Course overviews, hours and price

INTRODUCTION

An introduction to traditional teachings of Aboriginal & Torres Strait Islander circle of life that sustained an enduring belief in the spiritual world and the myths & legends that have been and continue to be, handed down for thousands of years in Australia.

A cyclical culture

  • Aboriginal & Torres Strait Islander life cycles
  • Sacred parts of the circle
  • Spiritual belief systems

This introduction aims to support and inform participants to:

  • Discover the segments of Aboriginal & Torres Strait Islander culture
  • Understand the importance of each cultural segment in the circle of knowledge
  • Explain how complex and intricate Aboriginal & Torres Strait Islander culture is and has been
  • Gain an understanding of how traditional and contemporary culture are different and have had to evolve and adapt
MODULE 1

Preamble – This is an introduction to the ancient history and status of Aboriginal & Torres Strait Islander people today

Snapshot – Australian Aboriginal & Torres Strait Islander people Today

  • Background – Traditions & today’s society and teaching about Aboriginal & Torres Strait Islander culture
  • Torres Strait Islander culture and Statistics and facts about today’s Aboriginal & Torres Strait Islander people

KEY THEMES                                                    FOCUS AREAS 1.4 & 2.4

  • Explore the traditional and ancient history of Australia’s first people
  • Learn how Aboriginal and Torres Strait Islander people are two independent societies.
  • Understand that teaching about Aboriginal and Torres Strait Islanders students in contemporary or urban settings is different to those in traditional or remote communities.
  • Get to know who is an Aboriginal & Torres Strait Islander person in Australia today?
  • Understand what is the local Aboriginal & Torres Strait Islander people’s definition of who are Aboriginal &/or Torres Strait Islander people.
  • Teachers will learn what are the similarities and differences between Aboriginal cultures &Torres Strait Islander people’s cultures? And between Australian Aboriginal and Torres Strait Islander cultures and non-Indigenous cultures?Teachers will learn how to design, implement, monitor and evaluate programs that are tailored to be culturally inclusive of Aboriginal & Torres Strait Islander families and communities in order to support every child’s learning and development
  • Teachers will learn how to incorporate Aboriginal & Torres Strait Islander perspectives across subjects within the National Curriculum
  • Teachers will learn strategies that result in positive outcomes for Aboriginal and Torres Strait Islander students.
  • Teachers will discover positive classroom management strategies that foster an inclusive environment.
  • Teachers will develop an array of teaching skills and styles that lead to greater Aboriginal and Torres Strait Islander student success in school

 

Recommended resources on the Crackerjack site for this topic –

Kindergarten – Fair Skin Black fella Teaching with Aunty Culture Study guide

Early Primary – Tell me why Teaching with Aunty Culture Study guide

Upper Primary – The Sand Symbols Teaching with Aunty Culture Study guide

Secondary – My Home in Kakadu Teaching with Aunty Culture Study guide

By utilising the age level recommended Crackerjack resources, following the Teaching with aunty study guides and working with the cultural experts. Participants will learn how to develop and design activities and lessons about Aboriginal & Torres Strait Islander people that are relevant to their year level or subject area

Module duration– this module is designed to take 4hrs, taking into consideration the recommended resources, culture study guides and digital resources for you to access.

BOSTES N.S.W and all other states 4hrs. TQI ACT 3hrs exclusive of time taken for recommended resources.

Price – $89.95 per person

Key Sources

Aboriginal and Torres Strait Islander Education Action Plan (ATSIEAP) 2010-2014: Leadership, quality teaching and workforce development, Actions 33-44 retrieved from http://deewr.gov.au/aboriginal-and-torres-strait-islander-education-action-plan-2010-2014

The core aspects from The Melbourne Declaration on Educational Goals for Young Australians (MCEECDYA, 2008) related to teaching Indigenous knowledge and perspectives retrieved from http://www.mceetya.edu.au/mceecdya/melbourne_declaration,25979.html

United Nations Declaration on the Rights of Indigenous People (March 2008) retrieved from http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

Ma Rhea, Z and Russell, L. 2012. ‘The Invisible Hand of Pedagogy in Australian Indigenous Studies and Indigenous Education’ in Australian Journal of Indigenous Education.

