Easy Ways to Implement Indigenous Perspectives into Your Literacy Sessions

Why teach indigenous perspectives?

You have probably read, heard or have listened to people talk about the statistics of Indigenous education and just how far behind our First Nation’s children are in Literacy and Numeracy, school attendance and even when it comes to engagement within the classroom and school environment. It is sometimes so much easier for us to just say we do not know enough about Indigenous perspectives, so we just give up and not teach Indigenous perspectives at all. Although, over the past few years I have noticed that teachers really are trying to change their perspective and becoming open to at least trying to implement more Indigenous perspectives. Let me ask you a question and be honest when you answer.
When was the last time you did your own research and incorporated Indigenous perspectives into your lesson? How did this go? What did you learn from teaching that lesson? How engaged were the children in your classroom?
I believe that when our children see representations of themselves in any environment, they feel like they belong and are valued. When our children see their Culture and history displayed in a school and their teachers teaching it Indigenous children are more likely to engage and share their journey. We can all learn so much from each other by sharing our stories which then allows us to a better understanding of all the different cultures. This also helps to build and nurture relationships with each other and helps us feel like we belong and are valued within the educational system. Understanding the differences of each of our perspectives allows us to grow and build stronger relationships and leads to reconciliation.
One of my true passions is to help teachers around Australia implement more Indigenous perspectives into their daily routines. I truly believe that when we walk together the journey of true change begins.           

~Bronwyn Cochrane~

Preschool and EARLY Childhood education

  •   Connecting to Country – collecting natural resources, sharing experiences of Country.
  • Yarning about Traditional Care Takers, using Language map (interactive)
  • Making list and comparing meaning of Country – different perspectives.
  • Dreaming stories – beginning, middle, end, sequencing pictures.
  • Weekly Indigenous focus children picture books by indigenous authors. (Riley Callie Resources)
  • Being on Country and collecting leaves – writing letters on leaves, sorting, sensory play (sand, textures of natural things)
  • Using local language – getting community members into your centres, AECG.
  • Visual discrimination worksheets
  • Using symbol cards, memory cards, Indigenous tools,
  • Having an Indigenous focus table in your centres.

USEFUL LINKS

Our online TIPIAC SHOP for worksheets and many other Indigenous education resources.

Riley Callie Resources – Memory cards, Topic cards, Indigenous Children’s books. 

Kindergarten
early stage one

  • Writing activity – sequencing worksheets.
  • Yarning circles – Roll and discuss topics (story sharing) (talking and listening)
  • Making list and comparing meaning of Country – different perspectives.
  • Nature writing – show pictures of different environments and have students write about it.
  • Dreaming stories – beginning, middle, end, sequencing pictures. (videos)
  • Weekly Indigenous focus children picture books by Indigenous authors. Use the Indigenous perspective resources in your school libraries. (Interactive map) (use of language words)
  • All things Country – list and create compare and contrast posters of different perspectives of Country. Have a yarning circle and discuss.
  • Using local language – get students to make their own memory cards using local language.
  • Using symbol cards, memory cards, Indigenous tools.
  • Having an Indigenous focus centres in guided reading groups.

YEARS 1 & 2

  •   Writing centres – sequencing worksheets/dreaming stories.
  • Indigenous symbols– writing stories/sentences. (make own symbols and add to large die) (story sharing) (talking and listening)
  • Making lists of language words for animals/body parts/family/greetings
  • Writing about Indigenous culture– tools/weapons/practices/art/dance/stories
  • Dreaming stories – beginning, middle, end, sequencing pictures and recalling story. (videos)
  • Weekly Indigenous focus children picture books by Indigenous authors. Use the Indigenous perspective resources in your school libraries. (Interactive map) (use of language words)
  • Writing / prompt cards – Use Indigenous pictures and get students to write about them or create a story.
  • Using local language – get students to make their own memory cards using local language, create a literacy game around words/Indigenous knowledge.
  • Using symbol cards, memory cards, task cards.
  • Having an Indigenous focus centres in guided reading groups.

YEARS 3 & 4

  • Writing centres – Write about worksheets/topic cards/pictures
  • Indigenous symbols– writing stories/sentences. Student choose 2 to 3 cards to have to come up with a sentence. VCOP – adding ambitious vocabulary, cool connectives, sentence openers and making sure to punctuate.
  • Making lists of language words for animals/body parts/family/greetings – using these in writing.
  • Research and writing task centres – cultural task cards.
  • Dreaming stories – Research and write about local dreaming stories.
  • Research Indigenous authors and their books. Write a report about the author of choice.
  • Investigate Indigenous innovations
  • Design and create an Indigenous board game for a chosen audience on a specific Indigenous cultural aspect. (eg: tools, weapons, innovations, local language, arts etc.
  • Research, design and create short films, write scripts focusing on cultural education videos. (for a specific audience)
  • Research Indigenous film makers, artists, entrepreneurs, technology specialists, scientists, etc.

YEARS 5 & 6

  • Comprehension centres – Comprehension worksheets
  • Indigenous research tasks
  • Writing stories/sentences. Student choose 2 to 3 cards to have to come up with a sentence. VCOP – adding ambitious vocabulary, cool connectives, sentence openers and making sure to punctuate.
  • Local Language task– make a PP to teach others about language (have a language word of the week, students develop a lesson to teacher others)
  • Research and writing task centres – cultural task cards.
  • Dreaming stories – Research and write about local dreaming stories and come up with a creative way to teacher others.
  • Research famous Indigenous people, try to find one in each area on the language map. Write a report about them.
  • Investigate Indigenous innovations and how it was/is environmentally friendly.
  • Design and create an Indigenous board game for a chosen audience on a specific Indigenous cultural aspect. (eg: tools, weapons, innovations, local language, arts etc.
  • Research, design and create short films, write scripts focusing on cultural education videos. (one step further and create a picture board to plan out shots etc.)
  • Research Indigenous film makers, artists, entrepreneurs, technology specialists, scientists, etc.

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