This document provides an overview of strategies for embedding Indigenous perspectives into industrial arts lessons at Bomaderry High School. It discusses acknowledging the traditional owners of the land, understanding the impacts of colonization like the Stolen Generation and Invasian Day, and the importance of maintaining cultural identity while achieving educational outcomes. Specific strategies mentioned include inviting Elders to share knowledge, relating lessons to home experiences, having high expectations of students, and utilizing the school's Aboriginal Education resources and team.

1. Embedding
Indigenous
Perspectives into
Industrial Arts
Bomaderry High School
Teaching Standards:
- 1.4: Strategies for teaching Aboriginal and Torres Strait Islander Students
- 2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between
Indigenous and nonIndigenous Australians

2. Acknowledgement of Country
I would like to acknowledge the traditional owners of this land, the Dharawal people
upon which we meet and learn on today.
We pay our respects to the Elders past, present and emerging. We respectfully
acknowledge their spiritual connection to Country and we recognise this relationship to
Country has existed over many thousands of years.
May we continue to learn and grow together and look forward to the future.

3. Overview
Key areas of focus:
● Understanding the past
● Terminology
● Importance of Indigenous perspectives
● Embedding Indigenous perspectives in our workshops
● Resources at our school

4. Source- (BIRDZ - Bagi-La-m Bargan Ft. Fred Leone (Official Video), 2020)

5. Activity
How would you feel if you were taken away from your way of life, your family, your
home, the things you love?
For the next minute think about this.
Turn to the person next to you and express how you would feel.

6. To authentically embed Indigenous perspectives
into our lessons, we first must understand the past.

7. Invasian Day
Invasian day (Australia Day) is marked each year on
January 26. For First Nations people, it is a day of
mourning, it is the day Sir Arthur Phillip raised the
British flag at Warrane (Sydney Cove) to claim the
land as a British Colony.
This day marked the start of:
● horrific massacres
● land theft
● stolen children
● the introduction to many deadly disease, and
● widespread racism.
Source- (Australia Day or Invasion Day?, 2019)

8. Stolen Generation
The Australian government as early as 1910, right up until the 1960’s, seeked to create a single, uniform
white Australian culture by absorbing the Aboriginal way of life. The intent was the destruction of Aboriginal
society through the process of forcibly removing children from their families. This pursued government
ideology had disastrous and devastating effects on our First Nations people:
● they didn’t know their families
● were disconnected from their culture
● lost their connection to their ancestral land
● had a low level of education
● abuse was common, leading to lifelong trauma, and
● trauma passed down to the next generation fueled a cycle of intergenerational trauma
● families now suffer post-traumatic stress, high rates of depression, anxiety and suicide
Source- (Beresford & Omaji, 1998) & (Gale & Bolzan, 2013)

9. National Apology
Source- (Apology to Australia’s Indigenous Peoples 2008, 2018)

10. You can’t say that!

11. ‘If we teach today’s students as we taught
yesterday’s, we rob them of tomorrow.’
John Dewey

12. Why it is vital to embed indigenous perspectives?

13. - combats racism
- provides a sense of belonging for students
- supports culturally appropriate learning
- maintains cultural identity
- addresses the learning needs of Indigenous students
- develops cultural awareness and cultural inclusivity among non-Indigenous students
Embedding Indigenous perspectives:

14. Our School Plan
● ‘To increase the proportion of Aboriginal students attaining the HSC whilst
maintaining their cultural identity by 2023.’ Strategic Direction 1
● ‘Increase the proportion of Aboriginal students achieving an alternative
successful exit outcome whilst maintaining their cultural identity by 2023.’
Strategic Direction 1
● ‘Attendance of Aboriginal students meets or exceeds whole school attendance
each year.’ Strategic Direction 2
● ‘Increase the proportion of Aboriginal students attaining year 12 by 50% by 2023,
while maintaining their cultural identity.’ Premier’s Priority (NSW)
Source- (Bomaderry High School, 2021). & (Increasing the Number of Aboriginal Young People Reaching
Their Learning Potential, 2021)

15. ‘The NSW Aboriginal Education
Consultative Group Inc and the
NSW Department of Education
agree to use our best
endeavours to ensure that every
Aboriginal child and young
person in NSW achieves their
potential through education.’
Source- (NSW Department of
Education and NSW Aboriginal
Education Consultative Group
Incorporated, 2020)
We have the Partnership Agreement proudly on display in the office foyer and in each
faculty office as well.

