ATSI in the Australian Curriculum

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Aboriginal Perspectives in the Australian Curriculum

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<ul><li> 1. </li> <li> 2. To be Aboriginal one has to meet all three criteria: Being of Aboriginal or Torres Strait Islander descent Identifying as an Aboriginal or Torres Strait Islander Being accepted as such by the community in which you live, or formally lived (AIATSIS, 2009) </li> <li> 3. Aboriginals are the first Australians, and the only Australians who are spiritually connected to the land through the ever-present dreaming Anthony McKnight UOW lecturer I identify myself by my nations, Im a Dangatti &amp; Gandagarra Woman Denise Darcy, Gandagarra Land Council To be Aboriginal you have to be entwined in the kinship system - Nicole Watson, solicitor Aboriginal people are not a skin colour, we are a community and people by history, spirituality, locations, country, thinking, politics, treatment, laws, cultures and most importantly, our stories. David Towney, Koori Mail Aboriginality is not a question of skin colourit is about our cultural connection to our communities and our history, a history that is alive and thriving.Abigail Burchill To me, Aboriginality is about that shared experience, that shared culture and that shared pride. Amy McQuire, Aboriginal journalist, To be Aboriginal is to to hear the secret and loving stories of the land with understanding, to be independent, to hear and see with feeling that which can not be seen with open eyes J ulie Tommy Walker, Innawonga woman and Aboriginal leader </li> <li> 4. Improve educational outcomes of Aboriginal and Torres Strait Islanders students and learners in schools, TAFE and community colleges, so that they excel and achieve in every aspect of their education and training. </li> <li> 5. Build everyone's knowledge and understanding of the histories, cultures and experiences of the first people of Australia. </li> <li> 6. Activity: Use the language Maps to find what country we are on Find another place significant to you- what is the Aboriginal language group of that local area? Find a capital city Find your totems home </li> <li> 7. Australia is made up of many different Aboriginal Nations, Clans or groups, each having their own country, culture, language, beliefs and customs. Country takes in everything within the landscape - landforms, waters, air, trees, rocks, plants, animals, foods, medicines, minerals, stories and special places. Community connections include cultural practices, knowledge, songs, stories and art, as well as all people: past, present and future. People have custodial responsibilities to care for their Country, to ensure that it continues in proper order and provides physical sustenance and spiritual nourishment. These custodial relationships may determine who can speak for particular Country. </li> <li> 8. Activity Famous Aboriginal Study Who are they? What are they famous for? Where do they come from? OR Use the Ringbalin App to meet Aboriginal people from different places along the river </li> <li> 9. Prior to colonisation the First People of Australia identified themselves by their nation People who identify themselves as Aboriginal range from dark- skinned, broad-nosed to blonde-haired, blue-eyed people. Aboriginal people define Aboriginality not by skin colour but by relationships: http://aso.gov.au/titles/shorts/shifting-sands-my- colour/clip1/ Aboriginal boundary (state) names State Name New South Wales Koori, Goorie, Koorie, Coorie, Murri Victoria Koorie South Australia Nunga, Nyungar, Nyoongah Western Australia Nyungar, Nyoongar Northern Territory Yolngu (top end); Anangu (central) Queensland Murri Tasmania Palawa, Koori </li> <li> 10. Activity; Use the Sharing the Dreaming app to learn a bit about Nyoongar Culture </li> <li> 11. Culture is the characteristics of a particular group of people, defined by everything from language, religion, cuisine, social habits, music and arts. Culture is shared history and heritage. Aboriginal Culture: Family- Importance of elders/ Kinship Spirituality- Dreaming/ceremony/sacred sites Story Sharing- passing on knowledge Objects- Tools, Toys &amp; Weapons Games- Traditional Indigenous Games Food Medicine Dance Music </li> <li> 12. Code Organising ideas Country/Place OI.1 Australia has two distinct Indigenous groups, Aboriginal Peoples and Torres Strait Islander Peoples. OI.2 Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia. OI.3 Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways. Culture OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups. OI.5 Aboriginal and Torres Strait Islander Peoples ways of life are uniquely expressed through ways of being, knowing, thinking and doing. OI.6 Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years and experiences can be viewed through historical, social and political lenses. People OI.7 The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia. OI.8 Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures. Australia acknowledges the significant contributions of Aboriginal and Torres Strait Islander people </li> <li> 13. Country and Place, People, Culture and Identity. Students will have the opportunity to engage with texts that give them experience of the beliefs and value systems of Aboriginal and Torres Strait Islander peoples. In their study of English, students explore a range of experiences and achievements of Aboriginal peoples in historical and social contexts and the links between cultural expression, language and spirituality. </li> <li> 14. Big Rain Coming http://splash.abc.net.au/media/-/m/30177/how-do-you- know-when-rain-is-coming- </li> <li> 15. Country and Place, People, Culture and Identity. The study of History in Australia requires a valued engagement in and celebration of