EDBED 3016 Indigenous Education 2017

Kaitlyn McDonald 30306186

Indigenous Education Assignment 2

Table of Contents
Part A
Cover sheet……………………………………………………………… 2-3

Curriculum mapping…………………………………………………… 4

Unit plan………………………………………………………………….. 5-11

Assessment task/marking guide…………………………………......12-15

References………………………………………………………………..16

Part B
Lesson reflections……………………………………………………… 17-20

Glossary of terms………………………………………………………. 21-23

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Part A
Cover Sheet
Pedagogical Particulars:
Cultural Cultural interface/ cultural backgrounds
Approaches
Teaching and Visual organisers, brain storming, workshops, guest teachers, discussion, hands
Learning on learning, personalisation, observation, individual work, peer teaching,
Approaches presentations and inquiry learning.
Cultural Protocols:
Protocol Title and description of cultural
Number protocols used within your unit plan
1 Flags- displaying both the Aboriginal
flag and the Torres Strait Islander Flag
2 Acknowledgement of traditional land
owners -
3 Welcome to Country -
4 Range of Resources
5 Terminology ~ Aboriginal and Torres
Strait Islander. Not to be shortened,
respecting the cultural difference
between Aboriginal people and Torres
Strait Islander People.
6 Respect for past- use respect when
referring to the past of aboriginals. And
be careful what words are used.
7 Culture ~ the identification that there is
not one homogeneous culture
(differences)
How and where they appear and
should be consulted during your unit.
When creating the ‘culture wall’ all the
flags will be displayed as heading.
When elders are invited an
acknowledgement of the land will be
made and students will be encouraged
to show respect for the Traditional
land owners and the individuality of
the country.
At the beginning of special ceremonies,
or when we have guest visitors ensure
that the lesson begins with the
Welcome to Country.
Provide students with a range of
resources which reflect a diversity of
culture and do not reflect stereotypical
beliefs.
During lessons and at all times, use
correct terminology.
When discussing or referring to the
time period, use correct or preferred
terms.
Discussing and identifying that there is
not a collective group or culture. Bring
understanding of the diversity to the
students.
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8 Respect for terminology ~ the use of Ensure that work with local Indigenous
some words (mob, tribe, and clan) leaders and traditional land owners in
discuss the use of the terminology with terms of appropriate language.
local traditional land owners.
9 Traditional Owners, Tribe, Elder, Ensure that work with local Indigenous
Country ~ understand the significance leaders and traditional land owners in
of each, use of each and the respect terms of appropriate language.
and understanding of asking
appropriateness of use of terminology.
10 Bias and Racism ~ countering the use of An ongoing lesson theme during all
racial terminology, disrespectful lessons.
language or stereotypes. Including
terms that are not to be used when
discussing Aboriginal and Torres Strait
Islander peoples and culture.
11 Collection of housing materials~ when Specific during exploration of
students are on their Bush excursion indigenous housing
they must select the materials they use
carefully and do not destroy the
environment.
12 Bush food~ vary depending on This will be used in the Australian food
where they are grown, use locally topic.
grown produce where possible.

13 Permission to visit land~ the Specific to when the teacher organises

teacher will ask for permission the student’s excursion.
from the land owners to plan an
excursion to the bush.
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Level 4 Vic curriculum mapping

Discipline-Based Physical, Personal & Interdisciplinary Cross-

Learning Social Learning Learning Curricular

Sustainability
Development
Interpersonal

Communicati

Perspectives
Geography

Languages

Citizenship
Economics

Indigenous
Processes
Personal
Lesson of Unit Plan –

Learning

Thinking
Phys Ed
Civics &
Science
English

History

Health
Maths

Asia
Arts

ICT
on
1 – 6 : Introduction to Culture in Australia- start comparison wall

7 – 12 : Bush tucker and Australian food- students get to taste bush

tucker and create power points
13-18 : Australian housing- excursion to bushland with elder to
create their housing design
19-22 : Music/dance- visit from dance workshop and students create
their own dance

