# data[].attributes.body
The globe as a representation of the Earth on which Australia and other countries can be located

Looking at maps of First Nations maps

The places people live in and belong to, the reasons places are special or important to people and their significance to Aboriginal and Torres Strait Islander peoples:

Looking at local maps

Discuss the importance of special places

Talking about the importance special places for First Nations people

Noongar names for familiar places

How to look after the land from an First Nations perspective

How the stories of families and the past can be communicated and passed down through generations and how the stories may differ, depending on who is telling them

Looking at Aboriginal artwork and how they tell stories from the past throught their art and symbols

Dreaming stories

# data[].attributes.headline
Particle Magazine - Aboriginal science articles.

# data[].attributes.subject
Particle Magazine - Aboriginal science articles.

# data[].attributes.body
Projects include indigenous Curricula

# data[].attributes.attachment_link.readable_text
The Indigenous Knowledge Institute aims to advance research and education in Indigenous knowledge systems.

Following a commitment made by Vice-Chancellor Duncan Maskell at the Garma Festival in August 2019, the institute was launched at the 19 th Symposium on Indigenous Music and Dance on 3 December 2020, led by the Research Unit for Indigenous Arts and Cultures at the Wilin Centre for Indigenous Arts and Cultural Development.

The Indigenous Knowledge Institute is one of five current Melbourne Interdisciplinary Research Institutes. These institutes aim to promote research linkages and collaboration across the University and to play a lead role in articulating University research to external audiences.

The Indigenous Knowledge Institute will build on the research and education activities already underway at the University to become a global leader in Indigenous knowledge research and education. The Institute will also build on the work of the Indigenous Hallmark Research Initiative which ceased operation in 2019.
Banner image: Ancestral Memory artwork by Maree Clarke. Photograph by Christian Capurro.

# data[].attributes.attachment_link.description
The Indigenous Knowledge Institute aims to advance research and education in Indigenous knowledge systems. Following a commitment made by Vice-Chancellor Duncan Maskell at the Garma Festival in August 2019, the institute was launched at the 19 th Symposium on Indigenous Music and Dance on 3 December 2020, led by the Research Unit for Indigenous Arts and Cultures at the Wilin Centre for Indigenous Arts and Cultural Development.

# data[].attributes.attachment_link.provider_name
ATSI Mathematics for Pre-service Teachers!

# data[].attributes.attachment_link.readable_text
This resource is for non-indigenous newly graduated and pre-service teachers.

We believe it is important to acknowledge that past research has been conducted purely from a colonialized perspective and assessment of Indigenous mathematics from a westernised curriculum.

Research into ways of 'closing the gap' in Indigenous achievement and performance standards of mathematics is ongoing. We endeavour to suggest current thoughts and culturally sensitive pedagogies to assist the inclusion of Indigenous students in the mathematics classroom.

Incorporating an ATSI perspective of mathematics should not be seen as an 'add on' but an exploration and integration of other ways of looking at maths, to ideally open students and non-Indigenous teacher's minds to other ways of thinking about mathematical concepts (Matthews, Howard, & Perry, 2003). This helps build cultural understanding of Indigenous people and therefore also assists in the reconciliation process.
Key messages: A shift in thought.

A sharing of knowledge.

Indigenous researchers Matthews (2003; 2006; 2007; 2011; 2012) and Yunkaporta (2009) believe it is of upmost importance to invite the Indigenous community (or member/s) to be involved in the teaching and learning within a school for a holistic and authentic approach to incorporating ATSI mathematics into the suburban Australian classroom. This supports the belief that all students benefit from the teaching and learning of mathematics from an Indigenous perspective 'emphasising a sharing of knowledge from both cultures' (Matthews, Watego, Cooper & Baturo, 2006, p. 515). The Mathematics in Indigenous Contexts Project's findings align with this notion (Perry & Howard, 2008).

Cross aged tutoring Strong teacher pupil relationships

Indigenous students respond best when there are positive personal relationships with teachers. "It is often more important who does the teaching than what is actually taught" (Collins, 1993, p. 7; as cited in Matthews, Howard & Perry, 2003, p.3).

John Hattie's meta-analysis of factors influencing learning outcomes, confirmed that the Peer tutoring has a very significant impact with an effect size of .7 or greater.

Mathematical concepts should be linked to real life experiences.

"The learner (is) to recognise new mathematical experiences as having the similarities of an already formed experience" (White & Mitchelmore 2002; Matthews 2008; as cited in Ewing, Sarra & Cooper, 2013, p. 28). This includes the teacher being aware of social relationships, students Indigenous identities, historical, cultural perspectives and institutional factors (Ewing, Sarra & Cooper 2013; Matthews, Cooper, Baturo 2007; Villegas & Lucas 2002).

