AISSA: Aboriginal Student Voices

The highlight of NRW for the AISSA staff was hearing from seven secondary students from three of our schools; Westminster School, Immanuel College and Seymour College. The students were invited to be part of a panel discussion facilitated by Kevin Richardson. The students shared insights into their experience in being connected to two cultures, the importance of their Aboriginal culture and the opportunities that have come from their current school community. The students also discussed how there were times when they felt they were being asked to speak for all Aboriginal people and that non-Aboriginal people needed to appreciate the diversity within and across Aboriginal communities. They also spoke about the importance of providing spaces in schools and in classrooms to discuss issues that impact on Indigenous students such as the Black Lives Matter movement. Two students commented how schools being silent on racial matters that were in the media made them ‘feel invisible.’

The AISSA intends to provide more opportunities for young Indigenous people to share their insights and provide advice about how we can, in partnership with our schools, better support Aboriginal students.

Secondary students from Westminster School, Immanuel College, Seymour College and Sara Bingapore, AISSA Secondary Student Mentor.	Seymour College students with Michele Richter, Indigenous Student Coordinator and Carolyn Grantskalns, AISSA Chief Executive.
Westminster School students with Nahla Baroudi, Indigenous Student Coordinator and Carolyn Grantskalns, AISSA Chief Executive.	Immanuel College students with Kevin Richardson, Immanuel College Principal and Carolyn Grantskalns, AISSA Chief Executive.

 

Cornerstone College

Chapel: David Booth (from the Wambaya people, North East of Tennant Creek and has traditional links to Yuggera and Ngarrindjeri people) presented a Chapel at Cornerstone College and his message was for us to remember NRW is a time for celebration for all that has changed for reconciliation in a positive way, but also to remember it is a time of sadness and hurt for many First Nations Peoples. We hope our whole community uses this time for reflection.

Reconciliation SA National Reconciliation Week Breakfast: Attended by Year 11 students and Jacinta Smart (Aboriginal Education Focus Person). The musicians were Ellie Lovegrove and Tony Minniecon. This year there was a panel discussion facilitated by Karen Mundine (CEO Reconciliation Australia) with panellists Uncle Mickey Kumatpi Marrutya O’Brien (Senior Aboriginal Man ― a descendant of the Kaurna (Adelaide Plains) and Narrunga (Yorke Peninsula), Gavin Brown (Co-founder, Co-CEO and Co-owner of PwCs Indigenous Consulting), Associate Professor Simone Ulalka Tur (Pro Vice Chancellor Flinders University) and Kate Mount (Director of Early Learning at St Peter’s Girls’ Early Learners’ Centre). The breakfast was deliciously fancy and we thoroughly enjoyed it.

Tree Wrapping: Cornerstone students and teachers wrapped ribbons around trees as a symbolic gesture of respect, acknowledgement and reconciliation. This signifies the start of our Indigenous Focus Week followed by National Reconciliation Week.

Year 7 Aboriginal Immersion Day: As part of our commitment to provide rich educational experiences at Cornerstone College, Year 7 students participated in Aboriginal Immersion Day which allows them to gain a deeper perspective of Aboriginal culture and history. Students explored Aboriginal art and culture through bark painting, facilitated by Cornerstone Art staff, learned about Aboriginal culture, history and current developments, as presented by David Booth (Wambaya, with traditional links to Yuggera and Ngarrindjeri), and participated in a basket weaving workshop facilitated by Ellen Trevorrow from the Coorong (Ngarrindjeri). A barbecue lunch with optional ‘bush ingredients’ was also enjoyed by the students.

Launch of our Reconciliation Action Plan (RAP): A highlight of staff Professional Development Week at the College was the launch of our Reconciliation Action Plan (RAP). Our vision for reconciliation is to build positive relationships and understanding between all members of our community, so they can continue to be ambassadors beyond their College life. Aboriginal and Torres Strait Islander peoples are the original Custodians of the Land and our histories, cultures and identities are strongly linked to the First Australians. Cornerstone College promotes the caring for and valuing of all people in a Christian context.

 

St Andrews School: A Prayerful Reconciliation

The photos are of prayers for Reconciliation that the children of St Andrews School have written in front of St Andrew’s Church (inspired by the Anglican Schools Leaders Workshop). The staff are also inspired by the actions the children proposed for NRW for the future #morethanaword.