23-29: Research for project to be finished and final project to be

finished
30-33: Presentation of students projects

Note: lessons 23-33 may differ depending on what the students decide to do their main project on.
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Integrated Unit Plan

Unit Plan Name: Culture in Australia
Unit Plan Level: 4
Length: 10 weeks
I have chosen to do cultures in Australia, specifically focusing on the Aboriginal culture and the typical Australian culture because I think it is important for students
to understand the differences between these cultures and realise that there is different ways of living in Australia. I have only focused on housing, food, music and
dance from these two cultures because there are many factors that contribute in shaping a culture. To help students broaden their thought processes when
thinking about culture I have allowed them to choose their own topic of interest in the main project. The four topics I have covered should give students enough
information and confidence to branch out into different parts of the culture.

Week AusVELS Lesson Focus & Detail Aboriginal and Torres Strait Pedagogical Key Inquiry Materials Formative Proto
Lesson descriptors Islander Perspective Approaches Question Assessment of cols
Learning
Critical and Introduction of the new area of Students will begin to think about • Graphic Depending on 1
Creative exploration for the class, Culture in how the Indigenous Australians Organisers what the students The teacher will 4
Week Thinking
(VCCCTQ012)
Australia. Students will be told that live/lived and their cultural What might the decide to do they observe the 5
they will be focusing on aboriginal differences. Students may have • Group work indigenous and may need: teamwork skills 6
1-2 (VCCCTM018)
culture in Australia and the typical looked at food, housing and non-indigenous • Paper e.g.: allocation of 7
Lessons Australian culture. storytelling. • Cooperative way of living • Scissors roles, teamwork, 8
English
1-6 Literacy groups, peer look like? • Glue thinking skills and 10
(VCELY299) Students will watch this teaching and • Pencils initiative.
(VCELY308) (https://www.youtube.com/watch?v=R oral • Texta’s
6xlUg7i1gs) YouTube video as an presentations Quality of the 2
History introduction to the topic. • Base for the items presented
Historical
Knowledge
• Inquiry learning wall to be
This topic will help students created on Whilst roaming
(VCHHK075)
understand different perspectives and the teacher will
(VCHHK078)
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learn to respect different people from • Small paper ask students key
Intercultural different cultures. to write the questions
capacity words on for
(VCICCB005) Students will start to begin to create the wall
(VCICCD007)
their culture wall which will be a tool
that students can refer back to and • Flags/print
use in their presentation. outs

The use of the two different flags will

be used as headings and a discussion
about these flags is encouraged.

Students will be split into group of 2

they will be asked to draw, write or
create two items. These two items
must be their interpretation of typical
Australian culture and the Indigenous
Australian culture. Taking into account
the different culture and norms.

They will then come together and

present their 2 items that they have
created.

To conclude this week students will

add some new words to the culture
wall.

These two weeks will focus on ‘bush Students will learn what the
Design and tucker’ and typical Australian food. concept of bush tucker means, • Group work What are the • Pens Quality of the 2 2
Week technologies
VCDSTC026)
Food is a main culture to Australia. how Aboriginals may have differences • Pencils PowerPoints and 3
gathered their food and the • Graphic between • Printer posters that they 4
3-4 Students will work in groups of four to cultural factors surrounding how organisers indigenous and • Computers will discuss with 5
Lessons Digital
technologies research both indigenous food and indigenous Australians ate. non-indigenous • Scissors the class. They 6
7- 12 traditional food. They will create two should be able to 7
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(VCDTDI022) PowerPoints or posters presenting • Discussion food and food • Glue make notable 8
this information. culture? • Texta’s differences 9
Intercultural between the food, 10
• Hands on • Interactive
capacity Students will then collaborate with the how they ate and 12
(VCICCB005)
experience white
(VCICCB006)
class and discuss interesting facts board how the food is
they learnt about the two different gathered.
cultures with regards to food. • Small
paper to Students new
At the end of week 4 the teacher will add to the words/pictures
have made a non-indigenous and compariso added to the
indigenous type of food so students n wall culture wall
can taste it. Students must also eat
the same way as what type of food it The teacher will
is (with hands on leaf or knife and fork observe the
on plate). teamwork skills
e.g: allocation of
It is encouraged to use local bush roles, teamwork,
tucker that is found or was eaten in thinking skills and
the community. initiative.

