Aboriginal Education For All Learners

Aboriginal
Education
for all learners in
South Australia
A beginners
guide
to DECS
Aboriginal
Education
Aboriginal education for all learners in South Australia
www.aboriginaleducation.sa.edu.au
page 1
This document represents the culmination of many years of consultation with a very wide range of
Aboriginal educators and Aboriginal people in the community. It will be regularly updated and
available on the website www.aboriginaleducation.sa.edu.au together with a wide selection of other
support materials.
Whilst increasing numbers of Aboriginal learners are now achieving academic success in courses as
diverse as medicine, science, teaching, management, anthropology, archaeology, natural resource
management and more, Aboriginal learners are, as a group, achieving at rates far below other
learners.
Aboriginal cultures, experiences and values are still not sufficiently valued by many educators and
consequently many parents and carers of today's Aboriginal learners have negative feelings about the
education system. The past cannot be changed but there is much that present and future educators
can do, and which some are doing, to assist Aboriginal learners to achieve equal outcomes with other
learners. A range of strategies are included in this paper.
Department of Education and Childrens Services, South Australia

page 2
CONTENTS
General information
Map of Aboriginal Australia
Acknowledgement of country
Special dates
Aboriginal flag and Torres Strait Islander flag
DECS Reconciliation statement
Policy
Sensitive terms and issues
Working with Aboriginal learners
Valuing diversity of learners
Career and further study options for learners
Valuing home languages
10
Explicit contextual teaching strategies
11
Addressing hearing loss
12
Attendance and retention
12
Countering racism
14
Aboriginal perspectives for all learners
15
Aboriginal perspectives in SACSA
13
Suggestions for Aboriginal studies units of work R-2
18
Suggestions for Aboriginal studies units of work 3-5
20
22
24
24
Aboriginal perspectives across the curriculum

Arts
26
Design and technology
27
English
28
Health and Physical Education
29
Languages
29
Mathematics
30
Science
30
Society and environment
32
Resources
34
Downloads from www.aboriginaleducation.sa.edu.au
38
Working with Aboriginal hourly paid instructors
42
Aboriginal education support services
44
page 3
General information
Acknowledgement of country
General acknowledgement
The acknowledgement below is provided for use/adaptation as
appropriate for events and gatherings that take place outside the
metropolitan area. This statement does not preclude direct naming and
acknowledgement of the traditional owners where this is specifically
known, eg Kaurna country below.
We acknowledge and respect the traditional custodians whose
ancestral lands we are meeting upon here today. We acknowledge the
deep feelings of attachment and relationship of Aboriginal people to
country. We also pay respects to the cultural authority of Aboriginal
people visiting/attending from other areas of South Australia/Australia
present here.
Map of Aboriginal
Australia
Each colour on the map

represents a different
Aboriginal language group
while the red lines divide
language families. Large
Acknowledgement of Kaurna country
copies of the map can be
The 'Statement of Acknowledgement' below can adapted or read out at purchased from book and
map shops for use in
the commencement of gatherings held within the Adelaide region. For
schools.
meetings held on country outside the Kaurna area, please use the
statement above.
For more information go to
Ninna Marni - (A Kaurna phrase for "Hello, how are you?")
We would like to acknowledge this land that we meet on today is the
traditional lands for Kaurna people and that we respect their spiritual
relationship with the country. We also acknowledge the Kaurna people
as the custodians of the Adelaide region and that their cultural and
heritage beliefs are still as important to the living Kaurna people today.
We acknowledge the diversity of Aboriginal peoples, past and present.
www.aboriginaleducation.sa
.edu.au/pages/Educators/ab
originalaustralia/
Australian
Indigenous flags
Special dates
Reconciliation week is always 27th May to the 3rd June each year.
Sorry day, always on 26th May each year, is called Journey of
healing in South Australia.
Aboriginal flag
NAIDOC is the first full week of July, that is beginning on the first
Sunday of July. NAIDOC week often falls in school holidays in South
Australia so many schools celebrate Aboriginal culture in Aboriginal
cultural awareness week (see below). For more information on
NAIDOC week visit www.naidoc.org.au or telephone 0439 468 926.
Dame Roma Mitchell Scholarship is awarded each year to two year
10 Aboriginal students to support them to complete the SACE.
Applications are open in 4th term each year - contact Aboriginal
Education and Employment Services, tel: 8226 2557.
Crocfest and Aboriginal cultural awareness week is the first week
of September which begins on a Monday a good opportunity to
celebrate Aboriginal cultural learning with Aboriginal community
members.
Torres Strait Islander flag

For more information,
google Australian flags.
page 4
Reconciliation statement
for schools and childrens
services
The Department acknowledges the strength, courage and
survival of Aboriginal peoples, their status as traditional
custodians of the land and recognises the impact of past history
relating to land, cultures, languages and families.
Education has a critical role in supporting Reconciliation and so
we make a professional commitment:
to recognise our shared past, foster understanding and work

together for a shared future in which all people are treated
with respect and dignity
to support and encourage educational opportunities to consult

local Aboriginal communities, Elders and traditional
custodians
to ensure that all learners in care and at all stages of

schooling undertake studies to celebrate, value and learn
from and about Aboriginal peoples, including diversity of
histories, cultures, languages, achievements and issues, past
and present
to incorporate Aboriginal perspectives throughout the

curriculum where appropriate
to provide opportunities for positive interactions amongst and

between Aboriginal people and other Australians in education
sites and elsewhere, in person and by other means
to implement culturally appropriate strategies for Aboriginal

learners to achieve equitable learning outcomes through
literacy, numeracy and learning technologies
to promote the use of recommended resources: print, video,

audio, CD, on-line, as well as relevant locations and cultural
instructors
to support employment of Aboriginal people at all levels, and
to actively support and implement a range of strategies to

value human rights, to counter stereotyping, institutional and
personal racism across all cultures and nationalities.
page 5
Policy
DECS Aboriginal strategy 2005-2010
Focus areas include:
More innovative and cohesive services
Participation, retention and attendance
Literacy and numeracy
Culturally appropriate curriculum and teaching
Read more at
http://www.decs.sa.gov.au/docs/files/communities/docman/1/DECS2_Ab
original.pdf
South Australias Strategic Plan

TARGET T4.5 Understanding of Aboriginal culture
Aboriginal cultural studies included in school curriculum by 2014 with
involvement of Aboriginal people in design and delivery.
KEY MEASURE: Aboriginal cultural studies in schools (baseline: 2006).
TARGET 6.1 Aboriginal wellbeing: improve the overall wellbeing
of Aboriginal South Australians
KEY MEASURE: Wellbeing of Aboriginal South Australians
TARGET T6.18 Aboriginal education early years
(new): increase yearly the proportion of Aboriginal children reading at
age appropriate levels at the end of Year 1.
KEY MEASURE: Year 1 literacy rates (data expected to be available in
2007).
Australian Direction in Indigenous Education

20052008
http://www.mceetya.edu.au/verve/_resources/Australian_Directions_in
_Indigenous_Education_2005-2008.pdf
This document includes recommendations relating to:
Early Childhood Education
School and community educational partnerships
School leadership
Quality teaching
Pathways to training, employment and higher education
Enabling process
page 6
Other relevant policy

The National Aboriginal and Torres Strait Islander Education Policy
A National Strategy for the Education of Aboriginal and Torres Strait
Islander Peoples
For details, go to:

www.aboriginaleducation.
sa.edu.au > Policy
The National Goals for Schooling

The National Statement of Principles and Standards for more culturally
inclusive schooling in the 21st Century
SACSA (The South Australian Curriculum, standards and Accountability
Framework)
National Indigenous English Literacy and Numeracy Strategy
Sensitive terms and issues

An Aboriginal person is a person of Aboriginal descent, who identifies as
being an Aboriginal person and who is accepted as such by the
Aboriginal community.
There are some secret/sacred aspects of Aboriginal culture which are
inappropriate for classroom teaching. This will include details of initiation
ceremonies, men's business and women's business. Please respect this
without question. If unsure, check with Aboriginal education personnel or
Aboriginal organisations.
The appropriateness or otherwise of particular terms changes over time,
as in all cultures. There are terms which are generally preferred and
others to avoid but be aware that there are differences of opinion
amongst Aboriginal and Torres Strait Islander peoples. If unsure about
terms, check with local Aboriginal people or Aboriginal education
personnel.
Generally preferred terms at the time of writing include the following:
Aboriginal Dreaming stories, Torres Strait Islander legends, Aboriginal
people/s, Indigenous Australian people/s, Torres Strait Islanders,
language group, nation, names of specific language groups (see map of
Aboriginal Australia for examples. Use capital A and I for the words
Aboriginal and Indigenous.
Use the term Dreaming or Creation stories rather than myth, legend,
Dreamtime. Torres Strait Islanders do use the term legend. Dreaming
stories explain creation of the land and all its features as well as the law
and spiritual understanding. Show on the map of Aboriginal Australia
where each story comes from. If learners ask Is the story true? ask
them to explain what the story teaches about behaviour and if this is
true. Have learners respectfully listen and respond to similar stories from
other cultures.
Social Protocols for

working with Aboriginal
people and their
communities is an
excellent 19 page
document containing
advice for working with
more traditional Aboriginal
people. It can be
downloaded at
http://www.idsc.sa.gov.au/
publications/data/pdfs/Soc
ialProtocolsAboriginalJuly2005.pdf
Terms to avoid as they may offend include coloured, half-caste, fullblood, tribe, corroboree.
Be aware that the didgeridoo is traditionally an instrument from northern
Australia but is now a contemporary instrument throughout Australia. To
be respectful of Aboriginal culture, it should not be played by girls.
page 7
The terms invasion and settlement can raise strong emotions but use
critical thinking with learners to explain that invaders often invade then
leave whereas settlers stay, ultimately dispossessing original peoples.
Terms used by Aboriginal people to refer to themselves can include the
following but check locally before using them.
Anangu
Pitjantjatjara and Yankunytjatjara people of north

west of South Australia
Indigenous people/s first people/s or first nations people/s around the

world
Koori or Koorie
New South Wales or Victoria
Murri or Murrie
parts of Queensland
Nala
Arabana (Marree/Lake Eyre)
Nunga
some parts of South Australia but it also means

how are you in Adnyamathanha language of the
northern Flinders Ranges
Nyangka or Nhangka South West South Australia

