{"title":"Books for Staff Professional Learning","description":"\u003cp\u003eExplore books that can support educator professional learning, reflection and culturally responsive practice.\u003c\/p\u003e","products":[{"product_id":"good-people-always-crackney-in-heaven","title":"'Good people always crackney in heaven.'","description":"\u003cp\u003eAn examination of Tasmanian Aboriginal spirituality, language and the effects of colonial disruption in lutruwita\/Tasmania, centred on words recorded in the nineteenth century.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eCreator:\u003c\/strong\u003e Grant Finlay\u003c\/p\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e📘 For teachers: classroom and curriculum guide\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003eSuggested level:\u003c\/strong\u003e Years 10-12 and staff professional learning\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning areas:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/english\"\u003eEnglish\u003c\/a\u003e; \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/humanities-and-social-sciences\"\u003eHumanities and Social Sciences\u003c\/a\u003e; History\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eCross-curriculum priorities:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures\u003c\/a\u003e, with connections to Country\/Place, Culture and People through palawa language, spirituality, colonial records, survival and truth-telling.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🧭\u003c\/span\u003e Suggested Australian Curriculum V9 content descriptions:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003eAC9E10LE01\u003c\/strong\u003e: analyse representations of individuals, groups and places and evaluate how they reflect their context in literary texts\u003cbr\u003e\u003cstrong\u003eAC9HH9K03\u003c\/strong\u003e: the causes and effects of European contact and settlement, including impacts on First Nations Peoples of Australia\u003c\/p\u003e\n\u003cp\u003e\u003csmall\u003eThese are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.\u003c\/small\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning focus:\u003c\/strong\u003e language contact, spirituality, colonial records, interpretation and truth-telling.\u003c\/p\u003e\n\u003ch4\u003ePractical lesson sequence\u003c\/h4\u003e\n\u003col\u003e\n\u003cli\u003e\n\u003cstrong\u003eBefore:\u003c\/strong\u003e Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eDuring and after:\u003c\/strong\u003e Interrogate who recorded the quoted words, under what conditions and for what audience; compare language meanings and historical context; then write a cautious interpretation that distinguishes evidence from inference.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eEvidence of learning:\u003c\/strong\u003e A source evaluation that explicitly identifies provenance, limitations and interpretive uncertainty.\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cp\u003e\u003cstrong\u003eCurriculum reference:\u003c\/strong\u003e Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/\"\u003eAustralian Curriculum Version 9.0\u003c\/a\u003e and the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eRespectful teaching:\u003c\/strong\u003e Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.\u003c\/p\u003e\u003c\/details\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e🎓 For staff professional learning\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🎓\u003c\/span\u003e Suggested AITSL connections:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003e2.4\u003c\/strong\u003e: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians\u003cbr\u003e\u003cstrong\u003e6.2\u003c\/strong\u003e: Engage in professional learning and improve practice\u003cbr\u003e\u003cstrong\u003e6.3\u003c\/strong\u003e: Engage with colleagues and improve practice\u003cbr\u003e\u003ca href=\"https:\/\/www.aitsl.edu.au\/the-standards\"\u003eView the Australian Professional Standards for Teachers\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eSuggested use:\u003c\/strong\u003e Best suited to facilitated staff or senior-secondary inquiry. Use to examine colonial archives, language loss and survival, and the ethical responsibilities involved in interpreting records about Aboriginal people.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e45 to 60 minute staff activity:\u003c\/strong\u003e Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eThis is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.\u003c\/em\u003e\u003c\/p\u003e\u003c\/details\u003e","brand":"yumbeina","offers":[{"title":"Default Title","offer_id":47163271151911,"sku":"GPACIH","price":35.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0844\/8206\/4679\/files\/crckneycover-714x10241-2.jpg?v=1700645970"},{"product_id":"old-dar","title":"Old Dar","description":"\u003cp\u003eTasmanian Aboriginal artist and boatbuilder Rex Greeno reflects on his grandfather, fishing, island life and the teachings that shaped his culture, art and identity.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eCreator:\u003c\/strong\u003e Rex Greeno\u003c\/p\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e📘 For teachers: classroom and curriculum guide\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003eSuggested level:\u003c\/strong\u003e Years 6-12 and staff professional learning\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning areas:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/english\"\u003eEnglish\u003c\/a\u003e; \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/humanities-and-social-sciences\"\u003eHumanities and Social Sciences\u003c\/a\u003e; \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/the-arts\"\u003eThe Arts\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eCross-curriculum priorities:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures\u003c\/a\u003e, with connections to Country\/Place, Culture and People through palawa family history, island life, fishing, cultural knowledge and intergenerational teaching.