From Dead to Deadly Holy Spirit School Aboriginal and Torres Strait Islander Histories and Cultures Traditional Ownership We acknowledge the traditional owners and custodians of this land we visit. We respect and are grateful for the wisdom of the Elders – past, present, future, their dedication to their communities and for preserving the knowledge and rich cultural heritage of the natural resources for all. Conversation The Aboriginal flag What are the rewards and challenges of embedding Aboriginal and Torres Strait Islander Cultures and Histories into our Curriculum? The Torres Strait Islander flag EL&QR 2012 3 Who are We? HSS PROFILE              Holy Spirit School is a large P-7 Catholic Primary School. Current enrolment is approaching 900 students. 5 Year 5 Classes in 2013 4 Streams at each year level. 3 Curriculum Developers 1 School Counsellor 2 Teachers for Students with Special Needs 3 Learning Support Teachers 1 Technology Teacher 1 Librarian 24 Special Needs Students 35 Students on Personal Learning Plans (PLPs) 66 Students with Individual Learning Plans Australian Curriculum- where?  It is one of the three cross curriculum perspectives Moving from Dead to Deadly… What are the BIG 5? Moving beyond the BIG 5… 1. 2. 3. 4. 5. Bush tucker Dreaming stories Artefacts Dot paintings Comparing lifestyles Organising ideas: Country/Place  Australia has two distinct Indigenous groups, Aboriginal Peoples and Torres Strait Islander Peoples.  Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia.  Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways. Wulgurukaba  Wulgurukaba means ‘canoe people’. The canoes were made from the corkwood tree as the bark was thick and light. The people lived off the sea for thousands of years. Families would fish, and collect sea shells and other coastal items. Bindal Organising ideas: Culture  Aboriginal and Torres Strait Islander societies have many Language Groups.  Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing.  Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years and experiences can be viewed through historical, social and political lenses. • Culture Wulgurukaba   Cultural Heritage items of  the Wulgurukaba people include: shell middens, stone tools, art sites and burial sites. Aboriginal people chipped stone into an axe  shape and then sharpened by grinding the edges on sandstone. Bindal There are some important Bindal rock art sites near Townsville which show dreaming stories, native animals (turtle, wallaby and possum). Rock art in the area also displays symbols of shields and bora rings. Cultural Identity Comes from having access to: •Your culture – its institutions, land, language, knowledge, social resources, economic resources. •The institutions of the community (lifestyle) – its codes for living (social and environmental), nutrition, safety, protection of physical, spiritual and emotional integrity of children and families. •Cultural expression and cultural endorsement. (DEEWR, 2010, p. 22) EL&QR 2012 17 Organising ideas: People  The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia.  Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures  Australia acknowledges the significant contributions of Aboriginal and Torres Strait Islander people locally and globally. Professor Rhonda Craven University of Western Sydney A Cycle of Learning Embedding Aboriginal and Torres Strait Islander histories and cultures is a cycle of learning involving: • Understanding of students, community, Aboriginal and Torres Strait Islander protocols and knowledge frameworks • Curriculum, assessment and reporting • School culture and environment • Strong community partnerships 20 Aboriginal and Torres Strait Islander frameworks  Holistic approach to Indigenous studies My Land My Tracks: A framework for the holistic approach to Indigenous studies was developed by Ernie Grant, Dijirabal/Djirrabal Elder and published by the Innisfail and District Education Centre. The holistic approach to learning promotes cross-cultural understanding. www.education.qld.gov.au/schools/indigenous/services/culturallocal.html Holistic Planning and Teaching Framework My Land My Tracks  Developed by Ernie Grant Dijrabal/Djirrabal Elder from Tully, North Queensland Holistic Planning and Teaching Framework A local Elder  Historical figure  Artefact e.g. digeridoo  Local area study  Cross Curriculum Priorities BUT… Out of 135 content descriptors across Foundation to 6 Only 31 are Aboriginal and Torres Strait Islander Out of 181 content descriptors across 7-10 Only 13 are Aboriginal and Torres Strait Islander HSS Curriculum Planning Planning Prep Unit Year 2 Year 4 Year 3 Year 6 Holistic Planning and Teaching Framework  Schools and school communities are encouraged to find out about their local Indigenous history and stories from their region.  It is important to connect with your local Indigenous community through local families at the school or local Indigenous organisations.  Holistic Planning and Teaching Framework My Land, My Tracks by Uncle Ernie Grant is an excellent resource for doing this. “Take me Home” Gowrie Boys Yarning Circle http://www.theyarningcircle.com/ Yarning Circle Yarning Circle® Creator, Lee Townsend, is an Aboriginal woman born and raised in Blacktown, NSW. During her role with the Commonwealth Employment Services she was involved with young people looking for work. Many of these young people needed assistance in gaining the necessary skills to participate fully in today's modern world. Lee set her heart on giving them that assistance. Making a life-changing decision she redirected her career and joined the Australian Catholic University to study Primary School Teaching. Yarning Circle Student speaks when they have the object  Turn taking  Deep listening  Open and honest sharing  Yarning Circle Yarning Circle NAIDOC WEEK Holy Spirit School community sets aside Term 3 Week 2 for NAIDOC celebrations.  We also celebrate other cultural events throughout the year – where appropriate  8 Aboriginal Ways of Learning Tell a story. Make a plan. Think and do. Draw it. Take it outside. Try a new way. Watch first, then do. Share it with others. This is a pedagogy framework that allows teachers to include Aboriginal perspectives by using Aboriginal learning techniques. It came from a research project involving DET staff, James Cook University’s School of Indigenous Studies and the Western New South Wales Regional Aboriginal Education Team between 2007 and 2009. Every place, every People, has its own unique pedagogies. These 8 simple ones are merely a starting point for dialogue. Each school engages in a different way, and produces its own unique frameworks for Aboriginal education through dialogue with the community about local ways of doing things. Building Partnerships Classroom teachers meet with their Aboriginal and Torres Strait Islander students’ parents.  We have meetings with Aboriginal and Torres Strait Islander representatives.  The school has made connections with local elders.  Aboriginal and Torres Strait Islander parents and community members are involved in activities at our school.  Meeting Individual Needs We track the literacy and numeracy outcomes of our Aboriginal and Torres Strait Islander students.  All our Aboriginal and Torres Strait Islander students have Personal Learning Plans. These plans are a result of individual meetings with the child and their family and the class teacher.  PLP Template  PLP Interactive Site  Resources 8 Aboriginal Ways of Learning  Aboriginal and Torres Strait Islander Education Action Plan  Aboriginal and Torres Strait Islander Fact Sheet  Pinterest: Aboriginal and Torres Strait Islander histories and cultures  To find out more For more information or resources: [email protected] [email protected]