Building Teacher's Cultural INTELLECT &
FIRST NATIONS perspectives

THROUGH Literacy and Numeracy

Looking for fun and innovative ways to incorporate more authentic Indigenous perspectives into your everyday lessons. This course supports and will help you build upon your own cultural understandings and capacity to develop a greater awareness of First Nations Peoples history and culture to help promote a deeper awareness around the reconciliation process. 

By part taking in this course you will develop a deeper understanding of mandatory policies (Aboriginal Education Policy), priorities and curriculum outcomes and expectations in regards to building a school culture that embeds First Nations perspectives into curriculum programs across literacy and numeracy.  

CompletingBuilding Teacher’s Cultural Intellect and First Nations perspectives through Literacy and Numeracy’ will contribute 5 hours of NSW Educational Standards Authority (NESA) Accredited PD in Priority area of Aboriginal Education and supporting Aboriginal students/children addressing standard descriptors 1.4, 2.4.2, 2.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW. 

This PD day can be done face to face or online in a live zoom presentation. We do school staff development days and can cater to your schools needs.

Due to the situation at present with COVID-19 we need to be aware and prepared for the rules and regulations in regard to all participants. Our COVID-19 safe strategy follows the Work Safe Australian health guidelines.

 This course will provide an opportunity for your school staff to broaden their knowledge and embrace a deeper awareness of First Nations history and culture. Hence, contributing to a holistic approach of embedding deep authentic First Nations perspectives into the school culture and curriculum teaching programs.

If you and your leadership team are interested in this NESA Endorsed professional learning day ‘Building Cultural Intellect and Embedding First Nations Perspectives in Literacy & Numeracy’ please contact us on the form below. 



A proud Gamilaraay woman from north west NSW. Bronwyn  is the founder and CEO of TIPIAC. With over 20 years teaching experience in remote, rural and urban settings. Bronwyn has worked with educators to help them create innovative ways of embedding Indigenous perspectives into their daily lessons, she mentored honour students in their 4th year of Global Challenges science degree at Monash University Melbourne and she has worked with Catholic dioceses to embed Indigenous culture and history into curriculum programs. Bronwyn is a literacy consultant who focuses on innovative ways to include Indigenous perspectives into the English curriculum. Bronwyn has been to two World Indigenous People’s Conference on Education (WIPCE) in New Zealand and also here in Melbourne, Australia. With her background knowledge, passion for education and her love of her history and culture makes her perfect person to help you build your own cultural capabilities to include authentic Indigenous perspectives into your teaching programs.


With 45 years experience in the education system across  remote, rural and urban settings.  Helen has worked as a classroom teacher, a subject coordinator, an executive school team member, Assistant Principal, Principal, Literacy and Numeracy Consultant, Special Programs Consultant, K-12 Consultant. Helen has been a guest speaker at University for Literacy in high school settings and invited guest speaker for Special Needs/ Life Skills implementation programs. A highlight for Helen was attending the GAMA Festivals in East Ahnem Land, Northern Territory. In 2014 Helen attended the World Indigenous Conference in Hawaii and in 2015 Helen travelled to USA and Canada with the QUELI Leadership Institute attending professional development in a range of school  & Leadership Institutions. Helen has a great passion for working toward improving outcomes for indigenous students and her experience in two Bi-Lingual schools has given her first hand experience in teaching and administrating in this  environment. Helen’s position as a consultant contributes to TIPIAC’S goal to improve student outcomes, and build a stronger connection between schools and indigenous communities.


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