Nyoongah
south west of Western Australia
Palawa
Tasmania
Yolngu
Arnhem Land in Northern Territory
Yura
Adnyamathanha (northern Flinders Ranges)
Teach about Aboriginal people today as well as about Aboriginal

peoples history and explain how all cultures change over time and
sometimes there is cultural revival, as there is now with many groups.
Aboriginal art
When teaching about Aboriginal art, show learners examples from
different parts of Australia of traditional art (canvas, bark, bodies,
artefacts, rocks) which tells Dreaming stories as well as contemporary
art which may or may not tell a story.
Cover of Aboriginal art

and the Dreaming
Explain examples of symbols from Aboriginal art as well as from life

today (eg $@<>, map symbols, religious symbols, flags and more).
Involve Aboriginal artists in the classroom. Learners should not copy
Aboriginal art unless an artist encourages this, as all art is copyright.
Learners are encouraged to tell their own important stories (eg life
story, important event, family tree) using symbols and art styles they
develop themselves. They can use red and concentric circles if they
come up with those ideas themselves in telling their own stories but
respect the wishes of the local Aboriginal community on this.
Cover of Aboriginal artists

in South Australia
(Image at right) An educators artwork which symbolically shows his

childhood memories of growing up on a farm with a later move to the
cold, grey city. He developed his own symbols, inspired by Aboriginal
art, to tell his own story of importance.
page 8
Working with Aboriginal

learners
Valuing diversity of learners
Recommended strategies include:
acknowledging that Aboriginal learners are a diverse group with

different cultures, languages, traditions and customs and are as
different from each other as learners in all cultures
acknowledging that Aboriginal learners have the same ranges of

learning potential as other learners, engaging in learning from many
different entry points and taking as many differing learning pathways
being flexible allowing that Aboriginal learners sometimes live in and/or

between extended family households
establishing and continuing positive relations with Aboriginal families

and community members as valuable support people
implementing curriculum which provides interconnectedness between

the school and community so that Aboriginal learners to see their
experiences and cultures reflected in the curriculum
acknowledging that many Aboriginal learners feel shame at being

spotlighted and most respond to educators who show them respect
and who obviously care for them as individuals
using of a range of learning methods in a range of circumstances,

some learners experience discomfort with direct questioning, prefer
collaborative learning and/or observation followed by trial and error
respecting cultural norms in interpersonal relationships, eg some

Aboriginal learners may avoid eye contact as a sign of respect or in
acknowledging shame
being flexible, explicit, having high expectations but with supportive

backup, providing multiple entry points, negotiating and caring
addressing deficit views of others which may have arisen from

prejudice or ignorance
learning from and interacting with a variety of Aboriginal role models in

person, through information technology or recommended print, audio
or video resources developed by and/or with Aboriginal people
seeking further support from Aboriginal Education personnel
Career and further study options for learners

ensuring each Aboriginal student has an Individual Learning Plan for

consistent individual case management
arranging for each Aboriginal student to have a mentor whose role

could include career awareness and support in arranging work
experience and/or part-time employment
page 9
ensuring access to Aboriginal role models and information about a

wide range of career and study options
including Aboriginal role models in the curriculum from early to senior

years across the curriculum. Aboriginal role models, a list of
resources, can be downloaded
http://www.aboriginaleducation.sa.edu.au/files/links/Aboriginal_role_m
odels_re_1.pdf
refering to the DECS Youth Engagement Team website

www.youthengagement.sa.edu.au for information about career
development; enterprise and vocational learning; individual learning
plans; mentoring, personalised learning
Valuing home languages

recognising that many Aboriginal learners are English as second

language learners and that there may be many differences between
their varieties of Aboriginal English and Standard Australian English.
For information about ESL support, go to
http://www.aboriginaleducation.sa.edu.au/pages/educators/esl as well
as http://www.tesol.org.au/esl/
recognising that Standard Australian English is the language of power

which provides access to services, education, legal and political
systems. As such, it is essential that students become proficient in its
use but not at the expense of home language
conveying understanding of the link between Standard Australian

English and power within Australian society: teaching awareness of
school way and home way behaviour and language
explicitly teaching appropriate contexts for Standard Australian English

(reports, essays, business letter) or Aboriginal language/Aboriginal
English (dialogue in a play, diary, poetry or song)
using English as a second language strategies (including 'ESL in the

mainstream') incorporating a focus on oral interaction, especially
critical in the early years, as many Aboriginal learners are developing
and will continue to develop skills in the literacy of Standard Australian
English
learning and valuing similarities and differences between Standard

Australian English and Aboriginal languages and varieties of Aboriginal
English from learners, members of the local community, written, audio
or other resources. See Aboriginal perspectives for all learners
English and Languages
sharing examples in the classroom of Aboriginal languages and

varieties of Aboriginal English through storytelling, songs, plays, life
stories using resources recommended in Aboriginal voices: activities
and resources for English, see also appendix: Aboriginal languages
and Aboriginal English'
reading more about Aboriginal English through the following resources

or those which can be found on the Aboriginal Education website
page 10
implementing strategies from the following resources, most of which

are available for loan through the Aboriginal Education Resource
Centre:
Children come and talk, Catherine Dinos, DECS available from
SERU tel: 8235 2871 or fax 8235 1907. A resource which helps
assess Aboriginal childrens oral language when beginning school
and when necessary throughout early and primary years.
Deadly ways to learn, Education Department of Western Australia,
tel 08 9264 4111
Langwij comes to school: promoting literacy among speakers of
Aboriginal English and Australian Creoles, Commonwealth
Department of Employment, Education and Training, undated
Making the jump: a resource book for teachers of Aboriginal
students, Rosalind Berry and Joyce Hudson, Catholic Education
Commission of Western Australia, 1997.
Talkin' language: Indigenous languages in school and early
childhood programs, Department of Education, Training and
Employment, Adelaide
Teaching English as a second language to Indigenous students,
multi-media package, Anangu Education, Northfield 1998
Explicit contextual teaching strategies

using a range of learning opportunities that use explicit, age

appropriate strategies that link the learners' home/community literacy
and numeracy practices, knowledge, skills, abilities and experiences
with those required for success in a variety of contexts
negotiating ways to achieve SACSA outcomes, key competencies,

essential learnings
teaching about the purposes and demands of schooling and how the
system works
rigorous teaching and learning which recognises the importance of and

contributes to positive self-identity of Aboriginal learners
assisting learners to value:
recognised learning
completion of school programs and qualifications
vocational learning: knowledge, skills and experience
indigenous identities: individually and connections with culture and

community
implementing strategies from Working purposefully with Aboriginal

students, Howard Groome, Social Science Press, Australia 1995
Refer to Contextual teaching and learning: a strategy for improving

educational outcomes for Aboriginal learners (available from Aboriginal
Education Resource Centre)
page 11
Time for Talk is a WA Education Department resource, excellent for

developing and incorporating oracy in classrooms and to support the
learners acquisition of Standard Australian English.
Addressing hearing loss

acknowledging that a majority of Aboriginal learners suffer from

intermittent hearing loss which greatly affects their learning
facing learners when speaking to allow lip reading to occur
practising clear verbal and non-verbal communication strategies, using

visual cues to complement verbal
locating learners where they are best able to hear
improving the acoustics in the classroom (eg curtains, pin-ups screens,

carpet, amplification systems)
using explicit teaching strategies to support the learners acquisition of

Standard Australian English
educating for healthy lifestyles though nutritious foods, hygienic

practices
seeking support from speech pathology, hearing impairment and

Aboriginal education services
see also the section Health and Physical Education
Access and use Children come and talk, Catherine Dinos, DECS
available from SERU tel: 8235 2871 or fax 8235 1907. A resource
which helps assess Aboriginal childrens oral language when
beginning school and when necessary throughout early and primary
years.
Access and use Do you hear what I hear, a teaching resource,

Education Department of Western Australia, and/or other resources
about otitis media from the Aboriginal Education Resource Centre or
search online www.aboriginaleducation.sa.edu.au/pages/educators
Brochures for Aboriginal parents on attendance are available from

District Aboriginal Education personnel.
Attendance and retention

providing welcoming and safe learning environments
flexibility to allow for mobility of many Aboriginal learners
valuing of individuals and cultures
explicit teaching
clear monitoring, recording and communication of learning between

sites
page 12
flexible units of work that may be developed in the form of discrete

modules or compact courses
acknowledging and valuing learners community cultural experiences

in the curriculum, including assessment related to learning and
communication
positive communication with families and carers regarding support

services available in the community
following up non-attendance consistently and in a sensitive and

appropriate manner.
implementing collaborate case management strategies
collaborating with school and district support from Aboriginal Education

and Attendance personnel
sharing information from the Attendance brochure available from

District Aboriginal Education personnel
use the simple graphic tool from the Aboriginal Education website
http://www.aboriginaleducation.sa.edu.au/files/links/Attendance_info_t
ool.xls
Read how one school has worked to

improve and sustain the attendance of
their Aboriginal students. Salisbury
North R-7 School is Primary school in
the northern suburbs of Adelaide, with
17% Indigenous student population.
Whatever it Takes(29KB)
www.aboriginaleducation.sa.edu.au/files/li
nks/whatever_it_take_1.doc
Health and well-being

Use recommended resources including:
Mind Matters Indigenous Perspectives
Rethinking drinking
Aboriginal students dont need bulya (cigarettes)
Indigenous drug strategy
Healthy eating
page 13
Countering racism
dealing sensitively and appropriately with racist behaviours in the

classroom, staff room, in school structures, policies and in the
community
adapting and implementing critical literacy strategies from Countering

racism, DETE 2000, available for loan from Aboriginal Education
Resource Centre, a curriculum document focusing on whole school
staff and the English learning area at junior secondary level
explicitly teaching about the delicate balance between cultural pride

and ethnocentrism
actively implementing anti-racism policies and grievance procedures
all persons treating all other persons with dignity and respect
understanding and valuing Aboriginal experiences and issues past,

present and for the future
explicitly teaching strategies to counter racism, using skills of critical

analysis or critical literacy, to deconstruct the concept of racism
including reasons for racist behaviour, effects of it on perpetrators and
victims, as well as ways to counter it
teaching Aboriginal studies and perspectives through recommended

resources and approaches including learning from Aboriginal people
respond to strategies in the book Racism No Way and website

www.racismnoway.com.au
referring learners and others to factual information about common

misconceptions about Aboriginal people in publications such as Face
the facts (Human Rights and Equal Opportunity Commission)
http://www.humanrights.gov.au/racial_discrimination/face_facts/
seeking support from district Aboriginal Education personnel
monitoring the implementation the Reconciliation statement for

schools and childrens services, see this document
implementing drama strategies from the video/book kit Seeing through

different eyes suitable for middle years (6-9) learners and available
from the Aboriginal Education Resource Centre or district Aboriginal
Education personnel. This process is especially suitable for schools
which have few if any Aboriginal students.
page 14
Aboriginal perspectives for all

learners
South Australias Strategic Plan includes:
TARGET T4.5 Understanding of Aboriginal culture
Aboriginal cultural studies included in school curriculum by 2014 with
involvement of Aboriginal people in design and delivery.
KEY MEASURE: Aboriginal cultural studies in schools (baseline: 2006).
Aboriginal perspectives in the SACSA framework