The students will then add some new

words/pictures to their culture wall.

Critical and
creative These two weeks will be focused on • Hands on How did • Pencils House design on 2
Week thinking ‘Australian housing’. Students will Cultural significance of plants to exploration indigenous • Paper paper 3
focus on the style of houses they live Indigenous Australians Australians use • Whiteboar 4
5-6 (VCCCTM020)
in and what materials they are made • Group work the land for d for Students house 5
Lessons out of and do the same for indigenous Looking at how aboriginals used housing and brainstorm design using 6
13-18 Geography Australians. the land to create their housing. how is it bushland 8
(VCGGK080) • Inquiry learning • Electronic
different to what whiteboard 9
As in introductory task students will Cultural significance of • Questioning/br we use to show Key questioning 11
History participate in a group brainstorm permanent housing and nowadays? by teacher 13
(VCHHK072)
ainstorm pictures
allowing them to explore their houses temporary housing.
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Intercultura and materials and think about what • Graphic • Outdoor Words/pictures
l capacity houses aboriginals may have lived in. organisers bush added to
(VCICCB005) environme comparison wall
Note: students must think about nt
where the aboriginals used and what • Paper for
materials may have been available in compariso
that part of Australia. A map might be n wall
used here.

Students should then be shown

similar pictures as these ones.
(note: remind students that some
indigenous Australian houses were
only made for a temporary stay).
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Students will work in groups of 2-3 to

design an indigenous house on paper,
they could incorporate a floor plan.

Students will then have the

opportunity to go on an excursion to
local bushland to have a go at
creating the house they have
designed using only the land.

An elder will be invited to assist with

this task and help students respect
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the environment (welcome to the

country).

To conclude these two weeks

students will add words to their culture
wall.
2
Music These few lessons will focus on Students will learn the idea of • Hands on What are the • YouTube Students level of 3
Week (VCAMUE025) ‘Indigenous Australian music/dance’ how indigenous dance includes incursion to key concepts in • Paper participation in 4
storytelling. promote indigenous • Elder incursion 5
7 Dance Students will participate in an motivation dance/music? • Incursion 7
Lessons VCADAR028) incursion focused on indigenous Become culturally aware of the Students overall 8
• Instrument
19-22 (VCADAP027) dance/music different instruments used in • Group work group 10
(VCADAD026) s
(this one is quite good but there is a traditional indigenous music. • Paper for presentation of
(VCADAE025)
variety available) • Use of compariso dance and the
http://culturalinfusion.org.au/programs technology n wall quality of it
Intercultural
/indigenous-infusion/
capacity
• Experts Students being
(VCICCB005)
(VCICCB006) An indigenous elder will be invited to assistance able to choose
help students create their own dance appropriate team
to traditional aboriginal music. • Graphic members and
Students can work in groups of 4-6 for organisers their ability to
this task. (at the beginning of this and work together as
welcome and recognition of the land a team
will be done)
Words/ pictures
Students will then present their dance added to the
to the class culture wall will
show students
To conclude students can add level of
words/pictures to the culture wall. understanding
(can be used as a
reflection task).
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See • Computers All

presentation Students will begin working on their Diverse cultural perspectives and • Individual work This question • Pens Lesson one topics protoc
Week information presentation around their chosen inclusion in presentations • investigation will differ per • Paper and main focal ols
topic. (included in marking criteria) questioning student • question needs to may
8-9 depending on
some topic
ideas be decided apply
Lessons Teachers might like to show a few their chosen • printer
23-29 examples. topic. End of week 8
• (anything
students students need to
(refer to the description below and need for have researched
presentation rubric) presentatio and given the
n) teacher a rough
draft of
information.

Week 9 students
will put together
their presentation.

