I am really excited about NAIDOC this year. I am looking forward to getting to some events, catching up with mob and celebrating the hard work that our communities are doing. Once again, the National NAIDOC Committee have chosen a theme that I think perfectly reflects where Australia is at with its education journey.
As we are working with schools and organisations, we are seeing a greater readiness to listen to First Nations knowledge holders; more capacity to be open to truth telling; and more respect for the stories of the people who have been leading change. There’s a willingness to amplifying our voices to advance the work our communities have started.
This year’s theme Get Up! Stand Up! Show Up! provides an opportunity for everyone to feel involved, regardless of where they are at with their personal Aboriginal education journey. We saw schools and organisations of all types be brave and embrace change during Reconciliation Week and many are keen to continue that work this NAIDOC.
Our school NAIDOC resources are on the platform now and Wingaru Kids ask schools to:
Our annual Challenge asks schools to invest time in exploring the NAIDOC theme throughout term 3. Last year over 1000 teachers signed up to the Challenge and feedback was amazing with so many teachers finding new approaches, resources, supports and inspiration.
This year the Challenge includes learning about the year’s theme as well as exploring the stories of some amazing high-profile change makers. We also have a research task to explore your local community to identify local change makers – every Aboriginal community has people doing great work for change who deserve to be recognised. We also have a project so that students can amplify change by sharing what they have learned with their school community.
Based on feedback from last year, we have two ways of participating this year – choose your own adventure by using our free planners to create your own path or if you would prefer, use our full scope and sequence. We have put together a collection of resources to support you including lesson plans, research templates, project ideas, videos and a stack of printable classroom resources – worksheets, classroom décor and more. The Challenge Packs include digital resources as well as a gorgeous set of resources that is posted to you.
You can purchase one of our Challenge Packs here.
Wingaru Kids subscribers will find all of the digital resources on their dashboards under the NAIDOC category. Don’t forget to check out the additional resources for bunting, event invitations and other materials to support you.
Regardless of whether you choose your own Challenge adventure or follow our complete plans, you will have the support of our amazing Challenge Team who are ready to share so much knowledge, information, advice and support. Make sure you are following them on social media so you don’t miss their contributions. This year we have articles, Instagram lives and shares that you do not want to miss!
Meet the Challenge Team
Join us now!
Sign up for the Challenge Newsletter to receive more information as the Challenge progresses.
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Reconciliation Week is just around the corner! It is a great time to engage your school in discussions about Aboriginal perspectives and your school’s approach towards them. Because it is Reconciliation Week, people tend to make more time to consider how they can play a part in working towards reconciliation. People are more open to activities that increase engagement and understanding of Aboriginal people, cultures and histories than they are at other times of the year when other priorities are often the focus.
This year’s theme is Be Brave. Make Change. It encourages us all to reflect on our practice and look at the changes we can make. Change is one of those funny things that we want because it opens up opportunities and can make us feel energised and motivated but at the same time, change can feel challenging as it forces us out of our comfort zones. I love that this year’s theme acknowledges that change isn’t always easy and that sometimes we need to be brave and step out of our comfort zone so we can experience the benefits of change.
This year I encourage you to consider change within your school that can support increased awareness and understanding of Aboriginal people and the issues that our communities are faced with. We all have different appetites for change and when trying to make change within a school, navigating the varying attitudes towards change is part of the challenge. Changing how people think about Aboriginal education is not an easy task but it is an important one. Making change at a pace that everyone is comfortable with is not easy but a gentle approach, in my experience, does work for most environments even if it is a little slower than many of us would like. With this in mind, here are 5 simple actions that you can take to encourage a long-term change in approach towards Aboriginal education at your school.
When I started Wingaru Education I did so with teacher support in mind. The tools we have are designed to make it easier for teachers to include Aboriginal content and reduce workloads by bringing resources and know-how together. Over the years we can see we have helped. So have many edu-techs who are providing quality digital resources that support teachers with content, systems and tools all designed to make life easier and, importantly, save time. However, it is also very clear that busy workloads mean that many teachers do not have the time to utilise these tools because digital resources come with an admin workload. They require initial set up, annual roll over, and ongoing management of teacher and student accounts. Anyone who’s tried logging 25 six-years-olds into devices at the same time knows it’s not for the faint hearted.
Digital tools are an important part of today’s classrooms. We all have our favourites – Wingaru Kids, Mathletics, Essential Assessment, Typing Tournament, Reading Eggs, Google Classroom, just to name a few – whatever your chosen resources, digital tools are an everyday part of learning. They support teachers to cater to a diverse range of learning styles; offer an extensive array of content otherwise not accessible; make transitioning between school and home learning easier; share knowledge in a way that makes knowledge more accessible than ever; and support students to develop important ICT skills, just to name a few benefits. But the reality is the workload associated with digital tools means some teachers miss out on the benefits.
Every school is different in its approach to digital tool management – some schools have dedicated teachers coordinating digital resources and others have multiple teachers each taking responsibility for a resource. Regardless of the approach the time dedicated is significant. Across the board, the amount of time spent by schools on administrative tasks is considered to be a burden and these necessary tasks are having a negative impact on education as teachers are stretched between increasing admin and teaching time.
The increasing workload of teachers and how we can help is a constant conversation at Wingaru. Teachers tell us they don’t have time to set up digital tools; they tell us that they don’t have time to facilitate access to the many quality resources available for their class – the coordination of passwords and logging in just takes too long; and they tell us they'd rather not spend their lunchtime typing in each child's login (and similar workarounds) just to have enough time to teach the computer-based lesson.
School administrators tell us they struggle with keeping track of subscriptions; managing set up demands and overseeing accounts; and each year, as staffing changes occur, they spend a considerable amount of time tracking down resources and making sure access is not disrupted.
What if I told you we can help with all of those barriers to digital tool use? That we can manage and coordinate all of your resources – from class set up to facilitating whole class logins so they take just a few minutes. That we can completely remove the need for teachers to print, cut and photocopy login credentials for all of their chosen tools. That we can offer the magic of automatic logins via a secure one-stop portal. That we can help teachers and students get more out of the resources they have access to by creating more time to use them?
Most students have access to 3-6 digital learning tools. Each one requiring management by classroom teachers. ClassHive provides the tools to manage all of these from one web-based portal. No more lost student login credentials – ClassHive provides a single access point for as many resources as you choose. Logging in the whole class to any resource takes just minutes. Teachers are also able to keep all of their digital teaching tools together with simple access via their ClassHive dashboard.
By accessing their resources via ClassHive kids will no longer need to manage multiple login details or websites – all their online resources are accessed via the ClassHive app. The App is available from the Apple Store or Google Play with desktop access facilitated by a plugin.
Students log in to ClassHive with a simple QR code and from their dashboard have instant access to all their favourite learning tools with our automatic login feature.
ClassHive does not modify the learning experience in any way – it simply provides streamlined access so students can start learning faster. Students will use the same resources that have been carefully selected by their teacher.
By bringing all their digital tools together, schools can reduce the time spent managing accounts. Beyond having everything in one place, the ClassHive optional concierge services mean we do all the work for the annual rollover of your accounts, removing this workload from teachers and other school staff.
“Educating our children with the truth is the way toward healing this great country”
Helen Moran, Stolen Generations member
Reconciliation is a big word that echoes louder and louder as time pounds ever forward. It means different things to different people. To some, it is a token gesture, a week in the year in which a word is repeated to tick political boxes. To others, it is a future path to a sense of national unity in Australia, with the aim that:
“In a just and reconciled Australia, Aboriginal and Torres Strait Islander children will have the same life chances and choices as non-Indigenous children, and the length and quality of a person’s life will not be determined by their racial background”.
