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Indigenous Cultural Competency in the Australian Teaching Workforce

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Indigenous Cultural Competency in the Australian Teaching Workforce

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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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Unpack the four (4) questions

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Alice Springs (Mparntwe) Education Declaration

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Alice Springs (Mparntwe) Education Declaration

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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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Contemporary Aboriginal Artist Study- Helen Milroy Backyard Bugs

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Aboriginal astronomy - looking at the night sky helps aboriginal and Torres Strait islander people with direction, predicting the weather, changes in season and when to start collecting food.

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When teaching calendars/seasons we also teach the 6 Aboriginal Seasons.

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Aboriginal hand print flags and discuss the significance of the colours

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"Wanjoo" by Gina Williams for Naidoc Week

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In Earth Space and Science, we discuss natural and man made objects, which includes discussing Aboriginal ways of life. For example: shelter.

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Noongar seasons - how people use their knowledge to guide their interactions with the land.

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Dreaming Stories- Waakarl, collage snakes

Contemporary Aboriginal Art Study- Sally Morgan style self portraits, link to the book 'The Perfect Thing'

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Listening to shared reading of Dreaming stories.

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Literacy: Aboriginal Story - Children create their own story using Aboriginal symbols - highlights the importance of word from the Pre-Lit program. Children use fine motor skills to draw symbols in texter and decorate with Dot painting technique.

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Literacy: Aboriginal Story - Children create their own story using Aboriginal symbols - highlights the importance of word from the Pre-Lit program. Children use fine motor skills to draw symbols in texter and decorate with Dot painting technique.

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Landscapes: looking at the effect of day and night on Uluru.

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Writing is completed to acknowledge and gain further understanding about NAIDOC Week and Sorry Day.

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Sacrament of Reconciliation - Links to Sorry day, (sorrow and forgiveness prayers).

God's Creation - inclusion of aboriginal dreamtime stories.

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Aboriginal History of South Perth (Nyoongar) - significant sites in our local area (spiritual and practical)

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The following extract has been taken from page 47 of Hughes-Hallett, D. (2010) Indigenous history of the Swan and Canning rivers.

'It is believed by Lyon (in Collard et al, 1996) that the South Perth area was the country of Beeloo Nyoongars or river people. The Key Nyoongar figure at the time of colonisation was described by Lyon as Munday. Nyoongars who used this area were known as Gareen and their place was Gareenup.

An important camping and fishing area was situated between the present day Richardson Park and Mill Point (Gareenup) and this area was referred to as Booryulup or the place of the Booryul or magic people. This area has since been covered by the Kwinana Freeway. The area stretched for approximately one and a half kilometres of foreshore and 150 metres into the bushland to the east of Melville Water. Today the foreshore reserve is called Milyu which is an Aboriginal but not Nyoongar word for samphire.

The Como foreshore was a place for digging holes or Beenabup. Nyoongars referred to the area of rushes near Millars Pool as Goorgygoogup. The South Perth foreshore side of Perth Waters is known by Nyoongars as Gaboodjoolup or 'the place of the shore'. Further east is Joorolup or 'place of the jarrahs'.

It is recorded (Bates, 1992) that Nyoongars would camp in the South Perth area when the beere or banksias were flowering and extract honey from the blossom. A spring which was on the Melville Water side of South Perth was widened by the Nyoongar at this time of year and blossoms were left to ferment in the water. The fermented drink was then consumed as part of this special occasion.

After colonisation, one of the earliest recordings of Nyoongar presence in the area occurred when a party of thirty men from the Bidjareb (Pinjarra) Nyoongar attacked Shenton's Mill. The leader of the party, Gcalyut, was later jailed.

After about 1850, a camp near the present day Causeway was established and occasionally Nyoongars would use the South Perth area (Florey, 1995). During the 1930's and 40's the Parfitt and Pickett families, among others, lived here. At this time other families visited the area to catch prawns, bees, fish and crabs'.