At the end of
week 9 they must
have finished their
projects and be
ready to present.
What we need Presentation of all All
See Presentation of projects Diverse cultural perspectives and • Presentation to present the project protoc
Week presentation inclusion in presentations • Peer teaching presentations ols
information Addition of words/pictures to the (included in marking criteria) • Student may
10 culture wall questioning apply
Lessons
30-33
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Kaitlyn McDonald 30306186

End of Unit Assessment Task

Aboriginal culture project/presentation:

Purpose: The purpose of this task is for students to be able to integrate what they have learnt across a range of lessons into a project which explores the aboriginal
culture and a different way of living in Australia. Students are also able to compare their chosen topic to the typical ‘Australian culture’. By allowing the
students to choose their own topic and main question I hope to allow them to personalise their experience in their topic of interest. By using a
presentation to the class, students are able to further their own knowledge on a particular subject and also share with the class what they have learnt so
that they can also gain new insight into the topic. The presentation also allows students to see links between themes as well as integrating different
cultures and cultural beliefs. Students may decide to explore and or expand on topics that we have covered in class such as bush tucker, Aboriginal
housing and Aboriginal music/dance. Students can choose different topics surrounding indigenous culture that we may not have explored in class.

Brief Description: Students are to create a project that they can present to their peers during week 10. The choice of the topic is based around what we have
covered in class or something new they wish to learn. Throughout their presentation students must also compare their topic with the typical ‘Australian
way’. During the first lesson students need to decide and lock in what topic they are going to choose and create an overall question their project will
answer. The questions may be as simple as ‘How do/did ‘indigenous Australians get their food?’. During week 8 the students need to collect all their
information that they want to teach/present to their peers and give a draft to the teacher to check over. During week 9 the students will start to design
and create their projects. Students have the freedom to choose the mode of presentation to the class, it may be a PowerPoint, movie, poster, speech,
model, dance, news report or anything that they feel fits with the project. Students need to follow Protocols learnt/followed in class to respect the
aboriginal culture.

Victorian curriculum Links:

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These links will differ per student depending on what topic they choose and the mode of their presentation. I have chosen the links that I believe students may
cover with their choices.

Dance: (VCADAE025), (VCADAP027), (VCADAD026)

Music

Design and Technology: (VCDSTC025), (VCDSTC026), (VCDSCD028), (VCDSCD030)

English: (VCELY299), (VCELY302), (VCELT298), (VCELA304), (VCELY308), (VCELY307)

History- (VCHHK072), (VCHHK074), (VCHHK075), VCHHK078), (VCHHK081),

Geography

Information and Communications Technology: (VCDTDI022), (VCDTDS019)

Personal Learning

Thinking Processes

Intercultural capacity: VCICCB005), (VCICCB006), (VCICCD007), (VCICCD008)

