IND202- AT3 Practice Portfolio by MANINDER KAUR https://padlet.com/kaurmanin/a1lwx7z3czyuw5yl en-us 2023-02-21 03:17:25 UTC 2023-02-21 12:32:44 UTC hello@padlet.com Aboriginal Language Game kaurmanin https://padlet.com/kaurmanin/a1lwx7z3czyuw5yl/wish/2489138253 This resource is a game where children can ascertain some texts in the Guugu Yimidhirr Aboriginal language from north Queensland. Players Joseph Banks and Sydney Parkinson compiled a list of Guugu Yimidhirr terms with drawings. Exciting and entertaining details about the bodily part, animal, or object are shown whenever the correct word matches it. The directions are intentionally unclear to give children a sense of the difficulties that the Guugu Yimidhirr people and the crew of the Endeavour could have had in communicating. The endangered Indigenous languages are incorporated into the program by sharing narratives. This represents a respectful and effective learning alliance between Australia's Indigenous and non-Indigenous peoples (Wooltorton et al., 2020). 
They actively investigate Indigenous knowledge systems, such as First Nations' cultural legacy, oral traditions, languages, and divine connections to the sky, the earth, and the sea (Shay & Oliver, 2021, p.151). In contrast, even though indigenous methods of knowing, being, and doing are increasingly prevalent in education, there are various ways that information might be misunderstood, which can be difficult for educators. To overcome this obstacle, this is necessary to incorporate the knowledge of Aboriginal and Torres Strait Islanders in the program through co-constructed planning, teaching, and learning activities between instructors and students (Shay & Oliver, 2021). Indigenous knowledge and a particular worldview that connects people, geography, and culture in a dynamic web of relationships are embedded in indigenous languages (Shay & Oliver, 2021, p.84).
The EYLF Outcome 5: Children are Excellent Communicators: is connected to this resource. Children interact with various texts and get meaning from them, whereby they start to understand crucial ideas and procedures in literacy and numeracy, like language sounds and text structure (DET, 2019). By embracing, comprehending, and supporting these cultures' rich and different characteristics, all early childhood programs may promote inclusion for Aboriginal and Torres Strait Islander children and raise understanding of these cultures for all children. 
This practice also supports Standard 1 of the Australian Institute for Teaching and School Leadership (AISTL). Teachers will design and put into practice effective teaching strategies that take into account the neighbourhood, the students' cultural context, their linguistic background, and their personal history in focus area 1.4, Strategies for teaching Aboriginal and Torres Strait Islander pupils. It's crucial to understand pupils' learning styles in this area (AISTL, 2020).

References:

Australian Institute for Teaching and School Leadership [AITSL]. (2020). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/standards
 
 
Department of Education and Training (2019). Belonging, being, and becoming. The early years learning framework for Australia. Retrieved from https://docs.education.gov.au/documents/belonging-being-becoming-early-years-learning-framework-australia


Shay, M., & Oliver, R. (2021). Indigenous education in Australia: Learning and teaching for deadly futures. Taylor & Francis Group.
 

Wooltorton, S., Collard, L., Horwitz, P., Poelina, A., & Palmer, D. (2020). Sharing place-based indigenous methodology and learnings. Environmental Education Research, 26(7), 917–934. https://doi.org/10.1080/13504622.2020.1773407


]]> 2023-02-21 03:25:39 UTC https://padlet.com/kaurmanin/a1lwx7z3czyuw5yl/wish/2489138253 Little Yarns - Podcast kaurmanin https://padlet.com/kaurmanin/a1lwx7z3czyuw5yl/wish/2489138935 Little yarns are a podcast resource provided by ABC Kids for young children. Pre-schoolers can listen to the ABC Kids podcast series. Little Yarns is an excellent choice for family listening sessions at home or as a listening aid in primary education institutions. This resource is about the numerous Aboriginal Australian languages, nations, and myths. In Australia, there are countless distinct Aboriginal and Torres Strait Islander Nations. Every mob has its language and different culture, including the Yawuru, Bundjalung, clans of the Torres Strait, and Palawa people (ABC Kidslisten). This resource connects to the theme of Country as each episode will transport you to a different country where you may hear the noises of the locals. Children can practice their language skills. Educators can include Country throughout the curriculum. Teachers can contain information about the Country, but it's more crucial if they question their preconceived notions about pedagogical methods (Coff, 2021). This resource connects to the EYLF learning outcome 2: When the diversity of culture, heritage, background, and tradition is explored, children show respect for it, and this diversity provides opportunities for decision-making and exciting ideas (DET, 2019). Teachers encourage this learning by organizing activities and offering resources that extend children's viewpoints and foster an awareness of diversity (DET, 2019). This resource will expose children to many languages and dialects, enabling an appreciation of linguistic diversity. As a result, students will relate to and gain information about the Country, which helps place-based learning (Wooltorton et al., 2020).
All early development programmes benefit from understanding, recognising, and embracing the rich and unique characteristics of Aboriginal and Torres Strait Islander culture, which also supports and encourages the inclusion of Aboriginal and Torres Strait Islander children (DET, 2019).
Also, this practice is in accordance with Standard 2 of the Australian Institute for Teaching and School Leadership (AISTL): To promote harmony between Indigenous and non-Indigenous Australians, it is important to recognise and respect Aboriginal and Torres Strait Islander people. 2.4 Provide children the chance to learn about and revere Aboriginal and Torres Strait Islander cultures, histories, and languages (AISTL, 2020).
 