Please note: The local Aboriginal people and traditional owners of this land in the City of South Perth are often collectively known as the Noongar people. There are a number of alternative spellings in use for the word Noongar. After consultation with Aboriginal Engagement Strategy Working Group (AESWG) and others, the majority agreement was to use the spelling Noongar. This will be used by the City of South Perth in a consistent manner. The AESWG, after discussion decided that Noongar, meaning male, does not fully represent our group and community and therefore will refer to the traditional Aboriginal people of our areas as the Noongar/Bibbulmun people.
Picture: Setting up Camp of the Naval Survey Expedition, at the Mill Pool, Perth, Western Australia, by Frederick Rushbrook Clause, 1828, oil on Canvas, from the Holmes á Court Collection.

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The following extract has been taken from page 47 of Hughes-Hallett, D. (2010) Indigenous history of the Swan and Canning rivers. 'It is believed by Lyon (in Collard et al, 1996) that the South Perth area was the country of Beeloo Nyoongars or river people.

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Reading / Writing - Dreaming stories

Speaking / Listening - Oral presentations on interest topic around indigenous groups of Australia

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Aboriginal symbols to look at and replicate with paint and/or sand

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Children’s literature - stories, cultural perspectives, experiences.

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Traditional Aboriginal Art Study- X-Ray Art

Responding to Aboriginal Artists- WA Contemporary Aboriginal Artists

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Contemporary Aboriginal Artist Study- Helen Milroy 'Backyard Birds', Bronwyn Bancroft 'Water landscapes' (linked to Science Curriculum and book "Why I Love Australia")

Responding to Aboriginal Artists- WA Contemporary Aboriginal Artists

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Drama and role play of stories eg. Sam and Nanna

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Sharing Noongar Dreaming stories/narratives.

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History - First interactions with Europeans after Colonisation

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History - First interactions with Europeans after Colonisation

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Contemporary Aboriginal Artist Study- Melanie Hava sea creatures, Yondee Shane Hansen seed pod art (looking at using symbols to represent natural Western Australian landcapes)

Responding to Aboriginal Artists- WA Contemporary Aboriginal Artists

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Aboriginal Land Management Techniques

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Novel/Picture Book Studies

Term 1: Focus on Language Analysis
- Welcome to Country by Aunty Joy Murphy
- Corroboree by Angus Wallam, Suzanne Kelly and Norma MacDonald
Focus on pre-contact ways of life.

Term 2: Focus on Narrative Texts
- The Rabbits by John Marsden
- What's Your Story by Rose Giannone
Focus on impacts of colonisation.

Term 3: Focus on Informative Texts
- Earth Heroes - Amelia Telford
We read about a current Earth Hero in Australia and how her Aboriginal heritage and knowledge has helped her fight for our planet.

Term 4: Focus on Visual Literacy
- Meet Captain Cook by Rae Murdie
- Matthew Flinders - Adventures on Leaky Ships by Carole Wilkinson
Both texts talk about the interactions the explorers had with local Aboriginal groups and we consider the impact of these.

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Contemporary Aboriginal Artist Study- Ampilatwatja Bush Medicine paintings (link to WA native plants)

Responding to Aboriginal Artists- WA Contemporary Aboriginal Artists

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5.8 Advent - Dreamtime stories - linked with Advent and how stories influence our understanding of traditions.

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"Our Father"

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Novel Study - Nanberry by Jackie French
Impacts of European settlement. Reading activities.

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Special days in Australia - Sorry day, NAIDOC, Reconciliation Week, Harmony Day

Landmarks - Aboriginal place names

Study on the Kakadu - eco-tourism, from an Aboriginal perspective

Connection to Country.

Geography - AIATIS Map for indigenous perspective of Australia

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Contemporary Aboriginal Artist Study- Caroline Numina plant study, Maggie-Jean Douglas NAIDOC Poster study (make own digital art using WA landscapes and own symbols)

Responding to Aboriginal Artists- WA Contemporary Aboriginal Artists

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Drawing from Noongar Dictionary to learn the names of Australian animals.