equity perspectives must be represented across the curriculum. the
knowledge and cultures of those groups in society that have the least
power and who are most vulnerable should form a central focus of
curriculum content and practice. SACSA framework, SACSA framework, General
introduction, p 20
a cohesive and diverse society requires each child and student to

develop a growing understanding and knowledge of Aboriginal and Torres
Strait Islander peoples heritage, experiences and issues past, present
and future and to engage all learners in a process of furthering the aims
of Reconciliation. SACSA framework, General introduction, p 20
The SACSA Framework and Reconciliation
The official curriculum is always an artefact and process of its time. The
SACSA Framework is being implemented during a unique and significant
period of reconciliation between Indigenous Australians and other
Australians. The SACSA Framework consciously and systematically
reflects this moment in time by requiring all educators in incorporate
Aboriginal and Torres Strait Islander peoples perspectives in their
curricula and pedagogies. SACSA framework, General introduction, p 20
The SACSA framework includes explicit examples of Aboriginal
perspectives and opportunities for many others. In particular, the Society
and environment: Societies and cultures strand includes explicit key ideas
and outcomes related to understanding of Aboriginal peoples, cultures,
histories and issues as well as Reconciliation (see society and
environment in this document).
page 15
Defining Aboriginal and Torres Strait Islander

studies and perspectives
Aboriginal and Torres Strait Islander studies are units of work focusing on
Aboriginal and/or Torres Strait Islander peoples and their lands, histories,
cultures and/or issues. Such units are usually embedded in society and
environment but because of their holistic nature, can achieve outcomes
across the curriculum.
Aboriginal and Torres Strait Islander perspectives are relevant
perspectives in all other units of work, for example, environment studies,
poetry, weather.
The two approaches are complementary. It is critical to include both
approaches, because to teach only one way conveys to learners that the
other way doesn't matter. Learners need comprehensive understanding
achieved through Aboriginal and Torres Strait Islander studies to
appreciate Australia's unique cultural heritage and to understand the
importance of perspectives in other units of study.
Suggestions for Aboriginal perspectives in all learning areas follow.
Additional information can be found in Aboriginal perspectives across the
curriculum and Aboriginal perspectives on the early years publications, the
Aboriginal Education Resource Centre, Aboriginal Education personnel
and the website www.aboriginaleducation.sa.edu.au/pages/educators.
Using relevant and effective methods

Ideally learners should learn directly from Indigenous Australian
people when learning about their cultures. When this is not possible in
person, it can be facilitated through recommended resources, such as
books, songs, audio, video and electronic links developed by and with
Aboriginal people and/or through telephone, fax and video communication.
Teaching methods should include strategies which help to develop
learners understandings and empathy as well as those which develop
skills and knowledge. Methods should actively involve learners, allow for a
variety of learning styles, develop skills in critical analysis and involve
Aboriginal and Torres Strait Islander people, their stories and viewpoints.
Recommended methods include:

role play
field trips and excursions
viewing
comparing and contrasting
listening
small group work
reading
critical literacy
researching
guest speakers
writing
observing
artefact making
food preparation
puppetry
mapping
storytelling
visual arts, drama, dance
computing
imaginative writing and much more
page 16
When planning a unit of work consider the

following:
What do the learners already know?
Which SACSA outcomes are you trying to achieve?
What examples of evidence might show that learners have achieved
learning outcomes?
How might you involve the teacher librarian, Aboriginal Education Worker,
parents and/or other caregivers of Aboriginal learners, hourly paid cultural
instructors, Aboriginal organisations and district Aboriginal Education
personnel?
Can support materials be accessed through
www.aboriginaleducation.sa.edu.au; DECS Tape Services (low cost
videos) www.tapeservices.sa.edu.au; Aboriginal Education Resource
Centre.
Can you build in a visit from an Aboriginal career/study role model, a
relevant excursion, mapping activities, sharing learning via electronic
methods with Aboriginal education personnel?
Caution with resource based learning

Those using resource-based learning methods should take care to ensure
that learners do not have access to unsuitable resources, whether in the
school library or on-line. Outcomes may not reflect intentions and may
reinforce stereotyped or prejudiced views if resource based learning is
used alone as a method without involving Aboriginal people and
recommended curriculum and resources (see list at the end of this
handout).
To find out if other resources are recommended, contact the Aboriginal
Education Resource Centre. The DECS book Aboriginal voices: activities
and resources for English has descriptions and reviews of a wide range of
recommended resources.
Mapping Aboriginal studies from early to

senior years
By mapping Aboriginal and Torres Strait Islander studies across the
school and between primary and secondary schools, repetition is avoided
and prior learning is built on. Units of study typically extend from five to ten
weeks for years R10, to one or two semesters at SACE Stage 1 and 2.
To enable learners to differentiate their current and prior learning and help
avoid the comment Weve done this before, units of study in Aboriginal
and Torres Strait Islander studies will have a range of titles, for example:
Adnyamathanha studies; Thukeri the bony bream; Aboriginal people,
geology and mining.
Suggestions for R-12 Aboriginal studies units of work are on the following
pages.
page 17
Suggestions for Aboriginal studies for Early

years R-2
SACSA Key idea: Children identify and explore patterns in the traditional
stories, practices and present day lives of Indigenous and non-Indigenous
Australians, and peoples elsewhere in the Asia-Pacific region. F In C KC1
KC6 p 312 Society and Environment, Cultures Strand
Suggested strategies
Learn from Aboriginal people about how cultures (ways of life) change
over time including how the Dreaming is relevant today.
Traditional Australian Indigenous stories are often referred to as Aboriginal
Dreaming stories or Torres Strait Islander legends and sometimes as
creation stories.
SACSA Standard: 1.8

At Standard 1, towards
the end of Year 2, the
student: Listens to and
retells local Aboriginal
stories and stories from
cultures other than their
own, and explains their
relevance for
Australians.
F In C KC2 p 313 Society and
Environment, Cultures Strand
Listen to, retell and respond to a range of Aboriginal Dreaming stories,

Torres Strait Islander legends and traditional stories from the Asia-Pacific
region. Retell the stories orally, through visual arts, song, dance and
drama, including puppetry and role play.
Use computers to make animated films of traditional stories, eg claymation
and present learning using Photostory. Learn spelling of relevant words.
Children explain the relevance of the stories.
Identify and explore patterns in the stories, eg how they explain how to
behave (rules for living), creation of landforms (environment), animals,
birds, fish and people and the unseen (spirit world).
Map where the stories come from and acknowledge the diversity of
peoples using large maps of South Australia, Australia, Asia and the
Pacific.
For mathematical and science perspectives, compare features in stories
using life-size drawing activities, eg of fish, birds, animals and comparing
Aboriginal and common names.
Visit locations of stories if possible, interacting with local Aboriginal people
who can explain similarities and differences between traditional life and
present day life.
Visit places such as the South Australian Museum which has the largest
collection of Aboriginal artefacts in Australia as well as an excellent Pacific
Islands gallery. Both galleries have a range of videos to view.
Visit the Botanic Gardens with an Aboriginal guide to learn about bush
foods.
Invite Aboriginal and Torres Strait Islander other people from Asia and the
Pacific to visit the school for cultural activities.
Use readers which depict a range of Aboriginal people and themes, past
to present.
Learn some words from Aboriginal languages using songs and actions.
page 18
Suggested resources
DECS curriculum resources and many other resources listed below are
available in many schools or can be loaned from the Aboriginal Education
Resource Centre. Video tapes marked * are available from DECS Tape
Services www.tapeservices.sa.edu.au
Download the following handouts from
www.aboriginaleducation.sa.edu.au/pages/educators
Aboriginal Dreaming stories and Torres Strait Islander legends as a

source of cultural information. This download lists a range of South
Australian Dreaming stories as well as relevant activities.
Dreaming stories and birds Download advice on identifying local birds,

their features and behaviours, linking to Dreaming stories about birds,
ways to draw realistic illustrations and how to involve Aboriginal
people.
Astronomy activities where children track shadows from the changing

movement of the sun in the class or yard, identify directions, observe
the moon in the daytime and respond to Aboriginal Dreaming stories
about the sun and moon.
Thukeri, the bony bream: a Ngarrindjeri Dreaming story DECS Unit of

work with story and activities about sharing, respect, technology, healthy
food
Urrakurli, wakarla and wildu: an Adnyamathanha Dreaming story
DECS Unit of work exploring the role of extended family, respect, diversity
of appearance of birds. Children locate on maps, country of particular
Aboriginal groups.
Mar, the cockatoo: a Boandik Dreaming story DECS unit of work with
Mar* video from DECS Tape Services, a story from the Mt Gambier area
about birds and fire.
Winda, the owl: a Narungga Dreaming story DECS A unit of work and
video about an owl, dingo and curlews, and the importance of caring for
children.
Bobtales* video of animated Western Australian Dreaming stories based
on childrens artwork.
The Dreaming DVD series which includes a wide range of animated
Dreaming stories from around Australia. It is available at low cost to
schools which are members of the Dare to Lead www.daretolead.edu.au
Coalition.
Narungga, Kaurna and Ngarrindjeri songs audio tape and book from
Kaurna Plains Aboriginal School. Enjoy songs about Aboriginal culture,
past and present from these or other sources.
Going for Kalta: hunting for sleepy lizards at Yalata Jukurrpa Books,
IAD Press, Alice Springs 1988, Yalata children today hunting for and
cooking.
Kaurna palinna, audio tape and songbook available from Kaurna Plains
Aboriginal School. Songs which include Kaurna language, that of the
Aboriginal people of the Adelaide plains.
page 19
Suggestions for Aboriginal studies for primary

years 3-5
SACSA Key idea: Students enhance their skills in learning from, and
communicating and interacting with, groups, including Aboriginal and
Torres Strait Islander communities. They do this to value cultural diversity
and play a part in Reconciliation. In T C KC2 p 252 Society and Environment,
Cultures Strand
Students learn from a diversity of Aboriginal people and Torres Strait
Islander people and other groups. They can do this in person or through
highly recommended resources (see below) or through electronic media.
Students value cultural diversity and contribute to Reconciliation through
this process.
SACSA Standard 2 and

3 Outcomes:
2.8 towards the end of
Year 4, the student
Describes the diversity
amongst Aboriginal and
Torres Strait Islander
peoples and their
cultures, past and
present, and moves for
Reconciliation.
F T C KC2 p 253 Society and
Environment, Cultures Strand
Students recognise prejudice and practise ways to counter it. See page 14
in this document for strategies and resources.
Suggested resources
Nannas gift Omnibus Books, 1998, story by Margaret Brusnahan, a
Ngarrindjeri woman, a story about having a purpose in life.
Fly Peewee, fly! film by an Aboriginal film maker about a boy, his nanna,
dad and a bird. Download teaching notes.
Dabu, the baby dugong: Kazi Dhangal, Magabala Books 1992. Make
puppets and retell the Torres Strait Islander story of the dugong whose
extended family care for him after his mother is killed.
3.8 At Standard 3,
towards the end of Year
6, the student: Learns
from rural and urban
Aboriginal peoples and
other minorities about
their histories and
present day
experiences, and acts to
counter prejudice.
F T C p 315 Society and
Environment, Cultures
Strand
Science: Sun and moon activities from Astronomy and Australian