The aching chasm between two understandings of this powerful word, alongside countless other interpretations, goes to the very heart of the issue of reconciliation, and why it is still not resolved in Australia. The untold, untaught story of First Nations people, the blinkered teaching of single-dimension colonial history, and the disregard of intergenerational inequality and injustice to this day, leaves sections of the nation holding a vast burden of trauma while others live with this historical blind spot.
Education plays a vital role in creating a shared understanding about Australian history and the ensuing trauma. A shared understanding can support First Nations people to have the same life chances and choices as non-Aboriginal people. As teachers, your role in sharing truth can feel confronting, however placing Aboriginal perspectives in the too-hard basket only compounds the problem.
While the stories of massacres, the Stolen Generation and terra nullius can seem too hard to tell, many argue that if the trauma of the past is silenced, the success of the future will never be placed in context. Add to that the stories that need to be celebrated, stories of courage, innovation and triumph, and you can start to see that the understanding of our national identity is currently incomplete, dishonest and an ongoing legacy of colonial cruelty.
The key to real long-term sustainable change is fostering genuine engagement in Aboriginal perspectives for all Australians so that we, as a country, have a shared knowledge of our history, the journey that has brought First Nations people to where we are today and the challenges we continue to face.
That engagement happens effectively in the classroom, making school an ideal place to share knowledge and stories that foster a shared understanding.
As key influencers in the lives of children, teachers are well placed to take on this responsibility. Teachers can educate younger generations about Australia’s fractured history, to instil in them understanding and a desire to learn more about the oldest continuous living culture on earth.
School kids are the future drivers of reconciliation, respect and understanding. And it is through them that the healing process can be best realised, as well as encouraging a sense of cultural identity and pride among First Nations children, enhancing their psychological resilience.
But while the case for education to support reconciliation is clear, knowing where to start is something that many teachers ponder. Making a start is the hardest step. This year’s Reconciliation Week theme is Be Brave. Make Change. So I encourage you to be brave and try something new in your classroom this year for Reconciliation Week.
Here are 5 accessible ideas that contribute to reconciliation.
Join in Reconciliation Week activities
Throughout Reconciliation Week there are many activities that are worth exploring. Look for local events as well as online initiatives. The conversations are interesting and will support your own learning about Reconciliation and the work being done around the nation as well as give you ideas about things you can talk about in the classroom. You will also meet people who share an interest in reconciliation, truth telling and Aboriginal culture and histories and these connections can help further your understanding as well as help connect to your local community.
Participate in All Together Now
All Together Now for Reconciliation is an initiative created by Wingaru Education and Reconciliation NSW. It provides easy and accessible content about reconciliation through complete lessons that explore the annual NSW Reconciliation Week theme. The resources are launched mid-May and are free to access. Keep an eye on Wingaru and Reconciliation NSW social media for further information.
Engage your whole school in the conversation
As with any education, knowledge is key. Share knowledge with your whole school community and get them engaged in the conversation. Host events in Reconciliation Week that parents can participate in and have students share their views on reconciliation and develop ideas on how your school can play a part. You will find lots of ideas about Reconciliation week on the Reconciliation Australia website https://www.reconciliation.org.au/our-work/national-reconciliation-week/.
Commit to including more Aboriginal content in your classroom
Education plays a vital role in creating a shared understanding about Australian history and the ensuing trauma that plagues Aboriginal communities. Sharing Aboriginal content is key to supporting your students to appreciate why reconciliation is needed but also develop ways of working that take them forward in life to contribute to reconciliation – that is an Australia that truly makes space for First Nations people to have the same life chances and choices as the rest of society.
Choose Aboriginal-led resources
This not only ensures you are considering true First Nations perspectives but that you are also showcasing Aboriginal strengths and successes – an important activity in overcoming stereotypes! Wingaru Kids and Bubs have a plethora of content to explore. Books by First Nations authors are readily available and perfect for kids to explore new concepts (check out https://www.rileycallieresources.com.au/ for a great range of titles). Display Aboriginal art around the school and take the time to consider these artworks in your discussions.
Whatever steps you choose, be brave!
 Reconciliation Australia
April 22 is Earth Day, a day when people all over the world focus on caring for the earth and protecting the planet from things like pollution and deforestation. The day brings focus to the environmental challenges our world is facing and raises awareness not only of the problem but also the things we can all do to help make a healthier planet.
Humans have overdeveloped the land, overfished the oceans, polluted the waterways and destroyed the forests. Each year, it is estimated that over 10,000 species become extinct – the actual number is likely much higher.
Earth Day encourages us all to become more mindful of the planet. It asks us to:
This year’s Earth Day theme is “Invest in Our Planet”. It is asking people to identify and implement ways of working that are better for the planet and its future.
For First Nations people, caring for Country is part of our everyday lives. It is at the core of our culture. Traditionally our lifestyle and cultural practices revolved around looking after Country and ensuring that each of her elements was protected, healthy and respected.
For millennia, Aboriginal people have operated with sustainability at the core of lifestyle practices. For example, we made sure we left enough vegetation for other animals to eat; we practiced techniques, such as fire-stick farming, to encourage plants and food sources to be plentiful; we hunted only enough food to feed the mob, ensuring every part of the animal was used so nothing was wasted; we collected foods like eggs mindfully, only taking about a third of what was available so there was still enough for other predators and enough to hatch to ensure continuation of the species.
Slowly our ways of working are being recognised and adopted to help care for Country. Fire services are working with Traditional Owners to implement cultural burning methods to help manage the threat from bushfires; First Nations rangers work in National Parks to control weeds and support native species; community groups are volunteering their time to revitalise Country; and mob are sharing their cultural knowledge to support non-Aboriginal organisations to care for Country effectively.
This Earth Day I encourage you to consider First Nations knowledge in your discussions about looking after the planet. We have a number of lessons on the platform that can help –
We can all learn from the lessons that generations of First Nations people lived by. These are some ideas to consider this Earth Day, and beyond:
Your class could mark Earth Day by investigating First Nations groups who are caring for Country in your area or share a Dreaming story that contains knowledge about sustainability. But don’t stop there! We need to care for our planet every day and we have the oldest continuous living culture in the world right here to learn from!
The beginning of Term 1 is a busy time here at Wingaru as we set up all of our classes and touch base with the teachers leading Aboriginal education at their school. It is “all hands on deck” as we get everyone up and running as quickly as possible. This year, the pacing felt a little different as schools juggled the complexities of Covid along with everything else this time of year throws at them but by week 3 we were in the swing of one of our busiest times of the year and I LOVE it!
I love it because it is a time when we connect with so many of our teachers. We hear what they have been up to and how the school is doing with Aboriginal education. We get to celebrate the wins and help develop approaches to support schools looking to improve their approaches. Yep – I love a yarn! Not really that surprising, right?
Aboriginal ways of being and doing rely on connection so it is not surprising that these connections are a big part of how we operate. It is what makes my job so awesome and one of the things that many teachers say is the best thing about their job – connecting with students.
I have been thinking a lot about the power of a yarn lately and the role it has in Aboriginal education. For many people who are learning about Aboriginal people, culture and histories, it is the first time they are hearing truth. For centuries, truth has not been the focus of the narrative and now that it is, people need to process it and yarning is a great tool to support this. A good yarn shares ideas, points of view, and experience. A good yarn is engaging and gives people the opportunity to explore concepts, to challenge ideas and to resolve uncertainty about their thoughts.
