Aboriginal Community Engagement

Stage 2 Education Program

Section 1: rationale

The Aboriginal education program that I have created aims to enhance awareness and knowledge of National and local Aboriginal cultures. I aim to do this by
facilitating a variety of learning experiences that allows students to learn from Aboriginal people through an exploration of their land, language, art and their stories.
This unit aims to highlight the significance and richness of Aboriginal cultures and to promote the existence of Aboriginal cultures in contemporary Australia. This unit of
work would be significantly enriched and authenticated by the welcomed and encouraged involvement of local Aboriginal people. Where possible all lessons should be
inclusive of local Aboriginal community members through school guest visits, facilitating of lessons, sharing of knowledge and experiences and advice and approval of
lesson content.
The target group for this unit is for Maroubra Bay Primary School. Maroubra and the local surrounding areas have strong Aboriginal histories and cultures within.
However, many non-Aboriginal locals living within these areas hold little knowledge of this. The school currently has a 7% population of Aboriginal and Torres Strait
Islander students and 44% of students come from a language background other than English. This unit will hopefully help students to understand the importance of
culture, while they are immersed in learning about another culture, or more about their own. Students will develop a greater understanding of the impact of culture on
a persons and community’s sense of identity and will also reflect on the impact when one’s culture is removed or depreciated. Overall though students will deepen
their knowledge of Aboriginal cultures and its historical significance and its relevance in a way forward for an Aboriginal Australian future.

Danielle Ozdirik (2017) 1

 Exploring Aboriginal Culture – Stage 2

Unit Outline/ Description Unit duration

This unit will introduce and build on students understanding and knowledge of Aboriginal cultures, particularly the cultures of 10 hours
Aboriginal communities within the local area. Students will explore local Aboriginal culture through hands on and reflective
experiences that allow them learn on country, from and through the stories, knowledge, languages and experiences of
Aboriginal people.
Big ideas / key concepts Why does this learning matter?

The key concepts I want students to learn are:
 The importance of keeping Aboriginal
and Torres Strait Islander cultures
alive.
 The richness and uniqueness of
Aboriginal and Torres Strait Islander
cultures.
 The land we live on is Aboriginal land
and the cultural practices of this area
are unique.
 The importance and significance of
connections with culture and identity.
 The importance and significance of
Aboriginal and Torres Strait Islander
connection to country and their
wealth of knowledge about country.
The learning matters because:
● All Australians need to develop an understanding of and appreciation towards Aboriginal and Torres Strait Islander
peoples and their cultures.
● All Australians need to develop respect for Aboriginal and Torres Strait Islander peoples and understand the impact
colonisation has had on their community and their cultures
● Students need to develop a deep sense of appreciation and understanding of the cultural wealth of Aboriginal and
Torres Strait Islander people and within their communities and from histories.
● Aboriginal and Torres Strait Islander peoples cultures, histories and languages need to be authentically explored.
● Aboriginal and Torres Strait Islander students need educational opportunities that help to strengthen their Aboriginal
identity.
● We live on Aboriginal land and need to have an understanding of the Aboriginal culture and history of the land we live
on.

Target outcomes ACARA CCP Links Resources

History Country/Place Physical resources
HT2-3 OI.2 Aboriginal and Torres Strait Islander  K.W.L. Chart
describes people, events and actions related communities maintain a special connection to and  Learning diaries
to world exploration and its effects responsibility for Country/Place.

