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Fire stick farming

In a unit of work on farming practices, a year 4/5 teacher uses texts to encourage students to consider the ways in which fire was used by Aboriginal Australians as a technology to manage land. The teacher believes in the importance of teaching curriculum through Aboriginal perspectives and discusses the ways in which she supports colleagues to embed Aboriginal cultural studies into their teaching programs by selecting culturally appropriate resources, Sturt Street Community School is a Birth to Year 7 school located in central Adelaide which has a culturally diverse student population. The teacher has been involved in collaboration with teachers from seven other schools to embed Aboriginal Cultural Studies into curriculum learning areas, resulting in a database which suggests resources and activities that will support teachers to effectively embed Aboriginal perspectives into their teaching programs

https://www.aitsl.edu.au/tools-resources/resource/fire-stick-farming-illustration-of-practice

Yarn meeting

Tammy Anderson, DP, Aboriginal Education and Peta Grae, AP meet with the Aboriginal Community Liaison Officer and Indigenous parents in a Yarn Meeting to discuss upcoming events and supports for the Indigenous parent community and their children. Discussion includes planning for a parent excursion to a site of cultural significance, a computer course for parents and the establishment of a homework centre, The school is a co-educational primary school in a low socio-economic community in the outer south western suburbs of Sydney. All students live in social housing. Many students come from single parent families and unemployment is high. Approximately 26% of children are Aboriginal or Torres Strait Islander and 17% are Pacific Islander. Other cultural groups are also represented. John Warby Public School provides many supports for the Aboriginal and Torres Strait Islander community including

https://www.aitsl.edu.au/tools-resources/resource/yarn-meeting-illustration-of-practice

Dreaming stories

A year 4 classroom teacher uses an Aboriginal dreaming story to engage Indigenous and non-Indigenous students in her class. She connects parts of the story through questioning to the students’ world and experiences, and uses the activity as a springboard for an imaginative writing task. The teacher encourages students to share their stories orally in small groups before drafting, writing, of Aboriginal students to record and play back their stories on USB microphones, The school is located on the Innawonga and East Guruma Lands in the mining town of Tom Price, around 1600km from Perth. Twenty per cent of the school’s 330 students are Aboriginal and the school has a diverse student population due to the town’s mining industry. The teacher has worked at the school, the needs of Aboriginal students in her class. She believes that the literacy and learning approaches used with Aboriginal students are equally valid for non-Indigenous students

https://www.aitsl.edu.au/tools-resources/resource/dreaming-stories-illustration-of-practice

Print-walking

A year 4 classroom teacher uses a locally-developed ‘print-walk’ strategy within a block of English literacy lessons to engage students in learning about pronouns. Students are encouraged to engage in a print-walk search the pronouns in the classroom. The activity is treated as a learning game. The teacher subsequently introduces students to an Aboriginal Dreaming story and encourages her students to relate the story to other texts, to their own experiences and to the world around them, The school is located on the Innawonga and East Guruma Lands in the mining town of Tom Price, around 1600km from Perth. Twenty per cent of the school’s 330 students are Aboriginal and the school has a diverse student population due to the town’s mining industry. The teacher has worked at the school for four years. The ‘print-walk’ strategy was originally developed for Aboriginal students in remote communities

https://www.aitsl.edu.au/tools-resources/resource/print-walking-illustration-of-practice

Experiencing success

A pre-service teacher at an Alice Springs primary school explores some of the challenges for teachers in supporting Aboriginal students who may previously not have experienced success in their learning, or, may not yet be aware of what successful learning is like. In exploring some of the issues for schools and teachers, she reflects on the importance of building relationships and trust with communities, of using available expertise and networks, and of taking advantage of relevant professional, Ross Park is the oldest government primary school in Alice Springs. It has almost 400 students of which 25 per cent are Indigenous. At the school, a pre-service teacher from Charles Darwin University is in her final round of teaching practice. The teacher brings to her practice a family tradition of teaching in Aboriginal communities in the Northern Territory as well as prior experience as an Aboriginal education bilingual worker in a local primary school

https://www.aitsl.edu.au/tools-resources/resource/experiencing-success-illustration-of-practice