Indigenous peoples
String-making activity from the Aboriginal perspectives across the
curriculum folder supplemented by a guided tour at the SA Museum and
the video The Aboriginal art of string making by Rick Roser, Keeaira
Press, PO Box 539, Southport, Q.
Down the hole, Edna Tantjingu Williams and Eileen Wani Wingfield,
Jukurrpa Books 2000, picture book about stolen generation issue.
Pilawuk: when I was young, A biography by Janeen Brian, Era
Publications 1996
Moorditj, CD Rom sent to all schools featuring performing and visual
artists and writers
Flytrap, a funny, witty novel about storytelling by Meme McDonald and
Boori Monty Pryor, Allen and Unwin, 2002
Two bob mermaid* video set in 1957 in a country town when Aboriginal
children werent allowed to swim in the town pool
page 20
You and me, Murrawee, Kerri Hashmi and Felicity Marshall, Viking,
Penguin Books 1998, an illustrated story about two girls enjoying the river
environment, two hundred years apart
My place, Nadia Wheatley and Donna Rawlins, Collins Dove, Melbourne
1987, the story of a house/place and its various occupants over time.
Undertake a comparison of childrens lives in Kakadu, Uluru and the
Rainforest based on the Sharing culture book series by Steve Parish
Publishing.
Ngarrindjeri Dreaming stories, Ngarrindjeri people and environment:
past, present and future and Ngurunderi video from SA Museum. Eight
stories are included together with suggestions for teaching activities, as
well as learning about Ngarrindjeri people today, Ngarrindjeri bush foods
and history through role play of the past 200 years. The stories include:
Witj Witj and Ngaut Ngaut, stories and activities about revenge,
hunting, safety in the bush
Mulyawongk and Waatji pulyeri, stories which involve ecological

sustainability, valuing of diversity, punishment for greed and cheating
Jolok and Ngurunderi stories about respect, environmental features,

law, diversity of fish.
Explore common and diverse features of Aboriginal visual art based on the
books Aboriginal art and the Dreaming and Aboriginal artists in South
Australia and through interaction with Aboriginal artists, including basket
weavers.
Reconciliation, a unit of work for primary years involving learning from
Aboriginal people, arts, family trees, the 'stolen generation' and bullying.
page 21
Suggestions for Aboriginal studies for middle

years 6-7
SACSA Key idea: Middle years 6-9 Students develop research and social
skills that promote recognition and appreciation of the heritage of
Australia's Aboriginal and Torres Strait Islander peoples and other groups.
They develop the capacities to identify and counter prejudice and
contribute to Reconciliation. F T C KC1 p 314 Society and Environment,
Cultures Strand
Students develop research and social skills through finding out about the
Aboriginal history of their local area, region and Australia.
Students interact with a range of Aboriginal people.
Students recognise and appreciate Aboriginal heritage which can involve
acknowledging and valuing local places of heritage significance.
Students identify prejudice and actively counter prejudice in positive ways
to contribute to Reconciliation. See page 14 in this document for strategies
and resources for countering prejudice but keep in mind that the most
effective way is to get to know others as individual human beings.
Whole school performance involving song, play, puppetry, poetry and
visual art based on resources from Aboriginal voices: activities and
resources for English and adapting Arts ideas from the Aboriginal
perspectives across the curriculum folder, p 7.13.
Suggested resources
Ngadjuri: Aboriginal people of the Mid North Region of South
Australia a full colour support book with information and suggested
primary activities related to history, culture, language, archaeology, people
today and a script for a historical activity.

4 Outcomes:
3.8 At Standard 3,
6, the student: Learns
from rural and urban
Aboriginal peoples and
other minorities about
their histories and
present day
experiences, and acts to
counter prejudice.
F T C p 315 Society and
Strand
4.8 At Standard 4,
8, the student:
Demonstrates critical
understanding of their
own cultural practices in
comparison to the
histories, cultures and
present day experiences
of rural and urban
Aboriginal groups, and
acts for Reconciliation.
F T C KC1 KC2 p 315
Society and
Strand
Aboriginal leaders: past and present, download resources to undertake

a research based unit of work where students display and share their
findings and the class communicate if possible with one or more leaders.
Neilung and Kondili stories about migration, fishing birds, sea creatures,
fire with activities from the DECS books Ngarrindjeri Dreaming stories
and Ngarrindjeri people and environment: past, present and future..
Anangu studies and Ngarrindjeri studies, a cultural exchange program
based on Pitjantjatjara people of NW of SA, Ngarrindjeri and Fleurieu
schools
Raukkan and other poems Margaret Brusnahan (Ngarrindjeri woman),
Magabala Books 1992
My Girragundji: with my little frog, nothing can hurt me, Meme
McDonald and Boori Monty Pryor, Allen and Unwin 1998
page 22
Aboriginal voices: activities and resources for English, DECS

Too many Captain Cooks, Homelands and frontiers and Side by side,
full colour illustrated picture history books by Alan Tucker, can be used to
learn about contact history in Australia and also inspire learners to create
artworks to 'tell' of historical incidents which they research themselves.
Creating artwork using own symbols to tell an important story based on
learning about Aboriginal art symbolism (traditional and contemporary)
and copyright through the books Aboriginal art and the Dreaming and
Aboriginal artists in South Australia and the unit of work from p 7.27 in
the Aboriginal perspectives across the curriculum folder.
Science: Emu, possum we want them back * video about scientists
working with Aboriginal people in central Australia.
page 23
Suggestions for Aboriginal studies for middle

senior years 8-10
SACSA Key idea: Middle years 6-9 Students develop research and social
skills that promote recognition and appreciation of the heritage of
Australia's Aboriginal and Torres Strait Islander peoples and other groups.
They develop the capacities to identify and counter prejudice and
contribute to Reconciliation. F T C KC1 p 314 Society and Environment,
Cultures Strand
SACSA Key idea: Senior years 10-12 Students research and critically
analyse issues affecting their own, as well as other societies cultures.
They do this through listening to speakers, planning and conducting
interviews and social surveys, and using other methods of inquiry involving
members of particular groups and institutions in society. In T C KC1 KC3 p
324 Society and Environment, Cultures Strand
Students compare their histories, cultural practices and present day lives
to a range of Aboriginal peoples and appreciate what all have in common
and how to live most effectively and respectfully as fellow Australians.
Students compare for example one of their grandparents lives with life
stories of one or two Aboriginal peoples, eg in the resources listed under
Stolen generation below and consider access to opportunities, work,
health, housing, privilege and how these affect issues today.
Students gain greater understanding of Aboriginal and Torres Strait
Islander people and culture through visual arts, literature such as poetry,
life stories, short stories, film, drama performance, dance and science.
Science; Design and Technology: Sustainable use of resources: what can
we learn from the past for the future? Research at the South Australian
Museums Aboriginal cultures gallery with a specific technology or science
focus, eg water use, extinct and endangered animals, fire-stick farming.
Suggested resources

5 Outcomes:
4.8 At Standard 4,
8, the student:
Demonstrates critical
understanding of their
own cultural practices in
comparison to the
histories, cultures and
present day experiences
of rural and urban
Aboriginal groups, and
acts for Reconciliation.
F T C KC1 KC2 p 315
Society and
Strand
5.8 At Standard 5,
10, the student:
Identifies and analyses
complex social, cultural
and environmental
issues and strategies,
including selfmanagement and land
protection, that are
important to local and
other Aboriginal peoples
today.
Id In T C KC1 p 325
Society and
Strand
Our changing cultures A comparison of histories and cultures, past and

present based on the students own lives as well as the books: The
Kaurna people, The Adnyamathanha people and Ngadjuri: Aboriginal
people of the Mid North Region of South Australia and other relevant
resources including Aboriginal people from the community and visits to
relevant places.
Reconciliation, an adaptable year 8 strategy
Unit of work based on the Women of the sun video series, excursion,
guest speakers and linked to the role-play below
Role play of Aboriginal history in South Australia since 1800
page 24
Stolen generation unit of work looking at effects on peoples lives through

personal stories interaction or film, print or electronic sources.
Responses to selected films from the list of Recommended films for
Aboriginal studies and Reconciliation Topics could include: Films by
Aboriginal film makers; Aboriginal actors; Aboriginal issues raised through
film; Aboriginal humour in film; History through Aboriginal film; Aboriginal
identity in film, and more
Honeyspot reading/performance unit of work based on Jack Davis play
from p 102-3 Aboriginal voices: activities and resources for English
Maybe tomorrow biographical novel by Boori Monty Pryor and Meme
McDonald, Allen and Unwin, 1998
Frontier * video unit of work using other resources too, p. 119-121 from
Aboriginal voices: activities and resources for English
Poetry or Life story activities from p 78-92 and p 22-37 Aboriginal voices:
activities and resources for English
Video, songs, short stories, life stories, poetry, role-play, interview and
humour adaptable from units of work, p 97-98 and p 53-54 from
Kaurna walking trail an activity starting at the Reconciliation sculpture at
the Adelaide Festival Centre then the River Torrens and vicinity. It can
include an art focus depicting past, present and futures: people, plants,
birds, landscape
Responses to films chosen from Films for Aboriginal studies and
Reconciliation
Study the diversity of Aboriginal artists and their work using the texts
Aboriginal art and the Dreaming and Aboriginal artists in South
Australia
Science and Society and Environment: Use the download Planets and
constellations to learn about Aboriginal perspectives on the night sky.
Health and PE; Science: Survival using the film The human race about a
500 km walking race in the Kimberley.
Geology: Trade routes video describes how stone and other items have
been traded in Australias past.
View and discuss Babakiueria* and/or a Tracey Moffat video and utilise
units of work from p 107-111 Aboriginal voices: activities and
resources for English.
Attend an arts performance, eg at Come Out or Adelaide Fringe Festival
and follow up with questions and answers and a critical review.
Suggestions for Aboriginal studies for senior