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 The diversity and longevity of Australia's
first peoples and the ways Aboriginal
and/or Torres Strait Islander peoples are
connected to Country and Place (land,
sea, waterways and skies) and the
implications for their daily
lives (ACHHK077)
Students:
 investigate, drawing on Aboriginal
and Torres Strait Islander community
representatives (where possible) and
other sources, the traditional
Aboriginal way of life, focusing on
people, their beliefs, food, shelter,
tools and weapons, customs and
ceremonies, art works, dance, music,
and relationship to Country
Geography
GE2-2
describes the ways people, places and
environments interact
Perception of environments
Students:
 investigate the ways people, including
Aboriginal and Torres Strait Islander
Peoples, value environments, for
example: (ACHGK022, ACHGK023,
ACHGK024)
 discussion of why people value
environments differently eg cultural,
agricultural, commercial, recreational
values
 description of how custodial
responsibility for Country/Place influe
nces Aboriginal and Torres Strait
Danielle Ozdirik (2017)
OI.3 Aboriginal and Torres Strait Islander Peoples
have holistic belief systems and are spiritually and
intellectually connected to the land, sea, sky and
waterways.
Culture
OI.4 Aboriginal and Torres Strait Islander societies
Digital resources
have many Language Groups.
OI.5 Aboriginal and Torres Strait Islander Peoples’
ways of life are uniquely expressed through ways
of being, knowing, thinking and doing.
OI.6 Aboriginal and Torres Strait Islander Peoples
live in Australia as first peoples of Country or Place
and demonstrate resilience in responding to
historic and contemporary impacts of colonisation.
People
OI.7 The broader Aboriginal and Torres Strait
Islander societies encompass a diversity of nations
across Australia.
 Small sea shells
 Cardboard
 Glue
 Coloured fabric
 Recording device
 Cool Australia Who We Are - Culture: Tuning in -
https://www.narragunnawali.org.au/uploads/media/curricu
lum-resource/0-culture-tuning-in-teacher-worksheet-
e41906ddc7.pdf
 Cool Australia Who We Are – Brave New Clan Resources
https://www.coolaustralia.org/wp-
content/uploads/2016/06/Who-We-Are-Brave-New-Clan-
Supplementary-Resources-V2.pdf
 Marrin Gamu School Language Programs
http://marringamu.com.au/school-language-programs/
 Art Gallery NSW
https://www.artgallery.nsw.gov.au/collection/artists/timber
y-esme/?tab=profile
 Aboriginal shellworkers of La Perouse, Sydney: Esme Timbery
and Marylin Russell
https://www.youtube.com/watch?v=2cuWs0XWEDw
 NSW National Parks and Wildlife Service
http://www.nationalparks.nsw.gov.au/education-
services/stage-2-hsie-meeting-of-cultures-kamay-botany-
bay-national-park
 Dharug and Dharawal Resources
http://dharug.dalang.com.au/plugin_wiki/page/Head_Shoul
ders_Knees_and_Toes
 BTN: Keeping Aboriginal Culture Alive
http://splash.abc.net.au/home#!/media/2100778/keeping-
aboriginal-culture-alive)
 Gambay - Aboriginal languages map http://gambay.com.au/
3
 Islander Peoples’ views of the  Narra Gunna Wali - https://www.narragunnawali.org.au/
environment  Recociliation Australia - https://www.reconciliation.org.au/
GE2-3  Indigenous Map of Australia -
examines differing perceptions about the http://aiatsis.gov.au/explore/articles/aiatsis-map-
management of places and environments indigenous-australia
Protection of environments
 ABC Spash: Walking on Aboriginal Land
Students:
http://splash.abc.net.au/home#!/media/2575443/walking-
 investigate sustainable practices that
on-aboriginal-land)
protect environments, including those of
Aboriginal and Torres Strait Islander  Venn Diagram
Peoples, for example: (ACHGK023, https://www.google.com.au/search?q=venn+diagram&rlz=1
ACHGK024, ACHGK025) C5ACMJ_enAU521AU527&source=lnms&tbm=isch&sa=X&v
 examination of how the practices of ed=0ahUKEwjtvbmTxrDWAhXFgLwKHeJxA0QQ_AUICigB&bi
Aboriginal and Torres Strait Islander w=1210&bih=655#imgrc=X4kVMUq9rDitPM:
Peoples support the sustainable use
of environments eg use of resources

Content Teaching / Learning Experiences

Lesson 1: (1 hour 10 min)
What is my culture?
What is our shared culture?
Overview: Students will
develop an understanding of
their own culture and
Australia’s shared culture.
Students will then contrast
this with the knowledge
and/or assumptions they
have of Aboriginal and
Torres Strait Islander
 Sitting in a circle, share a definition of what culture is - class will discuss what is means to them and other people (e.g.
language, celebrations, food, spirituality etc.). (10 min)
 Brainstorm different cultural practices that are ‘unique’ to Australia (Can they think of any that are unique? Do they identify
any Aboriginal and Torres Strait Islander practices? Do they recognise the multi-cultural nature of Australia? Do they recognise
the influence of colonisation and migration on Australian culture? – Possible discussion points). (10 min)
 Individually students will reflect on their understanding of their own culture. In their learning diary they will brainstorm ideas of
what this means in their lives (prompts: languages, spirituality, art, celebrations, music, food, clothing, ceremonies, connections
with places etc.) (10 minutes)
 Students share aspects of their own culture with the class. (5 min)
 Ask students: “How would you feel if you could no longer do the things that make up your culture? How would you feel if your
culture was thought of as not being important?”. (5 min)
 Watch BTN: Keeping Aboriginal Culture Alive (http://splash.abc.net.au/home#!/media/2100778/keeping-aboriginal-culture-

