Digital resources, critical evaluation and justification to teach students about Aboriginal and Torres Strait Islander Perspectives by THI LY NA LE https://padlet.com/thilyna/4mid9mrkqk4e4kx6 en-us 2022-11-07 01:30:52 UTC 2025-06-07 18:27:32 UTC hello@padlet.com thilyna https://padlet.com/thilyna/4mid9mrkqk4e4kx6/wish/2372913848 The first resource is the unique culture and music of the Torres Strait Islands which is Taba Naba Norem - Music via Singing and Dancing. The 'Taba Naba' is a children's song from the Torres Strait Islands, located close north of the Australian mainland. This song is often accompanied by a "sit-down dance" in which "dancers" perform traditional moves that correlate to the words (Lorina 2019). The song is a traditional Meriam Mir song, a Torres Strait Islander language. Taba Naba is a well-known dance about fishing along the edge of the reef. It is joyous, portraying the routines of daily life, like a folk dance. It is a dance that everyone may participate in, and sharing is still an important part of Murray Islander life with relatives, in-laws, the whole island, and outsiders. The students will learn about the geography, language, culture, people, and music of the Torres Strait Islands via this resource (Yannucci 2022). The students will get an understanding of the song Taba Naba's tempo and rhythm from a musical standpoint. Additionally, they will practice singing Taba Naba's song in pitch. They also learn about the traditional 'sit-down' dance that accompanies the song. 
  • This resource links to Standard 2 Know the Context and how to teach it. To encourage harmony between Indigenous and non-Indigenous Australians, focus area 2.4 calls for an understanding and respect for Aboriginal and Torres Strait Islander people (AITSL 2018). This lesson demonstrates a thorough awareness of the history, cultures, and languages of Aboriginal and Torres Strait Islander peoples as well as respect for them. Where children learned about the Meriam language, one of many traditional languages of the Torres Strait Islands. They also learn about the culture of Aboriginal and Torres Strait Islander people who fish along the edge of the reef, it is the routine of their daily life of them. This resource also connects to the topics of Identity Culture, OI.4 Aboriginal and Torres Strait Islander cultures have several Language Groups, and OI.5 Aboriginal and Torres Strait Islander Peoples' ways of existence are distinctively articulated via being, knowing, thinking, and doing (ACARA 2022a).
  • Children will be watching the songs represented by Taba Naba Style! | The Wiggles feat. Christine Anu | Kids Songs (the Wiggles 2018), which is appropriate for the foundation year. They will then practice singing and dancing to the song after that. According to ACARA (2022b), students with this level of literacy can listen, recall, and carry out basic instructions. Students may use music and activities to enhance their appreciation of songs for literature (ACARA 2022b). This also relates to the subject of dance in the arts learning area, where children react to dance and think about where and why people dance, beginning with Australian dances like those performed by Aboriginal and Torres Strait Islander Peoples (ACARA 2022b).

Taba Naba – Lyrics in Meriam Mir with translation in English
Taba naba naba norem.
Come. Let us go to the reef.
Tugei penaisir mi dinghy em nabatre.
Get into the dinghy when the morning tide is low.
Mi ko keimi sirir em narbare.
Let us row to the edge of the reef.
Taba naba norem.
Come. Let us go to the reef.
]]> 2022-11-07 11:45:20 UTC https://padlet.com/thilyna/4mid9mrkqk4e4kx6/wish/2372913848 thilyna https://padlet.com/thilyna/4mid9mrkqk4e4kx6/wish/2372920047
The second resource is "My Country" by Ezekiel Kwaymullina and Sally Morgan, a narrative picture book. The narrative uses a picture book format to describe the connection and feeling of belonging a little girl has with her nation. Students explore how individuals express their feeling of belonging to and identification with their country (Australia Post n.d.). They also explore the connection to the local community, Country, and Place. This relation to OI.2 indicates that Aboriginal and Torres Strait Islander groups have a specific connection to and responsibility for Country/Place (ACARA 2022a).
  • My Country is a narrative inspired by the author's grandparents, who instilled in him a love for his country. Ezekiel's simple but lovely words provide a picture of what it would have been like for his grandparents, as young First Nations girls, to play carefree in their homeland.
  • This narrative is brought to life most delightfully by Ezekiel's grandmother, Sally Morgan, via vivid colors and aesthetically striking pictures (Story Box Libary 2022).
  • This resource also addresses the 8 Ways of Learning, which involves story sharing and narrative learning. The stories will help children connect with their nation. The resources also take an approach to the Symbols and Visuals strategy, in which images and metaphors are used to grasp concepts and context. Students preserve and convey information via art and artifacts (8 Ways n.d.). 
  • The resource link to Stand 2.4, where educators show their capacity to offer culturally appropriate and responsive learning opportunities to all students' needs. Also use culturally inclusive strategies in curriculum, classroom instruction, and assessment (AITSL 2018).
  • This resource is appropriate for Foundation years students, as they will listen to the read-aloud 'My Country' narrative on YouTube, published by The Children's Centre (2020), and express their thoughts and feelings about the characters in the story. Students in the foundation years might look into the various contributions of words and visuals to meanings in stories and informative texts for language understanding. Students could express their feelings about the events and characters in their books. In addition, recognize certain textual aspects such as events and characters, and recount events from a text (ACARA 2022b).
