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Aitsl standard 1: know your students and how they learn

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Aitsl standard 1: know your students and how they learn

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How am I addressing 1.1, 1.2, 1.3, 1.4, 1.5, 1.6?

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Australian Professional Standards for Teachers

The Australian Professional Standards for Teachers help you understand and develop your teaching practice and expertise across 4 career stages. By demonstrating the Standards you can have maximum impact on all learners.

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australian professional standards for teachers

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Australian Professional Standards for Teachers

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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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The Alice Springs (Mparntwe) Education Declaration

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The Alice Springs (Mparntwe) Education Declaration.

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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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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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Paul Girrawah House has multiple First Nation ancestries from the South-East Canberra region, including the Ngambri-Ngurmal (Walgalu), Pajong (Gundungurra), Wallabollooa (Ngunnawal) and Erambie/Brungle (Wiradyuri) family groups.

Paul acknowledges his diverse First Nation history, he particularly identifies as a descendant of Onyong aka Jindoomang from Weereewaa (Lake George) and Henry 'Black Harry' Williams from Namadgi who were both multilingual, essentially Walgalu-Ngunnawal-Wiradjuri speaking warriors and Ngunnawal-Wallaballooa man William Lane aka 'Billy the Bull' - Murrjinille.

Paul was born at the old Canberra hospital in the centre of his ancestral country and strongly acknowledges his First Nation matriarch ancestors, in particular his mother Dr Aunty Matilda House-Williams and grandmother, Ms Pearl Simpson-Wedge.

Paul completed a Bachelor of Community Management from Macquarie University, and Graduate Certificate in Wiradjuri Language, Culture and Heritage and Management from CSU.

Paul provided the Welcome to Country for the 47th Opening of Federal Parliament in 2022. Paul is Board Director, Ngambri Local Aboriginal Land Council, Member Indigenous Reference Group, National Museum of Australia and Australian Government Voice Referendum Engagement Group.

Paul works on country with the ANU, First Nations Portfolio as a Senior Community Engagement Officer

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Reconciliation Australia's vision is for a just, equitable and reconciled Australia.

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

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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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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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'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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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.

x

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.

x

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

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SNAICC - National Voice for our Children

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We work to see Aboriginal and Torres Strait Islander children grow up healthy, happy and safe, connected to culture and Community.

Who We Are

Every child deserves a solid foundation in life. Our dedication to Early Childhood Development plays an important role in ensuring that all of our children receive the best possible start for lifelong learning and success.

Early Childhood Development

Safeguarding the wellbeing of Aboriginal and Torres Strait Islander children is of the utmost importance. We work to establish secure environments for children and families, creating communities where they can thrive.

Child & Family Wellbeing

We are committed to bridging educational and opportunity gaps for our children. By addressing systemic inequalities, all future generations will have access to culturally appropriate education and will not be over-represented in the child welfare system.

Closing the Gap

Early Years Support

Early Years Support is an early childhood education and care program aimed at strengthening Aboriginal and Torres Strait Islander community-controlled early years services, enabling them to offer high-quality, responsive and culturally strong resources for our children, families and communities.

Early Years Support

Our Programs

Our programs, practices and campaigns provide a strong National Voice for Aboriginal and Torres Strait Islander children, proactively supporting their safety, development and wellbeing.

Learn More About Our Work

Join Us

Be part of our advocacy efforts and stay informed about our initiatives. Become a member today and add your voice to the cause.

Memberships

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Search SNAICC - National Voice for our Children

The SNAICC - National Voice for our Children website is not compatible with Internet Explorer. Please use a modern browser such as Chrome, Firefox, Edge, or Safari for the best experience.

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SNAICC - National Voice for our Children

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SNAICC is the National Voice for Aboriginal and Torres Strait Islander children and families. Learn more about our organisation.

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CEWA supports school leadership to develop Aboriginal education school improvement, resulting in stronger cultural competencies and increased Aboriginal student enrolments.

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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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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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Little ‘swaps’ that relate to their every day- ‘Kay’ for welcome, including Nyoongar seasons in your daily calendar, acknowledgement of country every morning / afternoon with prayer.

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Cultural awareness, sensitivity and safety is a must

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Child centred/agency/interests
Play based
Supportive
Inclusive
Integrated
Nurturing environment
Children to reach their potential

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Including Aboriginal stories in Literacy program.

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We do a little acknowledgement at the start of the day.

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Every child has the potential to achieve. This may require intervention. Targeting their needs and interests.

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Aboriginal stories during literacy.

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Daily inclusions such as seasons, welcome to country.

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Daily inclusions such as seasons, welcome to country.