Danielle Ozdirik (2017) 4

culture.
Lesson 2 (1 hour)
The importance of keeping
Aboriginal and Torres Strait
Islander culture alive.
Overview: Students will
listen to the stories of six
young Aboriginal and Torres
Strait Islander people and
their connecting with
culture.
* Lesson adapted from https://www.narragunnawali.org.au/curriculum-resource/44/who-we-are-culture-primary
* Where possible invite member/s from the local Aboriginal community to come in to share stories of their own culture.
Lesson 3 (1 hour 10 min)
The local language
Overview: This lesson will
begin to develop students
understanding and
knowledge of Aboriginal and
Danielle Ozdirik (2017)
alive). (5 min)
 Ask students: “Why is it important to keep Aboriginal culture alive?”. - students ‘think, pair share’ (10 min)
 Begin to build K.W.L chart on Aboriginal and Torres Strait Islander Culture. Students will be given post-it notes and will add their
understandings and questions to the ‘What I Already Know’ and ‘What I Want to Know’ columns (10 min). (Assess the
understanding and questions raised by students on the K.W.L chart – use these as a stimulus for discussions and to correct
misunderstandings)
 In their learning diaries students will begin their own K.W.L chart and will write a sentence/s or draw a picture on why it is
important to maintain their culture and how they will do this. (5-10 min)
 Explain to students that we will be exploring how some young Aboriginal and Torres Strait Islander people think about the
cultures they belong to. Before watching the video tell students to think about how everyone in the classroom belongs to their
own unique culture. This is the same for Aboriginal and Torres Strait Islander people – every person’s is unique. Tell student to
pay attention to the different cultural practices of each host. (5 min)
 Watch Who We Are: Culture (https://www.narragunnawali.org.au/curriculum-resource/44/who-we-are-culture-primary) (10
min)
 In a circle - think, pair, share discussion: What were some important aspects of the different host’s cultures? How do some of
the hosts of the film talk about the importance of sharing knowledge? What impact does this have on culture? What is a
‘songline’ and how does it relate to the transfer and maintenance of knowledge? How has colonisation affected knowledge
sharing? What impact has this had on Aboriginal and Torres Strait Islander cultures? How are the hosts finding meaningful ways
to keep their culture strong? (25 min)
 Revisit the question - “Why is it important to keep Aboriginal culture alive?.” “What impact would there be on the hosts the
video if they weren’t able to connect with their culture?” (10 min)
 In their learning diaries students will add to their K.W.L chart and will write a sentence/s or draw a picture on the last question
discussed - “Why is it important to keep Aboriginal culture alive?.” (10 min)
 Revisit the K.W.L chart. Discuss the questions students added in previous lesson. Encourage students to add questions to the
K.W.L chart throughout the lesson (leave post-it notes and pencils next to the chart) (5 min)
 Explore Aboriginal languages map from Gambay (http://gambay.com.au/) (5 min)
 What is the traditional language spoken in the area that we live in? Do any students speak/understand, or parents
speak/understand any traditional languages? – where are they located? (look on the map) (10 min)
 Show students the ‘Head, shoulders, knees and toes’ clip from Marrin Gamu (http://marringamu.com.au/school-language-
5
Torres Strait Islander programs/). Watch with the lyrics side by side. Explain that the song is being sung in four different languages. Locate the
Cultures. Students will language groups on the Gambay language map. (10 min)
explore the Indigenous map  Students will then learn the song in Dharug (the local language) using the oral recordings found on the Dharug and Dharawal
of Australia and learn some Language Resource website (http://dharug.dalang.com.au/plugin_wiki/page/Head_Shoulders_Knees_and_Toes) (15 min)
of the local language.  Once students have learnt the lyrics, sing the song (along with the actions) with the backing track located on the Marrin Gamu
Website (http://marringamu.com.au/school-language-programs/) (15 min)
 Film/record students singing Head, Shoulders, Knees and Toes in Dharug (optional: upload and share the video to the First
Languages Australia’s Marrin Gamu channel (https://vimeo.com/channels/658576/231650569)
 Re-visit K.W.L chart- add any new knowledge to the ‘L’ column. (5 min)
 In their learning diaries students will add to their K.W.L chart and will write a sentence/s or draw a picture on why is language
and important aspect of culture? (5 min)
* Where possible invite member/s from the local Aboriginal community to come in to share their languages and lead the lesson
* Lesson adapted from Narra gunna wali primary school resources (https://www.narragunnawali.org.au/curriculum-
resource/93/languages-map-activity-primary) and (http://marringamu.com.au/school-language-programs/)

