BLOOMS TAXONOMY

WHAT ARE DIGITAL SONGLINES?

GARMA

What is Garma

“A garma is a sort of place – of rich resources for many people, this garma thing. For all yolngu [people]. Like this, all yolngu always used to come to this thing garma, coming together, all different groups.” Gunygulu Yunupingu

The ancient sound of the yidaki (didgeridu) is a call to all people to come together in
unity. This call will announce the annual Garma, the largest and most vibrant celebration of Yolngu Aboriginal people of north east Arnhem Land) culture in recent memory.

In August 2005, I took my Year 9 class to visit and stay at Yirrkala School and attend Garma Festival. We travelled overland from Mullumbimby, NSW to Gove N.T-10 000km's!

QLD INDIGENOUS RESOURCE LIST

STOLEN GENERATION

STAN GRANT

THE TEARS OF STRANGERS

BYRON SHIRE COUNCIL-INDIGENOUS LAND TRANSFER

NATIVE TITLE-BYRON BAY BUNDJALUNG

COOPERATIVE LEARNING

ROLE PLAY

INQUIRY BASED LEARNING

HEDLANDS SENIOR HIGH SCHOOL

LORE OF THE LAND-FOR TEACHERS

Responses from students after using 'Lore of the Land':


The Aboriginal culture is now relevant to me. Actually experiencing their own thoughts and beliefs through using 'Lore of the Land' made me realise the importance and sacredness of the land to Aboriginal people by listening to their stories and beliefs.

Angela P.


Research the history of your local area pre and post European settlement. Contact the Native Title Representative Body to find out who the traditional owners are if they are not known to you.

Vic - Miriambiak Nations - 03 9326 3900
NSW - NSW Aboriginal Land Council - 02 9689 4444
Qld - FAIRA - 07 3391 4677
NT - Northern Land Council
- Central Lands Council - 08 8920 5100
- 08 8951 6211
SA - Aboriginal Legal Rights Movement - 08 8211 8824
WA - Aboriginal Legal Service
- Kimberley Land Council - 08 9265 6666
- 08 9193 1118

ABORIGINAL LORE/LAW-PRACTICE IMPLICATIONS

ABORIGINAL LORE/LAW

THE LAW REPORT

WHOLE OF SCHOOL INTERVENTION STRATEGY

Introduction

The Whole of School Intervention Strategy (WoSI) involves communities and parents working with schools and other organisations to improve the educational outcomes of Indigenous school students.

The WoSI Strategy is made up of two elements; the Parent School Partnerships Initiatives (PSPIs) and Homework Centres (HWCs).

FOLLOW THE DREAM

The Follow the Dream: Tertiary Aspirations Strategy for Aboriginal students is designed to help Aboriginal students reach their career potential by graduating from secondary school and achieving university entrance. The focus is primarily on secondary school Aboriginal students who have the academic potential and desire to complete Year 12 with a Tertiary Entrance Rank (TER) for university. Students are selected to participate in the program.

Follow the Dream is currently located in 10 metropolitan and 15 regional school sites and is delivered to approximately 600 students.

The program is based on extensive local community consultation.

ABSENTEESIM FORUM

An informative paper titled Absenteeism Forum by Robyn Amor and Lyn Gray details strategies implemented at Challa Gardens Primary School to improve attendance and punctuality of Aboriginal Students.

PARENT SCHOOL PARTENERSHIP INITIATIVES

This document is for schools, parents of Indigenous students, Indigenous communities and other eligible organisations outlined in the Indigenous Education Programmes Provider Guidelines, who are interested in seeking funding to support local project/s to improve the educational outcomes of Indigenous students.

MIDVALE PRIMARY SCHOOL

RIGBY MATHMATICS

SCAFFOLDING LITERACY FOR INDIGENOUS STUDENTS

Scaffolding Literacy for Indigenous Students - Amata School, South Australia

Scaffolding Literacy for Indigenous Students is a literacy improvement project developed by David Rose, Brian Grey and Wendy Cowey of the University of Canberra. This is a summary of a report by Brian Grey and Wendy Cowey, titled Some Reflections on the Literacy Development of Children at Amata School, 1998-2000.

CAPS KURRAWANG

LUURNPA CATHOLIC SCHOOL

OTITIS MEDIA PROGRAM

You are asked to implement a Nose Blowing routine into your daily program.

We suggest the "Breathe, Blow and Cough Routine" which was developed by Ruth Barker, a physiotherapist from Alice Springs. This program is effective because it actually reduces the causes of OM, such as colds, flu and asthma, by improving the health of the respiratory system.

BREATH, COUGH and BLOW PROGRAM

BBC (Breathe Blow Cough Program)

Description: Children in Remote Aboriginal communities tend to have poor ear health. The Breath Blow Cough program is a 15-minute daily health intervention in early primary school, focusing on clearing the head, popping the ears and blowing the nose. This minimal daily effort has had very tangible benefits in terms of reduced ear health interventions, and will hopefully lead to positive education outcomes.

W.A CATHOLIC ABORIGINAL EDUCATION

ABORIGINAL EDUCATION K-12

SAMUEL'S STORY

Samuel’s story

Samuel Sailor, teaching scholarship student

"We need more Indigenous teachers in schools as we are role models. Male teachers especially are role models and mentors in their communities."

Samuel was born on Thursday Island. He worked as a train driver, carpenter, concreter and builder’s assistant before he started studying to become a teacher. He loves sports like rugby, golf and fishing – as well as helping other people and being a good role model.

Aspects of Traditional Aboriginal Australia

Current knowledge and understanding of traditional Aboriginal society and culture
derives from Aboriginal oral traditions, the writings of early European voyagers and
settlers, and extensive research studies1. Most of the recorded information derives
from post-nineteenth century studies carried out by non-Aboriginal researchers. The
findings of such researchers may properly be considered speculative, since many
were observing Aboriginal peoples in times of profound change2.

RECONCILING INDIGENOUS AND WESTERN KNOWING

Reconciling Indigenous And Western Knowing
Neil Hooley

Victoria University of Technology

This article forms the background to this week's topic. It gives a sound background on two way learning and associated contemporary issues.

THE STEWART FAMILY

To begin healing we need to hear their stories.

YOLGNA TWO WAYS LEARNING

‘Two-way Learning’: Yolngu clan at Australia’s Top End shows the way


by Deborah Ruiz Wall
An unforgettable visit to Nyinyikay, North East Arnhem Land

TWO-WAY LEARNING

International Centre for Vocational Education Training Teaching and Learning

THINK PIECE | Jill Gientzotis is an independent researcher and writer in Vocational Education and Training.

This article is about Two-way Learning, as a principle, and in practice.