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.

 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. 

 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 

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.