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Lesson 4 (1 hour)
Esme Timbery - Shell Artist
from La Perouse
Overview: Students will be
introduced to a local
Aboriginal artist from La
Perouse and draw on her
works to make a
collaborative classroom
artwork that reflects to
coastal land the school is
upon.
Lesson 5: Meeting of
Cultures Excursion: Kamay
Botany Bay National Park
(NSW National Parks and
Wildlife Services)
(4 hours)
Overview: Students will be
immersed in a learning on
country experience where
they will be taken on a
guided tour by an Aboriginal
ranger. Students will embark
on an easy, guided walk
Danielle Ozdirik (2017)
 Class will look at the work of Esme Timbery. Teacher to lead a discussion about Esme’s Life (bio can be located
https://www.artgallery.nsw.gov.au/collection/artists/timbery-esme/?tab=profile) (5 min)
 Watch: Aboriginal shellworkers of La Perouse, Sydney: Esme Timbery and Marylin Russell
(https://www.youtube.com/watch?v=2cuWs0XWEDw) (5 min)
 Class to discuss why Esme uses shells in her art, where does this form of art come from? What are some of Esme’s artworks?
Why is this form of art so important in the local area? (5 min)
 Look at Esme’s artworks through Google (Sydney Harbour Bridge, Centrepoint Tower, Heart Shaped Box and Shellworked
Slippers). Discuss: What do we notice about the colour and patterns? What do her artworks represent – discuss what the
Shellworked Slippers represent? What does she shell? (5 min)
 Students will then create their own art work inspired by Esme Timbery using small shells, one thick square of cardboard
(8x8cm), coloured fabric, craft glue and one outline of the following: Sydney Harbour Bridge; Centrepoint Tower; heart shape;
the Sydney Opera House or slippers. (30 min)
 Place artworks together and display.
 Re-visit K.W.L chart- add any new knowledge to the ‘L’ column. (5 min)
 In their learning diaries students will add to their K.W.L chart and will write a sentence/s or draw a picture on why Esme
Timbery’s art is unique to the coastal area of La Perouse? (5 min)
* Where possible invite member/s from the local Aboriginal community to come in to share their local knowledge of Aboriginal art and
lead an art making lesson
Pre-Excursion:
 Review relevant questions on the K.W.L chart, highlight that some of these questions might be answered today and that we will
be learning lots about our local Aboriginal history so we will be able to add some ideas to the ‘What I’ve Learnt’ column and we
might also have some more questions to ask.
 Students are told the most important part of the excursion is to listen and to take in experience.
The program outline includes:
 Welcome and introductions, acknowledgement and safety talk
 Presentation of preserved animals and demonstration of Aboriginal culture and artefacts.
 Morning tea
 Bush tucker walk
 Monument / Burrawang Track - exploring the past
7
where they will visit
historical sites, discover how
Aboriginal lived with the
land, looks at specimens and
living native animals from
the area and learn about
Dharwal culture.
Lesson 6 (1 hour)
Living on the land where our
school sits
Overview: Using and
drawing on Aboriginal
knowledge about the land
students will imagine how
the school grounds would
have looked before how
colonisation? How would the
local Aboriginal group have
thrived on the land?
Danielle Ozdirik (2017)
 Museum visit – Eight days in Botany Bay
 Lunch
 Farewell and depart for school
Post-Excursion:
 Revisit class K.W.L chart – students to add to the ‘L’ column and if more questions arise they add them to the ‘W’ column.
 In their learning diaries students will add to their K.W.L chart and will write a sentence/s or draw a picture on the importance of
Aboriginal knowledge of country.
* Excursion information can be located at: http://www.nationalparks.nsw.gov.au/education-services/stage-2-hsie-meeting-of-cultures-
kamay-botany-bay-national-park
 Watch ABC Spash: Walking on Aboriginal Land (http://splash.abc.net.au/home#!/media/2575443/walking-on-aboriginal-land)
(Explain that the clip is from Victoria so the land and knowledge might be different to what we learnt of the excursion) (5 min)
 On the IWB create a collaborative Venn diagram on what and how the environment, knowledge, customs and ways of doing
were different and similar in the inner city of Victoria and in La Perouse (students to draw on excursion experience) (10 min)
 Look at images and read passages from State Library NSW Stories: Eora (http://www.sl.nsw.gov.au/stories/eora) – focus on
chapters 1 and 6 (10 min)
 Move to the school oval or open space – sitting in a circle discuss how might the land the school is on and the surrounding areas
have looked before colonisation. Discuss: what food would’ve been eaten? How would people travel? where and what would
provide shelter? Where might sacred or significant areas be? What knowledge would be important? How might communities
work to survive and thrive? Etc. (30 min)
 In their learning diaries students are to write a paragraph on how they would have lived on this land before colonisation and
talk about what knowledge would have been important and add to their K.W.L chart. (5 min)
 After returning to class add to the class K.W.L chart from student responses. (2 min)
* Where possible invite member/s from the local Aboriginal community to come in to share their local knowledge of country.
8
Lesson 7: Reflection on
Learning (40 minutes)
Overview: Student
synthesise and communicate
their developed knowledge
and understanding of the
significance and importance
of Aboriginal and Torres
Strait Islander cultures in
Australia
Danielle Ozdirik (2017)
 Sitting in a circle look back at the class K.W.L. chart - discuss some of the questions raised throughout the unit from the K.W.L
chart. Look the ‘What I’ve learned’ section – discuss if some of the questions were answered, did we learn other things too? (5
min)
 Discuss the questions: What makes the local Aboriginal community culture unique? Why it is important for us to know this? –
allow students to share and listen to responses (draw on lesson experiences to prompt students if needed) (15 min)
 In their learning diaries students synthesise their knowledge and understanding developed throughout the unit but responding
to the questions: What makes the local Aboriginal community culture unique? Why it is important for us to know this?
Students may be supported with visual mind maps with prompts (language, land, art, knowledge, community). Encourage
students to read and reflect on their past responses. (20 min)
* Where possible invite member/s from the local Aboriginal community to come in to share their knowledge of the importance and
value of Aboriginal culture and local Aboriginal culture.
9
Section 3: assessment