NSW AECG. (2011). Aboriginality and Identity – Perspectives, Practices and Policies

Websites

What works available at http://www.whatworks.edu.au

Dare to Lead available at http://www.daretolead.edu.au/

Stronger Smarter Institute available at http://www.strongersmarter.qut.edu.au/

Aboriginal and Torres Strait Islander Studies available at http://www.aiatsis.gov.au/

Reconciliation Australia available at http://www.reconciliation.org.au/home/resources/factsheets/q-a-factsheets/indigenous-perspectives-in-the-national-curriculum—five-fast-facts

Australian Bureau of Statistics
http://www.abs.gov.au/websitedbs/c311215.nsf/web/Aboriginal+and+Torres+Strait+Islander+Peoples

MODULE 2

Preamble – The Dreaming began at the dawn of time; remains bound up in the present, and will endure forever. It is the time of the beginning of all things.

Aboriginal Dreaming & Torres Strait creation time

  • What are they and when did they start?
  • The Great creators, The Rainbow Serpent and Spiritual beings (Totem ancestors)

KEY THEMES                                                 FOCUS AREAS FOR 1.4 & 2.4

  • Discover Aboriginal & Torres Strait Islander people’s Creation time and their beliefs
  • Understand the importance of the Dreaming
  • Understand that the legends of the Dreaming are Australia’s oral history
  • Teachers will discover the critical importance of acknowledging Aboriginal & Torres Strait Islander peoples oral story tellers as children’s first educators, and the implications of this for partnerships with families and for inclusive practice
  • Teachers will learn how to design, implement, monitor and evaluate programs about Aboriginal & Torres Strait Islander peoples creation time that are tailored to be culturally inclusive of Aboriginal & Torres Strait Islander families and communities in order to support every child’s learning and development
  • Teachers will learn how to incorporate Aboriginal & Torres Strait Islander Creation time across subjects within the National Curriculum
  • Teachers will learn how to connect traditional stories to their local Aboriginal and Torres Strait Islander traditions, landscapes, histories, past events and present day lifestyles.
  • Teachers will learn strategies that result in positive outcomes for Aboriginal and Torres Strait Islander students.
  • Teachers will discover positive classroom management strategies that foster an inclusive environment.
  • Teachers will develop an array of teaching skills and styles that lead to greater Aboriginal and Torres Strait Islander student success in school

 

Recommended resources on the Crackerjack site for this topic

Kindergarten – The Legend of Kwilena – Teaching with Aunty Culture Study guide

Early Primary – Waitj and the Djindong Teaching with Aunty Culture Study guide

Upper Primary – Rainbow Serpent e-Book, Teaching with Aunty Culture Study guide

Secondary – The Be Teaching with Aunty Culture Study guide

 

By utilising the age level recommended Crackerjack resources, following the Teaching with aunty study guides and working with the cultural experts. Participants will learn how to develop and design activities and lessons about Aboriginal Dreaming that is relevant to their year level or subject area

Module duration –this module is designed to take 4hrs, taking into consideration the recommended resources, culture study guides and digital resources for you to access.

BOSTES N.S.W and all other states 4hrs. TQI ACT 2hrs exclusive of time taken for recommended resources.

Cost – $89.95

Key Sources

Aboriginal and Torres Strait Islander Education Action Plan (ATSIEAP) 2010-2014: Leadership, quality teaching and workforce development, Actions 33-44 retrieved from http://deewr.gov.au/aboriginal-and-torres-strait-islander-education-action-plan-2010-2014

The core aspects from The Melbourne Declaration on Educational Goals for Young Australians (MCEECDYA, 2008) related to teaching Indigenous knowledge and perspectives retrieved from http://www.mceetya.edu.au/mceecdya/melbourne_declaration,25979.html

United Nations Declaration on the Rights of Indigenous People (March 2008) retrieved from http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

Ma Rhea, Z and Russell, L. 2012. ‘The Invisible Hand of Pedagogy in Australian Indigenous Studies and Indigenous Education’ in Australian Journal of Indigenous Education.