Yarning and sharing stories has always played a key role in sharing Aboriginal knowledge so it isn’t a surprise that it remains a powerful education tool today. Yarning shares stories and stories are conduits for connection and connection can support people to see things from a different perspective.
This is why I encourage teachers to introduce a yarning circle in their classroom. While having a yarn can, and does, happen organically in classrooms every day, a yarning circle can help to engage students and encourage openness, trust and respect.
Yarning circles can: enhance students understanding of First Nations knowledge and ways of working; enrich the learning experiences for both students and teachers; provide a safe place to be heard and to respond to students; and build a connectedness within a school community.
If you haven’t hosted a yarning circle in your class yet, I really encourage you to give it a go. This is a tool that is accessible to everyone, doesn’t cost anything and doesn’t require any special equipment.
5 Tips for a Successful Yarning Circle
Set some expectations: Yarning circles are a safe space where everyone should feel comfortable to contribute. This means everyone needs to be respectful. Setting expectations around listening, using respectful language and not judging other students’ contributions, can help ensure your yarning circle is a positive space.
Provide focus questions: Kids like to have a yarn and the stories they share can fast take you off track. Introduce focus questions so that everyone knows what the focus of the discussion is and have some follow-up questions prepared to keep them on track.
Encourage sharing of ideas: encourages students to take turns to talk and to promote reciprocal sharing and learning. Give all students the opportunity to contribute but don’t force them – the experience will be better for everyone if students are given time to be comfortable with sharing and offering contributions openly rather than because they are pushed.
Make time for reflection: As a group, reflect on the conversation. Resolve any actions or issues identified by the yarning circle, or agree to follow up in future yarning circles.
The start of the school year is always a busy time. It is filled with ‘new’ – new classes, new students, new relationships, new approaches. Flurries of activity aimed at settling students into routines and practices that support learning, growth and confidence. It is a well- practiced juggle for teachers who quickly make strategic decisions to benefit their students as they deliver a wealth of knowledge and opportunities to explore new thoughts, approaches and skills.
Delivering Aboriginal perspectives is one of the many things that teachers need to consider. The what, when and how of including First Nations content are different for every class teacher. Getting it right can feel daunting but the most important thing is to start. Starting is the beginning of finding a groove that works for you and your students.
Here are my top 5 tips for getting started.
1. Acknowledge Country
Acknowledging Country is a great place to start. It supports students to recognise the Traditional Owners of the area and can start a conversation about why recognition is important and how we can all show respect and work with local Aboriginal communities.
Your class might like to develop their own acknowledgement – this can be a great discussion among peers as they work together to create a genuine and heartfelt recognition of First Nations people and their connection to the land we all live on.
Displaying an acknowledgement and including it as part of your morning routine is a strong way to start the day, setting a tone of respect.
2. Represent First Nations in your classroom
Including visual representations of First Nations people in your classroom is an easy way to make our culture and stories part of your every day and can act as conversation starters with students. Look for artwork, posters, information about Aboriginal and Torres Strait Islander role models. First Nations calendars and classroom décor packs (like the ones included with your Wingaru Kids subscription) can be a great addition to any room. See the Additional Resources section of your Dashboard.
3. Plan for inclusions
Planning when you are including your Aboriginal content can ensure it doesn’t get lost or bumped when things get busy. What’s that saying? – failing to plan is planning to fail. Include your ideas and resources in your planning documents so they are easy to access and implement. Be realistic in your planning – better to plan and achieve one or two inclusions that plan for a lot and achieve none. You can always revise your plans and add more as you are ready.
4. Have Quality Resources Ready
Having resources ready can make including First Nations content easier. Choose resources that are Aboriginal-led and if you are buying resources buy from First Nations sellers as these purchases support Aboriginal people and communities. Aboriginal business are more likely to employ Aboriginal staff as well as support community initiatives. Choosing Aboriginal-led resources ensures that your content has a true First Nations voice, not the perspective that a non-Aboriginal person thinks is correct. To check if a resource is Aboriginal-led look to see if the organisation is led by Aboriginal people and if you can’t identify the person or where they are from don’t be afraid to politely ask.
5. Professional Learning
Aboriginal education can be confronting but as you develop confidence and knowledge it will get easier. Seek out professional learning opportunities that support you as you develop your practice in this area. There are some great courses that have been developed by Aboriginal educators (like these Wingaru ones). Also, if you use social media, follow Aboriginal educators who are sharing their knowledge, ideas and resources. Many will also share opportunities like free webinars and events. Another place to expand your knowledge is at local Aboriginal events. Go along and get to know your local Aboriginal community. It’s amazing how insightful a yarn can be and the knowledge you can take away.
It’s the great debate we have every year – should we be celebrating our great country on the day that began the destruction of our First Nations cultures? Is a day of mourning really the right day for this celebration? Communities are still living with ongoing trauma resulting from invasion – from massacres, strategic attempts at genocide, abuse and bias.
In my opinion no. There are much better days to have this celebration. Moving it to a day where we can all celebrate doesn’t take anything away from anyone – all that would be happening is that we would be moving forward together, with respect for the real history of our country and acknowledgement of the journey that brought Australia to where it is today.
But while we wait for the people in charge to realise that there are better dates, there are some things we can all do to support First Nations communities and let the decision makers know that we want a more inclusive date to celebrate.
The lesson on our Wingaru Kids platform – “Moving Australia Day” – is all about this issue. As with all our lessons, we aim to give kids the information about why people have the feelings they do about the 26th of January so that they can develop their own views on the issue. The suggestions below will help kids explore the issue and see the debate from an Aboriginal perspective, a perspective that they may not previously have had the opportunity to explore.
1. Showcase First Nations resilience
This Invasion Day I encourage you to focus on First Nations resilience. Learn about our people, share our stories and showcase our wins. This includes our celebrities, of course, but also look at your local communities. There are First Nations people achieving goals, making change and demonstrating resilience and success in every Aboriginal community. It might be an Elder who provides guidance to the community, or a student who has had an education win or a professional who is leading the way in their industry. Reach out to your community – you never know who you will connect with!
2. Attend an Aboriginal community event
All around Australia, First Nation communities are hosting survival or invasion events; events that acknowledge the impact on our communities, celebrate our resilience and bring our communities together. Many of these events are open to the public and non-Aboriginal people are very welcome. Go along, meet the local community, enjoy the performances of our musicians and have a good feed.
3. Write letters of support about a date change to the decision makers.
If you see the benefits in changing the date, write to our politicians. The more they see that Australians are behind an inclusive celebration date, the more likely we are to get an inclusive celebration. Already, some State and local governments have made changes to the events they hold on this date. Let’s make this national!
4. Help educate
There are many misconceptions about the change-the-date debate. Part of supporting positive change is helping people to understand that we are asking for a new date not asking people to stop celebrating. You could help by highlighting the reasons why this is important. A true celebration of Australia should not exclude its original inhabitants!
5. Don’t feed the trolls
Trolls love this time of year and the distress they can cause, so try not to engage with them. I generally suggest people don’t read the comments as they are incredibly toxic. As an Aboriginal person, I find them overwhelming at times. But I also think that the comments on social media can be an eye opener – many Australians don’t see the ongoing racism that exists in the country but one look at the comments section on Australia Day media items and it is very difficult to deny or ignore the racism that exists. Support the First Nations people around you by acknowledging the bias they are facing and the impact of such bias but don’t provide a platform for the trolls to share their ignorant rhetoric.
