ACARA (2019). Assessment and Reporting Authority of Australian Curriculum. HASS (Version 8.4) | The Australian Curriculum (Version 8.4)

 

Aboriginal Language Game. (2021-2022). As in Aboriginal language game | Australia’s Defining Moments Digital Classroom | National Museum of Australia (nma.gov.au)

 

Australian Institute for Teaching and School Leadership, (2017). Australian Professional Standards for Teachers. Australian Institute for Teaching and School Leadership (aitsl.edu.au)

 

Bourke, E., & Bourke, C., (1995). Aboriginal Families in Australia. In Families and Cultural diversity in Australia. Allen & Unwin in association with the Australia Institute of Family Studies. Aboriginal Families in Australia :: Families and cultural diversity in Australia (talisaspire.com)

 

Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, Being and Becoming—the National Early Years Learning Framework. Australian Government.

 

Forrest, S. (1998). That’s my mob: Aboriginal identity. In G. Partington (Ed.), Perspectives on Aboriginal and Torres Strait Islander education . Katoomba, New South Wales: Social Science.

 

Indigenous Education in Australia : Learning and Teaching for Deadly Futures, edited by M. Shay, M., and Oliver, R. Taylor & Francis Group, 2021. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/deakin/detail.action?docID=6461787. 

 

Madsen, R, Perkins, R, & Shay, M. (2021) Critical Selection of Curriculum Materials: Tools for Educators. In Shay M., & Oliver, R. (Eds.) Indigenous Education in Australia: Learning and Teaching for Deadly Futures. Routledge pp.133-147.

 

Perso, T., & Hayward, C. (2015). Teaching indigenous students : Cultural awareness and classroom strategies for improving learning outcomes. Taylor & Francis Group. ProQuest Ebook Central - Reader (deakin.edu.au) 

 

Pinterest. 2023.   (pinterest.com.au) for artwork resource.

 

Rose, D. B. (1996). Sacred Geography in Nourishing Terrains: Australian Aboriginal views of landscape and wilderness. Australian Heritage Commission. Nourishing Terrains - Australian Aboriginal Views of Landscape and Wilderness (ceosand.catholic.edu.au)

 

Sally, M., & Ezekiel, K. (2009). Sam’s Bush Journey.  (Book)

 

Shay, M. & Oliver., R. (2021). Indigenous Education in Australia: Learning and Teaching for Deadly futures. Taylor and Francis Group. ProQuest Ebook Central - Detail page (deakin.edu.au)

 

Story time with Mrs. Stergiotis. (2021). Sam's Bush Journey by Sally Morgan & Ezekiel Kwaymullina. https://youtu.be/au58XJ-9CtE  (YouTube Video)

Link- https://pin.it/3ZV6gmu 

Critical Evaluation: My next digital resource is an artwork for Year level 2 students, which is self-portrait of an Australian Aboriginal Artist. I will do evaluation of this resource Through Yarns First Nation resource evaluation tool. The name of the artist is Julie Dowling, from Badimaya people, artwork is Self-portrait: in our country and she made her artwork in 2002. In this artwork Dowling is embracing her ancestors and through this she expresses her feelings about returning to her grandmother’s country. 

Justification:

Link to AITSL- The artwork is showing theme of Aboriginal’s identity so it is linked to AITSL (2017), professional standards for teachers, focus areas (1.4 and 2.4). In focus area 1.4 where teachers can use some strategies for teaching Aboriginal students and they can demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

Link to Curriculum elaboration- This resource is for Year level 2 students so they can understand the artworks and ideas or stories behind the artwork. My resource is linked with content description of Australian Curriculum (ACARA, 2019), Visual Arts (Version 8.4) (level F-2) where it states that students can respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109 - Scootle )

Link to EYLF- The resource is linked to the learning outcome 1 of EYLF which is Children have strong sense of identity. (DEEWR, 2009).  With this resource as mentioned in EYLF as well, children will get to know and explore different cultures and identities, share aspects of their culture and feel recognized and respected for who they are.

Link to theme- This visual artwork by Julie Dowling is linked to the theme of identity. I chose visual resource so children can get more connected with identity theme when they will visualize the artwork. According to Perso & Hayward (2015), some research has proven that many indigenous students prefer to learn through visual senses as they get better learning if they are able to see the learning content. And this resource is a beautiful self-portrait telling many stories of separation and reunion of the artist with grandparents. The artwork shows the connection of Aboriginal and Torres Strait Islander people with their family and community. For Indigenous people, representation of their family and community is important as it represents their identity. When knowledge and feelings get attached to family, kin, culture and country then identity is formed, Forrest (1998). 

Link- Aboriginal language game | Australia’s Defining Moments Digital Classroom | National Museum of Australia (nma.gov.au) 

Critical Evaluation:  My third resource is an Aboriginal language game. I will use Yarns resource evaluation tool given in Shay & Oliver, 2021. This game is words match game which also shows  picture of various words. Players match Guugu Yimidhirr words collected by Joseph Banks and Sydney Parkinson in 2020-2021 with illustrations. All these were recorded at Endeavour River when James Cook’s Endeavour was there for repairs in 1770. The word list is the first European recording of an Indigenous Australian language. The voice you hear in the Talking’ Guugu Yimidhirr game is Harold Ludwick. Harold is passionate about sharing his knowledge of Guugu Yimidhirr culture. This game will help children to know more about country and language through First Nation Context.

