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Check to see if your student identifies as Aboriginal and Torres Strait?

Is there a staff member at school that identifies and acts in a well-being role?

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The health status of Aboriginal and Torres Strait Islander people is considerably poorer than any other group in Australia.

The life expectancy of non-Indigenous Australians has risen over the last three decades. However, the life expectancy of Aboriginal and Torres Strait Islander people remains significantly lower than other population groups. Hospitalisation rates for chronic and communicable diseases and mental health issues exceed those of non-Indigenous Australians across all age groups.

Contributing factors to the health inequality of Aboriginal and Torres Strait Islander peoples include: unequal access to primary health care and infrastructure; poor nutrition and living conditions; lack of culturally safe and culturally respectful health services and health education; human rights and social justice inequities including the effects of racism and insufficient or poorly targeted funding to meet health care needs; and lack of access to secure and meaningful employment.

The ANMF is committed to forming strong partnerships to work towards improving the health outcomes and life expectancy of Aboriginal and Torres Strait Islander peoples. We constantly aim to collaborate and model respect for Aboriginal and Torres Strait Islander peoples; promote understanding of their rights and work with our colleagues to lead the nursing and midwifery professions in respecting and sharing knowledge with Aboriginal and Torres Strait Islander peoples. Some of the work undertaken by the ANMF to achieve these aims includes:

The Uluru Statement from the Heart

The ANMF has declared its national support for the historic Uluru Statement from the Heart calling for a 'First Nations Voice' enshrined in the Constitution.

The Uluru Statement from the Heart is an invitation to the Australian people to work with Aboriginal and Torres Strait Islander people to create a better future. It is a gift: a strategic roadmap to peace, where Aboriginal and Torres Strait Islander peoples take a rightful place in their own land. It is a moment where all Australians can come together to realise our nation's true potential.

Congress of Aboriginal and Torres Strait Islander Nurses and Midwives

The ANMF supports, works and partners with our colleagues who form the Congress of Aboriginal and Torres Strait Islander Nurses and Midwives (CATSINaM).

CATSINaM represents Aboriginal and Torres Strait Islander nurses, midwives, and students undertaking nursing and midwifery courses leading to registration and endorsement.

CATSINaM has developed a cultural safety position statement and has partnered with the Nursing and Midwifery Board of Australia to develop a joint statement on culturally safe care. Cultural safety and respectfulness is the responsibility of all nurses and midwives.

For further information on CATSINaM, visit their website.

Closing the Gap

Close the Gap is a campaign for Aboriginal and Torres Strait Islander Health Equality. The campaign's goal is to close the health and life expectancy gap between Aboriginal and Torres Strait Islander peoples and non-Indigenous Australians within a generation.

The Close the Gap Coalition - a grouping of Aboriginal and Torres Strait Islander and non-Indigenous health and community organisations - together with nearly 200,000 Australians is calling on governments to take real, measurable action to achieve Aboriginal and Torres Strait Islander health equality by 2030.

The ANMF supports Australia's commitment to closing the appalling 8 to 14 year life expectancy gap (depending on remoteness) through implementation of the Human Rights and Equal Opportunity Commission (HREOC*) Aboriginal and Torres Strait Islander Commissioner's recommendations to achieve health equality for Aboriginal and Torres Strait Islander people within a generation.

Nurses and midwives provide frontline health services in many Aboriginal and Torres Strait Islander communities and are committed to working in partnership with Aboriginal Health Workers, GPs and allied health professionals to deliver high quality, culturally appropriate health care services.
*HREOC - now known as the Australian Human Rights Commission.

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Aboriginal and Torres Strait Islander | ANMF

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Discover how ANMF play a significant role in improving the health of Aboriginal and Torres Strait Islander people here.

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CLOSE THE GAP

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The Close the Gap Campaign acknowledges and pays respect to the past, present and future traditional custodians and elders of this nation and the continuation of cultural, spiritual and educational practices of Aboriginal and Torres Strait Islander peoples.