  • In terms of literacy, students may listen to and reply verbally to texts and other people's speech in an unstructured and structured classroom setting. Also, sequencing themes in spoken texts, reciting well-known tales and recounting stories with visual clues (ACARA 202b).
]]> 2022-11-07 11:49:48 UTC https://padlet.com/thilyna/4mid9mrkqk4e4kx6/wish/2372920047 thilyna https://padlet.com/thilyna/4mid9mrkqk4e4kx6/wish/2372930836 The third resource is a podcast titled 'Little Yarn' by Rudi Bremer, who shares her passion for performing arts, literature, and Indigenous languages — including her own, Gamilaraay, from Kamilaroi territory.
  • Little Yarns is an ABC Kids podcast for preschoolers that encourages co-listening. Little Yarns is perfect for listening to as a family at home or as a listening tool in early learning facilities. It is all about the many languages, tales, and countries of Indigenous Australia (ABC Kids listen 2022). This resource has a variety of audio episodes on other nations, allowing students to listen to the sounds of the place, and learn about some first national languages. Students will sing songs in Gumbaynggirr while listening to the waves in saltwater Country. The resource will also recount tales about Adnyamathanha Country's red and rugged mountains. And enjoy riverside recreation on Yorta Yorta woke. This podcast offers the opportunity to listen to and learn hundreds of First languages (ABC Kids listen 2022). This connects to the Culture themes OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups (ACARA 2022a). The resource selects illustrated each broadcast cover with a dot painting. Dot painting is an excellent approach to introducing students to Aboriginal art and helping them understand the colors used by Indigenous people.
  • Students will listen to the ABC Kids broadcast on their iPads by going to the Little Yarn series. There are several episodes available for students to listen to. Each time a student accesses this resource, they will listen to one episode. Following their listening, the class will discuss what they learned from the broadcast they just listened to. This resource is associated with the Foundation Years level. They strengthen their literacy skills by using comprehension methods to comprehend and discuss writings they have listened to, as well as by discussing the meanings of texts they have listened to. Additionally, the student provides a straightforward, sequential recounting of narrative material. They will also sketch events sequentially, recognizing that the order of events in certain Aboriginal and Torres Strait Islander tales may be cyclical (ACARA 2022b). In terms of literature, students are also examining internet sources of stories told by Aboriginal and Torres Strait Islander storytellers (ABC Kids) (ACARA 2022b).
  • This resource promotes reconciliation between Indigenous and non-Indigenous Australians by emphasizing the need of understanding and respect Aboriginal and Torres Strait Islander people (Focus Area 2.4). For example, through the resource, educators demonstrate how media portrayals and personal histories and experiences impact attitudes and assumptions about Aboriginal and Torres Strait Islander peoples and their communal life (AITSL 2018).In addition, the resource also implements culturally inclusive techniques in curriculum, classroom instruction, and evaluation (AITSL 2018). 
]]> 2022-11-07 11:58:48 UTC https://padlet.com/thilyna/4mid9mrkqk4e4kx6/wish/2372930836 thilyna https://padlet.com/thilyna/4mid9mrkqk4e4kx6/wish/2372932406 The final resource I'd like to recommend is the Gambay website, which has an interactive map of Australia's first languages along with videos and instructor notes. The map's name "Gambay" translates to "together" in the Butchulla language of Queensland's Hervey Bay area.
  • It's a great way to encourage children to learn about the place they live on. In order to showcase and promote the variety of Aboriginal and Torres Strait Islander languages, First Languages Australia has created an interactive map in collaboration with regional language centers around Australia. Using information provided by regional language centers and initiatives actively engaged with language communities throughout Australia, Gambay highlights more than 780 different languages (First Languages Australia 2022). This map enables First Nation language fighters to communicate their stories about their homeland. Australia's earliest languages are important, and video snippets of "Language Legends" are being gathered and placed on the map to help people realize this. A Language Legend clip is represented by a "person" symbol on a map dot. The videos provide Australian language specialists the chance to speak about the value of their language or languages and to show how passionate and committed they are to its preservation or rebirth (First Languages Australia 2022).
  • This resource is related to Culture themes, OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups (ACARA 2022a).
  • This resource links Standard 2 Know the Context and its instruction. Where local Aboriginal and Torres Strait Islander viewpoints are included throughout the curriculum. Additionally, the educator locates, selects, and employs accurate, relevant, and suitable materials and curricula from an Aboriginal and Torres Strait Islander viewpoint. The material also demonstrates respect for the histories, cultures, and languages of Aboriginal and Torres Strait Islander peoples (AITSL 2018). 
  • Children will be handed an iPad from which they will be able to access the Gambay website. They'll have time to explore on their own. They will click on each language on the map and then listen to that language. If there is a story in that language that they click on, they may also click and watch it. After students had time to explore it on their own, they will share what language they have learned with the class or write it down.
  • This material is appropriate for the foundation years level since it is aligned with the Foundation to Year 2 Digital Technologies Knowledge and Understanding. Student investigates and identifies hardware and software components of digital systems while developing ideas and information, for instance by experimenting with various methods of delivering instructions to games software via a touch screen (ACARA 2022c). Students are also investigating online sources of tales given by Aboriginal and Torres Strait Islander storytellers in terms of literature (ACARA 2022b).


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