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Contemporary Aboriginal Artist Study- Christine Winmar Australian animals

Responding to Aboriginal Artists- WA Contemporary Aboriginal Artists

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HASS - EYLF - Children explore Australian animals - We host an Australian Animals while concurrently exploring the seasons - rain sticks are created to acknowledge the the season and them decorated using australian animals. 

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HASS - EYLF - Children explore Australian animals - We host an Australian Animals while concurrently exploring the seasons - rain sticks are created to acknowledge the the season and them decorated using australian animals. 

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Using the AIATSIS Map online, navigation

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HASS

- Weather and seasons (Aboriginal seasons guided by the land)
- What are the different features of places? (Natural, Managed and Constructed features)
- How can we care for places?
- Vocab: billabong, creek, features, forest, mountains, natural, river, rocks, swamp, waterholes

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Making damper. Procedure writing. Food manufacturing from the land.

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Link to the seasons - led by Aboriginal groups for Year Threes to learn:

Dance - retelling dreamtime story
Bush tucker - tasting and experiencing, developing understanding

Learning to be custodians of the land

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Hass - Seasons - Leaf Art - decorated using the colours of the Aboriginal flag and discussion around the importance of these colours. 

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Hass - Seasons - Leaf Art - decorated using the colours of the Aboriginal flag and discussion around the importance of these colours. 

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Mathematics

- Patterns
- Directions (Aboriginal landmarks - symbols)
- Mapping

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Include Contemporary Aboriginal Artists eg Jessica Mauboy, Gina Williams etc when responding to music. (Term 4)

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Appreciating Aboriginal music and artworks.

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Writing: Informative Writing - Influential Leaders.

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Include Traditional as well as contemporary Aboriginal Artists when responding to music. (Term 4)

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Inquiry Projects

Term 1:
- Pre-Contact Ways of Life - students researched information about the longevity, diversity and connection to country for Aboriginal people. We used Bruce Pascoe's Digibook on ABC Education, Young Dark Emu and The First Scientists texts to assist research. They created a PowerPoint presentation that they orally presented.

Term 2:
- Impacts of Colonisation - students researched first contacts and the impact of colonisation (disease, dispossession, conflict, loss of traditional resources and loss of cultural identity). They broke into groups to create posters for a jigsaw activity.

Term 3:
- NAIDOC - for NAIDOC week we analysed the Gnarla Boodja Mili Mili Interactive Map. Students worked in groups to research a local site of significance and created a Stop Motion about their research.

https://www.dlgsc.wa.gov.au/department/publications/publication/gnarla-boodja-mili-mili-(our-country-on-paper)

Term 4:
- Explorers - students research an explorer e.g. James Cook, Matthew Flinders... to discover their impact/relationship with the local Aboriginal Peoples.

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Gnarla Boodja Mili Mili is designed to be a living document that can be updated and expanded overtime.

The map was compiled by the department and launched in partnership with the City of Perth. Its release coincides with the "International Year of Indigenous Languages", which has been declared by the United Nationals General Assembly in order to encourage urgent action to preserve, revitalise and promote Indigenous languages.
Gnarla Boodja Mili Mili interactive map
Gnarla Boodja Mili Mili is an exciting initiative acknowledging the names of Noongar places throughout the Perth CBD area, also known as Boorlo or Burrell in the Noongar language. It is designed to be a living and interactive document that can be updated and added to with cultural knowledge overtime.

The map features just some of the many place names that have been passed down from one generation to the next. It identifies sites such as popular camping (kalla) and hunting grounds, natural landmarks and sacred places traditionally known to Noongar people as they moved amongst the lakes, coastal plain and hills of the Perth region, following the six Noongar seasons.

The knowledge for managing and respecting the land is a key component of Noongar lifeways. This knowledge is dictated through dreaming stories tied to country (such as the Waugyl's tie to lore around waterways), oral traditions passed down from the Old People and the continued social connections maintained through community. The Waugyl is the giant rainbow snake of Noongar Dreaming (Nyitting) that created the present course of all rivers and waterways of the South West during his creation journey. The kalla (camping places) where the Waugyl rested at along his journey are sacred, with some of these kalla represented on this map today.