One thing that I don’t think non-teachers truly understand is the amount of work teachers do outside of school hours – late into the night, on weekends and during school holidays. I always knew this was the reality of being a teacher. My childhood best friend’s mum was a teacher and I saw how much extra she did. Since then, I have always had an awareness of how hard teachers worked and then as a young adult when I looked back on some of my teachers, I knew their support was above and beyond and in no way happened only in school time. But what really cemented it for me was the year that Wingaru Kids launched when I was getting emails from teachers on Christmas Eve, Christmas Day and New Year’s Eve. I was working crazy hours because I was about to roll out the better part of a year’s work and wanted it to be perfect but I wasn’t expecting to have so many teachers reaching out during the festive season. I now know that this isn’t rare.
I get emails from teachers at all times of the day and night – all year round. Which is why I am not at all surprised that despite the fact term 4 of 2021 is not over, teachers are already reaching out to get ready for 2022.
We are ready to set up your 2022 classes and your primary contacts will receive an email shortly with the details. As soon as we receive your class lists, your accounts will be updated and you will be able to print your new class login details and assign lessons. Your access to the Platform and all of its resources is continuous, so please continue to log in to view any of the resources and complete your included PD. Your current students will be able to log in throughout the holiday period so consider adding some more lessons so they can continue their learning over the break. We know that most school’s classes for the coming year are not finalised until early in term 1. You will receive an email to advise we have updated your account with your 2022 class.
Aboriginal education has not always had the priority it has now and I love that so many teachers are genuinely embracing it as a priority and committing to embedding First Nations content in their programs. Your Wingaru subscription can save you a lot of planning and admin time over the holidays. In the meantime, here are a few things you can do to get off to a great start with Aboriginal perspectives in 2022.
I am really excited for 2022. I have my fingers crossed for a less disruptive year and I am excited to roll out some of the new content we have coming. I am also looking forward to another great Challenge in 2022 and collaborating with some of the brilliant educators I have been fortunate enough to get to know.
I hope you have a safe and happy festive season that includes some activities that fill your cup and help you to recharge and rejuvenate for the year ahead.
As always, sing out if I can help with anything.
We are almost there – the end of the school year is in sight, hurtling towards us at an odd pace that is both too fast and can’t come soon enough. For many, this term has been a short one with schools coming together after long lockdown breaks and for many this has been a disrupted term as schools adjusted to a new covid normal. The workload hasn’t gotten smaller, just the time to complete it. Both kids and teachers have shown amazing resilience as they pivot in an ever-changing environment with expectations of them changing at an unprecedented rate.
We have all definitely earned some fun this year; some time to rest, recharge and fill our cups as well as the cups of those we love. A few of my friends have admitted to putting up their Christmas trees in mid-November, an early start to festivities and a symbol of putting 2021 behind us. But for me the true sign the year is almost over is when the Christmas craft starts coming home with the kids. I love seeing what they have made and how proud they are to add their newly-made treasures to the tree. It feels like every time I look at the tree, someone has moved their carefully crafted beauty front and centre, a silent tussle for the prime position, where his work cannot be missed.
This year the Wingaru team have worked with two amazing Aboriginal artists – Dunghutti artist Aunty Cynthia O’Brien-Younie, and Marlee Webb, an emerging Darug artist – to bring you some new Christmas crafts for you to share with your class. This year we are excited to add gorgeous gift boxes and tree decorations to our growing collection of Christmas resources. If you are looking for something to put into the gift boxes, check out last year’s wattleseed shortbread recipe – who wouldn’t love to receive a gorgeous box of tiny treats!
I have shared a couple of activities below and Wingaru Kids subscribers will find more Christmas crafts in the ‘Teacher Resources’ section of the dashboard. Here you will also find our Christmas Craft Guide to help you turn a simple craft session into meaningful inclusion of First Nations content. This year our suggestions align with 13 curriculum outcomes.
I hope you get the chance to stop and look around in these last busy weeks. To enjoy the laughter and chatter of the kids in your class and find a moment to join them as they colour, cut and create, eager to get their stories out and to hear the stories of those around them.
I’d love to see your class’s creations so please share them!
Our free Aboriginal craft activities for Christmas - Download from link below
Last week I sat down for a yarn with the host of WinewithTeacher podcast, Ceri. It was a follow-up to the article about Wingaru and our philosophy that was included in issue 10 of Wine with Teacher magazine which focuses on elevating Aboriginal voices in the education space.
Ceri is one of those people that is always so amazing to have a yarn with. She is so enthusiastic, knowledgeable and open to hearing what other people have to say that you instantly feel at ease and the conversation just flows. It was such a great experience and as I reflect on the being part of the Wine with Teacher community, I realise that the experience wasn’t great just because I think Ceri is deadly. It was great because Ceri is an amazing ally and advocate for Aboriginal education. She has worked with mob to create genuine space for Aboriginal voices in the education space and openly given her platforms to amplify our voices and support us in our work to advocate for strong Aboriginal education approaches that are First-Nations led. The Wine with Teacher community is full of amazing teachers who are actively supporting other teachers, sharing knowledge and open to learning.
Great allies, like Ceri and so many of the amazing teachers I get to work with each day, are so important as we embrace initiatives that strengthen Aboriginal education in this country. Often when I speak with teachers, they are unsure of where they fit in Aboriginal education. They ask about the role they should take and how they can be an ally and make an impact in an authentic and culturally appropriate way. The fact they ask the question is in itself a strong start – genuine listening and consultation with First Nations communities is an important part of being a strong ally.
I have thought a lot about the strong allies that I have been getting to know in the teaching world and they all have a few things in common.
Being an advocate and ally looks different for everyone but embracing these 3 attributes or behaviours will ensure you are supporting change and having positive impact.
I am sure I am not the only parent to mutter obscenities about remote learning this week. It is life and we need to get on with it, but there is no point in mincing words. IT SUCKS!!!!
It sucks for everyone – parents, teachers and most importantly kids. My jarjums are doing so well adjusting to this temporary style of learning but I can tell they miss their friends and the social aspects of school. I am just not as cool as their friends! We are trying to focus on the positives – like how Mr 6 has been able to focus on improving his handwriting and Mr 9 is increasing his ICT skills.
For me one of the positives has been the number of parents who have contacted to share how much both them and their child are enjoying using Wingaru Kids. Parents who are enjoying learning with their children because they have not had access to Aboriginal education before; parents who appreciate the change of pace that Wingaru Kids brings to home learning; parents who are happy that their child is able to access meaningful learning experiences in this trying time; and parents who love that their learner is so engaged.
For many, this is the first time they have seen Wingaru Kids in action and I love that people are reaching out. I don’t often get to hear what parents of school kids think about our resources so it has been lovely to receive the positive feedback about the hard work our team has put in to create the platform.
We don’t know how long remote learning will go for but I hope it is quick. Not only because my family are keen to get back to school but because often remote learning means that learning focuses on a narrow part of education and kids miss out on some of the meaningful experiences that are offered in a classroom. Aboriginal education is one of the areas that becomes less of a priority and while I understand why, it doesn’t have to be this way.
Wingaru Kids provides lessons that meet curriculum outcomes from all key learning areas and supports remote learning in a number of ways:
Individual accounts for every student that can be logged in from any device with a browser.
Complete lessons that simplify assigning work for teachers as well as making navigating work for students and parents.
