• Learning about famous Indigenous women like Jessica Mauboy using the NAIDOC 2018 Clairgate Public School (CPS) resources. Discussing some ways in which we can follow her example of doing well in life.
• Creating dance movements in small groups with the assistance of classroom helpers to accompany the song, “Sesame Street Five Kangaroos With Jessica Mauboy” http://www.youtube.com/watch?v=ZsUOqvi2b4M. They perform their dances for another class.
• The students view a website to learn more about symbols in Indigenous Australian art, Artlandish – Symbols in Australian Indigenous Art http://www.aboriginal-art- australia.com/aboriginal-art-library/symbolism-in-australia indigenous-art/
• Making a boomerang picture to give as a gift for a special sister, mum, aunty or grandmother who teaches us to try our best.
• The words ‘Because Of Her We Can’ are written on the template. The students join the dots to draw Aboriginal symbols of a campsite waterhole and digging sticks. They also colour in or paint the whole image of the boomerang which includes a picture of a lizard. The students use the colours of the Aboriginal flag.

8 Ways of Aboriginal Learning

Story Sharing – Learning and connecting with others through the stories we share.

Linear Maps – Using images or visuals to map out learning processes.

Symbols and Images – Preserving and sharing knowledge through art and objects.

Community Links – Making connections with real-life purposes in the community.

• Learning about famous Indigenous women like Cathy Freeman using the NAIDOC 2018 CPS
  resources and how we can follow her example of doing well in life.
• Viewing the video at https://www.facebook.com/watch/?v=10158265456004988 Fierce Girls
  Cathy Freeman. Students share their opinions on what Cathy did in the video to make her a
  role model.
• Gaining a knowledge that Australians appreciate Cathy Freeman for her contributions to
  sport. Cathy has received awards like the Olympic Order for Sportswoman of the Year in
  2001 and was named Australian of the Year in 1998.
• Showing their appreciation for a special sister, mum, aunty or grandmother for all that they do
  to help and encourage us, by making a card to thank them.
• Recalling addition and subtraction facts to correctly solve algorithms on the card.
• Using the solutions to these algorithms to follow a ‘colour by numbers’ code of Aboriginal
  colours. Colouring in or painting the card using the specific colours in the code. The card also
  includes the image of an Indigenous Australian sea turtle from, BK Indigenous Sea Turtle
  (brisbanekids.com.au) https://www.brisbanekids.com.au/aoriginal-colouring – pages/

8 Ways of Aboriginal Learning

Sharing story  – Learning and connecting with others through the stories we share.

Linear Maps – Using images or visuals to map out learning processes.

Symbols and Images – Preserving and sharing knowledge through art and objects.

Non-Linear – Putting different ideas together to create new knowledge.

Community Links – Making connections with real-life purposes in the community.

• Learning about Christine Anu from the NAIDOC 2018 CPS resources, including the fact that
  her mother is an Aboriginal Australian from the Torres Strait Islands.
• Examining the musical pattern of Common Time i.e. 4/4 time using VMM Recorder Song 5
  Mary Had A Little Lamb. https://www.youtube.com/watch?v=Z1XfslOWXzI June 24, 2017.
• Clapping to the beat of 4/4 time in that song and applying this when learning the beat of the
  Torres Strait Islander song ‘Taba Naba’.
• Viewing and listening to the two videos of Christine Anu and the Wiggles singing, ‘Taba
  Naba’.
• Learning the words and actions in order to sing and perform the song.
• Viewing Walking on Country- Ngurambangga Yanhanha https://www.youtube.com/watch?v=OQ-HBDqySaUJun 29, 2017 Queensland DET
• Discussing the respect shown for the land by the people in the video.
• Students show their own respect for the land when selecting appropriate pieces of wood from
  the branches of trees at school, by only collecting the sticks that have fallen to the ground.
• Using these pieces of wood to make Indigenous Australian clap sticks.
• Playing them as part of the percussion instruments to keep a steady beat and accompany the
  4/4 rhythm of the song ‘Taba Naba’.

8 Ways of Aboriginal Learning

Story Sharing – Learning and connecting with others through the stories we share.

Land Links – Working with content from land and nature.

Non-verbal – Applying intra-personal and kinaesthetic skills to thinking and learning.

Deconstruct and Reconstruct – Learning from someone modelling something to you in its holistic form and then breaking it down in to a series of sequenced steps.

Community Links – Making connections with real-life purposes in the community.