NSW AECG. (2011). Aboriginality and Identity – Perspectives, Practices and Policies

Websites

What works available at http://www.whatworks.edu.au

Dare to Lead available at http://www.daretolead.edu.au/

Stronger Smarter Institute available at http://www.strongersmarter.qut.edu.au/

Aboriginal and Torres Strait Islander Studies available at http://www.aiatsis.gov.au/

Reconciliation Australia available at http://www.reconciliation.org.au/home/resources/factsheets/q-a-factsheets/indigenous-perspectives-in-the-national-curriculum—five-fast-facts

MODULE 3

Preamble – This module covers areas such as the wonderful storytelling abilities of Aboriginal & Torres Strait Islander people about the plants, animals, weather events, tides and star systems of Australia and looks at how Indigenous Australians followed a religious belief system we know as the Dreaming or Dreamtime.

Module 3 – STORIES

  • What is a Dreaming story and traditional Dreaming stories life cycle
  • Torres Strait Islander legends and Contemporary dreaming stories

 

Key Themes                                                Focus areas for 1.4 & 2.4

  • Discover Why Aboriginal & Torres Strait Islander people were/are expert storytellers
  • Understand the importance of Dreaming stories and legends
  • Understand that the legends of the Dreaming are Australia’s oral history
  • Explain how these storytelling abilities have a place today
  • Gain an understanding of how traditional and contemporary stories are different
  • Teachers will discover the critical importance of acknowledging Aboriginal & Torres Strait Islander peoples oral story tellers as children’s first educators, and the implications of this for partnerships with families and for inclusive practice
  • Teachers will learn how to design, implement, monitor and evaluate programs about Aboriginal & Torres Strait Islander peoples communication styles that are tailored to be culturally inclusive of Aboriginal & Torres Strait Islander families and communities in order to support every child’s learning and development
  • Teachers will learn how to incorporate Aboriginal & Torres Strait Islander stories and legends across subjects within the National Curriculum
  • Teachers will learn how to connect traditional stories to their local Aboriginal and Torres Strait Islander traditions, histories, past events and present day lifestyles.
  • Teachers will learn strategies that result in positive outcomes for Aboriginal and Torres Strait Islander students.
  • Teachers will discover positive classroom management strategies that foster an inclusive environment.
  • Teachers will develop an array of teaching skills and styles that lead to greater Aboriginal and Torres Strait Islander student success in school

 

Recommended resources on the Crackerjack site for this topic

Kindergarten – Dove & the Mountain Devil Teaching with Aunty Culture Study guide

Early Primary – Bip the snapping bungaroo, Teaching with Aunty Culture Study guide

 Upper Primary – The Be  Teaching with Aunty Culture Study guide

Secondary – Rainbow Serpent e-Book, Teaching with Aunty Culture Study guide

By utilising the age level recommended Crackerjack resources, following the Teaching with aunty study guides and working with the cultural experts. Participants will learn how to develop and design activities and lessons about Aboriginal & Torres Strait Islander stories that is relevant to their year level or subject area

Module duration –this module is designed to take 3hrs, taking into consideration the recommended resources, culture study guides and digital resources for you to access.

BOSTES N.S.W and all other states 3hrs. TQI ACT 2hrs exclusive of time taken for recommended resources.

Cost – $74.95

Key Sources

Aboriginal and Torres Strait Islander Education Action Plan (ATSIEAP) 2010-2014: Leadership, quality teaching and workforce development, Actions 33-44 retrieved from http://deewr.gov.au/aboriginal-and-torres-strait-islander-education-action-plan-2010-2014

The core aspects from The Melbourne Declaration on Educational Goals for Young Australians (MCEECDYA, 2008) related to teaching Indigenous knowledge and perspectives retrieved from http://www.mceetya.edu.au/mceecdya/melbourne_declaration,25979.html

United Nations Declaration on the Rights of Indigenous People (March 2008) retrieved from http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

Ma Rhea, Z and Russell, L. 2012. ‘The Invisible Hand of Pedagogy in Australian Indigenous Studies and Indigenous Education’ in Australian Journal of Indigenous Education.

NSW AECG. (2011). Aboriginality and Identity – Perspectives, Practices and Policies

Websites

What works available at http://www.whatworks.edu.au

Dare to Lead available at http://www.daretolead.edu.au/

Stronger Smarter Institute available at http://www.strongersmarter.qut.edu.au/

Aboriginal and Torres Strait Islander Studies available at http://www.aiatsis.gov.au/

Reconciliation Australia available at http://www.reconciliation.org.au/home/resources/factsheets/q-a-factsheets/indigenous-perspectives-in-the-national-curriculum—five-fast-facts

MODULE 4

Preamble – This module covers areas such as Aboriginal & Torres Strait Islander language groups both traditional and contemporary and looks at how to incorporate languages within the classroom.