 

St Peters Lutheran School

We had a wonderful and meaning-filled week at St Peters Lutheran, learning about and celebrating National Reconciliation Week.

We learned to sign the Apology; held a Reconciliation Walk to Colebrook Reconciliation Park, learning about the artworks and their significance; visited Tom at the Living Kaurna Cultural Centre at Warriparinga where we learned about symbols and shields; and made a Sea of Hands mural back at school.

We really enjoyed making stronger connections with people at the Living Kaurna Cultural Centre and the Blackwood Reconciliation Group.

We made a Sea of Hands mural with our buddies.

We laid flowers in the lap of the Grieving Mother at Colebrook Reconciliation Park.

We learned about the imagery at Colebrook Reconciliation Park.

Dianna from the Blackwood Reconciliation Group told us the story of Colebrook.

We were invited to lay our hands on the hands of the mural at Colebrook Reconciliation Reserve.

We visited Tom at the Living Kaurna Cultural Centre at Warriparinga. He taught us about some Aboriginal symbols.

Back at school, we practised the symbols that Tom from Warriparinga had taught s about Kaurna shields

Tom taught us about Kaurna shields.

Students at St Peters Lutheran School demonstrate how to sign ‘The Apology’ as part of their NRW activities.

• • Narragunnawali RAPs in Schools: Creating a Better Future for all Young People through Reconciliation
    Date: 1 March 2021   Time: 9.00am – 12.00pm   Venue: AISSA Office.
  • Science: Ancient knowledge meets western science ELC – Year 2
    Date: 6 September 2021   Time: 9.00am – 12.00pm   Venue: AISSA Office
  • Science: Ancient knowledge meets western science Year 3-6
    Date: 23 August 2021  Time: 9.00am – 12.00pm   Venue: AISSA Office
  • Science: Ancient knowledge meets western science Year 7-10
    Date: 23 March 2021   Time: 9.00am – 12.00pm   Venue: AISSA Office

50 Words Project People from around Australia have shared some words from their Indigenous language as part of the 50 Words Project. The 50 Words map is a resource that allows people to hear some words from the language or languages of the land where they live, work, and go to school. It also shows the diversity of Indigenous languages spoken around Australia. The 50 Words Project has developed a resource to support students learn more about First Languages of Australia. First Languages Australia have a range of additional resources complied to support teachers in teaching about Indigenous Languages.

AISSA Stretch RAP 2019-2022

The Association of Independent Schools of South Australia is built on the belief that autonomy, respect and integrity infuse all aspects of our relationships with one another and the communities we support. Strengthening relationships with Aboriginal and Torres Strait Islander peoples and learning more about their cultures, lands and histories are important to the AISSA and to our member schools. It is our aim to increase cultural understanding, appreciation and respect for the history and traditions of Australia’s First Peoples. The AISSA’s commitment to reconciliation is embedded in our organisational culture. Our Reconciliation Action Plan 2019 – 2022 documents our vision for reconciliation and the actions we are taking to promote reconciliation.

 

AISSA supports NRW 2020

The AISSA has proudly joined 50 of Australia’s leading organisations to mark 2020 National Reconciliation Week. Whether in crisis or in reconciliation, we are all in this together. #NRW2020 #InThisTogether2020 @ReconciliationAustralia

 

Staff reflections on our reconciliation journey May 2018

In May 2018 the team at the Association of Independent Schools of SA reflected on our reconciliation journey. This story began in 2014 with the drafting of our first Innovate Reconciliation Action Plan (RAP) and the launch of our RAP in May 2015. Our RAP journey has been both personal and professional and each one of us brings a unique perspective.

From 2015 until the end of 2020, the AISSA will work with SA Independent schools to affirm and support Indigenous secondary students through providing a student mentoring program. The Indigenous Secondary Student Mentor Program strives to provide Indigenous students with relevant and engaging mentoring support, allowing them to grow and develop as they continue their education. The program aims to encourage social and emotional well-being, identity development and contribute towards positive educational outcomes and post-secondary school learning opportunities.

The mentoring is provided at no cost to students and parents. The program will take place during each school term and will comprise 1-1 mentoring, small group peer mentoring and e-mentoring, as well as opportunities for geographical cluster student meetings. Upon enrolment, students can be involved in the mentoring program up to the end of 2020. The program will be flexible and contextual in its approach to best accommodate the needs of the students and will work in collaboration with school staff, families and students using a strengths-based approach.