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Marking Criteria
Student name:
Student topic:
Student question:
5 Marks
Content Lots of different information on the
topic chosen. You presented the
information in your own words and
aimed your language at your peers.
Presentation You presented your topic confidently
to the class and used eye contact to
engage the class. Your voice was
clear and loud.
Your presentation was well
structured and easy to follow.
You were able to answer all
questions.
3 Marks
There was good information on the
topic that you chose. Some of the
work was not written as well as it
could have been.
You presented your topic well to the
class and used some eye contact.
Your voice was a little hard to
understand. Students sometimes got
lost throughout your presentation.
You were able to answer some
questions.
1 Mark
The information was a bit limited and
not that well written. Maybe we
could work on reaching more in
class.
You were nervous whilst presenting
and used little to no eye contact. It
was sometimes difficult to
understand the information you
were presenting. Your presentation
was rushed and was not as well
thought out as it could have been.
You were not able to answer
questions from your peers.
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Depth of Project You looked at a lot of different
aspects of your chosen topic. You
answered your question very well
and included a comparison of the
typical Australian culture. You
respected the indigenous culture and
showed an understanding of their
perspectives.
Creativity A very innovative and a great
presentation of the topic. You
thought about how it would look
good but also a creative way to
present your information.
References All the information came from
reliable sources as well as writing it
in your own words.
Spelling and Grammar Great spelling and grammar on the
presentation.
Comments:
Missing a few areas of the topic, but
covered most of them. You
somewhat answered your question
and sometimes compared your topic
with the typical Australian way of
life. You showed a medium level of
respect for their culture and
perspectives.
You had a nice looking presentation
but it could have been more
exciting/colourful or you may have
liked to change the format of your
presentation.
You used some good sources, but I
am not sure about some of the
information being correct. Most of
the content was in your own words.
You had a few spelling and/or
grammar mistakes
You missed a lot of areas of your
topic and could not show that you
had answered the question to a high
standard. We might need to look at
how we look at a topic and how to
unpack it in class more.
There was not much excitement or
colour in your project. You did not
put in a lot of effort or thought to
your presentation.
You did not use a range of sources
and their content was not as reliable
as it could have been. You copied a
lot of the information but still put
some of it in your own words.
You had quite a few spelling/
grammar mistakes. We can add these
to our list of things to improve on.
Final score:
/30
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References
Angelis, D. (2005). Aboriginal Use Plants of the Greater Melbourne Area. Retrieved from http://www.latrobe.edu.au/wildlife/downloads/Aboriginal-plant-use-
list.pdf

education, W. (n.d.). Effective teaching . Department of Education and Training. Retrieved from
https://www.education.wa.edu.au/documents/2548175/2664299/Effective+Teaching.pdf/60edae76-9a7d-4e84-9e49-180ceb3f0a2b

Government, V. (n.d.). level 4. Retrieved from VCAA:

http://victoriancurriculum.vcaa.vic.edu.au/level4?layout=1&d=CCT&d=da&d=DE&d=DI&d=dr&d=E&d=EU&d=G&d=H&d=ICU&d=mu&d=PSC&d=va

Jones, H. (2014). Brief Introduction to Australian Aboriginal Culture . Retrieved from https://www.youtube.com/watch?v=R6xlUg7i1gs

Korff, J. (2017). Aboriginal houses. Retrieved from Creative spirits : https://www.creativespirits.info/aboriginalculture/land/aboriginal-houses#axzz4fyx62T3E

Unknown. (2012). 8ways. Retrieved from intranet: https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-Aboriginal-ways-of-learning-factsheet.pdf

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Part B
Reflections
Week 2: Rethinking Curriculum: teaching

This week we learnt about some of the aboriginal histories and cultures. We focused on cultural interfaces and how that can impact students in the classroom. One
major cultural interface which I had never thought of was the difference between the cultures. Western seasons have four seasons that are not named after the
weather. Each season goes for three months and it is nationally recognized. Indigenous Australia’s have many types of seasons depending on the tribe and where
they were located in Australia. Their seasons were based on weather, food and the stars. There are generally 6-8 seasons that could range from 2-4 months long.
Now being aware of the cultural interface I feel as though I am more confident in differentiating my work and the factors I may need to consider if I have indigenous
students in my classroom. I think students would be as interested as I was to learn about some unique cultural interfaces.

Week 3: Local history

For this week’s classes we focused on the local aboriginal history to gain an insight as to why it is important to know the local history as a teacher. As a teacher it is
important to be aware of the local indigenous history because it shows respect to family and students, you will be able to answer students questions about ‘what
happened in this place’ and it increases your cultural understanding and what you might take into consideration whilst teaching in the area. We also focused on the
five clan names of the Gunai Kurnai. These clan names included Briakolung, Brabrolung, Kroatunlung and Tutunglung. It was really interesting to learn these clan
names and what clan lived where I am originally from. In the tutorials we were split into groups and had to become experts about a certain topic or activity. I really
liked learning about how all the different plants/fauna was used in the everyday life of an aboriginal. After learning this history I think students in the classroom
would love to learn about their local culture and how other people may have lived differently in the exact area they live now.
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Week 4: Rethinking Curriculum: Learning

