Educator Resource

Cultural safety: respectfully covering First Nations content

We acknowledge and pay respect to the Traditional Custodians of this nation and pay our respects to elders past and present. We acknowledge the continuation of cultural, spiritual and educational practices of Aboriginal and Torres Strait Islander peoples and that connection to Country never ends.

This lesson has been developed and created in collaboration with First Nations consultants. While every effort has been made to ensure this content's accuracy, we acknowledge hundreds of distinct Aboriginal and Torres Strait Islander groups across Australia. Therefore, we recognise that this content will not be the sole representation, voice or view of First Nations peoples and their diverse communities.

Useful resources:

https://www.narragunnawali.org.au/about/terminology-guide
https://www.narragunnawali.org.au/professional-learning/90/cultural-safety-and-respect-in-the-classroom
For exploring language, social or nation groups of Aboriginal Australia, visit the AIATSIS Map of Indigenous Australia.

Talk with Aboriginal and Torres Strait Islander students, staff, families or community members when planning to use Bright Beginnings on Country learning resources in the classroom. Local Aboriginal and Torres Strait Islander community members could be invited to share stories about their culture and experiences. This will enrich the students’ learning experiences and is especially meaningful when local perspectives are shared from the place where students live and learn.

Before approaching First Nations people, teachers should be mindful and respectful that there may already be many demands on their time for some Aboriginal and Torres Strait Islander peoples. Instead, an effective approach might be to look up the local First Nations organisation first – do some research online or ask your local council if you need a starting point. Local First Nations organisations often have information about a region's history and culture, as well as contacts. Once you have researched, use the information you find to engage with local Aboriginal and Torres Strait Islander peoples.

Understanding Country

As educators, it’s important to understand the Country you are teaching, living and learning on. For First Nations people, Country refers to the ‘lands, waters, and skies to which they are connected through ancestral ties and family origins’ (Source). This term holds various meanings for First Nations peoples, representing the diversity of Aboriginal and Torres Strait Islander peoples across the continent.

Country is considered a proper noun and should always be capitalised when referring to First Nations perspectives. For First Nations peoples, Country is often referred to in the same way a person is.

For non-Indigenous peoples, it is a sign of respect to Traditional Owners and First Nations peoples across the continent to know and acknowledge the Country you reside on. An authentic First Nations education for every child in Australia will ensure a better understanding of the local Country, First Nations peoples, cultures, languages, histories and perspectives, further enabling a more progressive, inclusive and accepting wider community (Source).

Research shows that younger Australians are more likely to know the Country they are on than older Australians, and as educators, we can work towards improving the knowledge of our students and their families through inclusive language in our classroom. For example, ‘This newsletter comes to you from Taungurung Country…’ or ‘Students have been learning about the Traditional Owners of Gundjitmara Country.’

The ability to identify the Aboriginal and Torres Strait Islander Country, language group or community you are on pays respect to your First Nations community. Recognising Country and language is also a key part of the decolonising journey and work that Australians are doing to understand First Australians (Source).

Environmental/Physical Safety

In this lesson, children will need to head outside and observe and collect natural items. Make sure everyone is sun-smart, wearing appropriate clothing and footwear and has water. Be aware of any hazards that may be present, and discuss plants or animals in the environment that may cause harm, such as bees, bull ants, snakes, or stinging nettles, and how to be safe around them.

Nature’s Numbers (Home Learning)

Go to

Summary

Activity type

Target age

Phase

Activity Guides and Printables

Activity Details

Core Skills

Curriculum Mapping

Resources Required

Additional Information

Related Professional Learning

In this activity