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On 12 March 2020 it was announced by the World Health Organisation that COVID-19 (commonly referred to as Coronavirus) had been declared a pandemic. Please be assured that the Kalwun team is working hard to...

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We provide innovative and progressive services within an holistic framework. We endeavour to assist all people, more specifically Aboriginal and Torres Strait Islander individuals and their families. We strive to provide equitable, reasonable and justifiable access to affordable housing and housing support, primary health care and dental services, aged care and disability programs and support, protection services for young people and children, support for parents and families, educational initiatives and emergency relief assistance.

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They are happy to consult with SBYHN or YP over the phone.

They do not come out to schools.

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This is aimed at teachers but put on your HP hats

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We've detected that Javascript is not enabled. It is required for an optimal survey taking experience.
Please check your browser's settings and make sure Javascript is turned on. Learn how to enable Javascript.

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https://au.reachout.com/collections/yarn-up

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Koori Curriculum tip sheet for working with Aboriginal Families

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Koori Curriculum tip sheet for working with Aboriginal Families

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Working with Aboriginal Families Tip Sheet

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The Australian Curriculum sets consistent national standards to improve learning outcomes for all young Australians. ACARA acknowledges the gap in learning outcomes between Aboriginal and Torres Strait Islander students and their non-Indigenous peers. It recognises the need for the Australian Curriculum to provide every opportunity possible to 'close the gap'.

Therefore, the Australian Curriculum is working towards addressing two distinct needs in Aboriginal and Torres Strait Islander education:

that Aboriginal and Torres Strait Islander students are able to see themselves, their identities and their cultures reflected in the curriculum of each of the learning areas, can fully participate in the curriculum and can build their self-esteem

that the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority is designed for all students to engage in reconciliation, respect and recognition of the world's oldest continuous living cultures.

New Science elaborations addressing Aboriginal and Torres Strait Islander Histories and Cultures
In response to feedback from community and educators, ACARA has developed 95 new elaborations with accompanying teacher background information to help teachers to incorporate the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority in the Australian Curriculum: Science.

These elaborations were developed with the assistance of ACARA's Aboriginal and Torres Strait Islander Advisory Group and Taskforce, and Science and Aboriginal and Torres Strait Islander curriculum specialists, and provide practical examples across all three strands of the science curriculum and all year levels.

The elaborations acknowledge that Aboriginal Peoples and Torres Strait Islander Peoples have worked scientifically for millennia and continue to contribute to contemporary science. They are scientifically rigorous, demonstrating how Indigenous history, culture, knowledge and understanding can be incorporated into teaching core scientific concepts.

Each elaboration is accompanied by teacher background information that explains in detail the cultural and historical significance of the chosen topic and how it connects to the core science curriculum content. It also includes a list of consulted works, provided as evidence of the research undertaken to inform the development of the teacher background information. The teacher background information is accessible through the Aboriginal and Torres Strait Islander Histories and Cultures icon appearing next to the elaboration.

The elaborations and accompanying teacher background information support teachers in providing a more culturally responsive curriculum experience for Aboriginal and Torres Strait Islander students resulting in increased engagement and better educational outcomes. They also provide an opportunity for teachers to engage all students in respect and recognition of the world's oldest continuous living cultures.

Aboriginal and Torres Strait Islander Histories and Cultures
The Aboriginal and Torres Strait Islander Histories and Cultures priority provides opportunities for all students to deepen their knowledge of Australia by engaging with the world's oldest continuous living cultures. Through the Australian Curriculum, students will understand that contemporary Aboriginal and Torres Strait Islander communities are strong, resilient, rich and diverse.