For this week’s classes we focuses on the different types and ways that students learn. I found out that 10% of what we read is retained, that 20% of what we hear
is remembered, that 30% of what we see is remembered, 50% of what we see and hear is retained, 70% of what we discuss with others is learnt, 80% of what we
do is remembered and 95% of what we teach to others is learnt. These percentage’s really shocked me and has made me rethink the activities I will use in my
classroom to ensure my students are getting the best out of everything. One major thing that stood out to me was the different interpretations indigenous students
may have on the teacher behavior. For example they might think the teacher is being bossy when they are just giving students instructions. These interpretations
are important to understand because indigenous students have learnt differently in the past and this new way of learning might be upfront and cause misbehavior
or no understanding of the content.

Week 5: Engaging in cross-curricula Pedagogies

This week we completed our presentations about our indigenous research in class. It was so interesting to see the other student’s resource and what activities they
had come up with. I really liked two ideas, which was the location of Lake Tyres and the indigenous round in the afl. Their activities really related to everyday life
and I could see they would be great to use in the classroom. In the lecture we talked about how we can add cultural perspectives in cross curriculum priorities and
we also learnt about basic culture. We looked at different approaches to culture that we can add into our classroom. These approaches were called the Decolonial
theory, cultural interface theory and the 8 ways pedagogical approach.

Week 6: Overcoming barriers and deficit discourses

This week’s main focal point was overcoming barriers and deficit discourses. Deficit discourses are the negative perspectives implied about the language, non-
verbal signals attitudes and practices we use all the time. Deficit thinking in a classroom can impact both the student and the teacher. The students who perceive
their teacher’s low expectations will realise they are not being challenged and become less motivated, perhaps adding to absenteeism. And the teacher’s views
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seem prophetic as low expectations where student achievement is attributed to outside factors result in students achieving less. This made me realise that I should
not judge a person based on what I assume because this can affect the learning of the student too. We also looked at some helpful ways to change deficit thinking
which will help me in my classroom to avoid this.

Week 8: The 3Rs and meeting AITSL standards

This week we focused on the 3 r’s and meeting the aitsl standards. The 3 r’s are respect, relationships and reconciliation. Each one has a different definition
depending on the community and personal beliefs. To me these 3 r’s are basic and as a pre service teacher I would use these whether I child is indigenous or non-
indigenous. I would however include more indigenous perspective when teaching indigenous student because of their different culture and how they are used to
learning. We also looked at a website and some of the resources, they were really helpful and it will definitely be a tool I will use in my future teaching. We
unpacked the 2 standards, 1.4: Strategies for teaching Aboriginal and Torres Strait Islander students and standard 2.4: Understand and respect Aboriginal and
Torres Strait Islander people. We looked at ways of meeting these standards in our classroom to cater for indigenous students. Overall I gained a lot from this
lesson and my students will be better off for it.

Week 9: The stolen generations

Today we covered the stolen generation through a report (bringing them home) and how we can teach such a sensitive topic in classrooms. The stolen generation is
a term that has become part of our language and refers to the policies of separating Aboriginal and Torres Strait Islander children from their families. The children
were taken away from their families and put into families, orphanages, adopted out or made to be servants. After many years the prime minister made an official
apology for the way they acted. We also discussed how the children would have been traumatized and the different types of trauma that a person may go through.
Students dealing with trauma will be affected in the classroom they are: two and a half times more likely to fail a grade, Score lower on standardised achievement
tests, Have more receptive or expressive language difficulties, Are suspended or expelled more often and Are designated to special education more often. By
understanding culture and developing a relationship with students I can reduce the effects of trauma in the classroom and help my students do their best no matter
what their situation.
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Week 10: Working in Rural and Remote Communities