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🧭\u003c\/span\u003e Suggested Australian Curriculum V9 content descriptions:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003eAC9E10LE01\u003c\/strong\u003e: analyse representations of individuals, groups and places and evaluate how they reflect their context in literary texts\u003cbr\u003e\u003cstrong\u003eAC9HH9K06\u003c\/strong\u003e: different experiences and perspectives of colonisers, settlers and First Nations Australians, and their impact on Australian ideas, beliefs and values\u003c\/p\u003e\n\u003cp\u003e\u003csmall\u003eThese are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.\u003c\/small\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning focus:\u003c\/strong\u003e Tasmanian Aboriginal history, memoir, maritime knowledge, art and intergenerational learning.\u003c\/p\u003e\n\u003ch4\u003ePractical lesson sequence\u003c\/h4\u003e\n\u003col\u003e\n\u003cli\u003e\n\u003cstrong\u003eBefore:\u003c\/strong\u003e Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eDuring and after:\u003c\/strong\u003e Use selected images and passages to identify how place, practice and memory work together, map the skills and values passed between generations, then create a biographical interpretation grounded in evidence.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eEvidence of learning:\u003c\/strong\u003e An illustrated biographical profile or analytical response citing text and images.\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cp\u003e\u003cstrong\u003eCurriculum reference:\u003c\/strong\u003e Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/\"\u003eAustralian Curriculum Version 9.0\u003c\/a\u003e and the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eRespectful teaching:\u003c\/strong\u003e Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.\u003c\/p\u003e\u003c\/details\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e🎓 For staff professional learning\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🎓\u003c\/span\u003e Suggested AITSL connections:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003e1.4\u003c\/strong\u003e: Strategies for teaching Aboriginal and Torres Strait Islander students\u003cbr\u003e\u003cstrong\u003e2.4\u003c\/strong\u003e: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians\u003cbr\u003e\u003cstrong\u003e6.2\u003c\/strong\u003e: Engage in professional learning and improve practice\u003cbr\u003e\u003cstrong\u003e7.4\u003c\/strong\u003e: Engage with professional teaching networks and broader communities\u003cbr\u003e\u003ca href=\"https:\/\/www.aitsl.edu.au\/the-standards\"\u003eView the Australian Professional Standards for Teachers\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eSuggested use:\u003c\/strong\u003e Use to strengthen staff knowledge of living Tasmanian Aboriginal histories and disrupt mainland-only approaches. Identify where local rights holders and authoritative Tasmanian Aboriginal sources should shape curriculum planning.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e45 to 60 minute staff activity:\u003c\/strong\u003e Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eThis is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.\u003c\/em\u003e\u003c\/p\u003e\u003c\/details\u003e","brand":"yumbeina","offers":[{"title":"Default Title","offer_id":47163271184679,"sku":"ODMG","price":40.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0844\/8206\/4679\/files\/large_old_dar1.jpg?v=1700724697"},{"product_id":"finding-our-heart","title":"Finding Our Heart","description":"\u003cp\u003eA child-accessible introduction to the Uluru Statement from the Heart that connects understanding the past with dialogue about a shared future.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eCreator:\u003c\/strong\u003e Thomas Mayor; illustrated by Blak Douglas\u003c\/p\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e📘 For teachers: classroom and curriculum guide\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003eSuggested level:\u003c\/strong\u003e Years 3-8 with current-context checking\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning areas:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/english\"\u003eEnglish\u003c\/a\u003e; \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/humanities-and-social-sciences\"\u003eHumanities and Social Sciences\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eCross-curriculum priorities:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures\u003c\/a\u003e, with connections to Country\/Place, Culture and People through the Uluru Statement, truth-telling, rights, reconciliation and a shared future.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🧭\u003c\/span\u003e Suggested Australian Curriculum V9 content descriptions:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003eAC9E7LE01\u003c\/strong\u003e: identify and explore ideas, points of view, characters, events and issues in literary texts drawn from historical, social or cultural contexts\u003cbr\u003e\u003cstrong\u003eAC9HC8K06\u003c\/strong\u003e: different experiences and perspectives on Australian national identity and citizenship, including First Nations Australians as owners of their respective nations\u003c\/p\u003e\n\u003cp\u003e\u003csmall\u003eThese are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.\u003c\/small\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning focus:\u003c\/strong\u003e Uluru Statement from the Heart, voice, history, civic participation and respectful dialogue.