Stage 2 - Year 4
Aboriginal Education Program
Personal Learning Journey (Learning Diary)
Outcomes to be assessed:
HT2-3 describes people, events and actions related to world exploration and its effects
 The diversity and longevity of Australia's first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea,
waterways and skies) and the implications for their daily lives (ACHHK077)
GE2-2 describes the ways people, places and environments interact
 investigate the ways people, including Aboriginal and Torres Strait Islander Peoples, value environments, for example: (ACHGK022, ACHGK023, ACHGK024)
GE2-3 examines differing perceptions about the management of places and environments
 examines differing perceptions about the management of places and environments

The learning diary assessment will be used a personal reflection tool for the student that allows them to reflect on how the lesson content has impacted on their
understanding. While student reflections are supported through diary entry stimulus thought provokers, their independent reflections would also be encouraged
and would be recognised as making deep and meaningful connections with the unit learning experiences.
Stimulus thought provokers:
Lesson 1: Why is it important to maintain my culture? How will I do it?
Lesson 2: Why is it important to keep Aboriginal and Torres Strait Islander culture alive?
Lesson 3: Why is language an important aspect of culture?
Lesson 4: Why is Esme Timbery’s art unique to the coastal area of La Perouse?
Lesson 5: Why is Aboriginal knowledge of country important?
Lesson 6: How would you have lived on the local land before colonisation? What knowledge was important?
Lesson 7: What makes the local Aboriginal community culture (language, land, art, knowledge) unique? Why it is important for us to know this?

Justify how this task reflects your 10-hour program (key concepts):
Drawing on each unique, yet connected experience, this task aims to allows students to share their developed knowledge and understanding of Aboriginal and Torres
Strait Islander cultures and the significance of them to individuals and to the broader Australian community. The task guides students in developing a sense of respect
for the unique local Aboriginal culture and the wider Aboriginal community and develop an understanding that out local land, and the rest of Australia is Aboriginal land
that has be lived on and cared for by Aboriginal people for thousands of years. Students personal connections and reflection of their own culture allows them to make
meaningful connections with the significance of maintaining culture and its impact on personal and community identity. Each guided provoker aims to prompt students
to gain a greater understanding and appreciation of Aboriginal and Torres Strait Islander cultures and people as a prominent and respected aspect within contemporary
Australia.