• Learning about the theme, ‘Because Of Her, We Can’ from the NAIDOC 2018 poster.  They also learn about Dr Vinka Barunga from the NAIDOC 2018 CPS resources. She had a determination to succeed academically and study medicine at University and is Derby’s (Western Australia) first Aboriginal woman doctor.
• Discussing how Dr Vinka Barunga cares for patients.
• Students brainstorm how they can grow plants at school to care for.
• Viewing the video, How To Plant A Seed: A How To book. https://www.youtube.com/watch v=EsODAlsY4NM 29 September, 2011.
• Drawing pictures and using numbers to describe the procedure learnt from the video.
• Viewing and discussing the video, Walking on Country- Ngurambangga Yanhanha https://www.youtube.com/watch?v=OQ-HBDqySaUJun 29, 2017 Queensland DET
• While growing the plants, the students explain three ways that were shown on the video of how Indigenous Australians show their respect for the land.
• Working together in small groups to create a roster of jobs to do when caring for the plants.
•  After 6 weeks, each student evaluates the success of the procedure used to plant seeds and the care they took when looking after the plants.

8 Ways of Aboriginal Learning

Story Sharing – Learning and connecting with others through the stories we share.
Land Links – Working with content from land and nature.
Linear Maps – Using images or visuals to map out learning processes.
Non-Linear – Putting different ideas together to create new knowledge.
Community Links – Making connections to real-life purposes in the community.

• Learning about the theme, ‘Because Of Her, We Can’ from the NAIDOC Week 2018 poster,
  Studying the content of CPS resources about famous women like Nova Peris who won an
  Olympic gold medal with the Hockeyroos in 1996 and gold medals at the Commonwealth
  Games.
• Students collaboratively compose the rules for playing the ‘Bossy Ball’ game, including the
  types of throws to use. These rules are recorded on strips of paper.
• Students play the game and follow the rules about the type of throws to use e.g. ‘Underarm throw while running sideways with a partner.’
• Each student must reflect on how to complete the throw and apply this in order to play the game correctly. They volunteer to provide feedback on how the throws can be improved.
• Before a ball can be thrown, the student must also read aloud, a sentence about an inspirational First Nations woman e.g. ‘Nova Peris is the first First Nations woman to be elected to the Senate for the Northern Territory in 2013.’
• At the end of the game, students evaluate the positive influence of sporting and political legends like Nova Peris and the importance of regular physical activity on our good health.
• The students apply what they have learnt about the significant impact of regular physical activity on our good health when presenting their speeches for the Stage 2 CPS Public Speaking program.

8 Ways of Aboriginal Learning

Story Sharing – Learning and connecting with others through the stories we share.
Linear Maps – Using images or visuals to map out learning processes.
Non-verbal – Applying intra-personal and kinaesthetic skills to thinking and learning.
Community Links – Making connections to real-life purposes in the community.

• Students gain information from the Stage 3 CPS resources and view videos about the six inspirational First Nations women, especially Candy Nelson Nakamarra.
• Students record the information in graphic organisers during small group work. They publish the information in posters. The posters have borders with Indigenous Australian designs. The students write captions like, ‘Candy Nelson Nakamarra inspires me to pursue a career in visual arts.’; ‘Christine Anu worked with the Fred Hollows Foundation and Specsavers to raise funds and help save sight in Indigenous communities.’ or ‘Christine Anu is a champion in fighting for human rights and social justice in Aboriginal communities.’
• Students work in small groups to present the ideas in their posters at the speeches for the Stage 3 Public Speaking program.
  
• Students work individually or in pairs to analyse the artwork, ‘Kalipinypa’ by Candy Nelson Nakamarra. It is about the Kalipinypa Water Dreaming story. Kalipinypa is a claypan covered in a stony deposit that helps to trap water for plants after heavy rains.
• Students use the inspirational ideas in Candy’s artwork to create their own pieces of art. As a sign of respect for the land, they only use enough clay that is needed to make the ochre to use in their artwork.
  

8 Ways of Aboriginal Learning

Story Sharing – Learning and connecting with others through the stories we share.
Linear Maps – Using images or visuals to map out learning processes.
Symbols and Images – Preserving and sharing knowledge through art and objects.
Land Links – Working with content from land and nature.
Non-Linear – Putting ideas together and create new knowledge.
Deconstruct and Reconstruct – Learning from someone modelling something to you in its holistic form and then breaking it down in to a series of sequenced steps.
Community Links – Making connections to real-life purposes in the community.