Module 4– LANGUAGE GROUPS

  • Pre-Colonisation language groups – Localising resources and why it works  – Australian word origins
  • Torres Strait Islander languages – Contemporary languages – Aboriginal English and Torres Strait Islander Creole – Health of Aboriginal & Torres Strait Islander languages today

KEY THEMES                                                 FOCUS AREAS FOR 1.4 & 2.4

  • Discover how many Aboriginal & Torres Strait Islander languages were in Australia before 1788
  • Modern Australian word and placename origins
  • Torres Strait Islander languages
  • Introduce Aboriginal English and Torres Strait Islander Creole words and meanings
  • Teachers will learn about local Indigenous languages and that other languages exist and their importance to Aboriginal & Torres Strait Islander communities and all Australia.
  • Teachers will discover the roles of other professionals, organisations and institutions in their community and the critical importance of establishing and maintaining collaborative partnerships with them in order to support families and children more effectively
  • Teachers will learn how to design, implement, monitor and evaluate programs about Aboriginal & Torres Strait Islander peoples communication styles that are tailored to be culturally inclusive of Aboriginal & Torres Strait Islander families and communities in order to support every child’s learning and development
  • Teachers will learn how you can support Aboriginal and Torres Strait Islander students to be more confident and comfortable in the classroom learning environment you create
  • Teachers will learn strategies that result in positive outcomes for Aboriginal and Torres Strait Islander students.
  • Teachers will discover positive classroom management strategies that foster an inclusive environment.
  • Teachers will develop an array of teaching skills and styles that lead to greater Aboriginal and Torres Strait Islander student success in school

 

Recommended resources on the Crackerjack site for this topic

Kindergarten –Yarn about Wiradjuri language words Teaching with Aunty Culture Study guide

Early Primary – Aboriginal name origins map, Teaching with Aunty Culture Study guide

Upper Primary –My home in Kakadu, Teaching with Aunty Culture Study guide

Secondary – The Interactive tribal map, Teaching with Aunty Culture Study guide

By utilising the age level recommended Crackerjack resources, following the Teaching with aunty study guides and working with the cultural experts. Participants will learn how to develop and design activities and lessons about Aboriginal & Torres Strait Islander languages that is relevant to their year level or subject area

Module duration –this module is designed to take 5hrs, taking into consideration the recommended resources, culture study guides and digital resources for you to access.

BOSTES N.S.W and all other states 5hrs. TQI ACT 4hrs exclusive of time taken for recommended resources.

Cost – $99.95

Key Sources

Aboriginal and Torres Strait Islander Education Action Plan (ATSIEAP) 2010-2014: Leadership, quality teaching and workforce development, Actions 33-44 retrieved from http://deewr.gov.au/aboriginal-and-torres-strait-islander-education-action-plan-2010-2014

The core aspects from The Melbourne Declaration on Educational Goals for Young Australians (MCEECDYA, 2008) related to teaching Indigenous knowledge and perspectives retrieved from http://www.mceetya.edu.au/mceecdya/melbourne_declaration,25979.html

United Nations Declaration on the Rights of Indigenous People (March 2008) retrieved from http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

Ma Rhea, Z and Russell, L. 2012. ‘The Invisible Hand of Pedagogy in Australian Indigenous Studies and Indigenous Education’ in Australian Journal of Indigenous Education.

NSW AECG. (2011). Aboriginality and Identity – Perspectives, Practices and Policies

Websites

What works available at http://www.whatworks.edu.au

Dare to Lead available at http://www.daretolead.edu.au/

Stronger Smarter Institute available at http://www.strongersmarter.qut.edu.au/

Aboriginal and Torres Strait Islander Studies available at http://www.aiatsis.gov.au/

Reconciliation Australia available at http://www.reconciliation.org.au/home/resources/factsheets/q-a-factsheets/indigenous-perspectives-in-the-national-curriculum—five-fast-facts

AIATSIS – Tribal Map  http://www.aiatsis.gov.au/asp/map.html

MODULE 5

Preamble – This module cover areas such as Aboriginal & Torres Strait Islander Kinship systems particularly when comparing remote communities and urban (contemporary and traditional) and introduces teaches to the critical importance of Aboriginal & Torres Strait Islander families, Elders and their communities which include extended family members.