The Aboriginal and Torres Strait Islander Histories and Cultures priority uses a conceptual framework to provide a context for learning. The framework comprises the underlying elements of Identity and Living Communities and the key concepts of Country/Place, Culture and People. Aboriginal and Torres Strait Islander Identities are represented as central to the priority and are approached through knowledge and understanding of the interconnected elements of Country/Place, Culture and People. The development of knowledge about Aboriginal and Torres Strait Islander Peoples' law, languages, dialects and literacies is approached through the exploration of Cultures. These relationships are linked to the deep knowledge traditions and holistic world views of Aboriginal communities and/or Torres Strait Islander communities.

Students will understand that Identities and Cultures have been, and are, a source of strength and resilience for Aboriginal Peoples and Torres Strait Islander Peoples against the historic and contemporary impacts of colonisation.

Figure1: Conceptual framework for the Aboriginal and Torres Strait Islander Histories and Cultures priority

Key concepts

The first key concept of the organising ideas highlights the special connection to Country/Place by Aboriginal and Torres Strait Islander Peoples and celebrates the unique belief systems that connect people physically and spiritually to Country/Place.

The second concept examines the diversity of Aboriginal and Torres Strait Islander Peoples' culture through language, ways of life and experiences as expressed through historical, social and political lenses. It gives students opportunities to gain a deeper understanding of Aboriginal and Torres Strait Islander Peoples' ways of being, knowing, thinking and doing.

The third concept addresses the diversity of Aboriginal and Torres Strait Islander societies. It examines kinship structures and the significant contributions of Aboriginal and Torres Strait Islander Peoples on a local, national and global scale.

Organising ideas

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.

Country/Place

OI.1

Australia has two distinct Indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples, and within those groups there is significant diversity.

OI.2

Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place.

OI.3

Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are spiritually and intellectually connected to the land, sea, sky and waterways.

OI.4

Aboriginal and Torres Strait Islander societies have many Language Groups.

OI.5

Aboriginal and Torres Strait Islander Peoples' ways of life are uniquely expressed through ways of being, knowing, thinking and doing.

OI.6

Aboriginal and Torres Strait Islander Peoples live in Australia as first peoples of Country or Place and demonstrate resilience in responding to historic and contemporary impacts of colonisation.

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' family and kinship structures are strong and sophisticated.

OI.9

The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally.

Learning areas statements

All Australian Curriculum learning areas can contribute to the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority. Taken collectively, Australian Curriculum learning areas deepen students' knowledge and understanding of Australia and the First Australians. This knowledge and understanding enriches all students' ability to participate positively in the ongoing development of Australia.

Aboriginal and Torres Strait Islander Histories and Cultures are included in each learning area in ways that are consistent with its content and purpose. They also make it possible to link content across learning areas, which can lead to integrated units of work.

Each learning area contributes differently to the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority and its key concepts of Country/Place, Culture and People. Australian Curriculum content descriptions and elaborations relating specifically to Aboriginal and Torres Strait Islander Histories and Cultures are tagged with the priority symbol. In other content descriptions and elaborations, the cross-curriculum priority can be inferred from the use of the terms 'Identity', 'Country/Place', 'Culture', and 'Peoples'.

Learning areas value Aboriginal and Torres Strait Islander Histories and Cultures. Each one articulates appropriate and relevant aspects of the priority and how it can be incorporated in the curriculum.

English

In the Australian Curriculum: English, students begin to engage with the priority as they develop an awareness and appreciation of, and respect for, Aboriginal and Torres Strait Islander literature. This includes storytelling traditions (oral narrative) and contemporary literature. Students will learn to develop respectful, critical understandings of the social, historical and cultural contexts associated with different uses of language features and text structures including images and visual language.

Mathematics

Students can explore connections between representations of number and pattern and how they relate to aspects of counting and relationships of Aboriginal and Torres Strait Islander cultures. Students can investigate time, place, relationships and measurement concepts within Aboriginal and Torres Strait Islander contexts. Through the application and evaluation of statistical data, students can deepen their understanding of the lives of Aboriginal and Torres Strait Islander Peoples.

