Sunteți pe pagina 1din 12

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

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.

Danielle Ozdirik (2017) 2


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

Danielle Ozdirik (2017) 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)  Sitting in a circle, share a definition of what culture is - class will discuss what is means to them and other people (e.g.
What is my culture? language, celebrations, food, spirituality etc.). (10 min)
What is our shared culture?  Brainstorm different cultural practices that are ‘unique’ to Australia (Can they think of any that are unique? Do they identify
Overview: Students will any Aboriginal and Torres Strait Islander practices? Do they recognise the multi-cultural nature of Australia? Do they recognise
develop an understanding of the influence of colonisation and migration on Australian culture? – Possible discussion points). (10 min)
their own culture and  Individually students will reflect on their understanding of their own culture. In their learning diary they will brainstorm ideas of
Australia’s shared culture. what this means in their lives (prompts: languages, spirituality, art, celebrations, music, food, clothing, ceremonies, connections
Students will then contrast with places etc.) (10 minutes)
this with the knowledge  Students share aspects of their own culture with the class. (5 min)
and/or assumptions they  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
have of Aboriginal and culture was thought of as not being important?”. (5 min)
Torres Strait Islander  Watch BTN: Keeping Aboriginal Culture Alive (http://splash.abc.net.au/home#!/media/2100778/keeping-aboriginal-culture-

Danielle Ozdirik (2017) 4


culture. 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)

Lesson 2 (1 hour)  Explain to students that we will be exploring how some young Aboriginal and Torres Strait Islander people think about the
The importance of keeping cultures they belong to. Before watching the video tell students to think about how everyone in the classroom belongs to their
Aboriginal and Torres Strait own unique culture. This is the same for Aboriginal and Torres Strait Islander people – every person’s is unique. Tell student to
Islander culture alive. pay attention to the different cultural practices of each host. (5 min)
Overview: Students will  Watch Who We Are: Culture (https://www.narragunnawali.org.au/curriculum-resource/44/who-we-are-culture-primary) (10
listen to the stories of six min)
young Aboriginal and Torres  In a circle - think, pair, share discussion: What were some important aspects of the different host’s cultures? How do some of
Strait Islander people and the hosts of the film talk about the importance of sharing knowledge? What impact does this have on culture? What is a
their connecting with ‘songline’ and how does it relate to the transfer and maintenance of knowledge? How has colonisation affected knowledge
culture. 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)
* 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)  Revisit the K.W.L chart. Discuss the questions students added in previous lesson. Encourage students to add questions to the
The local language K.W.L chart throughout the lesson (leave post-it notes and pencils next to the chart) (5 min)
Overview: This lesson will  Explore Aboriginal languages map from Gambay (http://gambay.com.au/) (5 min)
begin to develop students  What is the traditional language spoken in the area that we live in? Do any students speak/understand, or parents
understanding and speak/understand any traditional languages? – where are they located? (look on the map) (10 min)
knowledge of Aboriginal and  Show students the ‘Head, shoulders, knees and toes’ clip from Marrin Gamu (http://marringamu.com.au/school-language-

Danielle Ozdirik (2017) 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/)

Danielle Ozdirik (2017) 6


Lesson 4 (1 hour)  Class will look at the work of Esme Timbery. Teacher to lead a discussion about Esme’s Life (bio can be located
Esme Timbery - Shell Artist https://www.artgallery.nsw.gov.au/collection/artists/timbery-esme/?tab=profile) (5 min)
from La Perouse  Watch: Aboriginal shellworkers of La Perouse, Sydney: Esme Timbery and Marylin Russell
Overview: Students will be (https://www.youtube.com/watch?v=2cuWs0XWEDw) (5 min)
introduced to a local  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?
Aboriginal artist from La Why is this form of art so important in the local area? (5 min)
Perouse and draw on her  Look at Esme’s artworks through Google (Sydney Harbour Bridge, Centrepoint Tower, Heart Shaped Box and Shellworked
works to make a Slippers). Discuss: What do we notice about the colour and patterns? What do her artworks represent – discuss what the
collaborative classroom Shellworked Slippers represent? What does she shell? (5 min)
artwork that reflects to  Students will then create their own art work inspired by Esme Timbery using small shells, one thick square of cardboard
coastal land the school is (8x8cm), coloured fabric, craft glue and one outline of the following: Sydney Harbour Bridge; Centrepoint Tower; heart shape;
upon. 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

Lesson 5: Meeting of
Cultures Excursion: Kamay Pre-Excursion:
Botany Bay National Park  Review relevant questions on the K.W.L chart, highlight that some of these questions might be answered today and that we will
(NSW National Parks and 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
Wildlife Services) might also have some more questions to ask.
(4 hours)  Students are told the most important part of the excursion is to listen and to take in experience.
Overview: Students will be
immersed in a learning on The program outline includes:
country experience where  Welcome and introductions, acknowledgement and safety talk
they will be taken on a  Presentation of preserved animals and demonstration of Aboriginal culture and artefacts.
guided tour by an Aboriginal  Morning tea
ranger. Students will embark  Bush tucker walk
on an easy, guided walk  Monument / Burrawang Track - exploring the past

Danielle Ozdirik (2017) 7


where they will visit  Museum visit – Eight days in Botany Bay
historical sites, discover how  Lunch
Aboriginal lived with the  Farewell and depart for school
land, looks at specimens and
living native animals from Post-Excursion:
the area and learn about  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.
Dharwal culture.  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
Lesson 6 (1 hour)
Living on the land where our  Watch ABC Spash: Walking on Aboriginal Land (http://splash.abc.net.au/home#!/media/2575443/walking-on-aboriginal-land)
school sits (Explain that the clip is from Victoria so the land and knowledge might be different to what we learnt of the excursion) (5 min)
Overview: Using and  On the IWB create a collaborative Venn diagram on what and how the environment, knowledge, customs and ways of doing
drawing on Aboriginal were different and similar in the inner city of Victoria and in La Perouse (students to draw on excursion experience) (10 min)
knowledge about the land  Look at images and read passages from State Library NSW Stories: Eora (http://www.sl.nsw.gov.au/stories/eora) – focus on
students will imagine how chapters 1 and 6 (10 min)
the school grounds would  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 how have looked before colonisation. Discuss: what food would’ve been eaten? How would people travel? where and what would
colonisation? How would the provide shelter? Where might sacred or significant areas be? What knowledge would be important? How might communities
local Aboriginal group have work to survive and thrive? Etc. (30 min)
thrived on the land?  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.

Danielle Ozdirik (2017) 8


Lesson 7: Reflection on  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
Learning (40 minutes) chart. Look the ‘What I’ve learned’ section – discuss if some of the questions were answered, did we learn other things too? (5
Overview: Student min)
synthesise and communicate  Discuss the questions: What makes the local Aboriginal community culture unique? Why it is important for us to know this? –
their developed knowledge allow students to share and listen to responses (draw on lesson experiences to prompt students if needed) (15 min)
and understanding of the  In their learning diaries students synthesise their knowledge and understanding developed throughout the unit but responding
significance and importance to the questions: What makes the local Aboriginal community culture unique? Why it is important for us to know this?
of Aboriginal and Torres Students may be supported with visual mind maps with prompts (language, land, art, knowledge, community). Encourage
Strait Islander cultures in students to read and reflect on their past responses. (20 min)
Australia * 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.

Danielle Ozdirik (2017) 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