Emphasis on practical experience , group co-operation/ collaboration and connectedness.
High expectations Explicit teaching

Use of Yunkaporta's (2009) Eight Ways pedagogy (p.3) has highlighted the importance of explicitly modelling assessment items and tasks, including the provision of key ideas, indicators and criteria for students at the beginning of the learning sequences (Morris, Toberty, Thornton & Statton, p. 6 )

Expectations of students' learning can have a major impact on the quality of this learning. Students have expectations of themselves, perceptions of others' expectations of them, aspirations for their futures and expectations of teachers and schools (NSW Department of Education and Training, 1998; as cited in Matthews, Howard & Perry, 2003, p. 3).

Teaching methodologies that include strong teacher-pupil relationships, reduce competition, restrict verbal communication; limit direct questioning, and emphasize practical experience and group co-operation will benefit Indigenous students (Frigo, 1999; as cited in Matthews, Howard & Perry, 2003).

.

Indigenous students need a well-structured program, with achievable goals, use assessment tasks that are directly related to classroom tasks and use frequent diagnostic assessment; (Doig, 2001, p. 32).

Build narratives and stories with and about mathematics, this is a chance to get creative with mathematics (Matthews et al., 2007, 2012; Morris, 2012; 2013). Maths as Storytelling (MAST) allows the exploration of arithmetic through drawings and story telling without the use of 'western mathematics symbols'. MAST is a good base to later introduce algebra symbolism. "MAST appears to be a powerful way to assist all (Indigenous and non-Indigenous) students move from arithmetic to algebra" (Matthews, Cooper & Baturo 2007, p. 255).

Limit direct questioning in the maths classrooms. Teachers need to shift perceptions and unbalanced pedagogies of abstraction to being that of a creative process like nature, dance, language and visual arts.
Pedagogical approaches that work

· The use of hands on activities to support the development and understanding of numeracy concepts
· Questioning to be open-ended by both the teacher and the students to reinforce numeracy concepts and skills
· The Cloud Model (Matthews, 2009, p. 99) See below.

students (Morris & Matthews, 2011).
Having a deep cultural understanding of Indigenous learning needs: Culturally Responsive Mathematics Pedagogy (CRMP), Social Justice Pedagogy (SJP).

· Fostering an effective student-teacher relationship assists in the Indigenous students' learning of mathematics, for example, ensuring you have a
· When teaching mathematics to Indigenous students, teachers need to take into account the Indigenous culture and traditions. Other aspects include the physical and social environments such as the size of the classroom and the interactions between the teacher and the Indigenous spare calculator or ruler available for those students who could not afford them and are too shy and embarrassed to seek assistance (Averill, 2012).

# data[].attributes.attachment_link.title
ATSI Mathematics for Pre-service Teachers!

# data[].attributes.attachment_link.description
This resource is for non-indigenous newly graduated and pre-service teachers. We believe it is important to acknowledge that past research has been conducted purely from a colonialized perspective...

# data[].attributes.headline
Australian Curriculum: ScienceAboriginal and Torres Strait IslanderHistories and Cultures

# data[].attributes.subject
Australian Curriculum: ScienceAboriginal and Torres Strait IslanderHistories and Cultures

# data[].attributes.headline
Resources for Aboriginal and Torres Strait Islander communities QLD

# data[].attributes.subject
Resources for Aboriginal and Torres Strait Islander communities QLD

# data[].attributes.body
Browse the collection of activities and resources that share the importance of culture, early learning and kindergarten participation for Aboriginal and Torres Strait Islander children.

# data[].attributes.attachment_link.readable_text
Browse the collection of activities and resources that share the importance of culture, early learning and kindergarten participation for Aboriginal and Torres Strait Islander children.

Foundations for Success
A resource to help early childhood education and care services to deliver a quality early learning program for Aboriginal and Torres Strait Islander children.

Kindergarten in rural, remote and Aboriginal and Torres Strait Islander communities
Learn about kindergarten programs delivered in Aboriginal and Torres Strait Islander communities.

Supporting Aboriginal and Torres Strait Islander children and families
Learn about the support services available to Aboriginal and Torres Strait Islander children and families.

Brochure

My big learning life: Kindergarten brochure version 1
My big learning life: Kindergarten brochure version 2
My big learning life: Kindergarten brochure version 3

Parents and carers can find out what their child will do at kindy, when and how to enrol, what they'll pay, how to get there, and what they'll need. There are three versions of the brochure, each with imagery from different locations in Queensland - Mackay (version 1), Cunnamulla (version 2) and Toowoomba (version 3).
Note: This is a printable brochure. Page 1 will appear upside down when viewed online.

