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Anderson C (2019) Indigenous, Aboriginal, Fugitive and Ethnic Groups Around the Globe, IntechOpen, London.

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https://www.aitsl.edu.au/standards

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Australian Institute of Sport (n.d.) Yulunga Traditional Indigenous Games, Australian Sports Commission, accessed 7 October 2022. https://www.sportaus.gov.au/yulunga?result_704748_result_page=6

Australians Together (n.d.) First Nations Curriculum resources, Australians Together, accessed 4 October 2022. https://australianstogether.org.au/education/curriculum-resources/?Keywords=&YearLevel%5B%5D=F&YearLevel%5B%5D=1&YearLevel%5B%5D=2&YearLevel%5B%5D=3

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Lawrence N & Bancroft B (2018), Clever Crow, Magabala Books, Broome, Western Australia.

Magabala Books (n.d.) Education – Teachers Notes, Magabala Books, accessed 6 October 2022 https://www.magabala.com/pages/education

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https://www.niaa.gov.au/indigenous-affairs/culture-and-capability

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https://www.qm.qld.gov.au/Explore/Find+out+about/Aboriginal+and+Torres+Strait+Islander+Cultures/Land

Shay M & Oliver R (2021) Indigenous education in Australia, Taylor and Francis Group, New York.

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Victorian Curriculum and Assessment Authority (VCAA) (n.d.) Victorian Curriculum - Science, Victorian Government, accessed 4 October 2022. https://victoriancurriculum.vcaa.vic.edu.au/science/curriculum/f-10

Ware S (2021) NAIDOC Week 2021: Teacher Resource, Special Broadcasting Service, Sydney, retrieved 3 October 2022. https://www.sbs.com.au/sites/sbs.com.au.home/files/sbslearn_naidocweek2021_web_lr2.pdf

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Resource 4- Yalunga Traditional Indigenous Games

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Resource 4- Yalunga Traditional Indigenous Games

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The final resource that is being evaluated are the ‘Yalunga Traditional Indigenous Games’ developed by the Australian Sports Commission in partnership with the Australian Institute of Sport (AIS) (AIS n.d.). The creation of this resource was helped by Ken Edwards and Troy Meston who reviewed Australian Aboriginal and Torres Strait Islander games from around the country gaining approval from the relevant representative Elder or Indigenous organisation to be used within the resource, while acknowledging all Aboriginal and Torres Strait Islander peoples in this resource. The AIS (n.d.) also mention that when implementing these games in a sport program or lesson there is a recommendation mentioning that “local elders and Indigenous groups are informed of plans and invited to participate in some way”. This resource meets all the requirements that the ‘YARNS’ resource evaluation tool mentions (Shay & Oliver 2021:143-146).

This resource is tailored towards the physical education curriculum meeting a variety of different content descriptors within the Victorian curriculum as activities can be tailored or selected for a variety of different year levels, the cross-curriculum priorities of “learning about Aboriginal and Torres Strait Islanders histories and cultures” and “learning about Sustainability” are still at the forefront of this online resource (VCAA n.d.). This resource can also meet AITSL standard 1.4 with enough research and sensitivity around educating Indigenous students resulting in the participation and engagement of Aboriginal and Torres Strait Islander students. It also meets AITSL standard 2.4 where students can play these Indigenous Australian peoples games, while learning about their culture promoting reconciliation and relationships between non-Indigenous and Indigenous Australians (AITSL n.d.).

This resource relates with the importance of identity and country for Aboriginal and Torres Strait Islander peoples. All the games on this resource are group games, community is important for the identity of Indigenous peoples and a good connection to community can build a strong sense of resilience for Indigenous Australians and can result in better cultural identity which can have several health benefits, such as reduction in mental disorders (Dudgeon et al. 2022). Therefore, the games based in this resource are group targeted games as this view of community is taken by Aboriginal and Torres Strait Islander communities. In reference to the game’s connection to country they all have a focus on leaving as little impact on the environment as possible due to the importance of land and how it is used for Indigenous peoples all around Australia.

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This next resource is a website called ‘Magabala Books’ who are a publishing house in Western Australia, which has a collection of hundreds of books tied to Indigenous authors and/or illustrators with accompanying teaching resources that can be used for these books (Magabala Books 2020). Being “Aboriginal owned and led” and as mentioned the books being written or drawn by Indigenous writers shows high quality Indigenous representation for every book that could be used as a lesson resource. The variety of books are obviously good for education of English for a variety of year levels and can meet many of the VCAA content descriptors and elaborations (VCAA n.d.) in all year levels for not just English, but other areas such as the arts and humanities among others. While as expected, still displaying the cross-curriculum priority of “learning about Aboriginal and Torres Strait Islanders histories and cultures” (VCAA n.d.) For example, one of the books on this website ‘Clever Crow’ by an Indigenous’ author Nina Lawrence and illustrator Bronwyn Bancroft (2018) has a teachers note document that explains potential talking points or activities that can be completed within the classroom for understanding of Aboriginal and Torres Strait Islander culture through a book like this one. One negative element regarding this online resource is that a teacher would have to pay for these books if not covered by the school or government.