Engaging lessons that provide a welcome change of pace for learners and parents
Real time mark-book means teachers can see student progress quickly and easily.
Activities to support literacy skills
A range of worksheets and resources that can be printed and included in resource packs being sent home or emailed to students
Self-guided - Informative videos contain all the information kids need to complete the activities.
If you are participating in the Heal Country Challenge, check out our sample plans to guide you on the lessons that will support you to complete the Challenge despite the disruption of remote learning.
Get in contact if we can help your school include Aboriginal education in your home learning plan. Our team can get you set up in just a few hours so that you are ready for your students to explore.
NAIDOC is just around the corner and for many Aboriginal people, myself included, it’s a favourite time of year. It’s a time when Aboriginal culture takes a front seat, when we get to see our culture and our people front and centre. Australia gets to see us shine as we come together to celebrate our rich culture and communities. The coming together is the best part for me – I get to see mob and connect in a way which seems more and more challenging in the busy world we live in. Many NAIDOC events are community events where everyone is invited and I really encourage you to check out these events – go along, meet members of your local Aboriginal community and learn about the initiatives that are happening in your local area.
NAIDOC is also a time of year that sees many schools embrace Aboriginal and Torres Strait Islander content. They celebrate our communities and get the whole school engaged in Aboriginal education. For many schools, NAIDOC Week is just one of numerous times Aboriginal and Torres Strait Islander content is included throughout the year but for others, this is the only time they include First Nations content. There are many reasons why a school may only include this content during NAIDOC Week, and I understand the challenges teachers face with an already overcrowded curriculum, but the reality is that Aboriginal education is something that should be included all year round and schools need to be working towards this.
This year’s NAIDOC theme, “Heal Country!”, provides the perfect opportunity to explore ways to include more Aboriginal perspectives and ways you can embed this vital content throughout your program.
Wingaru Kids includes over 43 lessons that align with this year’s theme. Our approach encourages teachers to firstly explore the concept of Country from an Aboriginal perspective and then use this understanding to consider ways that we can all contribute to healing Country. We have created a new lesson that shares an Aboriginal understanding of Country and explains why Country needs healing before considering 6 broad focuses from which healing could be approached. These focuses are:
Check out the NAIDOC category on the Wingaru Kids Platform for the lessons we have collected that explore healing Country.
Last year we teamed up with the amazing Mr J for a Challenge that highlighted how accessible Aboriginal content can be. Mr J shared his journey over the term as he explored ways to appropriately bring First Nations content into his classroom each week. If you aren't already, I suggest you follow Mr J's work on Insta and Facebook.
This NAIDOC we have another Challenge for you – the Heal Country Challenge.
For the Heal Country Challenge we are encouraging you to include one activity from each of the six healing focuses (mentioned above) in your classroom during term 3 and we have some spectacular support to help you.
Each week an amazing group of Aboriginal educators and allies will share their classroom activities, ideas and approaches to support teachers to identify and implement Aboriginal perspectives which support healing Country. They are each so generous with their knowledge and stories that I am busting with excitement to see what they share throughout the Challenge. Make sure you follow each of these amazing educators so you don’t miss any of the amazing knowledge they will be sharing.
@teachingwithtanna - Tanna is a passionate Byellee & Kanaka (South Sea Islander) woman, and graduate secondary teacher who teaches at a small government school on Wurundjeri Country in Naarm. Her passion for Aboriginal education is infectious and I am thrilled that she is going to be sharing her approaches for the secondary space. I walk away from every conversation with Tanna feeling so positive and inspired and I am so pleased she chose to bring her strength, energy and commitment to teaching.
@learning_to_ngangaanha – Jordyn is a Wiradjuri, Ngemba and Paakantji woman and primary teacher. She has over 6 years of teaching experience in both the New South Wales and Western Australian public education systems, and currently works as a classroom teacher on Bundjalung Country with the additional role of being the Aboriginal Education Coordinator for her school. Jordyn shares her passion for Aboriginal Education on her amazing Instagram account where she shares resources and advice to support teachers in genuinely embedding First Nations cultures, histories and perspectives in all learning areas of the curriculum.
@missgibbsau – Miss Gibbs describes herself as a Koorie Mum, teacher and blogger. You have probably seen her amazing blog where she shares her love of Aboriginal education including resources, thought leadership pieces and ideas to support teachers deliver Aboriginal perspectives. Like all of the educators sharing approaches in the Challenge, Miss Gibbs is super generous with her knowledge and her grounded approach really resonates. Her blog really is a must read so if you haven’t visited it yet I encourage you to head over and make sure you are following her throughout the Challenge because she has lots of ideas, resource recommendations and inspiration to share.
@mr.j.learning.space – if you have been following Wingaru for a while you probably know what an amazing ally Mr J is and how much I love working with him. Mr J is super inclusive with both his classroom content and his approach to school leadership and generously shares so much via his insta and facebook accounts. During last year’s Challenge so many teachers shared how helpful they found Mr J sharing his learnings so make sure you are following him to see his ideas for this Challenge.
@rainbowskycreations – The other allies joining us for the Challenge are Alisha and Ashleigh, or as you probably know them, Rainbow Sky Creations. Ash and Alisha are passionate about education and I love the support they offer to teachers as well as their openness in sharing their own learning journeys. I can’t do a better job at introducing them than they themselves can: ‘Together we love creating engaging, curriculum-aligned resources to inspire your primary classroom. Our aim is to help Aussie teachers save time while delivering lessons that make learning magic for their students! We believe in high-quality teaching and learning (for teachers and students) that is sometimes out of the box, we embrace creative solutions, we care for teachers and their wellbeing and are advocates for inclusivity in the classroom and beyond.’ You can check out their work at their insta and on their website.
We have some new planners to help you develop a term plan and some free posters and worksheets to use with your class to identify ways they can contribute to Healing. Download them below. We would love to see your planners and your class commitments to healing, so don’t be shy - share them with the #HealCountryChallenge.
Sign up to the Challenge here to receive hints, tips and information direct to your inbox to support you through the Challenge.
Where did term 1 go? I feel like the end of term arrived in the blink of an eye. I hope you have had a great term and have found a classroom rhythm of lots of new discoveries that includes Aboriginal perspectives.
The end of term 1 of course means Easter and the chocolate eggs and craft that come with it! While Easter is not an Aboriginal celebration, eggs were a big part of customary life and looking at how Aboriginal people used eggs is a great perspective for all age groups. I love that over the last couple of years we have been able to support many classrooms increase inclusions of Aboriginal perspectives by considering eggs in this way.
The protocols around egg gathering took into consideration the sustainability of the species producing them. Eggs were respected as a source of life as well as nourishment for mob. Eggs would be collected in vessels weaved by Aboriginal women from the naturally available reeds and materials of the local area.
This year our Easter printable features the artwork of Darug Artist, Chloe Webb. I hope your students enjoy colouring Chloe’s work and constructing their own basket to be filled with whatever goodies they choose.
We would love to see your completed baskets so please share them with us Facebook @wingaru and Instagram @wingaru_education.
I wish you a relaxing and safe break and look forward to sharing some more First Nations knowledge with you in term 2.
Check out our Aboriginal-themed Easter activities from previous years by clicking the "Free Resources" filter at the top of our main blog page.
Aboriginal education is an area of teaching that can have an incredible impact on the world we live in. I was thrilled when I saw that the NSW Government had introduced priority areas of teacher PD that included Aboriginal education. So many teachers reach out for support in this area. I know that this new focus will help to drive real support for educators who are striving to refine their practice and I think over the next year or two we will see so many teachers gain greater confidence.