the experiences of Aboriginal and Torres Strait Islander peoples, past and present, as part of the shared history belonging to all Australians. Students examine historical perspectives from Aboriginal and Torres Strait Islander viewpoints. For example: Comparing Five Different Historical Sources A contemporary news story: http://aso.gov.au/titles/documentaries/stolen- generations/clip2/ Case Study: http://aso.gov.au/titles/documentaries/case- 442/clip1/ An interview: http://stolengenerationstestimonies.com/index.php/testimo nies/974.html A documentary: http://aso.gov.au/titles/documentaries/first- </li> <li> 16. Throughout the study of History, students learn about Aboriginal and Torres Strait Islander peoples, as the world's oldest continuous cultures, prior to colonisation by the British, the ensuing contact and its impact. They will examine the interaction between Aboriginal and Torres Strait Islander peoples and Europeans, with special emphasis on Aboriginal initiatives and responses to key government policies since their earliest contact with British colonists. Students develop an awareness of the significant roles Aboriginal and Torres Strait Islander peoples have played in Australian society and the wider world. This knowledge and understanding will deepen and enable students' capacity to participate in the ongoing development of a just and equitable Australian society that genuinely reconciles with Aboriginal and Torres Strait Islander peoples. </li> <li> 17. Country and Place, People, Culture and Identity. Aboriginal and Torres Strait Islander communities have diverse cultures, social structures and a history of unique, complex knowledge systems. The Science K10 (incorporating Science and Technology K6) Syllabus provides students with opportunities to learn about how Aboriginal and Torres Strait Islander peoples have developed and refined knowledge about the world through observation, making predictions, testing (trial and error) and responding to environmental factors within specific contexts. Students will investigate examples of Aboriginal and Torres Strait Islander peoples' understanding of the environment and the ways that traditional knowledge and western scientific knowledge can be complementary. </li> <li> 18. Country and Place, People, Culture and Identity. Aboriginal and Torres Strait Islander peoples have a unique sense of identity, which can be demonstrated through the interconnected aspects of Country and Place, People, and Culture. Mathematics is a representation of the world that has developed over thousands of years through many diverse cultural contexts. Aboriginal and Torres Strait Islander cultures have a rich understanding of mathematics that includes a broad range of applications of mathematical concepts. The NSW K10 Mathematics curriculum values Aboriginal and Torres Strait Islander perspectives of mathematics and provides opportunities for students to investigate various aspects of number, measurement and geometry, including time and location and relevant interrelationships, in Aboriginal and Torres Strait Islander contexts. Students can deepen and extend their understanding of the lives of Aboriginal and Torres Strait Islander peoples through the application and evaluation of statistical data. </li> <li> 19. Still using NSW Syllabus </li> <li> 20. http://www.livebinders.com/edit/index/1053707?id=1053 707 </li> <li> 21. In 1935 a fair-skinned Australian of Indigenous descent was ejected from a hotel for being an Aboriginal. He returned to his home on the mission station to find himself refused entry because he was not an Aboriginal. He tried to remove his children but was told he could not because they were Aboriginal. He walked to the next town where he was arrested for being an Aboriginal vagrant and placed on the local reserve. During the Second World War he tried to enlist but was told he could not because he was Aboriginal. He went interstate and joined up as a non-Aboriginal. After the war he could not acquire a passport without permission because he was Aboriginal. He received exemption from the Aborigines Protection Act and was told that he could no longer visit his relations on the reserve because he was not an Aboriginal. He was denied permission to enter the Returned Servicemen's Club because he was (Gardiner-Garden, 2003) </li> <li> 22. Explore History of Aboriginal Servicemen &amp; Women Black Diggers Hero Profiles e.g. First Australians Episode 6: http://aso.gov.au/titles/documentaries/first-australians- episode-6/ War Museum Aboriginal Trackers My Place: Australia at War Torres Strait Islands Light Infantry: http://www.scootle.edu.au/ec/viewing/R8917/resource.html Look at Artefacts &amp; Sources </li> <li> 23. Hold a flag raising ceremony. Display Indigenous posters around your class room. Invite local Indigenous elders to speak at your school or workplace. Listen to Indigenous music. Study a famous Indigenous Australian. Research the traditional Indigenous owners of your area. Study Aboriginal arts and crafts. Read a Dreaming story. Start your own Indigenous hall of fame featuring local role models. Create your own Aboriginal art. Visit Indigenous websites on the Internet. Make your own Indigenous trivia quiz. Visit local Indigenous sites of significance or interest. Learn the meanings of local or national Aboriginal place names. Run an art competition. Host a community BBQ or luncheon. Invite an Indigenous sportsperson or artist to visit your school to talk to the students. Invite an Indigenous elder to do a Welcome to Country. Organise a smoking ceremony. Invite Aboriginal or Torres Strait Islander dancers to perform. </li> <li> 24. NAIDOC in The City- Monday 7th July Hyde Park 11am Flag Raising Ceremony: Monday 7th July Campbelltown Council Community Fun Day: Monday 7 July at Koshigaya Park, Cnr Camden an...</li></ul>