Science

Students will have opportunities to learn that Aboriginal and Torres Strait Islander Peoples have longstanding scientific knowledge traditions and developed knowledge about the world by:

observation, using all the senses

prediction and hypothesis

testing (trial and error)

making generalisations within specific contexts such as the use of food, natural materials, navigation and sustainability of the environment.

Humanities and Social Sciences

The diverse cultures of Aboriginal and Torres Strait Islander Peoples are explored through their:

long and continuous strong connections with Country/Place and their economic, cultural, spiritual and aesthetic value of place, including the idea of custodial responsibility. Students examine the influence of Aboriginal and Torres Strait Islander Peoples on the environmental characteristics of Australian places, and the different ways in which places are represented.

experiences before, during and after European colonisation including the nature of contact with other peoples, and their progress towards recognition and equality. In particular, students investigate the status and rights of Aboriginal and Torres Strait Islander Peoples, past and present, including civic movements for change, the contribution of Aboriginal and Torres Strait Islander Peoples to Australian society, and contemporary issues.

exploration of how groups express their particular identities, and come to understand how group belonging influences perceptions of others.

The use of primary and secondary sources, including oral histories, gives students opportunities to see events through multiple perspectives, and to empathise and ethically consider the investigation, preservation and conservation of sites of significance to Aboriginal and Torres Strait Islander Peoples.

The Arts

Students' exploration of traditional and contemporary artworks by Aboriginal and Torres Strait Islander Peoples provides insight into the way the relationships between People, Culture and Country/Place for Aboriginal and Torres Strait Islander Peoples can be conveyed through the arts, their expression in living communities, and the way these build Identity.

Technologies

Students will identify the interconnectedness between technologies and Identity, People, Culture and Country/Place. They will explore, understand and analyse how this intrinsic link guides Aboriginal and Torres Strait Islander Peoples in sustaining environments, histories, cultures and identities through / by creating appropriate and sustainable solutions.

Health and Physical Education

This learning area allows students to appreciate and celebrate the beauty of the world's oldest continuous living cultures. Students will be able to explore personal, community and group identities and so build understanding of the differences and commonalities in systems of knowledge and beliefs about Health and Physical Education. There is the capacity for making strong connections between cultures and identities and to engage with and appreciate the lived experiences of Aboriginal and Torres Strait Islander Peoples. Students can learn about the richness of Aboriginal and Torres Strait Islander modes of communication and ways of living and being, and develop appreciation and understanding of uniquely Australian connections between People and Country/Place. They can explore the importance of family and kinship structures for maintaining and promoting health, safety and wellbeing within their community and the wider community. Students can also be given the opportunity to participate in physical activities and cultural practices such as traditional and contemporary Aboriginal and Torres Strait Islander games.

Languages

The Framework for Aboriginal Languages and Torres Strait Islander Languages provides a direct way of learning about and engaging with diverse Aboriginal and Torres Strait Islander communities. Aboriginal and Torres Strait Islander Histories and Cultures are an integral part of learning Aboriginal languages and Torres Strait Islander languages as there is an inseparable connection between the languages and land, sea, sky and waterways. Through learning a framework language, all students gain access to knowledge and understanding of Australia that can only come from an Aboriginal or Torres Strait Islander perspective.

For Aboriginal and Torres Strait Islander students, learning their own language can have a significant influence on their overall learning and achievements. It can foster a strong sense of identity, pride and self-esteem and enables students to develop a wider recognition and understanding of their culture, Country/Place and People. This then contributes to their wellbeing.

In all other language learning, there is scope for making interlinguistic and intercultural comparisons across languages to develop understanding of concepts related to the linguistic landscape of Australia and to the concepts of language and culture in general.

Work Studies

The exploration of concepts of self-identity provide opportunities to develop understanding of the distinctive sense of identity of Aboriginal and Torres Strait Islander Peoples. This can lead to an understanding of how identity is strongly linked to Aboriginal and Torres Strait Islander Peoples' unique belief systems and their spiritual connection to the land, sea, sky and waterways. The curriculum can demonstrate the influence these have on relationships within the world of work through the Australian Curriculum: Work Studies.