Within the book there is a scene where young men are attending an Indigenous ceremony; the teachers note then suggests that an educator could talk to students about the importance of ceremonies in Indigenous cultures. This can relate to the theme of reciprocity in Aboriginal and Torres Strait Islander communities were depending on the ceremony it can show the reciprocal nature of relationships in Indigenous communities in a variety of different ways. Some of these ceremonies involve sharing their time together as a community were patterns of sharing time, actions, or items with one another based on clear rules and regulations and how individuals within the community fit into their kinship network (Eckermann 2010:102). Exploring how different ceremonies show the reciprocal nature of Indigenous peoples kinship values and how this relates to Aboriginal and Torres Strait Islander communities. Other activities within this book exampled and other books within the website discussed look at the other themes discussed of identity and connection to country.

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Resource 2- Australians Together Science Resource

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Resource 2- Australians Together Science Resource

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This resource was created by Australians Together, which is a non-for-profit organisation which has both First nation and non-Indigenous individuals to help understanding of both Indigenous and non-Indigenous cultures. They also work with Elders and other Aboriginal and Torres Strait Islander peoples, along with educators and other individuals or groups when needed (Australians Together n.d.). This resource shows sensitivity to Indigenous peoples by citing a warning that the resource module may contain pictures or voice of deceased people, as mentioned as highly important within the ‘YARNS’ First Nation resource evaluation tool (Shay & Oliver 2021:143-146). This lesson plan resource focuses on how Indigenous peoples gained their knowledge and continued knowledge of land and its vital resources through observation and experimentation. This obviously reflects the importance of land for all First Nation peoples, which is also discussed within the resource. This lesson plan follows the Australian curriculum but can be used within the Victorian science curriculum also, especially within the ‘People use science in their daily lives’ (VCSSU041) and ‘Earth’s resources are used in a variety of ways’ (VCSSU047) content descriptors. It also again uses the cross-curriculum priority of “learning about Aboriginal and Torres Strait Islanders histories and cultures” in addition to students “learning about sustainability” which is another cross-curriculum target as mentioned by the VCAA (n.d.). This resource also has elements that meet both AITSL standards 1.4 and 2.4 as it houses some activities or strategies for educating Indigenous students and helping students understand their observational scientific knowledge and respect this knowledge that has been passed through and built upon by generations (AISTL n.d.). A negative that can be assessed by looking throughout this resource is no date of creation. This contrasts the quality of the rest of the resource as it has many activities suggestions appropriate for learning about the importance of this knowledge and connection to land for Indigenous peoples.

In reference to Aboriginal and Torres Strait Islanders connection to land and its importance, this lesson plan resource allows students to understand the knowledge that Indigenous peoples have regarding the land and the importance of sustainability. This resource focusses on the ecology that First Nation peoples have developed and continue to develop over thousands of years and how this relates to sustainability is also mentioned as well. Indigenous Australians have a “symbiotic” relationship with their land of their “home states” (Queensland Museum n.d.). This relationship is discussed and explored within both the activities presented and suggested by the resource or the video and/or webpage links found in the suggested resources within the Australians Together learning resource.

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The resource selected was created by the ‘Special Broadcasting Service (SBS)’ written by Shelley Ware in 2021 referencing NAIDOC week, structuring a large resource that can be used to educate students in a number of different areas that are important in regard to Aboriginal and Torres Strait Islander perspectives, looking into the peoples, histories and stories of Indigenous peoples cultures (Ware 2021). This resource is a large booklet that has been approved and signed off by the Australian government and the then minister for Indigenous Australians Ken Wyatt in conjunction with the co-chairs of the National NAIDOC Committee Shannan Dodson and John Paul Janke. This resource can be tuned to all year levels prior to VCE studies and targets English, humanities, the arts, and science curriculum depending on the activity or activities selected. In addition to these subject areas this resource also has the Victorian Curriculum and Assessment Authorities (VCAA n.d.) cross-curriculum priority of “learning about Aboriginal and Torres Strait Islanders histories and cultures”.

This range of activity type and the curriculum areas these activities meet are a positive for classroom lessons as teachers can adapt or use activities to meet the area of the curriculum desired. This resource references AITSL standard 2.4 as it “provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages” (Australian Institute for Teaching and School Leadership (AITSL) n.d.). This also shows the importance of understanding of Aboriginal and Torres Strait Islander culture and the affect it can have regarding their identity.

Cultural identity is an important part of Indigenous culture, these factors come from a connection to community and land in unison with relationships with their family and other social groups (New South Wales government n.d.). Education of these cultures within school for non-indigenous Australians is important as a lack of acknowledgment by a school community can result in an exclusion of Indigenous peoples within the school nucleus which can impact on cultural identity by feeling a sense of exile and lack of belonging (Anderson 2019). Although through correct education and recognition of these cultures like within this resource can help Aboriginal and Torres Strait Islander people to be more involved in the social side of current Australian culture through continued healing and knowledge that their cultures are being discussed and understood by all Australians (National Indigenous Australians Agency n.d.). This results in heightened understandings for Aboriginal and Torres Strait Islander cultures which is an important aim for NAIDOC week and is important to be educated to students within the school curriculum, this understanding allows Indigenous Australians to show their cultural identity without feeling judged or disempowered by others.