In partnership with Aboriginal and Torres Strait Islander communities, and schools and school sectors, the SACE board of SA supports the development of high-quality learning and assessment design that respects the diverse knowledge, cultures, and perspectives of Indigenous Australians.The SACE board encourages teachers to include Aboriginal and Torres Strait Islander knowledge and perspectives in the design, delivery, and assessment of teaching and learning programs by:
Indigenous perspectives can be infused in secondary visual art studies in ways listed. They can be approached in a very political or purely aesthetic way. Incorporating indigenous perspectives into art research and practice gives many opportunities to meet the curriculum objectives already discussed-Learn about Indigenous histories, cultures, and contemporary experiencesRecognising and respecting the significant contribution of Indigenous peoplesValue of Indigenous knowledge and perspectives from the past and presentPromoting the use of culturally appropriate protocols
"I have been regularly asked to which school or movement do I belong? Apart from some obvious responses... I guess that what I would have to say is that I belong to the Bower Bird School. You know the one - picking up bits and pieces, here and there...“ Lin Onus
Tony AlbertGirramay/Kuku Yalanji peopleSorry 2008Sorry commemorates the apology on 13 February 2008 by the Prime Minister of Australia, Kevin Rudd, to Indigenous Australians who have suffered as a result of ‘past mistreatment’ by the Government of Australia. Yet, Tony Albert is neither championing hopeless blind optimism nor pessimism through his work. Aboriginal people have been offered many broken promises. Here, Albert and his army of kitsch faces, has taken this word on face value until real change is observed.
GREEN turtles and dugongs have been on the global ''red list'' of threatened species for many years, but the situation is looking up for Australian populations as a community-based protection approach evolves.As a class, brainstorm ‘What do you think the article is about?’… ‘What possible topic areas could it be applied in?’ ‘What possible themes could be explored?’ Who’s perspective is being represented? Implications?
Interviews with prominent Aboriginal figures traces Aboriginal views of history. Personal stories draw on significantdates in Australian history and allows Aboriginal people to tell their versions of events that have shaped Australia. Aboriginal people speak openly about cultural dispossession and resistance and give vivid accounts of life on the missions.
Groups each take one question. 3 minutes of discussion, feedback to the class.
Education Resources for Indigenous Perspectives
CLASSROOM RESOURCES FOR TEACHING
EDUC 2420 FLINDERS UNIVERSITY
We acknowledge the Kaurna people the traditional owners of
the lands and waters that the city of Adelaide was built on, as
an expression of respect.
Xavia Nou,Lee-anneBenson, Amber Clark
Why teach indigenous perspectives
Indigenous perspectives vsStudies
Indigenous perspectives in Art
Indigenous perspectives in Geography
Indigenous perspectives in History
Perspectives vs Studies
Isolated full term topic
Unit within SOCE
Across all curriculum areashistory, maths, PE eg. APAC
Why teach Indigenous perspectives?
Increase cultural awareness?
Moving towards reconciliation?
Indigenous Perspectives …
Learn about Indigenous histories, cultures, and
Recognising and respecting the significant contribution
of Indigenous peoples
Value of Indigenous knowledge and perspectives from
the past and present
Promoting the use of culturally appropriate protocols
Source: SACE 2011 Subject outline
ACARA- cross-curriculum priorities
Year 10 ENGLISH
ACARA- cross-curriculum priorities
Year 5 SCIENCE
“Ngarrindjeri Dreaming Stories”
“Jirrbal: Rainforest Dreamtime Stories”
TandanyaVisual Arts and
Living Kaurna Cultural Centre
Museum of South Australia
Display indigenous maps, art, role models,
Include indigenous welcomes and language
into daily routines
Invite indigenous participation in the school
Connect online with remote communities
INDIGENOUS PERSPECTIVES IN
Approaches could include
Artworks, Jukurrpa (dreaming
Lives of artists
Themes e.g. reconciliation, whiteness
Self Expression- Indigenous voice
Yuendumu Doors- Warlukurlangu Artists
PADDY JAPALJARRISTEWART, Walpiri
‘Muturnapardukurlu (Old Woman)’ Door 5 of the
LIN ONUS (1948 – 1996), YortaYorta people
‘Through a sense of humour and empathy, these works challenge perceptions of
fear and distaste about this often maligned Australian animal’
Tony AlbertGirramay/Kuku Yalanji people
‘exotic OTHER’ 2009
Tony Albert, Daniel Boyd, Andrea Fisher, Helen Johnson,
Jonathan Jones, Reko Rennie
Indigenous Perspectives in
Topography- location names,
dreaming stories about land forms
Land use issues- mining, hunting,
sacred sites etc.
'kangatta berry place
5 Ngampa Yerta
'ngampa root ground'
6 Nanto Womma
'bullrush root place'
16 Victoria Park/Bakkabakkandi
‘to trot: a term applied to horses’
22 Wikaparndo Wirra
'to become wirra'
'native pine place’
KAURNA PARK NAME & TRANSLATION
Using the media as a resource
“Indigenous input essential
to survival of endangered
Melissa Lahoud, Sydney Morning Herald,
July 25, 2011
A two - fold effect:
Part of the assessment criteria for
stages 1 and 2
Develops skills in using primary
resources to analyse for relevance
and learn about a topic
Gives students a sense of
Sources analysis example
Discuss in small
groups in what ways
the erection of the
Tent Embassy was a
significant step in
Consider aspects such
as its location, its
purpose and its role as
a unifying symbol.
What will teaching Indigenous Perspectives mean in different
educational contexts eg. Rural schools, leafy suburbs, urban lowerSES areas, remotely? Discuss and suggest implications
What considerations will need to be made to use resources
appropriately, sensitively and effectively? Discuss and suggest
Choose resources (from the front) ... What subject areas could these be
applied in and how? What considerations may be needed to use them
effectively and appropriately?
Barlow (Yarrcali), M. 2001, Jirrbal: Rainforest Dreamtime Stories,Magabala Books Aboriginal
Conversations with Mary Mooney, SOSE Teacher (Years 7-12), Jamestown Community School, 19-30
Haydn, Terry, Arthur, James, Hunt, Martin & Stephen, Alison, (2008), Learning to Teach History in
the Secondary School: A companion to school experience (3rd ed), Routledge Falmer, UK
Lesson plans and other resources:
Lesson plans and other resources:
Indigenous eBooks different year levels, music, charts, art, cultural knowledge, history resources.
Living Kaurna Cultural centre, Warriparinga Way Bedford Park
Stengle, J. Ngarrindjeri Dreaming Stories, Department of Education Training and Employment
Swasbrook, E. 1997, Aboriginal Legend Plays, Prim-Ed Publishing Pty Ltd
Tandanya Visual Arts and Cultural Centre, Grenfell St Adelaide, firstname.lastname@example.org