years 10-12
Refer to www.ssabsa.sa.edu.au for curriculum statements and support
material for SACE Stage 1 and SACE Stage 2 Aboriginal studies.
For Aboriginal perspectives in other SACE curriculum, adapt content from
the following pages.
page 25
Aboriginal perspectives
across the curriculum
Arts
Forward plan for students to attend Aboriginal cultural events at the
Adelaide Fringe, Come Out Festival or to participate in Crocfest or
Wakakirri.
Learn about diversity of traditional and contemporary Aboriginal and
Torres Strait Islander arts throughout Australia using recommended
resources
Understand the link between traditional Aboriginal art and the Dreaming,
ie story, particular environment and its features, human behaviour and
spiritual beliefs and law
Use knowledge gained about Aboriginal arts, develop symbols to tell an
important story using learners' own symbols through visual art, dance,
drama, song and/or media
View Moorditj CD Rom (sent to all schools) to find out about Aboriginal
people in Arts
Read about Yvonne Koolmatrie, Aboriginal fibre artist on
www.aboriginaleducation.sa.edu.au/pages/learners , then Life stories
Find out about Aboriginal people working in multi media and television
Research websites containing information about Aboriginal people in
Arts
Appreciate the antiquity of Aboriginal arts and ways they have adapted
and changed and are valued and issues surrounding contemporary
Aboriginal arts, eg copyright infringement
Carefully observe animals and birds in nature and symbolise their
appearance, behaviours, tracks, habitats and movements through visual
art, dance and drama. To contact Aboriginal performance groups go to
http://www.tourism.sa.gov.au/WebFiles/Publications/Publications/PDFDo
cument/SA_Experiences_Indigenous_fact_sheet.pdf
Learn about careers for Aboriginal people in the arts such as painters,
illustrators, curators, film makers, actors, directors, set and costume
designers, storytellers, writers, dancers, choreographers, musicians,
singers, songwriters, interviewers, presenters, researchers through
books, videos, information technology and personal communication,
including places where further education and training is available
Refer to books Aboriginal art and the Dreaming and Aboriginal artists in
South Australia (sent to all DECS schools in late 2006) and read
relevant sections of the Aboriginal perspectives across the curriculum
folder. Both can be borrowed from the Aboriginal Education Resource
Centre.
Search ideas at www.aboriginaleducation.sa.edu.au/pages/educators
after clicking on Aboriginal perspectives > Arts in the left menu
column. Download the handout Ways to use the book Aboriginal artists
in South Australia
page 26
Design technology
Value traditional knowledge regarding appropriate and sustainable
technology, using only what is needed, using local natural materials.
Today, many Aboriginal crafts continue use of locally available natural
materials, like mats and baskets made from hard wearing sedge grass
found along creeks and soakages.
Read relevant sections of the Aboriginal perspectives across the
curriculum folder.
View the videotape The Aboriginal art of string making with Rick
Roser Highly recommended video for all ages. It shows Rick, from SE
Queensland, making string first out of the inner bark of a wattle tree,
though he says Kurrajong is the best tree. Such string was used to make
nets for catching birds, fish and mammals. It is rolled on the thigh then
plied. Rick then makes string out of his own hair uses a simple spindle
made out of two sticks. The Aboriginal art of Fire-Making is another
video from the same source.
A good video to show when using the A piece of string unit of work in
the Aboriginal perspectives across the curriculum folder. It would
also complement a before or after visit to the South Australian Museum
to see examples of string make throughout Aboriginal Australia.
Appropriate technology is used at Ernabella in the north-west of South
Australia, where the Anangu women use Indonesian designed tjantings
to place wax on silk and cotton fabric to make beautiful walka (designs)
such as on this silk scarf by Angkuna. This information and more about
technology and visual arts can be found in the DECS book Aboriginal
artists in South Australia sent to all DECS schools in 2006.
Identify and collect materials then participate, preferably with Aboriginal
and/or Torres Strait Islander people, in making traditional items such as
twine, baskets, mats, wooden implements, fishing spears, building of
model size shelters, tanning or otherwise treating animal skins in order
to appreciate traditional technological expertise, knowledge and skills.
Visit campsites, museums or Aboriginal community centres, preferably
with Aboriginal people, to learn about traditional and contemporary
technology and issues.
Design websites, databases, displays relevant to Aboriginal culture, eg
based on suggestions in Ngarrindjeri people and environment: past,
present and future (DECS 2001). This book was sent to all primary
schools but is also relevant to secondary schools.
Is transport a theme or topic in your class? If so, go to the download
Aboriginal perspectives on transport on
www.aboriginaleducation.sa.edu.au/pages/educators
Make a boomerang - the Boomerangs CD Rom, available from the
South Australian Museum Shop features a gallery of boomerangs with
information about their various purposes and origins. You can virtually
throw a boomerang and watch its flight path depending on velocity,
angle and more. It explains why boomerangs fly, it the Benoulli principle
and gyroscopic precession. Plans can be downloaded for making 3
kinds of boomerangs, solid wood, plywood and cardboard.
The Centre for Appropriate Technology Inc, based in Alice Springs,
page 27
provides advice and sells products suitable for bush environments, eg a

wheelchair which has puncture proof tyres, is low to the ground and can
be pulled along. For more info, go to http://www.icat.org.au
Aboriginal technology illustrated book series by Alex Barlow 1994
Macmillan Education Australia includes: Fibrecraft; Watercraft;
Boomerangs and Throwing Sticks; Womens Technology. The craft
of the stone: Aboriginal technology (1987) Alex Barlow, Macmillan
Company of Australia.
Fibrecrafts in the ATSIC Aboriginal Australia Culture and Society
booklet series, featuring Aboriginal fibrecrafts and including
explanations of sources of fibre; preparation; dyeing; string; rope; string
bags, diagrams of knotting and weaving techniques; baskets; other fibre
products; ceremonial items and Aboriginal fibrecrafts today. Learners
can visit or stay at Camp Coorong to learn traditional weaving
techniques.
Aboriginal bark canoes of the Murray Valley (1972), Robert Edwards,
Rigby, Adelaide. An 80 page book with many black and white
illustrations, maps and some colour photographs with text.
Bush mechanics videos series from www.tapeservices.sa.edu.au. They
feature humorous and other re-enactments by Aboriginal people of ways
to fix vehicles in the bush, a long way from a garage. See also
http://www.bushmechanics.com/home.htm
English
Implement strategies using Aboriginal people's storytelling, life stories,
poetry, Dreaming stories, song, media, plays, fiction using the book
Organise visits from and to Aboriginal storytellers, poets, singers, and
attend drama performances and view film by and/or about Aboriginal
people
Interact with people in careers related to English and Aboriginal
languages in writing, research, translation, editing, acting
Critically analyse text from the perspective of racism using the book
Countering racism
Find out about aspects of Aboriginal English and Aboriginal languages,
eg different grammatical structures, word borrowing from and into
English, locating patterns of place names, pronunciation, survival and
revival of Aboriginal languages through Aboriginal voices: activities and
resources for English and the following resources:
Aboriginal artists in South Australia, Department of Education,
Training and Employment, Adelaide, 1998 (includes transcriptions of a
wide range of interviews with Aboriginal people throughout South
Australia showing examples of Aboriginal English and Aboriginal
languages). This book was sent to all DECS schools in 2006.
Australia's indigenous languages, edited by David Nathan, Senior
Secondary Assessment Board of South Australia, Wayville SA 1996
Reviving languages (video), Department of Education, Training and
Employment, Adelaide, 1999
page 28
Health and physical education

Discuss importance of health care knowledge and strategies for
preventing or minimising diseases, eg diabetes, high blood pressure,
heart disease
Be aware of the importance of consulting local communities regarding
need or not for separate classes at times for boys and girls for learning
about sexuality
Be sensitive regarding health care issues for particular groups, eg need
for female Aboriginal health care workers, taking preventative and health
care education to Aboriginal people, building on traditional knowledge
Consider holistic health concepts in traditional Aboriginal life through
spiritual, environmental, mental, physical well-being. Physical health was
maintained through daily exercise in hunting and gathering, dance,
whole foods, healthy foods
Find out about contemporary Aboriginal community strategies for
promotion of good health, preventing substance abuse, sexual health
and safety, anger management, healthy babies, family well being
courses, hygiene, healing, bush foods
Have learners research Aboriginal careers and role models linked to
healthy lifestyles, eg sports and sports medicine, dancers, community
leaders, health workers, healers, nurses and doctors
Critically analyse the impact of the past 200 years of Australian history
on health of Aboriginal people through disease, violence, effects of
unhealthy 'fast food' rations and sedentary lifestyles, removal from land
and family through repressive legislation to reclaiming of culture, land,
language, traditions, customs and possible futures
curriculum folder and obtain the 'Aboriginal perspectives in health' and
'Aboriginal perspectives in physical education' handouts from the
Aboriginal Education Resource Centre
Languages
Learn from and with Aboriginal people knowledgeable of particular
languages
When teaching world languages, compare or translate information from
Aboriginal people, eg life stories, history, words and phrases
Teach Aboriginal language as first language maintenance, second
language learning, language revival or language awareness. Be aware
that Aboriginal language revitalisation, renewal and reclamation are
terms currently used.
Learn about Aboriginal languages, including Aboriginal English
Learn about an Aboriginal group's culture and aspects of their language,
preferably local
Sensitively translate accurate information about Aboriginal or Torres
Strait Islander people into another language
Learn about work and careers linked to transcribing, translating,
publishing, illustrating, teaching Aboriginal languages
page 29
Find out more from Aboriginal Languages curriculum personnel 8226

2825 and 8226 2838
Resources
Aboriginal artists in South Australia, Department of Education,
Training and Employment, Adelaide, 1998 (includes transcriptions of a
wide range of interviews with Aboriginal people throughout South
Australia showing examples of Aboriginal English and Aboriginal
languages).
Alive and deadly: reviving and maintaining Australian Indigenous
languages, Commonwealth Department of Employment, Education and
Training, 1995
Australia's indigenous languages, edited by David Nathan, Senior
Secondary Assessment Board of South Australia, Wayville SA 1996
Langwij comes to school: promoting literacy among speakers of
Aboriginal English and Australian Creoles, Commonwealth
Department of Employment, Education and Training, undated
Pitjantjatjara and Yankunytjatjara language teaching support documents
Stage A R-2, Department of Education, Training and Employment,
Adelaide
Reviving languages, Department of Education, Training and
Employment, Adelaide, 1999
Talkin' language: Indigenous languages in school and early
childhood programs, Department of Education, Training and
Employment, Adelaide
Mathematics
Link mathematics to relevant and real contexts
Critically analyse statistical information about Aboriginal people
Use a range of different methods including mapping, making scale
models and scale drawings
curriculum folder and obtain the 'Aboriginal perspectives in Mathematics
handout from the Aboriginal Education Resource Centre
Use the Adapt, Adopt Share unit Making a tourist guide (DETE 1996)
which illustrates a successful contextual learning model for Aboriginal
students
Read about Aboriginal cultural mathematical concepts in Maths
Aboriginal Cultural perspectives handout from the Aboriginal Education
Resource Centre, Enfield
Science
Research how and why Aboriginal people and scientists can learn from
each other and are working together in researching flora, fauna, (eg
through video Emu, possum, we want them back) land management,
site management, health care
page 30
Read the book From ochres to eel traps, available through Science
Educators Association ACT (1999)
Find out about Burarra gathering an interactive learning activity on-line
at http://burarra.questacon.edu.au/home.html and hands-on at
Tandanya, developed by Questacon Science Centre and the
Investigator Science and Technology Centre.
Learn about Aboriginal people working as scientists and in other careers
related to science and Aboriginal culture
Compare western science with how traditional Aboriginal scientific
knowledge is holistic and contextual, and based on thousands of years
of knowledge handed down
Learn about Aboriginal people working in archaeology, natural resource
management, in museums, aquaculture, agriculture horticulture,
conservation, tourism and land management
Study how Dreaming stories incorporate scientific knowledge about
particular environments including appearance, features and/or behaviour
of specific flora and fauna
Research Aboriginal names, common names and scientific names for
plants, animals are compare classification systems and appropriate
purposes for each
Research traditional knowledge of Aboriginal and Torres Strait Islander
people of astronomy, seasonal changes, plant uses for foods and
medicines, protection of species through totems, sustainable use of
resources and the importance of all this knowledge for Australia's future
Explicitly teach reasons for learning scientific knowledge, skills and
processes
Make links between science theory and the natural world explicit to
learners, eg where chemicals come from in nature, bush food and
medicine, practical examples of physics used by Aboriginal people in the
past and present eg spear throwers, athletics. The SA Museums
Boomerangs CD Rom includes physics information and a game where
you can throw a boomerang on the computer and by altering its
velocity, angle and direction, its various flight paths are tracked.
Find out about items traded in the past and link to geology. The video
Trade routes (Marcom Projects 07 3801 5600) is recommended.
Explicitly teach subject specific language
Analyse how Aboriginal people maintained sustainable lifestyles and
environments for many thousands of years and discuss what is meant
by being sustainable
curriculum folder and obtain the 'Aboriginal perspectives in science' and
Astronomy and Australian Indigenous peoples handouts from the
Aboriginal Education Resource Centre
page 31