 References:

Australian Institute for Teaching and School Leadership [AITSL]. (2020). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/standards
 
 
Coff, K. (2021). Learning on and from Country in Shay, M., & Oliver, R. (Eds.). (2021). Indigenous education in Australia: Learning and teaching for deadly futures. Taylor & Francis Group.
 
Department of Education and Training (2019). Belonging, being, and becoming. The early years learning framework for Australia. Retrieved from https://docs.education.gov.au/documents/belonging-being-becoming-early-years-learning-framework-australia

Wooltorton, S., Collard, L., Horwitz, P., Poelina, A., & Palmer, D. (2020). Sharing place-based indigenous methodology and learnings. Environmental Education Research, 26(7), 917–934. https://doi.org/10.1080/13504622.2020.1773407


Resource: ABC Kidslisten- Little Yarns retrieved on 20th February 2023 from https://www.abc.net.au/kidslisten/programs/little-yarns

]]> 2023-02-21 03:26:27 UTC https://padlet.com/kaurmanin/a1lwx7z3czyuw5yl/wish/2489138935 Read-aloud story : Open your heart to Country kaurmanin https://padlet.com/kaurmanin/a1lwx7z3czyuw5yl/wish/2489139330 I am using this resource as a read-aloud story for children. 'Open your heart to Country' story is told in English and Dharug. This story is about healing and belonging, distributing the sustaining control of returning home and immersing oneself in the local language. It urges students to reflect on the significance of place, not only for First Nations peoples but for all non-Indigenous people. This digital resource allows children to develop their understanding of the Dharug language. We learn a lot about how various societies think when we listen to and study new languages because no two languages ever have precisely the same sentence structures. Every culture expresses concepts and ideas in its unique ways. They read the English translations of the Dharug words as they are spoken (Seymour, 2022).
 
This resource connects to the theme of Country. The love of Country is embodied in this book through song, language, people, and place. According to Horáková (2022) declaration, "Country" and "belongingness" are defined as having a complete connection to the land in Aboriginal English. Everything in the landscape—the sea, land, unusual sights, rivers, tales, creatures, schemes, and seasons—is included in what is considered home. In the end, they understood the Country to represent the Aboriginal culture, spirituality, and sense of home. According to Slater (2018), while there is no equivalent, for Australians, the notion of "Country" relates to a strong connection and the recognition of the land's richness.
Children are Connected with and Contribute to Their World and the Early Years Learning Framework Principle, 4. Respecting diversity and according to EYLF Outcome five: children interact with various texts and derive meaning from them, beginning to understand critical ideas and procedures in literacy and numeracy, such as language sounds and text structure (Department of Education & Training [DET], 2019). 
Learning on and from the Country requires shifting your worldview so the Country can be a part of every aspect of how we educate and what is taught. We must combine our Indigenous Relational worldview with Western pedagogical methodologies (Coff, 2021). 
This practice promotes reconciliation between Indigenous and non-Indigenous Australians and links to emphasis area 2.4 of the Australian Institute for Teaching and School Leadership (AISTL) Standard 2. Recognizing and honouring Aboriginal and Torres Strait Islander people is crucial. Provide pupils the chance to discover and respect the past, present, and lingua franca of Aboriginal and Torres Strait Islanders (AISTL, 2020).  
 
References:
 
Australian Institute for Teaching and School Leadership [AITSL]. (2020). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/standards
 
 
Coff, K. (2021). Learning on and from Country in Shay, M., & Oliver, R. (Eds.). (2021). Indigenous education in Australia: Learning and teaching for deadly futures. Taylor & Francis Group.
 