Kindy songline postcard
The kindy songline represents the positive kindy experience for Aboriginal and Torres Strait Islander children. Use this postcard to share the kindy songline and its elements with families.

Posters

Elders as storytellers suite of posters
Elders from the Mackay community have come together to share the importance of early learning. Use these posters to promote the benefits of going to playgroup and kindy.

Let's yarn about kindy in Toowoomba suite of posters
Elders and community leaders in Toowoomba have been yarning about kindy. Use these posters to promote the benefits of culture and education in the early years.

Let's yarn about kindy in Cunnamulla suite of posters
Elders and community leaders in Cunnamulla have been yarning about kindy. Use these posters to promote the benefits of culture and education in the early years.

Ngana Waguna Woori Mumba poster
This poster is a representation of Ngana Waguna Woori Mumba, which is an artwork that was created by community members and artists around Queensland to represent the early learning journey of Aboriginal and Torres Strait Islander children.

Videos

Let's yarn about kindy videos
Elders and community leaders yarn about the importance of culture and education in the early years, especially at kindy.

Aunty Honor shares the benefits of kindy
Listen to Aunty Honor talk about her experience in early childhood education and why kindergarten is important for little ones.

Kindy counts! in the Torres Strait
With a friend, Aunty Wasie started the first kindergarten in the Torres Strait in 1966. Listen to her story.

Ray Sambo talks about the benefits of kindy
Cairns community member Ray Sambo spoke to parents and carers in Far North Queensland to discover more about their experiences of kindergarten and early years education.

Elders as storytellers
Elders and community members throughout Queensland have shared their stories about connecting culture, Country, knowledge and early learning. Watch the videos on the Big Learning Life website.

Ngana Waguna Woori Mumba
Ngana Waguna Woori Mumba, meaning 'we grow children together' in the Alice River language of the Inigai country, is an artwork created by artist Suzanne Thompson, through collaboration with community groups and families. Watch the artwork come to life in this animation.

Jess's early learning story
An animation of four-year-old Jess, who takes us on a journey through her early learning experiences in the home and community, meeting her first teachers, her parents and family.

Kindy transition statements
At kindy, your child makes new friends, develops new interests and strengths, and learns so much as they play. Find out how to share their learning and development with your child's new school teacher.

# data[].attributes.attachment_link.keywords[]
early years resources;  kindergarten; videos; posters; kindy; pre-prep; kindy in indigenous communities; kindy in the torres strait; indigenous resources; elders

# data[].attributes.attachment_link.title
Resources for Aboriginal and Torres Strait Islander communities

# data[].attributes.attachment_link.description
Access resources and videos to support and encourage kindergarten participation in indigenous communities.

# data[].attributes.attachment_link.description
Children must learn to read, so they can read to learn. We’re working to make literacy possible for every child, anywhere.

# data[].attributes.attachment_link.title
Noongar Boodjar Language Cultural Aboriginal Corporation

# data[].attributes.attachment_link.description
Noongar Boodjar Language Cultural Aboriginal Corporation (NBLCAC) was established in 2014. A board of directors representing most of the Noongar clans manages NBLCAC's operations.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.description
Reconciliation Australia's vision is for a just, equitable and reconciled Australia.

# data[].attributes.attachment_link.readable_text
Keep the Fire Burning! Blak, Loud and Proud

This year's theme celebrates the unyielding spirit of our communities and invites all to stand in solidarity, amplifying the voices that have long been silenced.

The fire represents the enduring strength and vitality of Indigenous cultures, passed down through generations despite the challenges faced. It is a symbol of connection to the land, to each other, and to the rich tapestry of traditions that define Aboriginal and Torres Strait Islander peoples. As we honour this flame, we kindle the sparks of pride and unity, igniting a renewed commitment to acknowledging, preserving, and sharing the cultural heritage that enriches our nation.

"Blak, Loud and Proud" encapsulates the unapologetic celebration of Indigenous identity, empowering us to stand tall in our heritage and assert our place in the modern world. This theme calls for a reclamation of narratives, an amplification of voices, and an unwavering commitment to justice and equality. It invites all Australians to listen, learn, and engage in meaningful dialogue, fostering a society where the wisdom and contributions of Indigenous peoples are fully valued and respected.

Through our collective efforts, we can forge a future where the stories, traditions, and achievements of Aboriginal and Torres Strait Islander communities are cherished and celebrated, enriching the fabric of the nation with the oldest living culture in the world.

# data[].attributes.attachment_link.description
Keep the Fire Burning! Blak, Loud and Proud

# data[].attributes.attachment_link.description
Harmony Week is the celebration that recognises our diversity and brings together Australians from all different backgrounds.

