1. NAIDOC Day 2016 Proposal Northlakes Public School

2. How did we get here?
After three of our staff attended the ‘8 Aboriginal Ways of Learning’ at Gorokan in October last year, we brought our knowledge back to our school and community.
We invited our school staff and Aboriginal families to join us in a professional learning afternoon where we explored the 8 Aboriginal Ways of Learning.

3. We split into groups and became ‘experts’ in one of the ‘8 Ways’ and then shared this with other groups (using some of the resources from the Gorokan session).
We discussed the idea of taking a new look at our NAIDOC Day celebrations and ways we could incorporate the ‘8 Ways’ into this day.
In groups, we brainstormed ideas and experiences focussing on teaching through Aboriginal culture.

4. Where are we going?
Our session with staff and families was very productive with many ideas on how we can incorporate ‘8 ways’ into our NAIDOC celebration and classrooms.

5. What next?
From the many ideas, we evaluated what could work at our school and we tried to incorporate ideas that fit within our school and community current focus and units of work.
From there we developed a proposal to put to our school Equity team as they continue to plan for NAIDOC Day

6. NAIDOC Day 2016 Proposal
We are hoping to contribute to NAIDOC Day 2016 in a more authentic and genuine way, incorporating the ‘8 Aboriginal Ways of Learning’.
After our teacher professional learning session last year and consultation with staff and present Aboriginal families, we have put together some ideas to use as teaching and learning for this day.

7. Story Sharing: Approaching learning through narrative
Story Sharing: Approaching learning through narrative. Personal narrative (stories) are central.
We connect through the stories we share.
Teaching/Learning Experience: small groups or class groups
Resources: community members
We would like to invite some community members to share their own story. Our Aboriginal Support Officer or Service Manager at the Neighbourhood Centre may have some contacts of people who would like to be involved in this. Possibly some high school students from Northlakes High School could also be involved and share their own story. 

8. We picture our pathways of knowledge
Learning Maps: Explicitly mapping/visualising processes. Images or visuals are used to map out processes for learners to follow.
We picture our pathways of knowledge
Teaching/Learning Experience: In classrooms
Resources: Access to the student’s own goals, paper, stationery
The students would work on creating a learning map to achieve their individual learning goal/s. Students would draw/represent/write the pathway to their goal. How are they going to get there? What will they need to do to achieve that goal?

9. We see, think, act, make and share without words.
Non-verbal: Applying intra-personal and kinaesthetic skills to thinking and learning. Kinaesthetic, hands-on, non-verbal learning is characteristic
We see, think, act, make and share without words.
Teaching/Learning Experience: In the hall in year groups
Resources: Performance group or film of dancers performing, music
The students will listen to traditional Aboriginal music and sounds (or view a performance if possible). Later, students are able to discuss their thoughts and feelings of the music. Was there a story being told? Why did you think that? What was being communicated to you? Students are also able to explore their own movement to Aboriginal music. Are they able to share and communicate with others without using words?

10. We keep and share knowledge with art and objects.
Symbols and Images: Using images and metaphors to understand concepts and content. Symbol, image and metaphor are central to pedagogy
We keep and share knowledge with art and objects.
Teaching/Learning Experience: In classrooms, class groups
Resources: wooden message sticks, pencils or paint
Students create their own message stick. They use symbols and images to show aspects of their own identity, their family, and their interests. Students may show their message stick to others and they may ‘read and interpret’ each other’s message sticks.
If face painting/body art was available, students choose symbols that are meaningful for them.

11. Land Links: Place-based learning, linking content to local land and place. Ecological and place based, drawn from the living landscape within a framework of profound ancestral and personal relationships with place.
We work with lessons from land and nature.
Teaching/Learning Experience: In class groups
Resources: objects from the land the student has chosen, cameras or IPads
Students collect objects from the land that they are interested in (sand, pebbles, leaves, bark) as they explore their local area. Students explore and experiment with these natural materials to create an artwork/ sculpture. Students can photograph their artwork and could later follow up with a discussion or writing piece about what the artwork represents.

12. We put different ideas together and create new knowledge.
Non-linear: Producing innovations and understanding by thinking laterally. Nonlinear ways of learning are complementary, not oppositional
We put different ideas together and create new knowledge.
Teaching/Learning Experience: In class groups
Resources: newspaper, beanie toy
Students are given a problem solving task. For example: What is the tallest tower you can build from 6 sheets of newspaper. Can your tower support the weight of a small beanie toy?
Students work in small groups to create/find a solution to the task. Emphasis is on finding different solutions. There is no right way.

13. We work from wholes to parts, watching and then doing.
Deconstruct/Reconstruct: Modelling and scaffolding, working from whole to parts. Begin with the whole structure, rather than a series of sequenced steps. Holistic, global, scaffolded and independent learning orientations of students
We work from wholes to parts, watching and then doing.
Teaching/Learning Experience: In class groups
Resources: Dreamtime stories. Perhaps some titles that will complement the theme of NAIDOC Week 2016 ‘Songlines - The living narrative of our nation’
Students are read a Dreamtime Story. As a group, discuss, identify the VIPs, put the story back together.
Some students could use pictures to help sequence the story, others could write important points and then sequence.

14. We bring new knowledge home to help our mob.
Community Links: Centring local viewpoints, applying learning for community benefit. Connections to real-life purposes, contexts and communities, teams.
We bring new knowledge home to help our mob.
Teaching/learning Experience: Class or Year/Stage Groups
Resources: Our local area and community
Prior to NAIDOC Day the students would have a walking excursion to visit our local area and lake.
On NAIDOC Day the students would sit on yarning mats outside and discuss their community walk and share their thoughts and observations. Was there something that many students noticed? (e.g. rubbish near the lake)
Pose questions to students – What can we do as a community? Discuss the responses and use as a school follow up for community benefit.