Respecting local culture, history and language

The teaching principal explains how he recognises and values the cultural traditions of the students and families in this remote community. He describes how he builds collaborative relationships with families and Aboriginal Education Workers (AEWs), so that local culture, history, language and knowledge of country can be incorporated into the everyday curriculum. AEWs work closely with students, supporting cultural learning as well as literacy and numeracy learning. The Deputy Director, Purnululu Aboriginal Community Independent School was established in 1991 to provide an educational service for the traditional owners of Purnululu National Park and adjacent lands. In this very remote setting, teachers live within the community established by the Aboriginal traditional owners of the land. Teachers, including the teaching principal, interact with families and the wider community on a daily basis, enabling conversations that set mutually agreed priorities for students’ learning

https://www.aitsl.edu.au/tools-resources/resource/respecting-local-culture-history-and-language-illustration-of-practice

Symbolism in story and art

A classroom teacher and the Wajarri Language Teacher adapt and teach a series of lessons to a class of Aboriginal girls. The classroom lessons explore the meaning of symbolism and establish a link between western concepts of the 'symbolic' to the students' cultural backgrounds. The teacher uses a literary text to teach the concept, which she then extends to a writing activity that is responsive to the local community and cultural setting. In support of her approach, the Wajarri Language Teacher, Geraldton Senior College in Western Australia caters for students at years 10, 11 and 12. The school has 800 students of which about 27 per cent are Aboriginal. More than seventy staff at the school are teachers, while thirty are employed in a wide variety of curriculum and support roles. A Language Centre, incorporating the Warlugurra Walgamanyulu program for Aboriginal girls, is located on the campus. The school recognises the importance of attendance for student achievement and has developed

https://www.aitsl.edu.au/tools-resources/resource/symbolism-in-story-and-art-illustration-of-practice

Implementing an Indigenous language program

School leaders at Mossman State School collaborated with local Aboriginal Elders in the Mossman and Daintree area to develop a language program for teaching Kuku Yalanji. The language program is taught by an Indigenous Language Teaching Assistant, with the support of colleagues throughout the school, Mossman State School is a government primary school located on the land of the Kuku Yalanji people in Far North Queensland, about an hour north of Cairns. The school has around 230 enrolled students and has a strong focus on working with parents, carers and the community. In 2019 the school received a Queensland Department of Education Showcase Award for excellence in Aboriginal and Torres Strait Islander education

https://www.aitsl.edu.au/tools-resources/resource/implementing-an-indigenous-language-program

Becoming a ‘mini’ historian

This lesson plan describes a lesson sequence in which students engage in a research project based on the life of a notable Aboriginal or Torres Strait Islander to produce a digital timeline. The graduate teacher demonstrates an understanding of historical content and pedagogical knowledge and skills and promotes intercultural understanding and the use of ICT to support student learning, The graduate teacher engaged students in the compilation of a list of notable Aboriginal or Torres Strait Islander people from which they selected an individual to research. After teacher modelling of research skills and whole-class discussion about identifying and accessing suitable resources, the students worked in pairs to apply their research skills gathering evidence about their chosen Indigenous Australian. Their specific task was to identify significant moments of change in the life

https://www.aitsl.edu.au/tools-resources/resource/becoming-a-mini-historian-illustration-of-practice

Multilingual approaches to teaching and learning

, the local Aboriginal language and in Standard Australian English. She also describes the different uses, Purnululu Aboriginal Community Independent School was established in 1991 to provide an educational service for the traditional owners of Purnululu National Park and adjacent lands. The school has 12 to 20 students who are taught by two teachers. The school aims to achieve the highest possible educational outcomes for the children and provides targeted programs with a strong emphasis on literacy, , teaches literacy to all students across the school, and is the Reading Recovery Teacher. Aboriginal

https://www.aitsl.edu.au/tools-resources/resource/multilingual-approaches-to-teaching-and-learning-illustration-of-practice
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