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Aboriginal and Torres Strait Islander Histories and Cultures

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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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The strategies are derived from a literature review by the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS), which evaluated the relevant literature in culturally responsive pedagogy in schools.

Recognising Aboriginal and Torres Strait Islander rights, cultures and history plays an important role in enabling social and emotional wellbeing, according to the literature.

The review suggests ways for educators to embed culturally responsive practices in education contexts. These range from educators learning about local knowledge, language and cultures to holding children and young people to high expectations and building trust and partnerships with families.

While the literature review focuses mainly on schools, both early learning services and schools can use the insights in this resource to share knowledge, plan actions and reflect on practice.

Acknowledgement of Country
Be You Acknowledges the Traditional Custodians of the Land, sea, Country, and waterways across Australia. We honour and pay our respects to Elders past, present, and emerging.

Thank you to AIATSIS
AIATSIS is Australia's only national institution focused exclusively on the diverse history, cultures and heritage of Aboriginal and Torres Strait Islander Australia. We acknowledge the experienced staff at AIATSIS, in particular its Education team, and thank AIATSIS for being a part of this important work.

Six common strategies

These are the common strategies highlighted in the literature on culturally responsive pedagogy.

Developing cultural competency
Perso and Hayward (2015, 1) define 'cultural responsiveness' as 'enacted cultural competence', meaning applying one's 'capacity or ability to understand, interact and communicate effectively, and with sensitivity, with people from different cultural backgrounds'.

Cultural competency requires, but should not be confused with, cultural knowledge. Approaches to cultural difference in education can rely on teaching the 'four Fs' - food, folk-dancing, festivals and fashion. However, what's required is an engagement with the 'deeper dimensions of students' cultural lives' and 'the complex issues of power, discrimination or colonialism' which inevitably structure teacher-student relations (Morrison et al. 2019, 47-48).

Developing cultural competency requires critical self-awareness of non-Indigenous people's cultural positioning, as well as an understanding of the history and socio-political factors that structure Indigenous and non-Indigenous relations, including its impacts on the classroom (Bishop and Durksen 2020).

For more on developing cultural competency see also Buckskin 2019.

Scaffolding
Scaffolding involves educators providing structured support to help children and young people develop new skills or understanding. It can help make learning culturally relevant to children and young people (Perso 2012, 50-51) and has had success when used with Aboriginal and Torres Strait Islander students (Halse and Robinson 2011, 263).

For more on scaffolding, see also Perso and Hayward 2015, 128-30.

Respecting and using Aboriginal English and Indigenous languages
One classroom strategy to improve learning outcomes for students is to recognise that many Aboriginal and Torres Strait Islander students speak something other than standard Australian English at home. For teachers to effectively scaffold, it is important to recognise that the words and phrases educators use are not necessarily ones that are recognisable or known by students (as it may not be something they are exposed to at home). Aboriginal English is not 'bad English' - it is a different variety of English (in the same way Australian English is different to American English) with its own patterns of pronunciation and unique vocabulary (Perso and Hayward 2015, 38-39).

Recognising that many Aboriginal and Torres Strait Islander students come from home environments with a different linguistic context, can help teachers adjust their pedagogy to ensure better comprehension and communication (Perso 2012, 56-58).

For more on respecting and using Aboriginal English and Indigenous languages, see also Halse and Robinson, 264-265.

High expectations
Teachers of Aboriginal and Torres Strait Islander students should be careful not to lower learning expectations of their students, which can result in poorer educational opportunities for them. Having high expectations can counter these harmful assumptions and practices.

For more on high expectations see Morrison et al. 2019, 20-21; Perso and Hayward 2015, 71-74; Perso 2012, 55-56.