Module 5– Kinship

  • Background – Traditional families – Contemporary Aboriginal families – Contemporary Torres Strait Islander families
  • Gender roles (Men and women’s business) – Elders – Sorry Business

KEY THEMES                                               FOCUS AREAS FOR 1.4 & 2.4

  • Explore traditional Aboriginal & Torres Strait Islander Australia’s Kinship systems
  • Learn the important roles of extended Aboriginal & Torres Strait Islander families & Elders
  • Understand that even though kinship systems are still important, they have had to evolve and look quite different in urban society
  • Teachers will learn the critical importance of acknowledging Aboriginal & Torres Strait Islander families and kinship systems as children’s first and equally important educators, and the implications of this for partnerships with families and for inclusive practice
  • Teachers will learn how to design, implement, monitor and evaluate programs about Aboriginal & Torres Strait Islander peoples that are tailored to be culturally inclusive of Aboriginal & Torres Strait Islander families and communities in order to support every child’s learning and development
  • Teachers will discover how to develop partnership models and approaches with Aboriginal & Torres Strait Islander families and communities, and their importance in improving learning and development outcomes for Aboriginal & Torres Strait Islander children
  • Teachers will gain knowledge of what they need to know about the local Aboriginal and Torres Strait Islander family structures. How do such structures impact on planning for the classroom, as well as teaching and learning activities
  • Teachers will learn strategies that result in positive outcomes for Aboriginal and Torres Strait Islander students.
  • Teachers will discover positive classroom management strategies that foster an inclusive environment.
  • Teachers will develop an array of teaching skills and styles that lead to greater Aboriginal and Torres Strait Islander student success in school

 

Recommended resources on the Crackerjack site for this topic

Kindergarten – Who are Aboriginal people today? Teaching with Aunty Culture Study guide

Early Primary – Who are Torres Strait Islander people today? Teaching with Aunty Culture Study guide

Upper Primary –Tell Me Why  Teaching with Aunty Culture Study guide

Secondary – My Home Kakadu Teaching with Aunty Culture Study guide

By utilising the age level recommended Crackerjack resources, following the Teaching with aunty study guides and working with the cultural experts. Participants will learn how to develop and design activities and lessons about Aboriginal & Torres Strait Islander kinship that is relevant to their year level or subject area

 

Module duration –this module is designed to take 5hrs, taking into consideration the recommended resources, culture study guides and digital resources for you to access.

BOSTES N.S.W and all other states 5hrs. TQI ACT 4hrs exclusive of time taken for recommended resources.

Cost – $99.95

Key Sources

Aboriginal and Torres Strait Islander Education Action Plan (ATSIEAP) 2010-2014: Leadership, quality teaching and workforce development, Actions 33-44 retrieved from http://deewr.gov.au/aboriginal-and-torres-strait-islander-education-action-plan-2010-2014

The core aspects from The Melbourne Declaration on Educational Goals for Young Australians (MCEECDYA, 2008) related to teaching Indigenous knowledge and perspectives retrieved from http://www.mceetya.edu.au/mceecdya/melbourne_declaration,25979.html

United Nations Declaration on the Rights of Indigenous People (March 2008) retrieved from http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

Ma Rhea, Z and Russell, L. 2012. ‘The Invisible Hand of Pedagogy in Australian Indigenous Studies and Indigenous Education’ in Australian Journal of Indigenous Education.

NSW AECG. (2011). Aboriginality and Identity – Perspectives, Practices and Policies

Websites

What works available at http://www.whatworks.edu.au

Dare to Lead available at http://www.daretolead.edu.au/

Stronger Smarter Institute available at http://www.strongersmarter.qut.edu.au/

Aboriginal and Torres Strait Islander Studies available at http://www.aiatsis.gov.au/

Reconciliation Australia available at http://www.reconciliation.org.au/home/resources/factsheets/q-a-factsheets/indigenous-perspectives-in-the-national-curriculum—five-fast-facts

Twelve Canoes www.12canoes.com.au

MODULE 6

Preamble – This module covers areas such as the extraordinary knowledge held by Aboriginal & Torres Strait Islander people about the plants, animals, weather events, tides and star systems of Australia and introduces participants to Australia’s first conservationists.