Justification:

Link to AITSL: This Aboriginal language game is linked with AITSL, (2017) Professional standards for teachers with Focus area 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians. Where teachers can provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. Through this language game teachers can help students to get more knowledge and understanding of Aboriginal culture in a playful manner. By promoting the language of Aboriginal people, they will feel more connected to the country.

Link to Curriculum elaboration- This game resource can be used by Year level 3-4 students. The game is linked with Australian Curriculum (ACARA, 2019) Year 4 History, content description tells that The diversity of Australia’s first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies) (ACHASSK083). Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487).

 

Link to EYLF- The resource links to the EYLF principle, Respect for Diversity (DEEWR,2009). where Educators honour the histories, cultures, languages, traditions, child rearing practices and lifestyle choices of families and also it will help to achieve the EYLF, outcome 5 which talks about effective communications. With this resource students will learn words and vocabulary and then language, which will help them to promote communication.

Link to theme- The resource is linked with theme of country. Because if we have to be connected to any country or culture of the country, we must learn its language. Language is inseparable from culture, land and family and is the foundation upon which the capacity to learn, interact and to shape identity is built of people of a country, Australian Government (2012) as in Perso & Hayward (2015) and in Shay & Oliver (2021).

Evaluation with YARNS: My next resource is an Aboriginal song. ‘Took the Children Away’ is a song written and performed by Archie Roach and produced by Paul Kelly. This song was recorded in April 1990, and it get released in September 1990. This song consist of First Nation context as Roach was the part of the stolen generations and he wrote his own experiences of 1988 through this song ‘Took the Children Away’. This resource tells us how Indigenous Australians children were forcibly removed from their family by government agencies and placed in orphanages.

Justification:

Link to AITSL: This resource is linked to AITSL (2017), professional standards for teachers, focus area (1.4 and 2.4). In focus area 1.4 teachers to understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians and through this song, teachers can provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

Link to Curriculum elaboration- This resource is for year level 2 students so they can understand the song and its lyrics. My resource is linked with content description of Australian Curriculum (ACARA, 2019), music (version 8.4) which states students can respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083 - Scootle )

Link to EYLF- The resource is linked to the learning outcome 1 of EYLF which is Children have strong sense of identity. (DEEWR, 2009). This song is a rich resource that provide children with examples of the many ways identities and culture can be recognized and expressed. Children can connect through video of song that I chose from YouTube, learn lyrics of the song, which will build sense of identity in them.

Link to theme- This resource is linked with the theme of identity. Archie Roach tells us how the Aboriginal people were separated from their families and from their culture which makes them to lose their identity. Perso & Hayward, (2015) writes that Like all other people, Australian Indigenous people also want to educate their children  and teach them to have strong sense of identity. This teaching can be done in schools through education by using appropriate teaching strategies and learning resources. That is why I chose this song. With this resource, children will learn the importance of identity and how people felt when they lost their identity, their cultures, and their families.

 

 

 

Critical Evaluation: My first digital resource is a book named Sam’s Bush Journey, which is a beautiful picture story book with First Nation context. To evaluate this book, I will use Yarns First Nation resource evaluation tool given by Madsen et. al 2021. Sam’s Bush Journey was first published in 2009, written by Sally Morgan and Ezekiel Kwaymullina and illustrations by Bronwyn Bancroft. Because Sally is of Aboriginal descent, from Bailgu people of Western Australia, so the book is reflecting the Aboriginal knowledge of the bush amongst young children. The vivid illustrations of the book will nurture an appreciation of the Australian bush for Indigenous and non-Indigenous students.

Justification:

Link to AITSL: This resource is linked to AITSL, (2017) Focus area 2.4- Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians. The resource will provide opportunities for students to know and respect the histories and culture of Aboriginal people.

Link to Curriculum elaboration- The story book reflects value of natural resources  in our daily lives when nanna tells Sam the importance of bush life. So this linked to the Australian Curriculum (ACARA, 2019), HASS (Version 8.4) where (foundation to year 2) students will get Knowledge of History and understand the Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods (ACHASSK030

Link to EYLF- The resource links to the EYLF principle, Respect for Diversity (DEEWR,2009). where Educators honor the histories, cultures, languages, traditions, child rearing practices and lifestyle choices of families and also it will help to achieve the EYLF, Learning Outcome 2- Children are connected to and contribute to their world and they will become socially responsible and show respect for the environment. Like Sam showed his respect for the environment when he realized how much nature and environment helped him as his nanna told.

Link to theme- The book is linked with the theme of Reciprocity, it shows the reciprocal relationship and a deep connection between Aboriginal people and their land. For Aboriginal people, whether their relationship with country and land, or with families and kinship, they always used to keep the principles of reciprocity and responsibility at the central, Bourke and Bourke (1995).  As nanna told Sam in the story how bushes offers us water, food, shelter and warmth. So, Aboriginal people shows their care,  love, and  respect to their land to reflect the importance of giving as much as you take from land. They consider land as their mother because it nurtures them. Aboriginals’ connections with natural things  is spiritual and they consider themselves as a part of nature and describe their land as their backbone, Rose (1996). 

 

 

By- Sonia Sharma (Student ID- 222052423)

I pay my respects to the traditional custodians of Woiworung Country who have looked after the land and are part of the lands on which I now live, work, and play. I pay my respect to the elders of the land and their role in caring for country and community. I acknowledge that it is my responsibility to help look after the land, learn its history and act responsibly on the land, which I call home.