It is an opportunity to rethink how we approach Aboriginal education and I hope that school leadership teams embrace the opportunity and work with their teachers and other stakeholders to make changes that focus on teacher capacity to drive better Aboriginal education outcomes for their entire school communities. Teachers are definitely willing to embrace the change but they need the support to do so. The time has come for decision makers to consider real change and move away from doing what they have always done in this area of education because frankly, it is not working. In NSW the introduction of priority areas for PD means that teachers will now have more opportunities to consider these much- needed new approaches.
Since we introduced PD last year, a common question I am getting is “what kind of PD should I be looking for?”. The answer will depend on individual circumstances but I think we need to focus on Aboriginal education as having two distinct but often lumped together focuses.
In an ideal world, teachers would have the opportunity to complete PD in both these areas and consider these two focuses separately and give the needed attention to both aspects. Choose PD that gives you this opportunity and the space to consider the space at your own pace.
I also suggest seeking out PD that is led by Aboriginal voices – it will give you an insight that material created by non-Aboriginal people, no matter how experienced, cannot give you.
We currently have 4 PD courses available, each delivered by two experienced Aboriginal educators and aligned with the Australian Professional Standards for Teachers.
I am overwhelmed by the positive feedback we have gotten. Our format - with the Aunties having a yarn - shares knowledge in a natural way. It is how Aboriginal people have been learning for thousands of years. I love that teachers are finding the content thought provoking and the activities are helping to identify resources and ideas that can be used in the classroom.
Each course can be enrolled in separately and we offer group pricing so if you are looking for PD to roll out across your school get in touch for tailored pricing. You can choose one of our courses as part of your Wingaru Kids subscription.
By bundling PD and resources, Wingaru kids is delivering a system of support that provides resources that teachers can use in the classroom and the background knowledge of how and why to use them.
The importance of local perspectives is one of the key messages associated with Aboriginal education. Every teacher is familiar with the call for local perspectives and ultimately the challenges associated with finding appropriate content.
There is no single Aboriginal culture. There were upward of 250 language groups in Australia at the time of colonisation and each group has its own culture and lore. The information that we learn about one, may not apply to another. In an ideal world we want people to be acknowledging and observing local practices, beliefs and protocols. This is where local perspectives in schools help – it is an opportunity for kids to understand that each mob is different and to understand the approach of their local community. It builds cultural competence by supporting kids to go into the world knowing that they will encounter Aboriginal and Torres Strait Islander cultures that are different to the one that they have learned about and it arms them with enough awareness to support a respectful navigation of these differences.
But have local perspectives become a barrier to better Aboriginal education? More precisely, is the interpretation of local perspectives becoming a barrier? So many teachers I have spoken with are stuck because they fear that including anything that is not directly related to their local area will be seen as wrong or worse, offensive. Schools are opting to limit the inclusion of Aboriginal content and I don’t believe this was ever the intent of the call for local perspectives.
I can hear the frustration in teachers’ voices as they try to meet a goal that seems impossible because there are no resources and the school doesn’t yet have the connections it needs in the local community or the local community doesn’t currently have the capacity to provide the support the school needs. I understand how Aboriginal education ends up in the too hard basket, I really do. But that doesn’t make it ok. By reframing what we are trying to achieve with local perspectives we can eliminate the barrier, reduce your frustration and deliver better Aboriginal education outcomes.
Let’s look at the bigger picture. What are we trying to achieve? For me a focus on local perspectives does three things:
We can achieve these goals more easily without taking a “local perspectives or nothing” approach. By looking more broadly at how you can include Aboriginal content into your program you will find the task of including regular inclusions less daunting and open up opportunities for students to investigate the local approach.
Let’s use bush tucker as an example. You don’t need a resource that tells you exactly the food sources eaten by your local community pre-invasion. You can look at broader resources (like the ones we have on Wingaru Kids) to consider what factors influence food availability, what techniques were often used to obtain and prepare food and introduce the types of food sources that were available Australia wide. This gives kids the knowledge they need to start investigating what food sources may have been available in the local area, what food sources are still widely available in the area and how the availability has changed.
This approach also supports Aboriginal kids who are living off Country to apply concepts to their own mob as well as the local community they currently live in. Looking at an additional mob can lead to great discussions giving students the opportunity to compare and contrast between the local community and another mob.
It’s a simple change in approach that can make all the difference to how you are able to bring Aboriginal content into your classroom. If you are a Wingaru Kids user, you will find local perspectives worksheets in each of our lessons to support kids to apply their new knowledge to their local area.
I would love to hear about your approaches to local perspectives and the things that you are doing in your classroom.
I often get questions from parents who are keen for their kids to learn more about Aboriginal people, history and culture. Many are concerned about the lack of First Nations content in their child’s education or the quality of Aboriginal education that is taught without true inclusion of an Aboriginal perspective.
I understand these concerns. I have spoken to many schools who dismiss Aboriginal perspectives as “not a priority”, usually because they don’t have many Aboriginal students. This approach is concerning given the inclusion of Aboriginal content in the curriculum for all students. But I believe it is important for parents not to assume this is the attitude of your school until you have had a conversation with them. Many schools are quite open about wanting to improve their approach to Aboriginal perspectives. There are often lots of factors at play and approaching your school with openness can help reach the outcome you are hoping for.
I like to remind people that Aboriginal perspectives hasn’t always enjoyed the priority is has now. For many teachers, we are asking them to teach something that they themselves did not learn about so they may be finding their feet. We want to support them as they do this, help them to find an approach they are comfortable with while ensuring high quality Aboriginal education for our kids.
Here are some suggestions I have about how you could support Aboriginal education at your school.
I would love to hear about how your school approaches Aboriginal education. Are you happy with the approach? What do you love? What do you think they could do better? What are the changes you would like to see?
This year I chose not to engage in the Change the Date debate. It is too exhausting. I cannot face the racism that floods media and social media on this day. It is too ignorant and too frustrating, too much. How in this day and age are there so many people who cannot see that 26 January is not the date to celebrate and that it is time to move the celebration to another, more inclusive date?
Instead I am focusing on the increasing number of Australians who are working to support our First Nations communities – the allies who are taking the time and making the effort to get educated and support our communities by acknowledging our trauma, embracing truth about our history and fostering understanding by sharing this truth. Because this is how we move forward together.
Teachers, who are one of our greatest influencer groups and play a significant role in leading change, often ask me how they can support First Nations communities and be a strong ally for Aboriginal and Torres Strait Islander people. There are lots of things educators can do to support our communities and I love that so many are seeking advice on how they can provide support in a culturally appropriate way. Small things, like some of the ideas below, may make an Aboriginal child feel supported and start to open up or support a non-Aboriginal child to start on their own journey of being a strong ally.
I have talked before about ways to be a good ally and taking an anti-racism approach so I won’t go into those again – we all know how important standing up and speaking up is. Here are some other ways teachers can support Aboriginal and Torres Strait Islander communities.
As always, pick actions that feel comfortable for you, don’t feel you have to do it all. Any support is appreciated! I woulod love to hear about the things you do to support our communities.
How is it half-way through January already? Time seems to pass faster and faster. My boys are growing too fast and I wish there was a way to slow down time, just a little. These last few weeks have been such a needed break from routine. We have loved the slower pace, the not needing to be anywhere, the extra time to read, swim, and play Nintendo – all three favourite pastimes here. School is approaching faster than most of us would like. The exception being Mr 5 who is very excited about heading off to big school this year so the start of school can’t come fast enough!
