Dare To Lead is a Project of Principals Australia Funded by The Department of Education, Employment and Workplace Relations Partnership builds success Using APAC units in the classroom Jacquie Taylor: Dare to Lead Consultant SA Writer for APAC project June 2009 Dare to Lead

ABORIGINAL PERSPECTIVES ACROSS THE CURRICULUM What is the difference between Aboriginal Studies and Aboriginal Perspectives across the curriculum? The APAC project: ‘aims to broaden and deepen students’ and teachers’ understanding of Aboriginal cultures and ways of being. Teaching APAC will assist all students to be able to look at the world from an Aboriginal viewpoint and understand the different Aboriginal points of view on a range of issues such as reconciliation, social justice and equity.’

From APAC web-site: Teaching Aboriginal perspectives involves assisting your students to be able to look at the world from an Aboriginal point of view and understanding the different Aboriginal points of view on a range of issues. Different issues and viewpoints affect people in different ways, we need to start from, and keep in mind, a cultural aspect. Aboriginal culture should be valued in your curriculum and Aboriginal cultures should be recognised as entities in themselves. There are many cultures valued in schools, Italian, Polish and others and it is important also to look at things from an Aboriginal point of view instead of always coming from a dominant culture. Alison Motlik

From DECS SA: Embedding Indigenous/Aboriginal perspectives does not necessarily mean teaching whole units with Indigenous content. It can also mean starting with what you are already doing and asking some simple reflective questions? Is there Aboriginal knowledge to incorporate into this topic? Are there Aboriginal opinions and viewpoints to incorporate into this topic? Are there Aboriginal people who are important to this topic? Are there Aboriginal versions of events related to this topic? Are there particular obligations and responsibilities related to this topic? Are there Aboriginal priorities and aspirations relating to this topic?

Think about these statements : “Knowledge about Aboriginal and Torres Strait Islander Cultures is required to effectively embed perspectives across the curriculum.” (is there a better word/phrase than embed?) “Indigenous content does not necessarily mean Indigenous perspectives” “With the best of intentions teachers; with little cultural knowledge, ‘who do not know what they do not know;’ may attempt to add Indigenous perspectives, and may cause students to form damaging misconceptions about Aboriginal and Torres Strait Islander peoples and their cultures.

Benefits in using APAC units of work well prepared, researched and have been trialled ‘safe’ to use for they have been validated by appropriate Aboriginal Elders provide necessary background information regarding Culture and Protocols have been written with the view of supporting teachers who may not have prior knowledge or extensive teaching experience (see hand-out) easily adapted to own context / cultural group only ‘approved’ resources are utilised wide range of strategies employed Key learning areas identified to assist with curriculum mapping

Exploring some of the units / series of lessons: Nyuntu Ninti: What you Should Know: (You are smart) (early childhood) Living with Country (middle years / early adolescence) inclusive Connectedness: (early / late adolescence) inclusive EXPLORE: organising concepts major learning areas / Different state curriculum frameworks spiral curriculum importance of whole of school curriculum mapping procedures adapting to own context