Units of work in Aboriginal studies will invariably produce outcomes
which link to all society and environment strands as well as other cross
curriculum learning areas.
Acknowledge that Aboriginal Australia consists of approximately 300
groups each with their own country, stories, languages or dialects and
traditions, some of which are not now known and refer often to the map
of Aboriginal Australia available from map shops. The Land tenure map
is good for teaching about native title and land rights.
Learning should reflect a diversity of Aboriginal and Torres Strait
Islander experiences and include skills of mapping, document studies,
oral history, critical analysis of contemporary issues, excursions to
relevant places, visits from and to Aboriginal people, role-play of
Aboriginal history
Australia has a rich Aboriginal cultural heritage from which all
Australians can benefit. Find out how for thousands of years Australia
was managed in sustainable ways through economic land management,
story, law, cultural beliefs and practice.
It has taken 200 years for most non-Aboriginal Australians to even think
about beginning to live in a sustainable ways with this land, to value its
distinctive difference from other countries and to value the rich, dynamic
cultural heritage of its original custodians. Research destructive
practices of the past and ways damage is being repaired. Seek advice
from Aboriginal people with knowledge of land care practices.
Each learner should having a growing knowledge and understanding
of Aboriginal heritage, experiences and issues past, present and future
as they proceed through years of schooling
Find out about Aboriginal people and careers in community
management, politics, law, religion, culture teaching, tourism, business,
natural resource management, mining, land care, government,
archaeology, anthropology, surveying, site recording, fisheries and
farming
Use recommended resources, read relevant sections of the Aboriginal
perspectives across the curriculum folder and download handouts of
various role plays of Aboriginal history from website
www.aboriginaleducation.sa.edu.au or from the Aboriginal Education
Resource Centre, tel: 08 8343 6500.
Keep positive, guilt does no one any good! Search Aboriginal studies
suggestions for early, primary, middle and senior years at
Tourism information is provided by Tourism SA through brochure
available at
http://www.tourism.sa.gov.au/WebFiles/Publications/Publications/PDFDo
cument/SA_Experiences_Indigenous_fact_sheet.pdf
page 32

The following are the key ideas and outcomes from the societies and cultures strand which explicitly
include Aboriginal perspectives.
Band key ideas
Outcomes
Early years R-2
1.8 At Standard 1, towards the end of

Year 2, the student:
Children identify and explore patterns in the traditional

stories, practices and present day lives of Indigenous
and non-Indigenous Australians, and peoples elsewhere
in the Asia-Pacific region. F In C KC1 KC6 p 312
Listens to and retells local Aboriginal

stories and stories from cultures other
than their own, and explains their
relevance for Australians. F In C KC2 p
313
Primary years 3-5

Students enhance their skills in learning from, and

communicating and interacting with, groups, including
Aboriginal and Torres Strait Islander communities. They
do this to value cultural diversity and play a part in
Reconciliation. In T C KC2 p 252
Describes the diversity amongst Aboriginal

and Torres Strait Islander peoples and
their cultures, past and present, and
moves for Reconciliation. F T C KC2 p
253
Middle years 6-9

Students develop research and social skills that promote
recognition and appreciation of the heritage of
Australia's Aboriginal and Torres Strait
Islander peoples and other groups. They develop the
capacities to identify and counter prejudice and
contribute to Reconciliation. F T C KC1 p 314
Learns from rural and urban Aboriginal

peoples and other minorities about their
histories and present day experiences,
and acts to counter prejudice. F T C p 315
Demonstrates critical understanding of
their own cultural practices in comparison
to the histories, cultures and present day
experiences of rural and urban Aboriginal
groups, and acts for Reconciliation. F T C
KC1 KC2 p 315
Senior years 10-12

Students research and critically analyse issues affecting
their own, as well as other societies cultures. They do
this through listening to speakers, planning and
conducting interviews and social surveys, and using
other methods of inquiry involving members of particular
groups and institutions in society. In T C KC1 KC3 p 324
Identifies and analyses complex social,

cultural and environmental issues and
strategies, including self-management and
land protection, that are important to local
and other Aboriginal peoples today. Id In T
C KC1 p 325
Essential learnings: F Futures Id Identity In Interdependence T Thinking C Communication.

Key Competencies: KC1 collecting, analysing and organising information; KC2 communicating ideas
and information; KC3 planning and organising activities; KC4 working with others in teams; KC5
using mathematical ideas and techniques; KC6 solving problems; KC7 using technology
page 33
Resources to support Aboriginal studies

and perspectives and countering racism
Ngarrindjeri Dreaming stories Sent to all DECS primary schools in
2001.
Six Ngarrindjeri stories, illustrated by Ngarrindjeri artist Jacob
Stengle. Includes a pronunciation guide and some background
information. It should be used in conjunction with Ngarrindjeri people
and environment: past, present and future. $33.00, 36p full colour,
2001. Limited copies available for sale through Aboriginal Education
Resource Centre, tel 8343 6539.
Ngarrindjeri people and environment: past, present and future

Sent to all DECS primary schools in 2001. Copies can be borrowed
from the Aboriginal Education Resource Centre.
Full colour, includes Dreaming stories of Neilung and Kondili,
interviews with a range of Ngarrindjeri people, pictures and
information about use of plants and a role play of Ngarrindjeri history
since 1800 as well as lots of activities to appreciate the richness of
the total of eight Dreaming stories within this book and Ngarrindjeri
Dreaming stories. A cross-curriculum approach supports learning in
years 4-7. 152p. full colour, 2001.
Aboriginal voices: activities and resources for English R-12
Out of print but sent to all schools in SA and available for loan
through the Aboriginal Education Resource Centre (see front page)
Supports perspectives in English R-12. Chapters include Dreaming
stories and Torres Strait Islander legends; Life stories; Fiction:
novels; Fiction: short stories; Poetry; Songs; Plays; Film; Media; and
Aboriginal languages. In each chapter there is a learning focus,
background information, student activities and teaching examples
from practising teachers, followed by a listing of annotated
recommended resources. There are extracts of Aboriginal voices in
the forms of poetry, fiction, oral history, a statement and an interview
transcript and which can be copied for classroom use. 140p. 2000
Kaurna meyunna, Kaurna yerta tampendi: Walking Trail Guide
A booklet supporting self-guided walks to learn about Kaurna history
and culture including the Reconciliation sculpture at the Adelaide
Festival Centre, as well as several sites around the nearby River
Torrens and near city, adaptable for early to senior years. 36p. 2002.
$5.00 from Migration Museum, Adelaide Festival Centre, Tandanya,
SA Museum, Art Gallery of SA, The Environment Shop, Global
Education Centre, Murphy Sisters Bookshop, South Australian
Visitor & Travel Centre, Aboriginal Education Resource Centre,
Enfield. Complimentary copies were sent to all schools in SA as well
as DECS preschools from the Graham F Smith Peace Trust.
page 34
Aboriginal artists in South Australia

Features colour photos of a wide range of artists, their artwork and
interviews in their words. A free handout is available which includes
many ways to use this book across the curriculum. $44.00, 116p, full
colour, 1998. Sent to all DECS schools in 2006. Copies can be
borrowed from the Aboriginal Education Resource Centre or
purchased through sasose@adam.com.au .
Aboriginal art and the Dreaming: teaching about Aboriginal art,
craft and design
Background information about both traditional and contemporary art,
resource lists, sensitive issues, lots of ideas for class activities,
colour and black and white photos. Units of work include rock art,
dot and bark painting, sculpture, book illustration, print making,
crafts, weaving, film and photography, product, environmental and
communication design. Whilst initially written for secondary schools,
a great many educators have used this book for R-7 too. Years R-12,
$33.00, 148p, 1994. Borrow from the Aboriginal Education Resource
Centre or purchase through sasose@adam.com.au
Countering racism: using a critical approach in teaching and
learning contexts to explore portrayals of Aboriginality
Units of work using a critical approach to explore texts eg video,
postcards, sculpture, picture books and lyrics in music. Useful
strategies to explore values and beliefs about race and racism.
Annotated bibliography, info. sheets included. Years 6-12, 124p,
2000. Borrow from the Aboriginal Education Resource Centre.
Contextual teaching and learning: a strategy for improving
educational outcomes for Aboriginal learners
Designed to support educators of Aboriginal learners, from reception
to year 10. Includes 14 units of work developed by educators from
various settings in South Australia, country and metropolitan. Units
vary from 5-12 weeks. Focus of units varies from English, literacy,
mathematics, numeracy, society and environment, arts. Links are
made to SACSA.
Years R-10, 198p, 2002. Borrow from the Aboriginal Education
Resource Centre.
Cycles for success: action research as a tool for improving
outcomes for Aboriginal learners
A result of action research projects by educators who have described
their processes to share with others in the education system, to
challenge other educators to markedly improve learning outcomes
for Aboriginal children and students. Included are the model,
reflective stories and overview. Borrow from the Aboriginal Education
Resource Centre.
Aboriginal perspectives across the curriculum (out of print but sent to
all schools in SA). A folder which includes lots of ideas on how to
include Aboriginal perspectives and viewpoints in classroom
activities in all of the eight learning areas. Each section has
background contextual information as well as practical activities as
taught by practising teachers. 358p, 1995. Borrow from the
Aboriginal Education Resource Centre.
page 35
Aboriginal Studies for years R-7