Module 6 – MOVING WITH THE SEASONS

  •  Aboriginal weather season – Torres Strait Islander weather seasons – Wiradjuri weather seasons
  • Knowing the signs, Moving with the seasons, Sustainability

KEY THEMES                                                 FOCUS AREAS FOR 1.4 & 2.

  • Discover some of Aboriginal & Torres Strait Islander people’s seasonal knowledge
  • Understand the importance of having an intimate knowledge of the flora, fauna, weather and stars in your area
  • Discover some of the amazing stories & knowledge of the star systems
  • Gain an understanding of how Aboriginal & Torres Strait Islander traditional owners are looking after their country and keeping it sustainable
  • Teachers will learn why it is important to have an understanding of the connections between landscapes, families, stories and language to educate Aboriginal and Torres Strait Islander students
  • Teachers will learn how to design, implement, monitor and evaluate programs about Aboriginal & Torres Strait Islander peoples that are tailored to be culturally inclusive of Aboriginal & Torres Strait Islander families and communities in order to support every child’s learning and development
  • Teachers will learn how to incorporate Aboriginal & Torres Strait Islander perspectives across subjects within the National Curriculum
  • Teachers will discover how to develop partnership models and approaches with Aboriginal & Torres Strait Islander families and communities, and their importance in improving learning and development outcomes for Aboriginal & Torres Strait Islander children
  • Teachers will learn strategies that result in positive outcomes for Aboriginal and Torres Strait Islander students.
  • Teachers will discover positive classroom management strategies that foster an inclusive environment.
  • Teachers will develop an array of teaching skills and styles that lead to greater Aboriginal and Torres Strait Islander student success in school

 

Recommended resources on the Crackerjack site for this topic

Kindergarten – Aboriginal weather indicators poem Teaching with Aunty Culture Study guide

Early Primary – The Legend of Kwilena Teaching with Aunty Culture Study guide

Upper Primary –Weather Indicators map Teaching with Aunty Culture Study guide

Secondary – Torres Strait Islander weather wheel Teaching with Aunty Culture Study guide

By utilising the age level recommended Crackerjack resources, following the Teaching with aunty study guides and working with the cultural experts. Participants will learn how to develop and design activities and lessons about Aboriginal & Torres Strait Islander seasonal movement that is relevant to their year level or subject area

Module duration –this module is designed to take 5hrs, taking into consideration the recommended resources, culture study guides and digital resources for you to access.

BOSTES N.S.W and all other states 5hrs. TQI ACT 4hrs exclusive of time taken for recommended resources.

Cost – $99.95

Key Sources

Aboriginal and Torres Strait Islander Education Action Plan (ATSIEAP) 2010-2014: Leadership, quality teaching and workforce development, Actions 33-44 retrieved from http://deewr.gov.au/aboriginal-and-torres-strait-islander-education-action-plan-2010-2014

The core aspects from The Melbourne Declaration on Educational Goals for Young Australians (MCEECDYA, 2008) related to teaching Indigenous knowledge and perspectives retrieved from http://www.mceetya.edu.au/mceecdya/melbourne_declaration,25979.html

United Nations Declaration on the Rights of Indigenous People (March 2008) retrieved from http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

Ma Rhea, Z and Russell, L. 2012. ‘The Invisible Hand of Pedagogy in Australian Indigenous Studies and Indigenous Education’ in Australian Journal of Indigenous Education.

NSW AECG. (2011). Aboriginality and Identity – Perspectives, Practices and Policies

Websites

What works available at http://www.whatworks.edu.au

Dare to Lead available at http://www.daretolead.edu.au/

Stronger Smarter Institute available at http://www.strongersmarter.qut.edu.au/

Aboriginal and Torres Strait Islander Studies available at http://www.aiatsis.gov.au/

Reconciliation Australia available at http://www.reconciliation.org.au/home/resources/factsheets/q-a-factsheets/indigenous-perspectives-in-the-national-curriculum—five-fast-facts

AIATSIS – Tribal Map http://www.aiatsis.gov.au/asp/map.html

Bureau of Meteorology – Indigenous weather – http://www.bom.gov.au/iwk/?ref=ftr

MODULE 7

Preamble – This module covers areas such as an introduction to how Aboriginal & Torres Strait Islander people communicated, celebrated and appeased the spirits for thousands of years and how what we do today is connected to the traditional practice of the past.