This week we looked at working in rural and remote communities. This reflection is only based around the lecture notes because I was unable to attend the tutorial
due to being sick. Rural and remote schools in Australia are mostly the other schools in other states that are geographically or culturally isolated from the main
centres of population. Students from these areas who go to a non-remote school are likely to experience cultural shock, as well as teachers who teach in these
remote areas. It is important for teacher to become aware of this when teaching in different places because they have a different set of norms. I find this
interesting because I will be going to Nepal to teach at the end of the year and I’m sure I will experience culture shock. Some of the indigenous students who go to
school in these areas may have challenges with, Learning in a foreign language, Learning in a classroom which is so different to learning in country, Writing with a
pen and paper, Using Western social words such as ‘please’ and ‘thankyou’ and Following unfamiliar behaviours ‘learning things that have no obvious relevance.
These things may be simple but are recognised as the difference in culture. If I am ever to teach in these areas or if I am ever to teach an indigenous student I must
be aware of these challenges and not just assume they are okay.
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Glossary
Cultural competency: This term is used when someone is able to have the capacity to understand, interact, and communicate effectively/ sensitively
with people from different cultural backgrounds.

Doctrine: A set of beliefs or views held or taught by a particular group.

Culture: Culture can relate to the ideas, customs and social behaviours of a particular group or society. For example Australia is known for thongs,
BBQ’s and saying ‘Gday mate’. These are typical culture descriptors that might be used by other people to describe us.

Indigenous: Originating or occurring naturally in a particular place

Koori: A Koori is word used to describe an aboriginal person particularly ones from Victoria and New South Wales.

Aboriginal: is a person who has inhabited or existed in a land from the earliest times before the arrival of colonists. This is why indigenous Australians
are known by the term ‘aboriginal’. Also can be an adjective, a noun and an adverb, which refers to ‘characteristics of the Aborigines, one of the
Aborigines, an early-settler, an Australian-born colonist and an unspecified Aboriginal language.

Learning: The acquisition of knowledge or skills through study, experience, or being taught.

Euro Australian: European Australians, or White Australians, are citizens or residents of Australia whose ancestry originates from the peoples of
Europe and the Caucasus.

Contemporary cultures: Contemporary cultures can refer to the common art, music, architecture, political attitudes, religious beliefs present at this
very time.
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Dreamtime: the ancient time of the creation of all things by sacred ancestors, whose spirits continue into the present, as conceived in the mythology
of the Australian Aborigines. Aboriginals might create a dreamtime story or refer to the dreamtime meaning a specific time long ago.

Emancipation: is the act of being set free from political, legal, and social restrictions.

Hello:

• Wurundjeri – 'Wominjeka'

• Wathaurong – 'Nyoora Woorreeyn'

• Gunai Kurnai – 'Wunman Njinde'

• Gunitjmara – 'Ngatanwaar'

• Wergaia – 'Dalk'

Stereotyping: Stereotyping is when you judge a group of people who are different from you based on your own and/or others opinions and
encounters.

Holistic learning: Is a type of learning that is goal orientated, students need to know what the purpose is to assist them with motivation.

Reconciliation movement: it is about unity and respect between Aboriginal and Torres Strait Islanders and non-Indigenous Australians. It is about
respect for Aboriginal and Torres Strait Islander heritage and valuing justice and equity for all Australians.

Local places:
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Kaitlyn McDonald 30306186

Yarram: River, Horse, hair on the head

Traralgon: place of fishes

Discourse: refers to the language, non-verbal signals attitudes and practices we use all the time.

Critical Discourse Analysis: the way language is used to position individuals and groups, in this instance Aboriginal and Torres Strait Islander peoples.
It is defined within the social conditions that inform the production and interpretation of texts.

Respect: The NSW Department of Education defines respect as the way an individual treats others. Showing respect occurs in many ways, such as
waiting to speak, not asking too many direct questions, ensuring that people are not made to feel uncomfortable or uneasy, and generally showing
regards for the ideas, beliefs and cultures of others.

Relationships: the way in which two or more people or things are connected, or the state of being connected. It is important to develop relationships
with indigenous students and family.

Reconciliation: The definition of reconciliation refers to processes that seek to restore friendly relations and seeks to achieve common
understandings/views
EDBED 3016 Indigenous Education 2017
Kaitlyn McDonald 30306186