This module is concerned with why we include indigenous perspectives in schools and classroom learning for all Victorian students and it will help school staff by providing a brief overview of Victorian Aboriginal history.
On completion of this module you will have gained an overview of Victorian Aboriginal history and themes for schools that will give you an insight into how to locally launch and investigate the lived aboriginal history in your local school area.
150 Years of Lake Condah: ongoing heritage management and cultural revitalisation.
The Lake Condah Mission is a part of the land of the Gunditjmara people and is located outside of Heywood in Western Australia. The Working Country Program enables Traditional Owners to preserve the rich cultural heritage of Lake Condah and share the history and place with others.
Click on the image above to read a snapshot of Victorian Aboriginal Health.
When reading this:
a) appreciate the holistic understanding of Victorian Aboriginal life
b) the connection between individual good health and a healthy community
c) the role education plays in building and maintaining healthy communities.
Visit the Australian Bureau of Statistics where you will learn about the Health and Welfare of
and Torres Strait Islander Peoples
Congratulations you have completed the first part of Module 2. it's now time to complete your checklist.
The checklist will allow you to assess your school practice and give you suggested action items to help make your school inclusive of Aboriginal people
|1||We have an Aboriginal and Torres Strait Islander perspective in all curriculum areas.|
|2||Our School curriculum scope and sequence includes mandatory units based on both traditional and contemporary Aboriginal and Torres Strait Islander history and cultures.|
|3||The school has implemented Aboriginal and Torres Strait Islander studies for all students.|
|4||All students have high expectations and are challenged by the curriculum.|
|5||The school has implemented an Aboriginal and Torres Strait Islander Language Program.|
|6||The school has open discussions with Aboriginal and Torres Strait Islander parents and community members to establish shared expectations of the teaching and learning focus of the classroom.|
|7||Our library includes Aboriginal and Torres Strait Islander material, and is available to all students.|
|8||Our school provides intensive individual career skills development and counselling for Aboriginal and Torres Strait Islander students.|
|9||Aboriginal and Torres Strait Islander authors and themes are well represented in our teaching resources and curriculum implementation.|
|10||Teachers challenge individual students with programs that build on students prior knowledge.|
|11||All staff undertake regular Aboriginal and Torres Strait Islander cultural training and development.|
|12||We know the traditional land our school is built upon.|
|13||We know the traditional nation, language and local Indigenous groups that inhabited our local area.|
|14||All students study units of work on local history and cultures of Aboriginal and Torres Strait Islander peoples.|
|15||We participate in Reconciliation Week Activities.|
|16||We have invited local elders to talk to staff about local history and cultures.|