This time of year, for me, like all educators, isn’t just about the fun, it is also about getting ready for the year ahead. For us at Wingaru it means finalising our new lessons – “Seasons” will be available soon so keep an eye out for it – and getting ready to enrol our 2021 class groups. We are welcoming 35 new schools at the start of Term 1 which I am really excited about. Our set up team will certainly be busy! We can set up your 2021 classes as soon as you are ready. We will be in contact with your school’s primary contact shortly but you can send your class lists through anytime and we can get everything sorted so your accounts are ready to go.
Most teachers are in full swing already – setting up classrooms and planning lessons for the year. The love that goes into setting up classrooms is amazing. If you are a parent, I hope you get the chance to take a minute to look around your child’s classroom and appreciate the time, effort and thought that has gone into the set up. Your teacher likely did that during their vacation time.
If you are one of these teachers, we have some resources that you may find helpful. If you are setting up your classroom consider including some Aboriginal artwork. I have our 2021 Wingaru Calendar and Acknowledgement of Country poster for you here. If you are a subscriber you might like to check out our name labels and birthday calendar in the teacher resources section of the platform. I am a huge fan of Chloe Webb, a young Darug artist who has done this year’s artwork.
Don’t forget to check out our planning templates https://www.wingaru.com.au/blog/planner-challenge to help you identify and plan where you can include Aboriginal and Torres Strait Islander content in your program this year.
As always, sing out if I can help!
2021 Wingaru Calendar and Acknowledgement of Country Poster - Download from the links below
Are you a Wingaru Kids subscriber? Check out our birthday calendar and name labels in the teacher resources section of the platform.
2020. What a year! I for one am so glad that it is coming to an end! I am counting down the days until the holidays begin and we can slow down and sink into holiday mode and enjoy some salt-water healing on our usual trip north to gorgeous Gumbaynggirr Country.
It has been a big year for Wingaru and I am really proud of what we have achieved and the support we have been able to provide during this unusual year. Some of the wins for Wingaru in 2020 have been:
Supporting Schooling From Home
With many students schooling from home, we saw record numbers of students logging in to use our resources, completing activities that explored First Nations culture while strengthening their comprehension, problem solving and ICT skills.
All Together Now
Our educators worked with Reconciliation NSW to deliver another year of All Together Now, an initiative to support teachers to celebrate Reconciliation Week and we are very pleased to be welcoming another round of finalists from the NSW Schools Reconciliation Challenge to the Wingaru Kids platform.
Our Butabuta team continued to support organisations, adapting quickly from face to face sessions to online training that saw the Aunties become zoom wizzes – well almost ;). This year we supported a number of amazing organisations with cultural awareness training as well as help to develop culturally safe work environments that support both staff and Aboriginal clients. We worked with Home Teacher to support their partnership with the Smith family to deliver home tutoring scholarships to 100 students. Many of these students identify as Aboriginal or Torres Strait Islander and we love being able to support this amazing group of teachers providing tutoring to do this in a culturally appropriate way.
We also launched digital Professional Development for teachers which is available individually or as part of the Wingaru Kids subscription. The feedback has been really positive with many teachers telling us they now feel more confident including Aboriginal perspectives in their teaching and with working with Aboriginal students and their families. We also provided PD for the Relief Teacher Association and I delivered a session at their annual conference – stepping out of my own comfort zone, as I support teachers to step out of their own. You can check out our courses here.
Supporting Healthy Communities
Our IT team delivered a bespoke platform for the NSW Ministry of Health’s Aboriginal Health Knockout Challenge, supporting the amazing team running the program to expand the reach of this fantastic initiative that delivers life-changing health benefits to communities across NSW. I am in awe of the mobs who took part this year for all their hard work and the amazing results.
Planning with Wingaru and Mr J Challenge
The “Planning with Wingaru and Mr J Challenge” was a big focus for the Wingaru team in term 4 and I could not be happier with how it went. We saw so many deadly teachers sharing how they were including Aboriginal and Torres Strait Islander perspectives in their classrooms and supporting each other as they took on the challenge of increasing the amount of First Nations content that they included. I got to know the amazing Mr J who was so generous with his time and self in sharing his journey to refine his personal approaches to Aboriginal education. For so many teachers, getting Aboriginal education right means stepping out of their comfort zone completely which can be overwhelming and I know there are so many teachers who benefited from Mr J’s regular updates, tips and learnings as a non-Aboriginal teacher taking on this important area of education. I want to thank every teacher who has taken part in the Challenge. I’d love to hear how you went and how taking part changed your classroom. While the Challenge is over, the planners are still available to download here if you would like to plan your First Nation inclusions for next year.
2020 has been a crazy year and I cannot wrap up without acknowledging the hard work of teachers who have showed amazing resilience and flexibility in supporting kids in this year of uncertainty. If you are a parent, please take the time to thank your teacher – they earn that thanks every year but this year more than ever that work needs to be acknowledged.
If you are a teacher, I hope that during this busy time you have the opportunity to take a breath and look around at the world before you. As a teacher you have changed lives this year. You have given the gift of knowledge, helped build self-esteem and shape opinions. You have supported children and families to survive schooling from home and shown a flexibility that many didn’t know possible. You have undoubtedly worked into the night and woken worried about a student who struggles with change and needed extra support to cope with the chaos that has been 2020. Your dedication and hard work have not gone unnoticed.
While I am keen for this year to be done, I look forward to next year and all that lies ahead. We have some great things planned and I can’t wait to share them with you. We have new lessons coming about seasons, plant use and my personal favourite, a lesson about the Aboriginal history of Coffs Harbour featuring the stories of Gumbaynggirr Elder, Aunty Sue Hoskins, who generously spent time with us this year sharing her stories. We also have more PD coming and our cultural awareness calendar is filling up.
Stay safe, keep healthy and enjoy the festive season!
Well, here we are at the last full week of school here in NSW and the final challenge chatter email. I hope you’ve had a great week and an even better term despite the craziness that always is Term 4.
It’s hard to believe that we’ve come to the end of our #PlanningWithWingaruAndMrJChallenge already, it feels like just yesterday I sat down with my Wingaru Planner and looked at how I was going to embed Aboriginal and Torres Strait Islander perspectives each week.
Despite, the name I’ve actually found this journey to be anything but a challenge. For me personally, it’s hasn’t been hard to find ways to embed this important cross curriculum priority, it’s been more about changing the way I think, being more mindful and forming new habits when it comes to planning my lessons and units of work.
Thanks to the amazing resources from Wingaru and this incredible online community I’ve never been short of great lesson ideas, activities and resources that I can use throughout my week across a range of KLAs. My eyes have been opened to new perspectives, ideas and insights that I wasn’t aware of before and I’m so excited to take all of this with me into a new year.
For me, this was never about doing a “one off” thing for a term, but it was about changing the way I’ve done things for the last 12 and a half years as an educator and leader in schools. The way I look at it, this isn’t the end of our challenge but simply the start of a new journey and I’m really looking forward to taking this Challenge further and sharing many of the insights, resources and approaches that I’ve seen from others over the past 10 weeks with my colleagues and students.
I just wanted to take this opportunity to thank you for being a part of our Challenge this term. I hope it’s been a positive experience for you as an educator and you’ve come away with something new that you can continue to use beyond this Challenge.
As a non-Aboriginal educator, 2020 has been a wake up call both personally and professionally and I’ve continually challenged myself to do better when it comes to embedding First Nations perspectives and content into my classroom because I had been ignorant up until now. For that I am deeply sorry and I am committed to doing better moving forward.