Department of Education and Training (2019). Belonging, being, and becoming. The early years learning framework for Australia. Retrieved from https://docs.education.gov.au/documents/belonging-being-becoming-early-years-learning-framework-australia


Horáková, M. (2022). From Landscape to Country: Writing Settler Belonging in Post-Mabo Australia. Life Writing, 19(2), 295–314. https://doi.org/10.1080/14484528.2020.1781584


 Seymour, J. (2022). Open your heart to Country. Magabala Books.
 

Slater, L. (2018). Anxieties of belonging in settler colonialism: Australia, race, and place. Routledge.  
https://www.researchgate.net/profile/LisaSlater/publication/328097628_Anxieties_of_Belonging_in_Settler_Colonialism_Australia_Race_and_Place/links/5bd50fefa6fdcc3a8daa4462/Anxieties-of-Belonging-in-Settler-Colonialism-Australia-Race-and-Place.pdf
]]> 2023-02-21 03:26:59 UTC https://padlet.com/kaurmanin/a1lwx7z3czyuw5yl/wish/2489139330 Taba Naba Song kaurmanin https://padlet.com/kaurmanin/a1lwx7z3czyuw5yl/wish/2489139794 I am using this YouTube video as a resource for children to learn about the Taba Naba song. Traditional people in English perform this song. This song, also performed in Meriam Mir, recounts the routine act of heading out to the reef to fish. Children sing Taba Naba in the Torres Strait Islands, north of Australia. Usually, a sit-down dance is performed to this song, with the dancers imitating the lyrics with traditional motions. This resource is connected to the theme of identity. Educators provide young children with activities and settings where they can respectfully speak about and express their identities (Shay, Sarra & Woods, 2021). Children will develop an understanding and an awareness of the Torres Strait Islands' culture, language, people, geography, and music. With its roots firmly planted in spiritual practice, the song is a significant and enduring aspect of Aboriginal cultural expression (Grieves, 2009). According to EYLF outcome 1: children have a strong sense of identity as children develop knowledgeable and confident self-identities (DET, 2019). Knowledge of music and musical ability are potent indicators of identity throughout life. Educators can learn a lot from traditional childhood songs when trying to help students develop a strong sense of identity. Children who are song-savvy are more likely to have a confident self-identity. 
Children will learn about Indigenous arts via singing and dancing. Songs with lyrics that pinpoint landmarks and other natural occurrences will help kids understand the relationship between place and people (Bawaka Country et al., 2019, as cited in Wooltorton et al., 2020). EYLF learning outcome 2: Children respond to diversity with respect when they expose to songs in various languages, musical instruments, dances, and music from many cultures to promote awareness for and engagement in a variety of musical and movement expressions (DET, 2019). Many non-Indigenous teachers find it challenging to include them in their curricula since they were not taught about Aboriginal and Torres Strait Islander viewpoints in their schooling (Rowlands, MacGill & Meiners, 2022). 
 
The Australian Institute for Teaching and School Leadership (AISTL) Standard 2 emphasis focus area 2.4, "Recognizing and respecting Aboriginal and Torres Strait Islander people to foster reconciliation between Indigenous and non-Indigenous Australians," is likewise in line with this practice. Teachers' ought to encourage students to learn about and appreciate culture, the past, and the present. Also, educators should allow all students to study an Aboriginal or Torres Strait Islander language (AISTL, 2020).
 
References:

Australian Institute for Teaching and School Leadership [AITSL]. (2020). Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/standards
 
 
Department of Education and Training (2019). Belonging, being, and becoming. The early years learning framework for Australia. Retrieved from https://docs.education.gov.au/documents/belonging-being-becoming-early-years-learning-framework-australia


Grieves, V. (2009). Aboriginal Spirituality: Aboriginal Philosophy, The Basis of Aboriginal Social and Emotional Well-being, Discussion Paper No. 9, Cooperative Research Centre for Aboriginal Health, Darwin.
 
Rowlands, K., MacGill, B., & Meiners, J. (2022). First Nations dance in the school curriculum: Perspectives from an Australian university. International Journal of Education & the Arts, 23(SI 1.1). Retrieved from http://doi.org/10.26209/ijea23si1.1
 
Shay, M., Sarra, G., & Woods, A. (2021). Indigenous identities and well-being in schools in Shay, M., & Oliver, R. (Eds.). (2021). Indigenous education in Australia: Learning and teaching for deadly futures. Taylor & Francis Group.
 
Wooltorton, S., Collard, L., Horwitz, P., Poelina, A., & Palmer, D. (2020). Sharing place-based indigenous methodology and learnings. Environmental Education Research, 26(7), 917–934. https://doi.org/10.1080/13504622.2020.1773407
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