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Forming relationships with these children is important, as it is with all children, they need to feel safe and valued in their learning environment.

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Asking students to use their language and share this with their peers.

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That children feel happy, secure and safe in an environment that embeds their needs and interests.

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To educate the children to build their identity, sense of agency and success in life long learning.

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To educate the children to build their identity, sense of agency and success in life long learning.

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To feel included, accepted and encouraged in the school setting

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I value cultural identity in the classroom by respecting each child and families cultural. 

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I value cultural identity in the classroom by respecting each child and families cultural. 

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More daily practice
Make it more visible
Create / source high quality resources

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Through listening and understanding/incorporating their culture

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Involving parents, carers and community members 

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Involving parents, carers and community members 

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All children feel safe and included.

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Every child has the potential to learn

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Spend time getting to know them

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Using a language tree display to see what different languages the children speak at home.

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Using a language tree display to see what different languages the children speak at home.

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My parents want the best for their child, to achieve to their potential

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Every child is unique and comes from a different perspective it is important to not only know the child but their connections and family. 

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Every child is unique and comes from a different perspective it is important to not only know the child but their connections and family. 

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At the start of the year we 'break down' the Acknowledgement of Country and explicitly learn about why we say it and what it means, so children have a meaningful understanding about it when they hear it at assemblies etc.

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All children have potential to learn.
Need to maximise potential by meeting needs - across domains.
Differences in educational values.
Recognising diversity and how they learn.

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Awareness and respect

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For their child to be safe, included, respected and happy to come to school.

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play based, inclusion, resilience, nurturing, develop at different rates and stages.

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play based, inclusion, resilience, nurturing, develop at different rates and stages.

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Inclusion

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To foster curiosity and wonder about the world around them in a safe and happy environment.

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Noongar seasons are highlighted in our calendar, and we celebrate the start of each season.

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Aboriginal stories used during literacy

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Small but significant changes to the physical environment- inclusive art, books, colouring pencils/textas of various skin tones, displays etc

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To include culture

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Safe, secure, welcomed and included - strong sense of belonging 

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Safe, secure, welcomed and included - strong sense of belonging 

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Through signs and symbols in the classroom. 

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Through signs and symbols in the classroom. 

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Building strong relationships with each child and knowing them well

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Building strong relationships with each child and knowing them well

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We make a class display for the acknowledgement of country at the beginning of the year and we discuss the importance and relevance of this to our school.

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Noongar seasons, relate to months of year, word of the week and incorporate this during the week. Words for hello, welcome, goodbye used each day. Incorporating dreamtime stories into the curriculum throughout the year. Student who are Aboriginal have dedicated time with an Aboriginal Education Assistant each week to develop culture and assist in their learning.

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Acknowledgment each morning, together with our prayer
Resources in the classroom that can be freely used such as books, puzzles etc

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Need to find out what their aspirations are-not assume.

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Positive and curious interactions with students and families. Making changes where possible and acknowledging shortfalls/mistakes

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Including aboriginal items on the prayer table and in play spaces.

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Respecting every culture

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Respecting the children, their families and their beliefs and values

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Respecting the children, their families and their beliefs and values

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Noongar seasons

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Listening to ‘their’ voice

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To ensure all students feel safe and welcomed. Foster a positive growth mindset and have the ability to give things a go and to know that mistakes are ok.

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Play based learning
Create a supportive and inclusive environment that is welcoming and inviting to all families and students

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Participate in the 'events'
Acknowledgement of Country
Resources in classroom
Linked to curriculum

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Build on my own knowledge of culture & country

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Giving them opportunities to share their story or talk about their family/community

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Every child has the potential to learn and succeed, develop this through agency and relationships between student, teacher, family and wider community.

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Know your students and how they learn best. Don't be afraid to have conversations with leadership to challenge the current practises of the school.

Encourage their families to feel they belong and are welcome at the school. This may be open nights, open door, family events etc.

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Relationships with family/valuing backgrounds

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All children have the potential to achieve and grow. Developing relationships with students and their families is a fundamental must.

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Creating aboriginal learning spaces- books, puzzles for children to explore during investigations.

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Valuing their home language and culture.

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We have a cultural pledge that we say as a class. Opening up discussions.

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Every child has a right to learn and be supported and encouraged.

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To provide opportunities for children to engage in environments and learning that promote exploration, without bias from myself.

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Wandjoo on display boards to welcome families

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Listening, spending time to get to know them and building a relationship with each child and their family.

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There is more than one first story and it is important to teach the cultural group of the story.

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Taking the time to know each child

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More visible
Integrated more through out the curriculum through out the whole year
Involving wider community more