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Identity: Sharing our stories
Resources
Aboriginal Education resources
Aboriginal Education and Training Policy
Aboriginal educational contexts (Board of studies NSW)
Aboriginal educational contexts: Aboriginal community consultation and protocols
(Board of studies NSW)
Aboriginal education K–12: resource guide (2003) NSW Department of Education and Training, Sydney. SCIS 1092008
Aboriginal education K–12: resource guide: glossary
Acknowledgment of Country
National apology memorandum (intranet only)
Speakers of Aboriginal English and the 2005 Basic Skills Tests: teaching strategies Stage 1 to 3
Teaching strategies for Aboriginal English
Online resources supporting the rap
Deadly Vibe magazine extracts for Rap point 2
Identity Stage 3 COG (B)
Implementing a rap
Indij readers
Music of our place, see pages 71–89, p. 92, pp. 115–117
My People, my Place for Task 2 & interviews
Patrick Mau’s rap songs for Task 1
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My Blood My People and Krazy Over You provided with kind permission from Patrick Mau. Please do not copy or reproduce. |
Respect – Encouragement – Action for Task 4
Strong Identity – Proud future for for Task 5
Understanding cultural differences: Aboriginal people and their games Stage 4 PDHPE
Vibe health for Task 3
Vibe
An excellent resource, this site is an online Aboriginal magazine and forum for current information and exchange of views. It features articles on a variety of Aboriginal issues relevant to young people. Deadly vibe presents fascinating items on music, dance, health issues, well known Aboriginal people and sport. Vibe health offers a wide range of useful information including comments from a number of Indigenous sporting celebrities on how they stay healthy. Vibe school contains a section entitled Class activities that offers a series of worksheets developed for use with the magazine articles. These lesson resources are organised by stages of learning from K–10 and can be downloaded free. A store of exciting articles and practical information foregrounding the contributions of Indigenous Australians, this site has immense cross-cultural value. It is a wonderful online resource for the Identity: sharing our stories rap. A. Byron & C. Sly
USER LEVEL: Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6 Professional
KLA: Aboriginal studies; English; HSIE; PDHPE
SYLLABUS: Aboriginal Studies 7–10; Aboriginal Studies Stage 6; English K–6; English 7–10; History 7–10; HSIE K–6; PDHPE K–6; PDHPE 7–10
SCIS SUBJECTS: Aboriginal peoples; Musicians, Australian; Sportspeople, Aboriginal
PUBLISHER: Vibe Australia |
| REVIEW DATE: 04/04/08 [305.89] |
SCIS 1135964 |
Related websites and reviews
Australian National Schools Sorry Day
Identity: sharing our stories 2008 rap blog discussion record
Indij readers for little fullas, for big fullas [kit] [series]
Indij Readers, 2003, 2004, 2007 [371.8]
ABSTRACT
Aboriginal people, including school students, collaborated to write these contemporary, imaginative and engaging literacy resources. These Australian stories are told with an authentic Aboriginal voice that speaks to both their own people and the wider community. A diverse range of positive role models includes a mother who studies at night, a successful sportsperson, and strong families. A variety of genres is used. Some are written in standard Australian English, and some use Aboriginal English. The teachers guide provides clear lesson suggestions and proformas , which teachers can use or adapt, supporting a guided reading approach. The guide contains material which is ideal for group work and also tutor support activities. It also provides essential Cultural information for each title to support Aboriginal perspectives and the appropriate use of these resources.
USER LEVEL: Early Stage 1 Stage 1 Stage 2
KLA: English; HSIE
SYLLABUS: English K-6; HSIE K-6
Titles particularly relevant to the Identity: Sharing our stories rap are All the questions you ever wanted to ask Adam Goodes and An Indij sport report: XVIII Commonwealth Games.
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Cover images reproduced with kind permission of Indij Readers.
Do not reproduce |
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Miimali (a service for Aboriginal youth aged between 9 and 18 years old and Aboriginal families)
Flytrap book rap exploring Aboriginal English and Aboriginal perspectives for Stage 3 and Stage 4 English
Human Rights and Equal Opportunity Commission: education
National Sorry Day Committee Inc
Yirra Yaakin
TaLe
Usmob
Background readings
The following articles from Scan can be supplied by your teacher-librarian.
Atkins, H. (2001) ‘Community participation through book raps at Nowra Public School’, Scan 20(1), pp. 13-15.
Bowie, B. & Mackinnon, G. (2000) ‘Book raps: be tempted’, Scan 19(1), pp. 4-5
Cossey, M. (2008), ‘Working with community to support reading’, Scan 27(1), pp. 38-41.
Cutler, L. (2005) ‘Book raps supporting literacy in the English Years 7–10 syllabus’, Scan 24(1), pp. 8-12
Drew-Smythe, D. ‘Telling I. T. – like it was’, also ‘Related reviews to support Aboriginal Studies K–12’, Scan 22(2), pp. 5-8.
Eades, D. (1993) Aboriginal English: PEN 93, PETA.
Field, T. (2002), ‘Evidence based practice at Five Dock Public School: adventures in self directed learning and student engagement in raps’, Scan 21(4), pp. 18-19.
Jones, P. (ed.) (1996) Talking to learn, PETA. SCIS 885300
Lester, J. (2006) ‘Focusing on Aboriginal students: leading and walking together’, Scan 25(4), pp. 30–33.
Lester, J. (2006), ‘Time for a new approach’, Scan 25(1), pp. 35-36.
McLean, I. (2007), ‘Circle time and the school library: maximising opportunities for talking and listening at Penrith Public School’, Scan 26(4), pp. 4-7.
Noad, B. (2005) ‘Bidialectal approach pilot research project 2002-2004’, Scan (24)2, pp.32-35
Townsend, R. (2004) ‘Aboriginal Studies in context: schools working with Aboriginal communities’, Scan 23(4) p.3 8.
Welsford, C. (2007), ‘It’s what you do before the reading that makes the difference’, Scan 26(1), pp. 26-29.
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