The following units were first published in 1988 for years R-7. They
can still be used today by adapting them to current SACSA
outcomes. Additional copies may be available through the DECS
Aboriginal Education Resource Centre.
Three Aboriginal Dreaming Stories : Boney Bream (Thukeri),
Magpie, The Crow And The Eagle (Urrakurli, Wakarla, Wildu),
Winda The Owl. DVD The stories complement the DECS R-3
Aboriginal Studies units. Purchase through
www.tapeservices.sa.edu.au VHS $39.95 / DVD$39.95 (+ plus P&H)
Ourselves and Others A study of 'me', 'my' feelings, 'my' senses
and body, the unit proceeds to 'my' family, on to children of different
backgrounds and Aboriginal people in Australia. A special focus is
the lifestyle of Pitjantjatjara children and the unit concludes with a
sharing of knowledge. Years R-3, 1988
Home The concept of home as a place where people live and
belong, including Aboriginal homes. The children learn how the
wiltja of the Pitjantjatjara people is built and participate in the
Pitjantjatjara games, stories and role play of daily life. Years R-3,
1988
Winda: a Narrunga Dreaming Story Winda the owl is a Narrunga
Dreaming Story and, together with a recently composed song
version with Narrunga words, develops an understanding of
Narrunga culture and what Dreaming Stories teach. Years R-3,
$9.90, 1988
Thukeri: a Ngarrindjeri Dreaming Story The story of Ngurunderi,
the creator, and the bony bream helps children develop an
understanding of the Dreaming and the purpose of Dreaming
Stories. There is a song version with Ngarrindjeri words. Years R-3,
$9.90, 1988
Urrakurli, Wakarla and Wildu: an Adnyamathanha Dreaming
Story The story of the magpie, crow and eagle illustrates the role of
Dreaming Stories in the education of Aboriginal children. The
suggested activities range from an excursion to making a model of a
mountain and cave and expression of the story through art, music
and dance. Years R-3, $9.90, 1988
Mar the cockatoo: a Boandik Dreaming story The story of Mar,
the keeper of fire which helps students increase their understanding
of Dreaming stories and what they teach. They learn about the
Boandik people and their culture, then present their learning to
others. A song with Boandik words is included. Years R-3, $9.90,
44p, 1991
Mar the cockatoo: The video The video includes the story of how
fire was kept by Mar acted out by children using puppets, the song
and some Boandik vocabulary. Years R-3, 1991 Available through
www.tapeservices.sa.edu.au VHS $39.95 plus p+h.
The Dreaming and the environment Aboriginal Dreaming and its
association with particular sites, including Mt Lofty, Wilpena Pound
and Lake Eyre. Students learn through storytelling, activities,
performance, art, mime and dance. Years 3-4, 1988
page 36
The Kai Kai nature trail: a resource guide for Aboriginal Studies
The trail is part of the Katarapko Game Reserve in the Riverland of
SA, near Winkie. It complements the book The Ngarrindjeri people.
There are 20 marked sites to teach about nature and Aboriginal
culture and several Dreaming stories are included. Years R-12, 52pp
Aboriginal Studies for years 8-12

Copies may be available through the DECS Aboriginal Education
Resource Centre.
The Kaurna people: Aboriginal people of the Adelaide Plains A
study of an Aboriginal group from an area now occupied by a capital
city. It includes an Australia wide perspective, traditional life, the
invasion years and self-determination for present day descendants
from whom there are many quotes. 1989, Years 8-10, 268pp, 1989.
Borrow from the Aboriginal Education Resource Centre.
The Kaurna people video features three Kaurna people and
environment, available from www.tapeservices.sa.edu.au
The Ngarrindjeri people: Aboriginal people of the River Murray,
Lakes and Coorong. Maps, illustrations, photographs and extensive
quotes from Ngarrindjeri people and others who were the original
inhabitants of the areas along the River Murray, Lakes and Coorong.
It includes an Australia wide perspective, traditional life, the invasion
years and present day perspectives. 1990, Years 8-10, $22.00,
224pp, 1990
The Adnyamathanha people: Aboriginal people of the northern
Flinders Ranges. Maps, illustrations, photographs and extensive
quotes from Adnyamathanha people. It includes an Australia wide
perspective, traditional life, the effects of explorers, pastoralists and
missionaries and present day perspectives. 1992, Years 8-10,
$22.00, 264pp, 1992
Adnyamathanha yarta nakuntha: Flinders Ranges field trip
video A videotape to promote field trips for teachers to learn in
Aboriginal ways about the Dreaming, the environment and the links
with the classroom. Available through www.tapeservices.sa.edu.au
Aboriginal land rights (What does everyone else think? What do
you think?) Students consider this controversial issue from a range
of historical and cultural perspectives and research evidence.
Students develop skills to deal appropriately with controversial
cultural, legal and political issues in general. It includes quotes from
a wide range of Aboriginal and other people, maps, cartoons and
other information. While this document was published some time
ago, the process is still highly relevant. Years 10, SACE Stage 1,
80pp
SACE Stage 1 and 2 (year 11 and 12) Aboriginal Studies
Curriculum statements, download from
http://www.ssabsa.sa.edu.au/society/subjects.htm
page 37
Downloads on
www.aboriginaleducation.sa.edu.au/pages/
educators > Resources
Films and book relating to Aboriginal history in the 1960s, a time a
positive change.
1960s Aboriginal history

resources
Ideas based on the books Àboriginal artists in South Australia` and

Àboriginal art and the Dreaming`
Aboriginal art teaching

strategies
Colour map of Aboriginal Australia by David Horton, Australian

Institute of Aboriginal and Torres Strait Islander Studies
Aboriginal Australia map
Test yourself or share this activity with students or friends
Aboriginal Australia quiz and

answers
A strategy for teaching with an extensive resource list
Aboriginal Dreaming stories

and Torres Strait Islander
legends as a source of
cultural information
A beginner`s guide to teaching and learning advice relating to

Aboriginal learners as well as Aboriginal studies and perspectives for
all learners, resources and weblinks
Aboriginal education for all

learners
Aboriginal English and English
as a second language support
for Indigenous learners
Books, videos, web and people resources
Aboriginal people and the

armed services
Suggestions for resources and activities re freshwater
Aboriginal perspectives on the

Freshwater theme
Ideas for Aboriginal perspectives for `transport` theme learning
Aboriginal perspectives on
transport
Websites, books and videos for students to research
Aboriginal role models

resource list
Resources to support Aboriginal studies and perspectives
Activities, excursions and

camps
Good practice shared from Port Elliot Primary School where students
learn about Ngarrindjeri peoples of the Coorong as well as Anangu
people from the north west of South Australia
Anangu studies and

Ngarrindjeri studies
A story told by Kevin (Dookie) O`Loughlin with map and suggested

activities
Buthera`s Rock - Narungga

Dreaming story
A brief description of state, national and international legislation

dealing with racism
Countering Racism legislative framework
Strategies for teaching about Dreaming stories which involve birds,

strategies for realistic drawing and nature observation for R-9
learners
Dreaming stories and birds
History activity suitable for middle and senior years learners
Eyre Peninsula Aboriginal
page 38
history activity
Questions and answers about refugees, migrants and Aboriginal
people and issues
Face the facts
Film descriptions and where they can be obtained
Films for Aboriginal Studies

and Reconciliation
Teaching suggestions for film `Fly, peewee, fly`
Fly, peewee, fly - film by Sally

Riley
Words in a range of Aboriginal languages for the song Ìf you`re

happy and you know it ...`
If you`re happy and you know

it (song vocab)
Illustrated information of traditional Aboriginal games from around

Australia adapted for today, on the Australian Sports Commission
website http://www.ausport.gov.au/isp/traditional.asp
Indigenous Traditional Games

- adult
Illustrated games from Indigenous Australia, adapted for today, from

the Australian Sports Commission website
http://www.ausport.gov.au/isp/traditional.asp
Indigenous Traditional Games

- children`s
A comprehensive list of resources which can be used in teaching

about Kaurna people of the Adelaide Plains
Kaurna resources for schools
A 2-3 hour gentle historical/cultural walk around the Torrens Lake in

Adelaide, self-guided or with a guide
Kaurna walking trail
Kondili the whale Dreaming is a shared story between the Kaurna

and Ramindjeri peoples of South Australia
Kondili the whale - teaching

support materials
Listen to and/or download the MP3 song file
Kondili the whale song by

Buck McKenzie
List of maps useful for Aboriginal studies
Maps
`Nana`s gift` is a story book by Margaret Brusnahan
Nana`s gift: suggested

activities
Books, videos, DVDs, handouts, websites for learning about

Narungga
Narungga resources for

schools
Ways to use the new Ngadjuri book with learners R-12
Ngadjuri learning activities
A website of the South Australian Museum images and information

about Ngarrindjeri people of the River Murray, Lakes and Coorong
Ngurunderi: a Ngarrindjeri
Dreaming
Information about and description of strategies which can be used by

educators of students from primary years upwards, which build on
numeracy strengths in South Australian Indigenous communities
Numeracies in Indigenous
communities (2.3Mb)
Racism discussion points
Reconciliation unit of work from Mt Gambier North Primary School
Reconciliation - a unit of work

for primary years
An excellent activity to help develop empathy and understanding of

Aboriginal peoples` history in South Australia
Role play script for Àboriginal

history in SA since 1800`
Book, video and activity resources for teaching about the `stolen
generation`
Stolen Generation resources
Specific legislation and policy affecting Aboriginal people in

Australian including `protection`, àssimilation` and `selfdetermination` with differences between states shown also
Timeline of legislation
affecting Aboriginal people
page 39
A list of recommended sites for children and students to learn about

Aboriginal people, culture, history and issues
Websites for Aboriginal

studies
Story told by Kevin (Dookie) O`Loughlin with activities, song lyrics

and pictures
Winda the owl, a Narungga

Dreaming story
Advice for schools and for Aboriginal community members working in

schools
Working with Aboriginal hourly

paid instructors
Useful links for educators of Middle School Indigenous students

A range of Middle Years publications from the Australian Curriculum
Studies Association
ACSA Middle Years

publications
A Report about Literacy and Numeracy Development of a Target

Group Students in the Middle Years of Schooling, provides a useful
national coverage of approaches assisting the literacy and numeracy
development of targetted Australian students Yrs 5-19
Beyond the Middle
A career and life skills education programme that would help

students see the connection between school studies and life after
school. Highly recommended and trialed at Ceduna AS and Pt
Augusta SS.
The Real Game
Aboriginal education links

National Aboriginal and Torres Strait Islander Education Network
NATSIEW
Website outlining the results of the Strategic Results Projects with