The map underlying the place names was prepared by the surveyor and explorer Alfred Hillman under the direction of the Surveyor-General. Issued in 1838, the map shows the proposed layout for the future city over the many wetlands and swamps that originally existed at the time of European contact.

Over time most of these swamps were drained and the land reclaimed to accommodate for an ever-expanding population and control of the waterways for modern infrastructure. Despite this changing landscape, Noongar people maintain a deep cultural and spiritual connection to the Perth region and a continuing responsibility as its Traditional Custodians.

Base map layer: Townsite of Perth in Western Australia 1838 Map, State Records Office of WA, Cons 3868, Item 288.

Add your knowledge

Do you have extra information to add to Gnarla Booja Mili Mili?

Please email your knowledge to ahrs@dlgsc.wa.gov.au

Video

Video production Gnarla Boodja Mili Mili acknowledgements

Students from Bibra Lake Primary School:

Jarra Walley-Stack

Tanisha Collard-Penny

Tannahlia King

Hunter Shepherd

Lily Philpott

Morris Brown

Linguists:
Kylie Bracknell and Clint Bracknell

Video production:
Phil Walley-Stack, Director Aboriginal Shows and Productions

Department of Local Government, Sport and Cultural Industries Aboriginal History (WA) - Research

Cultural Sensitivity message

Please be aware that this publication contains the names and images of deceased people. All readers are advised that the inclusion of words, terms or descriptions from historical records reflects the social attitudes of the period in which they were written.

The term 'Noongar' is used throughout this publication as a broad term encompassing multiple Noongar language groups. Due to the multiple dialects that exist, the spelling of place names and other language references varies from author to author. Differences in spelling may also exist due to Noongar languages traditionally being oral rather than written languages.

The department recognises that modern cartographic conventions are not directly or easily transferable into Noongar systems of naming and land use. Modern maps are set out in such a way as to imply that places have fixed names over time, whereas in Noongar culture any one place may be called several different names depending on the context in which they were being used. For the purpose of this publication, the following map identifies only one or two of the multiple names for Noongar places within the area of Perth.

Disclaimer

Please be aware that this publication is not definitive and that discrepancies may exist for certain place names due to the inaccurate manner in which the information was originally documented. Readers are advised to carefully evaluate the accuracy, completeness and relevance of the publication for their own purposes.

The information gathered for this publication has been sourced from a range of historical and contemporary research including historical and contemporary anthropological research, historical archaeology, ethnographies, experimental archaeology, and both traditional and contemporary Aboriginal knowledge systems.

While all reasonable care has been taken in compiling this map, the department disclaims any liability for any errors or omissions in the publication.

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Gnarla Boodja Mili Mili (Our Country on Paper)

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Gnarla Boodja Mili Mili is designed to be a living document that can be updated and expanded overtime. The map was compiled by the department and launched in partnership with the City of Perth.

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How they have shaped change in the society.

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- Food production processes
- Aboriginal and Torres Strait Islanders food from the land (comparison) - Bush Tucker

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Key noongar words - animals and hello

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4.8 Advent
- Seasons - students research the Noongar seasons to gain an understanding of different kind of seasons to connect to their understanding of the Advent season.

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Digital Technology

Students created a stop motion about local sites of significance with information researched during HASS lessons.

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Organise a walk around the South Perth Foreshore to identify significant aboriginal sites. Liaise with experienced facilitator?? to teach us about local history (perhaps City of South Perth). Curriculum Links - Mapping, report writing, art, comprehension, indigenous language, songs,

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Through the unit of work (Reconciliation) we acknowledge forgiveness of sins which links to Sorry Day.

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Geography linking to the South Perth area.

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Write a report on an influential aboriginal person.

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We would love local Elders or community members to come in and share knowledge during our HASS/ Literacy lessons.

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Invite local Noongar elders in, to share stories of local Swan River area.

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Year One was selected to run 'Sorry Day Liturgy'
Purple flowers (purple hibiscus) - whole school link

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Family Structure - Kinship

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Reading for perspective

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Borrow from CEWA

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Guest speaker