Module 7 – ABORIGINAL & TORRES STRAIT ISLANDER PEOPLE’S CEREMONIES

  •  Aboriginal ceremonial performances
  • Torres Strait Islander people’s ceremonies
  • Aboriginal & Torres Strait Islander cultural events

KEY THEMES                                                FOCUS AREAS FOR 1.4 & 2.4

  • Discover the beauty and complexity of why Aboriginal people held particular ceremonies
  • Understand the beauty and complexity of some Torres Strait Islander people’s ceremonies
  • Understand the importance of Aboriginal & Torres Strait Islander people’s ceremonies today
  • Teachers will learn what significant Aboriginal & Torres Strait Islander events have occurred in and around their community and why it is fundamentally important as educators for them to know about these and future culturally important events.
  • Teachers will discover the roles of other Aboriginal & Torres Strait Islander professionals, organisations and institutions in their community and the critical importance of establishing and maintaining collaborative partnerships with them in order to support families and children more effectively
  • Teachers will learn how to design, implement, monitor and evaluate programs about Aboriginal & Torres Strait Islander peoples that are tailored to be culturally inclusive of Aboriginal & Torres Strait Islander families and communities in order to support every child’s learning and development
  • Teachers will learn why it is important to have an understanding of the connections between land, families, stories and language to educate Aboriginal and Torres Strait Islander students
  • Teachers will discover positive classroom management strategies that foster an inclusive environment.
  • Teachers will develop an array of teaching skills and styles that lead to greater Aboriginal and Torres Strait Islander student success in school

 

Recommended resources on the Crackerjack site for this topic

Kindergarten – Torres Strait Islands 1-10 Teaching with Aunty Culture Study guide

Early Primary – Painted people dance Teaching with Aunty Culture Study guide

Upper Primary – Ceremonial events e-book Teaching with Aunty Culture Study guide

Secondary – Footprints of the spirits part 1 & 2 video  http://www.youtube.com/watch?v=9hV6zHEjt5g

By utilising the age level recommended Crackerjack resources, following the Teaching with aunty study guides and working with the cultural experts. Participants will learn how to develop and design activities and lessons about Aboriginal & Torres Strait Islander ceremonies that is relevant to their year level or subject area

Module duration –this module is designed to take 6hrs, taking into consideration the recommended resources, culture study guides and digital resources for you to access.

Cost – $129.95

Key Sources

Aboriginal and Torres Strait Islander Education Action Plan (ATSIEAP) 2010-2014: Leadership, quality teaching and workforce development, Actions 33-44 retrieved from http://deewr.gov.au/aboriginal-and-torres-strait-islander-education-action-plan-2010-2014

The core aspects from The Melbourne Declaration on Educational Goals for Young Australians (MCEECDYA, 2008) related to teaching Indigenous knowledge and perspectives retrieved from http://www.mceetya.edu.au/mceecdya/melbourne_declaration,25979.html

United Nations Declaration on the Rights of Indigenous People (March 2008) retrieved from http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

Ma Rhea, Z and Russell, L. 2012. ‘The Invisible Hand of Pedagogy in Australian Indigenous Studies and Indigenous Education’ in Australian Journal of Indigenous Education.

NSW AECG. (2011). Aboriginality and Identity – Perspectives, Practices and Policies

Websites

What works available at http://www.whatworks.edu.au

Dare to Lead available at http://www.daretolead.edu.au/

Stronger Smarter Institute available at http://www.strongersmarter.qut.edu.au/

Aboriginal and Torres Strait Islander Studies available at http://www.aiatsis.gov.au/

Reconciliation Australia available at http://www.reconciliation.org.au/home/resources/factsheets/q-a-factsheets/indigenous-perspectives-in-the-national-curriculum—five-fast-facts

Twelve Canoes www.12canoes.com.au

AIATSIS – Tribal Map http://www.aiatsis.gov.au/asp/map.html

MODULE 8

Preamble – This module covers areas such as Aboriginal & Torres Strait Islander connection to country, their special places within their country and the amazing systems of trade and survival.