Each year we survey the students regarding the impact, strengths and goals of the program. Please find the 2019 results below (click to enlarge).

 

Science – new Aboriginal and Torres Strait Islander Science Teacher Background notes Foundation – Year 10

ACARA has released the new Aboriginal and Torres Strait Islander Science Elaborations Teacher Background notes for Foundation – Year 6 Science curriculum and Year 7 – 10 Science curriculum. The 95 new Science elaborations show how our First Nations peoples have thought scientifically and that they continue to inform scientific thinking.

 

NEO Learning language Years 3 – 6

The NEO Learning language resource is suitable for Year 3-6 students and it is co-created by young people from Ieramugadu (Roebourne) within the Pilbara region of Western Australia. NEO-Learning was created to support students across Australia build solid skills in Aboriginal and Torres Strait Islander Histories and Cultures, digital literacies and visual arts, with literacy and numeracy incorporated throughout.

 

Dark Emu Digibook – Bruce Pascoe

ABC Education has created 14 short digibook chapters based on the Dark Emu by Bruce Pascoe. Bruce Pascoe demonstrates in the Dark Emu that the early explorers found evidence of a complex civilisation that was using sophisticated technologies to live, farm and manage the land. This resource can be used in primary and secondary contexts.

 

The Australian Dream

The ABC Education Indigenous resources includes the Australian Dream and accompanying teacher support materials (Years 6-10) that are based on excerpts from the film. The support materials explore five themes; (1) Introducing Adam Goodes (2) Cultural identity (3) History and truths (4) Racism (5) Resilience and reconciliation.

 

Narragunnawali Resources

The Reconciliation Australia’s Narragunnwali website has a wide range of resources that are aligned to the Australian curriculum and can be filtered by year level and learning area.

Reconciliation is about building better relationships between the wider Australian community and Aboriginal and Torres Strait Islander peoples for the benefit of all Australians. Through reconciliation, we will be part of creating an Australian culture that acknowledges and deeply respects Australia’s First Peoples as a fundamental part of our identity as a nation.

Narragunnawali: Reconciliation in Schools and Early Learning is designed to support early learning centres, primary and secondary schools in Australia ‘to develop environments that foster a higher level of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions.’ The Narragunnawali website gives you access to curriculum resources, professional learning resources and guidance to develop a Reconciliation Action Plan.

A Reconciliation Action Plan (RAP) is a declaration of commitment and action to promote reconciliation between Aboriginal and Torres Strait Islander peoples and the wider Australian community. Narragunnawali RAPs are created through an online platform designed to guide teachers and educators through the development of a Reconciliation Action Plan specifically designed for your school or early learning centre.

The documentation of the RAP can be completed online in one day and after the approval of the Principal be automatically sent to the Narragunnawali Team for review. Once reviewed, the school and a summary of RAP commitments appears on the national ‘Who has a RAP?’ map.

An AISSA Educational Consultant can support school leaders and key teachers through the process of creating a school based RAP and provide insights that facilitate best practice in:

• implementing the RAP and
• maintaining the momentum required to make a RAP meaningful and sustainable.

For more information please email Monica Williams or telephone 08 8179 1417.

When people come together, they greet each other as a sign of acknowledgement and respect. The Welcome to Country and Acknowledgement of Country play important roles in acknowledging and respecting Australia’s Aboriginal and Torres Strait Islander peoples.

They are integral parts of recognising that our First People’s histories and cultures have been in existence for more than 55,000 years and that they are alive and of significance today. After rapid continent wide colonisation by Aboriginal Australians nearly 50,000 years ago, this is recent evidence in the DNA of discrete language groups that these groups have been continuously present in specific geographical areas dating back to 50,000 years ago. This recent research by Adelaide University adds another layer to understanding the deep Aboriginal Australian cultural attachment to their country.

While they may all no longer necessarily be the title-holders to land, Aboriginal and Torres Strait Islander Australians are still connected to the Country of their ancestors and most consider themselves the custodians or caretakers of their land.

A Welcome to Country is a ceremony performed by Aboriginal or Torres Strait Islander custodians or traditional owners of that country, to welcome visitors to the land of their language group. It can take many different forms depending on the culture of the traditional owners. It is usually delivered by an Elder, but can be delivered by another person. It may include singing, dancing, smoking ceremonies or a speech in the traditional language or English.