Danielle Ozdirik (2017) 10

Assessment Criteria:
You will be assessed on how well you:
 Demonstrate understanding of the richness and value of Aboriginal and Torres Strait Islander cultures and knowledge.
 Demonstrate understanding that the land we live on is Aboriginal and Torres Strait Islander land.
 Demonstrate appreciation for Aboriginal and Torres Strait Islander cultures and knowledge.
 Demonstrate the significance of maintaining Aboriginal and Torres Strait Islander cultures.
 Demonstrate respect towards Aboriginal and Torres Strait Islander peoples, culture, knowledge and land.
 Make meaningful connections with the significance of culture on identity.
 Demonstrate understanding that Aboriginal and Torres Strait Islander groups are unique and each have unique cultural practices.
 Demonstrate understanding of the importance of connection to country for Aboriginal and Torres Strait Islander peoples.

Section 4: evaluation
K.W.L Chart and Learning Diary
Following each educational experience students will write/draw a picture demonstrating their reflection of different aspects of Aboriginal culture. Students will also
develop their own personal K.W.L charts as way to track their curiosity to learn and listen and the growth in their knowledge of Aboriginal culture. Both the K.W.L Chart
(individual and class) and the learning diary will provide in-depth detail in to student learning throughout the unit. Each diary entry stimulus thought provokers are
intended to support students to demonstrate key knowledge explore in the lessons. Student responses should provide detailed information regarding the impact of the
teaching strategies and the educational value of the learning experiences.

The K.W.L. chart will allow learning to be visibly tracked, showing the answering of questions and building of knowledge. This will provide the teacher with a detailed
understanding of the questions that arise in students minds when experiencing the lesson content and ideally will visibly show the answering of these questions. The
teacher would evaluate student understanding and learning experience effectiveness based on: student interest and desire to learn; the appropriate use of language
and terminology in questions and statements; authentic understanding and comprehension of unit content; the sequenced building of knowledge; connections made
between lesson content and culture. Such information will allow for practices and learning experiences to be evaluated corrected, altered and strengthened.

Danielle Ozdirik (2017) 11

Section 5: resources
Teaching Resources:
 Cool Australia Who We Are - Culture: Tuning in - https://www.narragunnawali.org.au/uploads/media/curriculum-resource/0-culture-tuning-in-teacher-
worksheet-e41906ddc7.pdf
 Cool Australia Who We Are – Brave New Clan Resources https://www.coolaustralia.org/wp-content/uploads/2016/06/Who-We-Are-Brave-New-Clan-
Supplementary-Resources-V2.pdf
 Marrin Gamu School Language Programs http://marringamu.com.au/school-language-programs/
 Art Gallery NSW https://www.artgallery.nsw.gov.au/collection/artists/timbery-esme/?tab=profile
 Aboriginal shellworkers of La Perouse, Sydney: Esme Timbery and Marylin Russell https://www.youtube.com/watch?v=2cuWs0XWEDw
 NSW National Parks and Wildlife Service http://www.nationalparks.nsw.gov.au/education-services/stage-2-hsie-meeting-of-cultures-kamay-botany-bay-
national-park
 Dharug and Dharawal Resources http://dharug.dalang.com.au/plugin_wiki/page/Head_Shoulders_Knees_and_Toes
 BTN: Keeping Aboriginal Culture Alive (http://splash.abc.net.au/home#!/media/2100778/keeping-aboriginal-culture-alive).
 Gambay - Aboriginal languages map http://gambay.com.au/
 Narra Gunna Wali - https://www.narragunnawali.org.au/
 Recociliation Australia - https://www.reconciliation.org.au/
 Indigenous Map of Australia - http://aiatsis.gov.au/explore/articles/aiatsis-map-indigenous-australia

Professional Development Resources:

 Narra Gunna Wali - https://www.narragunnawali.org.au/
 Recociliation Australia - https://www.reconciliation.org.au/
 Sydney Barani - http://www.sydneybarani.com.au/
 Aboriginal Education Consultative Group Inc. - https://www.aecg.nsw.edu.au/
 Lapa Access Point - http://www.lapa-access.org.au/
 Yunkaporta (8 Ways) - https://8ways.wikispaces.com/
 Australian Institute of Aboriginal and Torres Strait Islander Studies - http://aiatsis.gov.au/

Danielle Ozdirik (2017) 12