16. What does embedding Indigenous perspectives
look like in our workshops?

17. ● Embed traditional education- Consult with the local AECG and invite local elders in to yarn
with students and staff about tools, materials, etc.
● Relate home and community experiences to schooling
● Build positive relationships with students
● Have high expectations of students- PLP goals
● Provide safe, supportive, inclusive and equitable environment- Fosters a sense of belonging
for students and enhances student identity.
Strategies for the classroom
Source- (Foley, 2013)

18. Syllabus Indicators
Example:
● Investigate tools and techniques used by Aboriginal and/or Torres Strait Islander
Peoples to manipulate timber and the environment, for example:
– selection of an appropriate tree for didgeridoo production
● Apply a range of processes and techniques for finishing timber, for example:
– applying an oil finish
– burnishing
Source- NSW Education Standards Authority (NESA) (2019, p.36)

19. In pairs, brainstorm why it is important to embed Indigenous perspectives into your workshop and
how you would embed Indigenous perspectives into your lesson to meet the 2 syllabus indicators
you have been provided with today.
You have 5 minutes and then you will present your ideas.
Activity

20. ● Our Aboriginal Education Officer (AEO) works closely with teachers to develop
culturally appropriate resources and programs.
● Our Aboriginal Education Team work together to meet the goals of the Aboriginal
Education Strategy which stem from the focus areas of Community, School and
Individual.
● We implement Personalised Learning Pathways (PLPs) that are tailored to meet
each student’s developmental and motivational needs.
● Have additional initiatives such as Koori Dance Group, Sista Speak & Bro Speaks.
Resources
Source- (School Planning and Reporting - Bomaderry High School, 2021)

21. Kahoot!
Let’s consolidate today’s TPL with a Kahoot quiz.
Activity

22. Reference
Apology to Australia’s Indigenous peoples (2008). (2018, February 9). [Video]. YouTube.
https://www.youtube.com/watch?v=RThkO3XBThs
Australia Day or Invasion Day? (2019, January 28). [Photograph]. Diggit Magazine.
https://www.diggitmagazine.com/articles/january-26-australia-day-or-invasion-day
Beresford, Q., & Omaji, P. (1998). Our state of mind: racial planning and the stolen generations. Fremantle:
Fremantle Arts Centre Press.
BIRDZ - Bagi-la-m Bargan ft. Fred Leone (Official Video). (2020, December 2). [Video]. YouTube.
https://www.youtube.com/watch?v=878H2fkw3L8
Bomaderry High School. (2021). School planning and reporting - NSW Department of Education. Retrieved
March 15, 2022, from https://bomaderry-h.schools.nsw.gov.au/about-our-school/school-planning-and-
reporting.html
Dennis, F. (2013). Indigenous Australia and the Education System. In Connell, R., Welch, A., Vickers, M., Dennis, F.,
Bagnall, N., Hayes, D., Proctor, H., Sriprakash, & Campbell, C. Education, Change and Society (3rd ed., pp. 131-157).
Oxford University Press.
Gale, F., & Bolzan, N. (2013). Social resilience: challenging neo-colonial thinking and practices around “risk”.
Journal of Youth Studies, 16(2), 257-271.
Increasing the number of Aboriginal young people reaching their learning potential. (2021, December 21). NSW
Government. Retrieved March 13, 2022, from https://www.nsw.gov.au/premiers-priorities/increasing-number-of-
aboriginal-young-people-reaching-their-learning-potential
NSW Education Standards Authority (NESA) (2019, 18 November). Industrial Technology Years 7-10 Syllabus.
NSW Education Standards Authority
NSW Department of Education & NSW Aboriginal Education Consultative Group Incorporated. (2020). Walking
together, working together. https://aecg.nsw.edu.au/wp-
content/uploads/2020/10/DRAFT7_PartnershipAgreement_AECG_DoE_2020-2030_tagged.pdf