 Module 8– COUNTRY AND PLACE

  • The importance of the land & sea to Aboriginal people
  • The importance of the land & sea to Torres Strait Islander people
  • Aboriginal & Torres Strait Islander Cultural sites

KEY THEMES                                              FOCUS AREAS FOR 1.4 & 2.4

  • Discover what Aboriginal & Torres Strait Islander sacred sites are
  • Understand the importance of saving Aboriginal & Torres Strait Islander cultural sites
  • Understand the difference between a sacred site and a cultural site
  • Gain an understanding of how Aboriginal & Torres Strait Islander traditional owners are looking after their country and sacred & historical places
  • Learn what the term “terra Nullius” means and the great Torres Strait Islander man who fought for his culture.
  • Teachers will learn why it is important to have an understanding of the connections between land, families, stories and language to educate Aboriginal & Torres Strait Islander students & establish links with local communities
  • Teachers will discover the roles of other organisations and institutions in their community and the critical importance of establishing and maintaining collaborative partnerships with them in order to support Aboriginal & Torres Strait Islander families and children more effectively
  • Teachers will learn how to design, implement, monitor and evaluate programs about Aboriginal & Torres Strait Islander peoples that are tailored to be culturally inclusive of Aboriginal & Torres Strait Islander families and local communities in order to support every child’s learning and development
  • Teachers will learn how you can support Aboriginal and Torres Strait Islander students to be more confident and comfortable in the classroom learning environment you create
  • Teachers will learn about local Indigenous languages and that other languages exist and their importance to Aboriginal & Torres Strait Islander communities and people
  • Teachers will learn strategies that result in positive outcomes for Aboriginal and Torres Strait Islander students.

 

Recommended resources on the Crackerjack site for this topic

Kindergarten – Gelam the maker of the dugong Teaching with Aunty Culture Study guide

Early Primary – Cultural sites map F-2 Teaching with Aunty Culture Study guide

Upper Primary – Australian tribal map Teaching with Aunty Culture Study guide

Secondary – Cultural sites e-book – Art Teaching with Aunty Culture Study guide

By utilising the age level recommended Crackerjack resources, following the Teaching with aunty study guides and working with the cultural experts. Participants will learn how to develop and design activities and lessons about Aboriginal Country and place that is relevant to their year level or subject area

Module duration –this module is designed to take 6hrs, taking into consideration the recommended resources, culture study guides and digital resources for you to access.

Cost – $129.95

Key Sources

Aboriginal and Torres Strait Islander Education Action Plan (ATSIEAP) 2010-2014: Leadership, quality teaching and workforce development, Actions 33-44 retrieved from http://deewr.gov.au/aboriginal-and-torres-strait-islander-education-action-plan-2010-2014

The core aspects from The Melbourne Declaration on Educational Goals for Young Australians (MCEECDYA, 2008) related to teaching Indigenous knowledge and perspectives retrieved from http://www.mceetya.edu.au/mceecdya/melbourne_declaration,25979.html

United Nations Declaration on the Rights of Indigenous People (March 2008) retrieved from http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

Ma Rhea, Z and Russell, L. 2012. ‘The Invisible Hand of Pedagogy in Australian Indigenous Studies and Indigenous Education’ in Australian Journal of Indigenous Education.

NSW AECG. (2011). Aboriginality and Identity – Perspectives, Practices and Policies

Websites

What works available at http://www.whatworks.edu.au

Dare to Lead available at http://www.daretolead.edu.au/

Stronger Smarter Institute available at http://www.strongersmarter.qut.edu.au/

Aboriginal and Torres Strait Islander Studies available at http://www.aiatsis.gov.au/

Reconciliation Australia available at http://www.reconciliation.org.au/home/resources/factsheets/q-a-factsheets/indigenous-perspectives-in-the-national-curriculum—five-fast-facts

AIATSIS – Tribal Map http://www.aiatsis.gov.au/asp/map.html

Twelve Canoes www.12canoes.com.au