# data[].attributes.body
How the First Nations People use their bodies to tell stories and connect to country.

Pass on traditions and experiences.

# data[].attributes.body
Connection between love for God's creation and exploring the deep and profound connection Aboriginal and Torres Strait Islander peoples have with their Country, land, and environment, which is central to their spiritual practices.

# data[].attributes.body
-God through Creation

-Laudato si (Not being greedy with the environment)

# data[].attributes.body
Linking dreaming and Jesus' story

Indigenous stations of the cross

Acknowledgement of Country

linking the 10 commandments to Indigenous law

linking values

Aboriginal Our Father

# data[].attributes.body
Using 'talking sticks' in sharing circles and discussing the importance and history of these.

# data[].attributes.body
Procedural texts of damper

# data[].attributes.body
Novel study of - Somebody's Land by Adam Goodes. Created Acknowledgements of Countries https://www.cultureislife.org/wp-content/uploads/2022/03/Somebodys-Land-A-Guide-for-Parents-and-Carers-Final-1.pdf

# data[].attributes.body
Jack's Island

Storm Boy

Reading comprehension texts

PLD dictations

Narrative writing/ Dreaming

reading

# data[].attributes.body
-Narrative structure, symbolism and oral traditions (link with dreaming stories/traditional storytelling)

-Indigenous authors

# data[].attributes.body
Term 3 Novel Study: Novel Study: Black Cockatoo

Picture Book: Grandfather

Emu - learn how Mother Yonga Kangaroo got her pouch

# data[].attributes.body
Investigating the seasons used by Aboriginal people, comparing them to those used in Western society and recognising the connection to weather patterns

# data[].attributes.body
Research another Aboriginal Dreaming story, perhaps one from your local area and write an addition or subtraction calculation from the story using a mental strategy. EXAMPLE: If the Rainbow Serpent had tickled the bellies of 36 frogs and 25 were still to tickle, how many frogs was that in total?

# data[].attributes.body
statistics and probability

location/movement/transformations

orienteering

# data[].attributes.body
-Symmetry and geometry in Indigenous art and design

# data[].attributes.body
Local features and places are given names, which have meaning to people, and these places can be defined on a variety of scales,

# data[].attributes.body
stolen generation

civics and citizenship

rights and responsibilities

values

human rights

referendums

ethical use of resources

connection to country

key figures in Australian history

NAIDOC celebrations

Harmony day

# data[].attributes.body
-Impact of colonisation, land use and cultural practices

-Concept of country and Custodianship

-Traditional land management and techniques

-First Nations perspectives

# data[].attributes.body
Learning about the First Nations Culture

-bush tucker, dreaming stories, shelter, language, tools, artefact.

What the First Nations People can teach us to help us to improve the environmental issues within Australia. What we learn from our past can change our future for the better.

# data[].attributes.body
Language groups of Australia's Aboriginal and Torres Strait Islander Peoples divides their Country/Place and differs from the surveyed boundaries of Australian states and territories

describing how the territory of Aboriginal and Torres Strait Islander Peoples contains the Country/Places of many individuals and language groups

exploring how oral traditions of Aboriginal and Torres Strait Islander Peoples were used to map landscapes

historical significance of their local area

# data[].attributes.body
NAIDOC celebrations

Harmony Day celebrations

# data[].attributes.body
Cultural Knowledge & Wellbeing

Investigate how ceremonies promote wellbeing.

Explore traditional diets and medicinal uses of plants.

# data[].attributes.body
Leadership and respectful relationships:

Research First Nations athletes and health professionals.

Develop action plans for promoting cultural respect in the school.

Organise peer-led discussions on empathy.

# data[].attributes.body
Truth-telling and cultural awareness:

Investigate historical and contemporary contributions of First Nations Australians to health and sport.

Explore strategies for promoting cultural safety and inclusion.

# data[].attributes.body
Reading groups named after Australian animals using Noongar language

Basic and familiar language integrated

# data[].attributes.body
Discuss how symbols are sometimes used to represent or replace written text that we use (symbols and apart of digit tech unit)

# data[].attributes.body
ethical use of resources

connection to country and land

food and fibre

# data[].attributes.body
-Traditional and sustainable tools and technologies

-Explore projects designed by Aboriginal architecture and sustainable practices

# data[].attributes.attachment_link.title
Indigenous Australia, Culture, People & Resources | Australians Together

# data[].attributes.attachment_link.description
Explore the rich diversity of Australian culture and First Nations history at Australians Together. Learn about Indigenous culture, migration, and more. Discover resources and information for educators, students, and all Australians.