Indigenous learners from preschool to secondary: lots of useful
strategies in attendance, partnerships, and explicit teaching to
examine
What Works
Dare to Lead:taking it on is an initiative of the profession and

specifically of the Australian Principals Associations Professional
Development Council (APAPDC) acting on behalf of it members and
their associations.
Dare to Lead On-line
This is a working document that attempts to maintain a catalogue of

all current WWW sites by, for or about Australian Aboriginal and/ or
Torres Strait Islander people.
IndigOz Web Directory
Website aimed at improving the education outcomes of Indigenous

learners through a focus on Aboriginal English. Full of resources, eg
teaching strategies, readings, case studies and action research.
ESL Indigenous project
The Wadu strategy has been developed to promote best practice

vocational education programs through building partnerships
between educators, businesses and communities.
Wadu-net
Language and Literacy Links

Free online reading activities developed by the Curriculum
Corporation features collections of carefully selected reading
Reading Enriches Learning
page 40
materials for students in the middle years of schooling. Each title has
online teacher support, including activities and assessment.
Online literacy support in all learning areas for Middle School
learners. Developed in South Australia.
On-line Literacy for Middle

Years
Website developed by AATE and ALEA for DEST, supporting

teachers of underperforming students in the middle years.
MyRead
The literacy and numeracy network provides learners, parents,

educators and community members with a coordinated and
streamlined source of information, advice, services and programs
related to literacy and numeracy learning.
The SA Literacy and

Numeracy Network
The STELLA materials identify current best principles and practice

for English Literacy teaching but they are not intended to be
definitive statements that sign off on behalf of future members of the
profession. They encourage continuing reflection.
Standards for Teachers of

English Language and Literacy
in Australia (STELLA)
Part of the WhatWorks website: focuses on successful literacy

programs for Indigenous learners.
Improving Outcomes in
Literacy
Useful links in mathematics and numeracy

The ICSIMAN website exists to assist practitioners to network with
each other and to share and develop professional and classroom
materials on Indigenous numeracy and mathematics. It is hosted by
the Australian Association of Mathematics Teachers.
Internet Community
Supporting Indigenous
Mathematics and Numeracy
(ICSIMAN)
Maths300 is an exciting web-based service which aims to support

teachers in the delivery of excellent mathematics education. It aims
to resource members with extensive notes for, at least, 300
exemplary maths lessons (K-12).
Maths 300
Part of the WhatWorks website: spotlights successful numeracy

programs for Indigenous students
Improving outcomes in
numeracy
page 41
Working with Aboriginal hourly paid

instructors (HPIs)
Advice compiled from a range of Aboriginal Education Workers
Tasks for school based staff before the visit
Tasks for the HPI before

the visit
Plan with others what expertise is required for the particular purpose,
where funding is available eg through District Aboriginal Education
personnel (see Home page) and how much
Register through District

Aboriginal Education
personnel as an HPI to obtain
an ID number and so that your
contact details and areas of
expertise are known
Access list of HPIs from District Aboriginal Education and their areas
of expertise
Plan times around the school timetable, preferably to involve the HPI
for the whole day (3 sessions)
Involve students in planning, then writing permission notes if needed
Negotiate and confirm

payment, hours, times, travel
arrangements
Supply information about school rules (eg smoking), specific

timetable and map, possible delays in payment
Inform the school of materials,

equipment and venue required
Organise materials if required eg paint, paper, brushes, fabric,

feathers
Plan with school staff the

details of the activity to be
undertaken
Organise venue and equipment eg art room, video and monitor,

video recorder, digital camera
Organise for teachers to be actively involved (including behaviour
management) and to help make curriculum links with learning areas,
literacy, numeracy and technology
Have students brainstorm questions to ask of the HPI then edit and
send these beforehand, ensuring there are some open questions as
well as closed questions
Have additional questions prepared for shy HPIs which students
could ask of the person
Inform other staff/community of the future visit via day book,
newsletter
Seek permission for students/staff to record the visit on audio, video
or by photographs
Organise for particular students to welcome and thank the HPI and
for all students to be prepared after to write/draw a personalised
thank you
Organise a backup plan
Confirm what is expected on

the day eg times, activity,
audience, answers to students
questions and appropriate
strategies for answering tricky
questions
If self-employed, have a tax
invoice organised with relevant
details
If not self-employed, find out
about establishing your own
small business through ATSIC,
TAFE so that your costs can
be claimed on tax and
payments made to you by
invoice.
An ATO (Australian Taxation
Office) Statement by a
supplier may be required to be
signed.
page 42
Tasks for school based staff on the day
Tasks for the HPI on the

day
Inform staff through day book
Arrive a little early and have

relevant equipment and
materials ready
Arrange for the HPI to meet the Administrative staff

Organise lunch and morning tea break as appropriate
Ensure venue, equipment and materials are organised
Ensure teachers are actively involved and managing student
behaviour
Have students welcome and thank the person and plan their
personalised thank you notes which may take an additional lesson
Seek and provide relevant feedback
Be prepared to answer
students questions
Bring your map of the school
to ensure you know your way
around
Be prepared to meet school
staff
Enjoy the activity
Provide a small gift eg school mug, flowers
Seek and provide feedback on

what went well and what can
be improved next time
Follow up tasks for school based staff
Follow up tasks
Organise payment paperwork promptly
Build up a resume including

feedback, photos, additional
skills and knowledge
Students could write/draw personalised thank you notes and send

these
Letter from school to thank the person and provide feedback
Provide a certificate to value the HPIs input
Scan photos taken to make a card or other record of the visit for the
HPI
Students follow up visit with writing, talking, making a book, video,
website
Provide feedback to school

Evaluate what went well, how
the activity can be improved in
future
Inform other schools and/or
District Aboriginal Education
personnel of your availability,
skills, knowledge and contact
details
page 43
Aboriginal education support services

The Aboriginal Education website
www.aboriginaleducation.sa.edu.au provides resources on many
aspects of teaching Aboriginal students and Aboriginal studies and
perspectives and Reconciliation for all learners.
Aboriginal Education Resource Centre located as at March 2007
at 5 Harewood Avenue, Enfield 5085, tel: 8343 6539 or 8343 6538
email: Sloan.John@saugov.sa.gov.au or
Wanganeen.Dorothy@saugov.sa.gov.au . Links to the resource
centre are on the website above. The resource centre has a large
collection of books, videos, kits and other resources for loan to
schools, centres, university students and the public. Membership is
free.
Professional development
Professional development support from Aboriginal Education
personnel includes support for implementation of Aboriginal studies,
Aboriginal perspectives across the curriculum, countering racism,
contextual teaching and learning strategies, as well as specific
support for literacy and numeracy strategies.
APAPDC Dare to Lead www.daretolead.edu.au, provide
professional development and subsidised resources for schools.
APAPDC is the Australian Principals Association Professional
Development Ctte.
SASOSE Council www.groups.edna.edu.au/sasose provides
professional development for Aboriginal Studies by way of field trips,
excursions and occasional workshops.
DECS district support

There are Aboriginal Education personnel based in each DECS
District. Contact details for District offices locations are as follows:
Elizabeth, tel: 8256 8141
Riverland, tel: 8595 2327
Yorke Peninsula, tel: 8821 2555
Noarlunga, tel: 8207 3763
Murray Bridge, tel: 8532 0720
Mt Gambier tel: 8725 2824
Felixstow, tel: 8366 8878
Flinders Park, tel: 8416 7345
Whyalla/Pt Augusta tel: 8645 6501
Eyre tel: 8682 3788,
Pt Augusta tel: 8641 6829,
Pt Pirie tel: 8638 1800
page 44
Other support
Tauondi, 1 Lipson Street, Port Adelaide, tel 8240 0300 for Aboriginal
culture teaching support in schools
Anangu Education, 87 Folland Avenue, Northfield tel: 8359 4626
Yunggorendi, Flinders University, tel: 8201 3033, fax 8201 3935
Wilto Yerlo, University of Adelaide, tel: 8303 3140
University of South Australia, Unaipon School, tel: 8302 9194
Tandanya Aboriginal Cultural Institute, tel: 8223 2467
SA Museum Education Service, tel 8207 7427
Migration Museum which offers an Aboriginal history activity, tel:
8207 7586
Botanical Gardens Education Service for Aboriginal plant use trails,
tel: 8228 2344
Art Gallery of South Australia Education Service, tel: 8207 7036
Camp Coorong, tel: 8575 1557, email nlpa@bigpond.com, camp for
school and community groups run by Ngarrindjeri people
Aboriginal studies educator group - contact sasose@adam.com.au
or see www.groups.edna.sa.edu.au/sasose
Aboriginal studies field trips - contact sasose@adam.com.au or see
www.groups.edna.sa.edu.au/sasose
page 45

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Aboriginal

Aboriginal education for all learners in South Australia

Department of Education and Childrens Services, South Australia

Aboriginal education for all learners in South Australia

Map of Aboriginal Australia

Aboriginal flag and Torres Strait Islander flag

DECS Reconciliation statement

Sensitive terms and issues

Working with Aboriginal learners

Valuing diversity of learners

Career and further study options for learners

Valuing home languages

Explicit contextual teaching strategies

Addressing hearing loss

Attendance and retention

Aboriginal perspectives for all learners

Aboriginal perspectives in SACSA

Suggestions for Aboriginal studies units of work R-2

Suggestions for Aboriginal studies units of work 3-5

Suggestions for Aboriginal studies units of work 6-7

Suggestions for Aboriginal studies units of work 8-10

Suggestions for Aboriginal studies units of work 11-12

Aboriginal perspectives across the curriculum

Design and technology

Health and Physical Education

Society and environment

Downloads from www.aboriginaleducation.sa.edu.au

Working with Aboriginal hourly paid instructors

Aboriginal education support services

Aboriginal education for all learners in South Australia

Each colour on the map

Torres Strait Islander flag

to recognise our shared past, foster understanding and work

to support and encourage educational opportunities to consult

to ensure that all learners in care and at all stages of

to incorporate Aboriginal perspectives throughout the

to provide opportunities for positive interactions amongst and

to implement culturally appropriate strategies for Aboriginal

to promote the use of recommended resources: print, video,

to support employment of Aboriginal people at all levels, and

to actively support and implement a range of strategies to

Aboriginal education for all learners in South Australia

More innovative and cohesive services

Participation, retention and attendance

Literacy and numeracy

Culturally appropriate curriculum and teaching

South Australias Strategic Plan

Australian Direction in Indigenous Education

Aboriginal education for all learners in South Australia

Other relevant policy

For details, go to:

The National Goals for Schooling

Sensitive terms and issues

Social Protocols for

Aboriginal education for all learners in South Australia

Pitjantjatjara and Yankunytjatjara people of north

Indigenous people/s first people/s or first nations people/s around the

New South Wales or Victoria

Arabana (Marree/Lake Eyre)

some parts of South Australia but it also means

Nyangka or Nhangka South West South Australia

south west of Western Australia