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https://iview.abc.net.au/show/play-school-acknowledge-of-country

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Justification, Theme, EYLF and YARNS Tool

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Justification, Theme, EYLF and YARNS Tool

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Australia’s first people are acknowledged in this special episode with Luke Carroll, Miranda Tapsell, and Hunter Page-Lochard.

My selection of this resource is based on the joyous provocations throughout the episode. These emphasize the value of caring for the country together and speak to Aboriginal and Torres Strait Islander cultures. Using stories, songs, music, dance, and creative activities, children and their families can gain a deeper understanding of Aboriginal and Torres Strait Islander cultures. In this episode, our presenters share their traditional Aboriginal and Torres Strait Islander greetings:

Hunter is a Bundjalung! Yaama is Luke's Wiradjuri Country! It is Miranda who hails from the Tiwi Islands! She is an Awana! The country of Noonga is home to Kiya!

Children can brainstorm ways to be country custodians with educators. Teachers and children will benefit from this experience as they reflect upon the Acknowledgement of Country and realize that it is more than just a phrase we use.

A key theme in this resource is country, and how it is an imperative aspect of Aboriginal and Torres Strait Islander culture. According to Uncle Bob's video, they own the land, so they are responsible for it, and they pay back what they take. Apart from farming, the Aboriginals were also teachers. Dreaming and the land was connected. The places where their ancestors walked and lived hold a deep connection to them. History tells the story of how a country came to be, as well as its human owners. It is also the home of other species whose origins lie in Dreaming. As a result of Dreaming, other species act, communicate, live, and interact in the same way as we do.

This experience can be linked to the Early Years Early Learning Framework.

Outcome links include - 1. Children have a strong sense of identity: 1.3 2. Children are connected with and contribute to their world:2.1, 2.2, 2.3, 2.4 4. Children are confident and involved learners: 4.3, 4.4 5. Children are effective communicators: 5.1, 5.2.

This resource is linked with AITSL standard 2- Know the content and how to teach it and Focus Area 2.4 - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.

YARNS Tool Evaluation-. The episode was produced in 2020, so it is quite recent. Students must acknowledge their country to understand Aboriginal and Torres Strait Islander culture and country. Section 8 of the Australian Broadcasting Corporation Act 1983 (the ABC Act) describes the resources produced by the Board. Traditional owners of the information are acknowledged in extensive detail by the authors. Rather than explaining that Aboriginal people hold knowledge, the resource refers to present-day language. By using this resource, the user can see that Aboriginal people still possess a great deal of knowledge. There are no ethnocentric terms present. The resource illustrates how diverse knowledge of the country is across linguistic groups. There are no derogatory terms used.

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https://iview.abc.net.au/show/play-school-s-yarning-and-dreaming

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Yarning and Dreaming celebrates Aboriginal and Torres Strait Islander Children. With special guest Christine Anu this Play School special will encourage audiences to acknowledge Country and share their dreams for the future.

This program was published 6 months ago.

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Yarning and Dreaming celebrates Aboriginal and Torres Strait Islander Children. With special guest Christine Anu this Play School special will encourage audiences to acknowledge Country and share their dreams for the future. This program was published 6 months ago.

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Justification, Theme, EYLF and YARNS Tool

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Justification, Theme, EYLF and YARNS Tool

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Miah Madden and Luke Carroll present Play School's Yarning and Dreaming, a resource celebrating Australia's Aboriginal and Torres Strait Islander children. A celebration of First Nations songs and stories is featured in this episode. As part of this Play School special, special guest artist Christine Anu encourages audiences to acknowledge the country and share their hopes and dream.

This resource is linked with Reciprocity where relationships are strengthened when mutual respect is demonstrated. Dreamtime stories and legends were traditionally not written down. Rather, Through oral tradition, art, song, dance, and ceremonies, they have been passed down. Creator spirits leave Songlines behind when traveling across the land and air during Dreamtime. Aboriginal Dreaming, or a single spiritual essence, binds all Aboriginal people to one country-Australia. A painting by Nym Bandak from 1958-1959, used as the endpiece illustration in Edward H. Stanner's White Man Got No Dreaming, shows the syncretism of law and the plurality of dreams within traditional Aboriginal religion. The living tradition rooted in ritual sensibilities in Aboriginal religion includes the obligation to preserve stories and countries.

This resource is linked with EYLF Outcomes-

Outcome 1 – children have a strong sense of identity:

1.3- Children develop knowledgeable and confident self-identities.

1.4- Children learn to interact in relation to others with care, empathy, and respect.

Outcome 2 – Children are connected with and contribute to their world.

2.2- Children respond to diversity with respect

Outcome 3- Children become strong in their social and emotional well-being.

This resource is linked with AITSL standard 2- Know the content and how to teach it and Focus Area 2.4 - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.