Every time a formal Welcome to Country is given it continues a long tradition that has been an important part of Australian culture – with the exception of a recent lapse of about 200 years. It was always given by way of welcome when permission was granted to visit the Country of a different language group.

An Acknowledgement of Country is a way of showing awareness of and respect for the traditional Aboriginal or Torres Strait Islander owners of the land on which a meeting or event is being held. It recognises the continuing connection of Aboriginal and Torres Strait Islander peoples to their Country.

Acknowledgement of Country can be made by either an Aboriginal or Torres Strait Islander who is not a custodian of the land, or a non Aboriginal and Torres Strait Islander person. Acknowledgement of Country contains the following key concepts:

• Acknowledgement of traditional custodians
• Traditional lands
• Paying of respect to Elders past and present

For educators wishing to learn more, Reconciliation SA provides additional information and resources about the Welcome to Country and the Acknowledgement of Country.

For more information please email Monica Williams or telephone 08 8179 1417.

Australia Day Teaching

Australians Together have provided resources to support conversations that you might find useful about Australia Day and why 26 January can be a difficult day for many First Nations people.

1. What’s the fuss about 26 January? article explaining why Australia Day is divisive for some people.
2. Australia Day Teacher Guide which includes suggested activities for the classroom and a list of ACARA codes and learning areas for years 3 to 10.
3. Pride and Pain interactive timeline to help students understand key dates and events in our history.

Kumarninthi Cultural Education has information about Australia Day from an Aboriginal perspective and the history behind 26 January.

The Australia Day timeline is a helpful infographic.

 

Dark Emu: Aboriginal Australia and the birth of agriculture

Author: Bruce Pascoe 2014

This book provides primary sources such as early explorers’ journals to challenge beliefs that the Aboriginal peoples of Australia were hunter gatherers. The quotes below will provide a sense of how the author and different readers understand this evidence.

‘If we look at the evidence presented to us by the explorers and explain to our children that Aboriginal people did build houses, did build dams, did sow, irrigate and till the land, did alter the course of rivers, did sew their clothes, and did construct a system of pan-continental government that generated peace and prosperity, then it is likely we will admire and love our land all the more.’

– Bruce Pascoe

‘Dark Emu is a profound challenge to conventional thinking about Aboriginal life on this continent. He details the Aboriginal economy and analyses the historical data showing that our societies were not simple hunter-gatherer economies but sophisticated, with farming and irrigation practices. This is the most important book on Australia and should be read by every Australian.’

– Marcia Langdon, The Australian

‘He has done a great service by bringing this material to students and general readers, and in such a lively and engaging fashion.’

– Richard Broome, Agora Magazine

 

Young Dark Emu

The ‘Young Dark Emu’ was released May 2019. It is an adaption of the original book designed for a primary school audience. It is made up of surprising,  previously omitted accounts written by famous European explorers and photos and illustrations by Europeans that demonstrate how Aboriginal peoples built houses and farmed the land and practiced aquaculture and land management. The Dark Emu has also been made an ABC Digibook– a series of 14 videos that illustrate the key findings of the book.

 

Phenomenom

Phenomenom have a variety of engaging and fun free teaching resources related to food literacy. Some of these resources listed below focus on Aboriginal histories and cultures.

Wardandi Bibbulmun Elder Aunty Dale Tilbrook, tasting native tubers youlk and warrine, and learning about traditional farming techniques.

Refer to the Primary Years Teaching resources linked to the Australian Curriculum.

Wardandi Bibbulmun Elder Aunty Dale Tilbrook is welcomed to Wurundjeri country by Senior Wurundjeri Elder Aunty Di Kerr, and they discuss the significance of the Welcome, Indigenous farming principles, and why certain plants grow in different parts of Australia.

Refer to the Primary Years Teaching resources linked to the Australian Curriculum.

 

Kaurna Language

These videos will support teachers in the Early Years to introduce the Kaurna language to students

Kaurna Language Learning Series – Lesson 1, Traditional Kaurna Greetings
Kaurna Language Learning Series – Lesson 2, Contemporary Kaurna Greetings
Kaurna Language Learning Series – Kaurna for Kids, Animals
ICTV – Kaurna for Kids
ICTV – Pirltawardli Episode 5, Birth Order Names
ICTV – Pirltawardli Episode 15, The Storm