Strait Islander Students’ (AITSL, 2018) is involved in this resource through the themes of connecting to Country. This booklet created by Reconciliation NSW makes these themes straightforward for students to comprehend and further investigate. AITSL Standard 2.4 is ‘Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians’ (AITSL, 2018). This AITSL Standard is reflected in the information provided in the workbook. The information regarding the themes discussed develops and understanding for students and therefore builds the further potential for reconciliation.

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Resource 4 – FUSE – Why is a Welcome to Country important?

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Resource 4 – FUSE – Why is a Welcome to Country important?

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This resource is provided by FUSE (Victoria State Government, 2017) and delves into the reasons and the importance of completing a Welcome or Acknowledgement of Country. Works in combination with a video on the ABC Education website (ABC Education, 2022). Students watch the video and then they are to reflect and discuss the tradition and explain why it is important. This importance of a Welcome to Country was spoken about by a well-known community advocate, Marcia Ella-Duncan.  AITSL Standard 1.4 ‘Strategies for teaching Aboriginal and Torres Strait Islander Students’ (AITSL, 2018) is shown through the use of this resource by encouraging students to recognise the Traditional Owners of the land that they gather on. This will help Aboriginal and Torres Strait Islander students feel welcomed within the classroom and therefore will feel safe and willing to learn. Feeling safe within a classroom will have a major impact on students abilities and desire to learn. It is a teachers responsibility to ensure that all students feel safe within their classroom and therefore it is highly important that the Welcome and Acknowledgement to Country is completed and explained for all students to understand. AITSL Standard 2.4 is to ‘Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians’ (AITSL, 2018). This is taken into account as discussed by Marcia Ella-Duncan as “it’s an opportunity to acknowledge the Traditional Owners of the area” and is to be completed at “the beginning of any sort of gathering”. Completing a Welcome or Acknowledgement of Country is important for respect to those who traditionally own the land. This resource is connected to the Victorian Curriculum website and the resources are provided from Fuse based on the area of curriculum that you are looking to teach. This makes it a super efficient resource for teachers to use as they work their way through the curriculum. The particular content descriptor that this resource targets is the Foundation to Level 2 ' Aboriginal and Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander peoples, and the ways in which they maintain special connections to particular Country/Place’ (VCGGK066) (VCAA, n.d.). It helps specifically with the elaboration ‘identifying and using the name of the local Aboriginal and Torres Strait Islander Language Group and ‘describing the connections of the local Aboriginal or Torres Strait Islander peoples with the land, sea, sky and animals of their Country/place (VCAA, n.d.). As Marcia Ella Duncan discusses, a Welcome or Acknowledgement of Country is “a symbolic gesture of reconciliation”. It also helps students to further understand the connection to Country that Aboriginal and Torres Strait Islander people have.

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ABC Education (2022) Why is a Welcome to Country important? Available at: https://www.abc.net.au/education/why-is-a-welcome-to-country-important/13905464 (Accessed: 30 September 2022).

AITSL (2018). Australian professional standards for teachers. [online] Australian Institute for Teaching and School Leadership. Available at: https://www.aitsl.edu.au/teach/standards [Accessed 30 September 2022].

Australian Sports Commission (no date) Yulunga Traditional Indigenous Games, Australian Government, Australian Sports Commission. Available at: https://www.sportaus.gov.au/yulunga (Accessed: 30 September 2022).

Department of Local Government, Sport and Cultural Industries (no date) Magabala Books. Available at: https://www.magabala.com/ (Accessed: 30 September 2022).

Reconciliation NSW (2022) Lesson Plans and Activities. Available at: https://reconciliationnsw.org.au/ (Accessed: 30 September 2022).

Victoria State Government (2017) Why is a Welcome to Country important?, FUSE. Available at: https://fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=39a4cbc9-ccbb-4c2f-8372-67682f1dcc35&SearchScope=All (Accessed: 30 September 2022).

Victorian Curriculum and Assessment Authority (VCAA) (no date) Victorian Curriculum Foundation-10. Available at: https://www.vcaa.vic.edu.au/Pages/HomePage.aspx (Accessed: 30 September 2022).