Building strong relationships with children and young people
Significant scholarship demonstrates the importance of strong relationships between Aboriginal and Torres Strait Islander children and young people and their educators. Perso (2012, 49) highlights that there's less likely to be a cultural expectation for Aboriginal and Torres Strait Islander students to simply defer to adult educators, often because children tend to be more independent and take on large responsibilities, such as taking care of younger siblings.

For educators, build strong, authentic relationships with children and young people to earn their respect and trust.

For more on building strong relationships with children and young people, see also Bishop and Durksen 2020, 188.

Building strong relationships with parents, carers and the wider community
To better understand children and young people's environments, learning communities must develop strong relationships with parents, carers and the local community. Some ways to do this might include finding opportunities to participate in Aboriginal and Torres Strait Islander community events or by hosting special functions for Elders and the community.

For more on building strong relationships with parents, carers and the wider community, see Harrison and Shellwood 2016, 73; Smith 2011.

Linking to national frameworks and curriculums

National frameworks and curriculums provide clear direction for each of the six strategies and ask learning communities to build their understanding of culturally responsive pedagogy.

The National Quality Standard (NQS)
All the quality areas of the NQS provide a foundation for culturally competent practice in early childhood education and care. Quality Area 6 - Collaborative partnerships with families and communities outlines standards for building strong relationships with parents and carers, based on respect for 'the expertise, culture, values and beliefs of families.

Early Years Learning Framework (EYLF) V2.0
The EYLF V2.0 has 8 principles that support and underpin cultural responsiveness, particularly the following principles: Equity, inclusion and high expectations, partnerships, and Aboriginal and Torres Strait Islander perspectives. The EYLF V2.0 states, 'Educators who are culturally responsive respect multiple cultural ways of knowing, doing and being, and celebrate the benefits of diversity'.

My Time Our Place (MTOP) V2.0
MTOP V2.0 has 8 principles that support and guide educators' response to cultural diversity, particularly Equity, inclusion and high expectations, Partnerships and Aboriginal and Torres Strait Islander perspectives. MTOP V2.0 states, 'Embedding Aboriginal and Torres Strait Islander perspectives encourages openness to diverse perspectives, enhances all children's experiences and assists in the authentic advancement of Reconciliation'.

Australian Curriculum
The Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority supports teachers to embed the contributions of Aboriginal and Torres Strait Islander Peoples and Cultures in all the learning areas of the Australian Curriculum. For example, the Science elaborations for this cross-curriculum priority acknowledge that Aboriginal Peoples and Torres Strait Islander Peoples have worked scientifically for millennia and show how Indigenous history, cultures, knowledge and understanding can be incorporated into teaching core scientific concepts.

Challenges

Despite the growing number of studies, there remain significant challenges in implementing culturally responsive pedagogy.

Lewthwaite et al. (2017) argue that many of the supporting resources relating to Aboriginal students are 'conspicuously nebulous', and research relating to culturally responsive pedagogy is often 'high-inference' (that is, subject to wide varieties of personal interpretation) (Morrison et al. 2019, 43-51).

According to the Australian Institute for Teaching and School Leadership (AITSL), challenges for adopting culturally responsive pedagogy (AITSL 2020, 25-26) can also include the following:

Teachers feel guilty or paralysed by a fear of offending (see also Morrison et al. 2019, 51).

Teachers unable to discern the quality of the resources available for teaching about Aboriginal and Torres Strait Islander histories, cultures and perspectives.

Teachers find it difficult or uncomfortable to connect with the local Indigenous community.

School leadership shows resistance or apathy.

Teachers express unwillingness to develop cultural competency, which might involve embracing vulnerability and feeling uncomfortable.

Teachers are not educated on Aboriginal and Torres Strait Islander studies in their initial teacher education.

Racism and racialised perspectives are key concepts to explore in developing support for educators to strengthen their cultural competence, and these challenges present learning communities with opportunities to partner with educational experts and organisations.

Resources for educators

Here are some resources to support your understanding of identity, racism, resilience and reconciliation.