Thank you again for those who followed along on this journey, for those who gave it a go and for those who shared their weekly intentions with us along with a snapshot into their classrooms. You’ve continued to inspire me and so many others.
Have a wonderful Christmas and New Year season friends!
The “Planning with Wingaru and Mr J Challenge” was a big focus for the Wingaru team in term 4 and I could not be happier with how it went.
The Challenge encouraged teachers to include an Aboriginal or Torres Strait Islander perspective each week for term 4. That meant 10 opportunities for students to explore the fascinating cultures of Aboriginal and Torres Strait Islander people and to embed that knowledge within their understanding of Australian history.
We wanted to show how accessible Aboriginal perspectives can be and support teachers to refine their approach and take away some of the hesitation that many teachers feel when it comes to including First Nations content in the classroom.
We teamed up with the brilliant Mr J from Mr J’s Classroom (check his work out here). He agreed to share his journey as a non-Aboriginal teacher tackling the Challenge to increase Aboriginal content in his classroom. Mr J was so generous with his time and self in sharing his journey to refine his personal approaches to Aboriginal education and I know there are so many teachers who benefited from Mr J’s regular updates, tips and learnings.
The Challenge is something I have been thinking about for a while now. I talk to so many teachers who feel that Aboriginal perspectives are out of reach and I want to change that perception. By encouraging teachers to include content more often by aligning it with units of work they are already delivering, I believe we can have a huge impact on the collective knowledge Australians have about Aboriginal and Torres Strait Islander people and our cultures.
We saw so many deadly teachers sharing how they were including Aboriginal and Torres Strait Islander perspectives in their classrooms and supporting each other as they took on the challenge of increasing the amount of First Nations content that they included.
So many ideas were shared about ways to include perspectives in busy classrooms and I loved how many teachers I spoke to that said the Challenge had made them rethink how they do Aboriginal content and how they will continue to focus on including more. That’s what it was all about.
I also spoke to a number of teachers who said the Challenge gave them confidence in the approaches they were already taking. Sometimes we just need that little bit of reassurance to give us confidence in our actions.
I want to take this opportunity to thank every teacher who participated. I know stepping out of your comfort zone is not easy and changing the way you work can be hard, particularly when you are in charge of a busy classroom.
We offered three chances to win a 12-month Wingaru Kids subscription for schools participating in the Challenge. The winners of these subscriptions are:
For signing up to the Challenge:
Congratulations Jessica Malu!
For sharing their planner on social media:
For sharing their weekly intention on social media:
We look forward to welcoming your schools to the Wingaru Kids mob.
While the Challenge is over, the planners are still available to download HERE if you would like to plan your First Nation inclusions for next year.
2020. What a year! I for one am so glad that it is coming to an end! I am counting down the days until the holidays begin and we can slow down and sink into holiday mode and enjoy some salt-water healing on our usual trip north to gorgeous Gumbaynggirr Country.
The tree is up, the elf has arrived and Christmas craft has started coming home from school – Christmas has arrived! While Christmas was not a traditional Aboriginal celebration, many of our mob embrace the holiday today and we celebrate it with great enthusiasm. Our mob gathers, we have a big feed and there is no shortage of laughter. Community Christmas events bring us together, providing opportunity for connection with people and culture. Blak Santas hand out gifts to our jarjums and the Aunties and Uncles gather, sharing stories that we have heard over and over but at the same time can never hear enough.
But before we can get to that we have to make it through the final weeks of term. The energy of kids this time of year seems to be ebbing on exploding with cards and candy canes starting to be exchanged. Teachers are frantic, writing reports and finishing work units as well as planning for next year, all while managing the day-to-day of classrooms full of tired children who are ready for their summer break.
Christmas craft is the perfect inclusion this time of year and this year we have some new handouts that bring an Aboriginal perspective into the busy classroom. Including simple activities like these helps keep Aboriginal content a regular inclusion in your classroom, even at this busy time.
Have fun exploring bush flavours or creating some Aboriginal inspired gift-cards or tree decorations with your students – I would love to see what you do!
Anyone who knows me, knows that I love a yarn and this week I have had so many interesting yarns with teachers about how they are approaching the Challenge. I love the diversity of approaches and the thought that has gone into the plans that are being rolled out across the country.
For some teachers this is the end of week 2 – can you believe how fast it is going? Astronomy was popular this week – lots of kids getting to learn about the amazing skies above us! We have two different astronomy lessons complete with video and other resources to support you on the Wingaru Kids platform. If you haven’t already come check them out!
NAIDOC is coming up and this year’s theme ‘Always was, always will be’ is a great theme to build your planner around. There are so many ways you can explore the theme. You might like to:
I have spoken to a few teachers who are using NAIDOC as inspiration for the Challenge so make sure you are sharing and following so you can see all the great ideas that are being shared! To give you some ideas on what you might do for a NAIDOC approach I have attached a sample planner below.
No matter how far in you are I would encourage you to check out some of the inspiration being shared under #PlanningWithWingaruAndMrJChallenge.
Stage 2 NAIDOC Sample Planner - Download from link below
This week we announced the #PlanningWithWingaruandMrJ Challenge – an initiative to get teachers thinking and talking about including more Aboriginal and Torres Strait Islander content in their classrooms. The response has been amazing! I am so excited at the number of teachers who have said they are going to take part! I can’t wait to see what everyone does.
If you missed the initial posts about the Challenge, check out the previous blog, which has more information and the planner template: www.wingaru.com.au/blog/planner-challenge. You should also head on over to Mr J’s Learning Space to follow his journey.
In the words of Mr J “the #planningwithwingaruandmrj challenge is all about taking that first step and deciding to think more intentionally about what we do and how we can naturally incorporate First Nations content into our teaching and share the journey together to inspire and support other educators as they try to do the same”.
To give you some ideas on what you might do to bring Aboriginal and Torres Strait Islander content in each week for term 4, we have created 3 sample planners that I have attached here. These planners, one for each stage, illustrate just some of the different approaches you could take in including a weekly First Nations perspective.
Local Focus - Use term 4 to explore your local community. You could explore:
Country – how did the local mob use a river? or get to know the clans of the language group;
Language – what is the local language? Can you find examples of it? Is there a local speaker you could invite in?
Land management - what bush tucker grows in the area? What tools would likely have been made given the material available in the local environment? What sustainability practices were likely practised?
Perhaps you could look at how the local people are represented today. The possibilities are endless.
Build lessons around a single resource – this example shows how you can build experiences around one topic or resource. Consider the elements of your focus topic and build additional experiences to explore the elements. In our example we look at turtles but the same approach could be taken with many other subjects. Think about the key learning areas and how they may be present in your chosen resource.
Focus on a single topic/unit – this example shows the possibilities of choosing a topic you are learning about in your class and exploring it from many angles which supports students to develop a strong understanding of the related issues. This works well for topics where students should consider different opinions and perspectives on an issue as they develop their own thoughts on it.
You could apply any of these approaches to any stage with some tweaking or apply the approach to any topic that suits what is in your plan for term 4. Don’t be afraid to mix it up! The possibilities are endless – don’t forget to share your ideas by tagging @wingaru_education and @mr.j.learning.space
Stage 1 Sample Planner - Download from link below
Stage 2 Sample Planner - Download from link below
Stage 3 Sample Planner - Download from link below
Write something about yourself. No need to be fancy, just an overview.