https://padlet.com/kgwynne2/qxd00ca7fqbaydl en-us 2022-10-06 11:30:35 UTC 2022-10-07 07:41:52 UTC hello@padlet.com kgwynne2 https://padlet.com/kgwynne2/qxd00ca7fqbaydl/wish/2330567518 The resource, ‘Stories, families, places: belonging for ever and ever’ (CITATION), in Australians Together provides an in-depth description of a lesson that can be taught to students to learn about key places for Indigenous Australians and words in the Indigenous language. The lesson incorporates the reading, viewing, and listening of a variety of different texts of Indigenous writers and singers. Whilst listening and participating in these stories, students will think about how they relate to their place and family. Students will mostly learn about the significance of place and belonging in this lesson through this resource, and Indigenous families value connection more than anything, as justified by a quote from Geraldine Briggs, “When we are together, we are happy” (Rintoul, 1993) in ‘Families and cultural diversity in Australia’ (CITATION). This text describes the value of family and place by expressing the connection and kinship and how it has remained a cohesive force that continues to bind the Indigenous Australians together all throughout Australia, despite the British colonisation (Bourke and Bourke, 1995). The resource covers AITSL standard 1.4, as it provides strategies for teaching students about the Indigenous Australian language, such as through song and dance. Furthermore, it also suggests a discussion with students about their own ‘special’ place, which intends to get students to find a connection with these different places. It also covers AITSL standard 2.4, as students will engage in fun activities to help them learn about the Indigenous Australian culture and develop connections and relationships. This resource links to the Australian Curriculum elaborations of ‘Viewing Stories by Aboriginal and Torres Strait Islander storytellers from online sources’ (ACELT1575), ‘Identifying places they consider to be special’ (ACHASSK017) and ‘Listening to stories from oral, audio-visual, and other sources to find information about family, friends, celebrations, places, and Aboriginal and Torres Strait Islander cultures’ (ACHASSI002). This resource is heavily related to the theme of country. Students will develop an understanding of how places are connected to Indigenous Australians as they will discuss their own special places and be able to find a linking connection between their place, and the important places to Indigenous Australians. According to AIATSIS, the Australian Institute of Aboriginal and Torres Strait Islander Studies, country is referred to as the “lands, waterways and seas” to which there is a connection (AIATSIS, 2022). Furthermore, it states that country contains ideas about place, which links into the lesson provided by the resource.]]> 2022-10-07 06:48:46 UTC https://padlet.com/kgwynne2/qxd00ca7fqbaydl/wish/2330567518 kgwynne2 https://padlet.com/kgwynne2/qxd00ca7fqbaydl/wish/2330567923 The Museum Victoria Collections has a history of collections that have been built and researched since 1854 (Museums Victoria, 2022). These collections are irreplaceable due to the significance of Australian environmental and cultural history. This is a great teaching resource as it has a section with collections from Indigenous cultures. These collections contain a picture and a description about history and the significance of the collection. Learning about the history and significance of the Indigenous Australians is crucial as it allows students to understand and respect the diversity of the cultural difference between Indigenous and Non-Indigenous Australians (Reconciliation Australia, 2014). Students can use this resource to learn about significant designs and creations in Indigenous cultures. Activities that can be undertaken using this resource includes a research project, allowing students to pick one of the collections and do some research about it or students can design their own based off these collections. This resource links to AITSL standard 1.4 as the information provided for each collection gives teachers enough information to teach students about the histories and significance of the Indigenous Australian background and culture. This resource also links to AITSL standard 2.4, as it provides an opportunity for students to learn about Indigenous Australian cultures and their histories through the research of these collections. This resource links to the Victorian Curriculum through the content descriptor, ‘Compare their own and other cultural practices showing how these may influence the ways people relate to each other’, code VCICCB005 (VCAA, 2022). The elaboration is ‘researching a cultural practice, or a cultural artefact, and asking students to explain the significance to the other students.’ This resource provides the history and significance of each collection, which will allow students and teachers to research each collection from the Indigenous Culture on the Museums Victoria website. This resource is related to the theme of identity. Indigenous Australian’s take pride in their identity and relationships through their beliefs, culture, and family history (Andersen, 2019) and these collections also represent a relationship with the Indigenous Australians. The collection of Indigenous Australians resources is culturally significant as it promotes an understanding of Indigenous Australians (AIATSIS, 2022), which will provide students with further insight about the cultural significance of the kinship and identity for Indigenous Australians. ]]> 2022-10-07 06:49:08 UTC https://padlet.com/kgwynne2/qxd00ca7fqbaydl/wish/2330567923 kgwynne2 https://padlet.com/kgwynne2/qxd00ca7fqbaydl/wish/2330568303 The resource ‘My Culture and Me – Story Time with Ozzie’ (CITATION) is a resource that was found on ‘YouTube’ that represents a perfect example of how to learn about culture and identity of Indigenous Australians. ‘My Culture and Me’ is a picture story book that includes images and visuals that can be read to students during class time. The resource of a picture story book will be beneficial for the students as it allows them to identify sequences and boost social-emotional learning (Balcazar, 2019), which will allow the students to comprehend and learn the information about Indigenous Australians culture. This resource relates to AITSL standard 1.4 as it demonstrates and provides the strategy of storytelling that can be used for teachers in the classroom. Furthermore, the reader of the story in the video also stops at certain parts of the book to explain images or language that the students may find unfamiliar. This resource is also relevant to AITSL standard 2.4 as the reader demonstrates a knowledge of Indigenous Australian language and expresses this to the students to help them with their learning. This resource comes under the content descriptor of ‘Identify what is familiar and what is different in the ways culturally diverse individuals and families live’, code VCICCB001 in the Victorian Curriculum (VCAA, 2022). The elaboration to the content descriptor is ‘noting information from stories that identify similarities and differences between families from a range of places including stories from students in the class and in stories about children in other places.’ This elaboration is relevant as students will be able to compare and contrast similarities and differences from the culture in this story to their own culture. This resource is related to the theme of identity. The book is all about the culture of Indigenous Australian’s which is a “defining feature of a person’s identity” (RacismNoWay, 2000). The resource identifies the positive aspects of the Indigenous culture, and the positive way in which the Indigenous Australians value their identity. It is important to ensure students are taught to positively embrace individual identity and culture, more specifically the Indigenous Australians, as times in schooling and general living was not easy. Many Indigenous Australians forgot their identity and forgot about their own families (Terszak, 2008), which is why this is a great resource to teach students about the identity that Indigenous Australians are known for and appreciated. ]]> 2022-10-07 06:49:29 UTC https://padlet.com/kgwynne2/qxd00ca7fqbaydl/wish/2330568303 kgwynne2 https://padlet.com/kgwynne2/qxd00ca7fqbaydl/wish/2330568766 The resource, ‘Yulunga Traditional Indigenous Games’ (CITATION) found on the Australian Government website provides teachers with a variety of games played by the Indigenous Australians. Each game comes with a background, language, a short description, number of players, playing area, equipment, and rules. The rules include the scoring, duration, variations, and comments about the game. There are 132 Indigenous Australian games provided on this website for years Foundation to six, giving teachers a wide variety of suitable games to choose from when implementing this in their teaching. Indigenous Australian people’s games allow the bringing-together of Indigenous and non-Indigenous people, as well as teach students valuable skills, and combine a boost of physical and mental health (ICTINC, 2019). Furthermore, students will also be having fun and enjoying in the lessons, as well as developing new skills. This resource links to AITSL standard 1.4, as it provides teachers with all the information to implement a strategy of how to teach and run the games, as well as providing a background for the game that the teachers can teach to the students. This resource is also relevant to AITSL standard 2.4 as it provides students with the opportunity to understand and learn about the culture of Indigenous Australians and how they enjoy playing games and spending time with their friends and family. This resource links to the content descriptor, ‘Describe their experiences of intercultural encounters in which they have been involved’, code VCICCB002, in the Victorian Curriculum (VCAA, 2022). The elaboration to the content descriptor is ‘brainstorming a range of activities, locations, events or technologies that may provide intercultural experiences.’ Although the teacher and students do not have to brainstorm the activities, the class will use a range of activities through the games provided by the resource to provide the students with intercultural experiences. This resource is related to the theme of reciprocity. This theme can be thought as a practice of exchanging with the community and the give and take between families in which sharing is involved in what they have done or created (Cultural Survival, 2014). This is demonstrated as the Indigenous Australians have shared all of their games and activities, which is helping the students today get an improved knowledge of the Indigenous Australian culture. ]]> 2022-10-07 06:49:53 UTC https://padlet.com/kgwynne2/qxd00ca7fqbaydl/wish/2330568766 kgwynne2 https://padlet.com/kgwynne2/qxd00ca7fqbaydl/wish/2330574255 The resource, ‘Stories, families, places: belonging for ever and ever’, in Australians Together provides an in-depth description of a lesson that can be taught to students to learn about key places for Indigenous Australians and words in the Indigenous language. The lesson incorporates the reading, viewing, and listening of a variety of different texts of Indigenous writers and singers. Whilst listening and participating in these stories, students will think about how they relate to their place and family. Students will mostly learn about the significance of place and belonging in this lesson through this resource, and Indigenous families value connection more than anything, as justified by a quote from Geraldine Briggs, “When we are together, we are happy” (Rintoul, 1993) in ‘Families and cultural diversity in Australia’ (Hartley, 1995). This text describes the value of family and place by expressing the connection and kinship and how it has remained a cohesive force that continues to bind the Indigenous Australians together all throughout Australia, despite the British colonisation (Bourke and Bourke, 1995). The resource covers AITSL standard 1.4, as it provides strategies for teaching students about the Indigenous Australian language, such as through song and dance. Furthermore, it also suggests a discussion with students about their own ‘special’ place, which intends to get students to find a connection with these different places. It also covers AITSL standard 2.4, as students will engage in fun activities to help them learn about the Indigenous Australian culture and develop connections and relationships. This resource links to the Australian Curriculum elaborations of ‘Viewing Stories by Aboriginal and Torres Strait Islander storytellers from online sources’ (ACELT1575), ‘Identifying places they consider to be special’ (ACHASSK017) and ‘Listening to stories from oral, audio-visual, and other sources to find information about family, friends, celebrations, places, and Aboriginal and Torres Strait Islander cultures’ (ACHASSI002). This resource is heavily related to the theme of country. Students will develop an understanding of how places are connected to Indigenous Australians as they will discuss their own special places and be able to find a linking connection between their place, and the important places to Indigenous Australians. According to AIATSIS, the Australian Institute of Aboriginal and Torres Strait Islander Studies, country is referred to as the “lands, waterways and seas” to which there is a connection (AIATSIS, 2022). Furthermore, it states that country contains ideas about place, which links into the lesson provided by the resource.]]> 2022-10-07 06:54:13 UTC https://padlet.com/kgwynne2/qxd00ca7fqbaydl/wish/2330574255 kgwynne2 https://padlet.com/kgwynne2/qxd00ca7fqbaydl/wish/2330574587 The Museum Victoria Collections has a history of collections that have been built and researched since 1854 (Museums Victoria, 2022). These collections are irreplaceable due to the significance of Australian environmental and cultural history. This is a great teaching resource as it has a section with collections from Indigenous cultures. These collections contain a picture and a description about history and the significance of the collection. Learning about the history and significance of the Indigenous Australians is crucial as it allows students to understand and respect the diversity of the cultural difference between Indigenous and Non-Indigenous Australians (Ways, 2014). Students can use this resource to learn about significant designs and creations in Indigenous cultures. Activities that can be undertaken using this resource includes a research project, allowing students to pick one of the collections and do some research about it or students can design their own based off these collections. This resource links to AITSL standard 1.4 as the information provided for each collection gives teachers enough information to teach students about the histories and significance of the Indigenous Australian background and culture. This resource also links to AITSL standard 2.4, as it provides an opportunity for students to learn about Indigenous Australian cultures and their histories through the research of these collections. This resource links to the Victorian Curriculum through the content descriptor, ‘Compare their own and other cultural practices showing how these may influence the ways people relate to each other’, code VCICCB005 (VCAA, 2022). The elaboration is ‘researching a cultural practice, or a cultural artefact, and asking students to explain the significance to the other students.’ This resource provides the history and significance of each collection, which will allow students and teachers to research each collection from the Indigenous Culture on the Museums Victoria website. This resource is related to the theme of identity. Indigenous Australian’s take pride in their identity and relationships through their beliefs, culture, and family history (Andersen, 2019) and these collections also represent a relationship with the Indigenous Australians. The collection of Indigenous Australians resources is culturally significant as it promotes an understanding of Indigenous Australians (AIATSIS, 2022), which will provide students with further insight about the cultural significance of the kinship and identity for Indigenous Australians. ]]> 2022-10-07 06:54:30 UTC https://padlet.com/kgwynne2/qxd00ca7fqbaydl/wish/2330574587 kgwynne2 https://padlet.com/kgwynne2/qxd00ca7fqbaydl/wish/2330574925 The resource ‘My Culture and Me – Story Time with Ozzie’ (Ozzie, 2021) is a resource that was found on ‘YouTube’ that represents a perfect example of how to learn about culture and identity of Indigenous Australians. ‘My Culture and Me’ is a picture story book that includes images and visuals that can be read to students during class time. The resource of a picture story book will be beneficial for the students as it allows them to identify sequences and boost social-emotional learning (Balcazar, 2019), which will allow the students to comprehend and learn the information about Indigenous Australians culture. This resource relates to AITSL standard 1.4 as it demonstrates and provides the strategy of storytelling that can be used for teachers in the classroom. Furthermore, the reader of the story in the video also stops at certain parts of the book to explain images or language that the students may find unfamiliar. This resource is also relevant to AITSL standard 2.4 as the reader demonstrates a knowledge of Indigenous Australian language and expresses this to the students to help them with their learning. This resource comes under the content descriptor of ‘Identify what is familiar and what is different in the ways culturally diverse individuals and families live’, code VCICCB001 in the Victorian Curriculum (VCAA, 2022). The elaboration to the content descriptor is ‘noting information from stories that identify similarities and differences between families from a range of places including stories from students in the class and in stories about children in other places.’ This elaboration is relevant as students will be able to compare and contrast similarities and differences from the culture in this story to their own culture. This resource is related to the theme of identity. The book is all about the culture of Indigenous Australian’s which is a “defining feature of a person’s identity” (RacismNoWay, 2000). The resource identifies the positive aspects of the Indigenous culture, and the positive way in which the Indigenous Australians value their identity. It is important to ensure students are taught to positively embrace individual identity and culture, more specifically the Indigenous Australians, as times in schooling and general living was not easy. Many Indigenous Australians forgot their identity and forgot about their own families (Terszak, 2008), which is why this is a great resource to teach students about the identity that Indigenous Australians are known for and appreciated.  ]]> 2022-10-07 06:54:52 UTC https://padlet.com/kgwynne2/qxd00ca7fqbaydl/wish/2330574925 kgwynne2 https://padlet.com/kgwynne2/qxd00ca7fqbaydl/wish/2330575220 The resource, ‘Yulunga Traditional Indigenous Games’ found on the Australian Government website provides teachers with a variety of games played by the Indigenous Australians. Each game comes with a background, language, a short description, number of players, playing area, equipment, and rules. The rules include the scoring, duration, variations, and comments about the game. There are 132 Indigenous Australian games provided on this website for years Foundation to six, giving teachers a wide variety of suitable games to choose from when implementing this in their teaching. Indigenous Australian people’s games allow the bringing-together of Indigenous and non-Indigenous people, as well as teach students valuable skills, and combine a boost of physical and mental health (Joseph, 2019). Furthermore, students will also be having fun and enjoying in the lessons, as well as developing new skills. This resource links to AITSL standard 1.4, as it provides teachers with all the information to implement a strategy of how to teach and run the games, as well as providing a background for the game that the teachers can teach to the students. This resource is also relevant to AITSL standard 2.4 as it provides students with the opportunity to understand and learn about the culture of Indigenous Australians and how they enjoy playing games and spending time with their friends and family. This resource links to the content descriptor, ‘Describe their experiences of intercultural encounters in which they have been involved’, code VCICCB002, in the Victorian Curriculum (VCAA, 2022). The elaboration to the content descriptor is ‘brainstorming a range of activities, locations, events or technologies that may provide intercultural experiences.’ Although the teacher and students do not have to brainstorm the activities, the class will use a range of activities through the games provided by the resource to provide the students with intercultural experiences. This resource is related to the theme of reciprocity. This theme can be thought as a practice of exchanging with the community and the give and take between families in which sharing is involved in what they have done or created (Cultural Survival, 2014). This is demonstrated as the Indigenous Australians have shared all of their games and activities, which is helping the students today get an improved knowledge of the Indigenous Australian culture.]]> 2022-10-07 06:55:13 UTC https://padlet.com/kgwynne2/qxd00ca7fqbaydl/wish/2330575220