All Together Now is a not-for-profit offering resources and tools to educate Australians about racism, including racism in schools.

Racism. It Stops With Me is a national campaign that provides resources for early childhood educators and school teachers, including lesson plans, to learn more about racism and contribute to an inclusive society.

The Australian Dream education resources by ABC Education teach students about Adam Goodes's story. Based on five videos that discuss the themes of Indigenous Australian identity; history and truths; racism; and resilience and reconciliation, the resources aim to promote an inclusive nation and include key considerations for educators.

The Final Quarter Curriculum Resources by education not-for-profit Cool Australia address racism, rights and reconciliation. There are 52 lessons designed for Years 5 to 12 that investigate racism, privilege, truth-telling, cultural pride, resilience, values and dignity.

For a longer list of useful websites and organisations to support culturally responsive pedagogy for Aboriginal and Torres Strait Islander Peoples, see Organisations for engaging with Aboriginal and Torres Strait Islander Peoples and cultures.

References

Australian Institute for Teaching and School Leadership (AITSL). 2011. Australian Professional Standards for Teachers. https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf

AITSL. 2020. Indigenous Cultural Competency in the Australian Teaching Workforce: Discussion Paper. https://www.aitsl.edu.au/indigenous-cultural-competency/get-involved

Bishop, M., and Durksen, T.L. 2020. What Are the Personal Attributes a Teacher Needs to Engage Indigenous Students Effectively in the Learning Process? Re-Viewing the Literature. Educational Research 62 (2): 181-98.

Bucksin, P. 2019. Engaging Indigenous Students: The Important Relationship between Aboriginal and Torres Strait Islander Students and Their Teachers. In Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession, edited by K Price and J Rogers, 272-93. Cambridge: Cambridge University Press.

Halse, C. and Aunty M Robinson. 2011. Working with Aboriginal Students. In Teaching Aboriginal Studies: A Practical Resource for Primary and Secondary Teaching, edited by R Craven, 2nd ed., 257-72. Crows Nest, NSW: Allen & Unwin.

Harrison, N. and Shellwood, J. 2016. Learning and Teaching in Aboriginal and Torres Strait Islander Education. 3rd ed. South Melbourne: Oxford University Press.

Lewthwaite, B. E., Boon, H., Webber, T. and Laffin, G. 2017. 'Quality Teaching Practices as Reported by Aboriginal Parents, Students and Their Teachers: Comparisons and Contrasts'. Australian Journal of Teacher Education 42 (12): 80-97.

Morrison, A., Rigney, L.I., Hattam, R. and Diplock, A. 2019. Toward an Australian Culturally Responsive Pedagogy: A Narrative Review of the Literature. University of South Australia. https://apo.org.au/node/262951

Perso, T. 2012. Cultural Responsiveness and School Education with a Particular Focus on Australia's First Peoples: A Review & Synthesis of the Literature. Menzies School of Health Research. https://www.menzies.edu.au/icms_docs/312407_Cultural_Responsiveness_and_School_Education.pdf

Perso, T. and Hayward, C. 2015. Teaching Indigenous Students: Cultural Awareness and Classroom Strategies for Improving Learning Outcomes. Crows Nest, NSW: Allen & Unwin.

Smith, B. 2011. Community Involvement. In Teaching Aboriginal Studies: A Practical Resource for Primary and Secondary Teaching, edited by R Craven, 2nd ed., 194-209. Crows Nest, NSW: Allen & Unwin.

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Cultural responsiveness in learning communities

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This resource for learning communities highlights common strategies for understanding and respecting Aboriginal and Torres Strait Islander ways of knowing, being and doing.

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Organisations for engaging with Aboriginal and Torres Strait Islander Peoples and cultures

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Playlist on Spotify in Traditional Langauges

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Playlist on Spotify in Traditional Langauges

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Songs in Language: The Australian Indigenous Languages playlist

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Songs in Language: The Australian Indigenous Languages playlist