YARNS Tool Evaluation-. The episode was produced in 2020, so it is quite recent. Students must acknowledge their country to understand Aboriginal and Torres Strait Islander culture and country. Section 8 of the Australian Broadcasting Corporation Act 1983 (the ABC Act) describes the resources produced by the Board. Traditional owners of the information are acknowledged in extensive detail by the authors. Rather than explaining that Aboriginal people hold knowledge, the resource refers to present-day language. By using this resource, the user can see that Aboriginal people still possess a great deal of knowledge. There are no ethnocentric terms present. The resource illustrates how diverse knowledge of the country is across linguistic groups. There are no derogatory terms used.

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My Culture and Me | Story Time with Ozzie | Aboriginal Book by Gregg Dreise - YouTube

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Justification, Theme, EYLF and YARNS Tool

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Justification, Theme, EYLF and YARNS Tool

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This resource features Ozzie reading Gregg Dreise's beautifully illustrated and written book My Culture and Me. This book tells the story of a little boy learning the rich Aboriginal traditions that have been handed down for thousands of years. A heartfelt and stirring portrayal of pride, respect, and preserving culture, this book emphasizes the need to preserve and cherish Indigenous cultures. In this beautiful picture book, the author presents the voice of an Indigenous child who understands the importance of knowing and living her culture.

It is linked to a country where Dreaming forms the sacred geography of Australia; the Dreaming is represented in paintings and engravings; the Dreaming’s sung in songs; body paintings and sacred objects depict them; for Aboriginal people, they are a major component of their land tenure system. To know the country means to know how it came into being, and that story also reveals how the human owners of that country came into being. People are understood to have had a relationship with their country since time immemorial, except in succession cases. As a result of their origins in the Dreaming, other species also belong to the country. They behave as they do, communicate as they do, live where they do, and interact as they do because the Dreaming made them like that. Their designs are painted, their songs are sung, their stories are told, and their places and lives are cared for.

This resource is linked with EYLF Outcomes: Outcome links include - 1. Children have a strong sense of identity: 1.3 2. Children are connected with and contribute to their world:2.1, 2.2, 2.3, 2.4 4. Children are confident and involved learners: 4.3, 4.4 5. Children are effective communicators: 5.1, 5.2.

This resource is linked with AITSL standard 2- Know the content and how to teach it and Focus Area 2.4 - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.

Standard 1- Know students and how they learn.

Focus area 1.4- Strategies for teaching Aboriginal and Torres Strait Islander students.

YARNS Tools Evaluation- This resource is produced on May 7, 2019. so, it is quite recent. Students must acknowledge their country to understand Aboriginal and Torres Strait Islander culture and country. This resource is for children to provide information on First Nations people. This resource shows diverse knowledge of the country across language groups. All cultural knowledge shared is done so with permission from traditional owners

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Inanay - Indigenous children's song - YouTube

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Justification, Theme, EYLF and YARNS Tool

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Justification, Theme, EYLF and YARNS Tool

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Aboriginal people sing this song as part of their identity. The songs in this resource can be used by children to learn about Aboriginal culture. Identifying oneself is a complex and diverse concept. The concept of identity is widely understood through Western ideologies and theoretical frameworks, and Indigenous experiences, knowledge, and ways of being are marginalized as a result. Many studies in the field of education and other disciplines have shown that identity plays a significant role in how young people perceive themselves now and, in the future, (Stokes, Aaltonen, & Coffey, 2015). Australian educators must, therefore, be equipped to provide opportunities for young people to explore the concept of identity in their schools, but because of colonial histories and the implications of racism connected to these histories (Shay, 2018), we believe this is particularly relevant for Indigenous young people. Aboriginal cultures are characterized by music and dance. Everyday life and special occasions are marked by them. As Aboriginals traveled across the desert, Songlines told stories about Creation and Dreamtime. Other sacred music was used in ceremonies.

This resource is linked with EYLF outcomes.

Outcome 1- Children have a strong sense of Identity.

1.1-            Children feel safe, secure, and supported.

1.3-            Children develop knowledgeable and confident self-identities.

Outcome 2 – children are connected with and contribute to their world.

2.2- children respond to diversity with respect.

Outcome 5- Children are effective communicators.

5.1- children interact verbally and non-verbally for a range of purposes.

5.3- children express ideas and make meaning using a range of media.

This resource is linked with AITSL standard 2- Know the content and how to teach it and Focus Area 2.4 - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.

Standard 1- Know students and how they learn.

Focus area 1.4- Strategies for teaching Aboriginal and Torres Strait Islander students.

YARNS tool Evaluation- This resource is produced on 26 April 2017. So, it is quite recent. In this resource ‘Jaxx’ sang an Aboriginal traditional song for children ‘Inanay Gupu wanna’. This resource shows us the diverse Knowledge of First Nations People. This resource is a great example of the importance of preserving and celebrating the cultural significance of traditional songs, stories, and artwork from First Nations People. It promotes the appreciation and understanding of the diversity of Indigenous cultures, as well as the value of learning about the history and traditional knowledge of First Nations people.