\u003c\/p\u003e\n\u003ch4\u003ePractical lesson sequence\u003c\/h4\u003e\n\u003col\u003e\n\u003cli\u003e\n\u003cstrong\u003eBefore:\u003c\/strong\u003e Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eDuring and after:\u003c\/strong\u003e Provide current factual context, analyse the book’s metaphor of finding the nation’s heart, compare the text with the Uluru Statement itself, and support students to formulate questions rather than stage a political debate or simulation.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eEvidence of learning:\u003c\/strong\u003e A source comparison and reflective question supported by evidence.\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cp\u003e\u003cstrong\u003eCurriculum reference:\u003c\/strong\u003e Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/\"\u003eAustralian Curriculum Version 9.0\u003c\/a\u003e and the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eRespectful teaching:\u003c\/strong\u003e Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.\u003c\/p\u003e\u003c\/details\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e🎓 For staff professional learning\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🎓\u003c\/span\u003e Suggested AITSL connections:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003e2.4\u003c\/strong\u003e: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians\u003cbr\u003e\u003cstrong\u003e6.2\u003c\/strong\u003e: Engage in professional learning and improve practice\u003cbr\u003e\u003cstrong\u003e6.3\u003c\/strong\u003e: Engage with colleagues and improve practice\u003cbr\u003e\u003ca href=\"https:\/\/www.aitsl.edu.au\/the-standards\"\u003eView the Australian Professional Standards for Teachers\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eSuggested use:\u003c\/strong\u003e Use for staff learning about the Uluru Statement, respectful facilitation and separating historical documents from subsequent political developments. Verify current context before delivery.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e45 to 60 minute staff activity:\u003c\/strong\u003e Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eThis is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.\u003c\/em\u003e\u003c\/p\u003e\u003c\/details\u003e","brand":"yumbeina","offers":[{"title":"Default Title","offer_id":47163271217447,"sku":"FOH","price":27.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0844\/8206\/4679\/files\/Finding-Our-Heart.jpg?v=1700647499"},{"product_id":"come-together","title":"Come Together","description":"\u003cp\u003eAn accessible introduction to First Nations cultures, histories and contemporary experiences, connected through the author’s personal perspective.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eCreator:\u003c\/strong\u003e Isaiah Firebrace; illustrated by Jaelyn Biumaiwai\u003c\/p\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e📘 For teachers: classroom and curriculum guide\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003eSuggested level:\u003c\/strong\u003e Years 3-8\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning areas:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/english\"\u003eEnglish\u003c\/a\u003e; \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/humanities-and-social-sciences\"\u003eHumanities and Social Sciences\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eCross-curriculum priorities:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures\u003c\/a\u003e, with connections to Country\/Place, Culture and People through living cultures, histories, Elders, identity and contemporary First Nations experience.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🧭\u003c\/span\u003e Suggested Australian Curriculum V9 content descriptions:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003eAC9E7LE01\u003c\/strong\u003e: identify and explore ideas, points of view, characters, events and issues in literary texts drawn from historical, social or cultural contexts\u003cbr\u003e\u003cstrong\u003eAC9HS4K01\u003c\/strong\u003e: the diversity of First Nations Australians, their social organisation and continuous connection to Country\/Place\u003c\/p\u003e\n\u003cp\u003e\u003csmall\u003eThese are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.\u003c\/small\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning focus:\u003c\/strong\u003e diversity, identity, history, contemporary cultures and respectful terminology.\u003c\/p\u003e\n\u003ch4\u003ePractical lesson sequence\u003c\/h4\u003e\n\u003col\u003e\n\u003cli\u003e\n\u003cstrong\u003eBefore:\u003c\/strong\u003e Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eDuring and after:\u003c\/strong\u003e Assign small groups one topic to summarise, distinguish general information from the author’s personal experience, verify key facts through an authoritative source and combine findings into a class knowledge wall.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eEvidence of learning:\u003c\/strong\u003e A sourced explanatory text that avoids treating First Nations peoples and cultures as one homogeneous group.\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cp\u003e\u003cstrong\u003eCurriculum reference:\u003c\/strong\u003e Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/\"\u003eAustralian Curriculum Version 9.0\u003c\/a\u003e and the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eRespectful teaching:\u003c\/strong\u003e Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.\u003c\/p\u003e\u003c\/details\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e🎓 For staff professional learning\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🎓\u003c\/span\u003e Suggested AITSL connections:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003e1.4\u003c\/strong\u003e: Strategies for teaching Aboriginal and Torres Strait Islander students\u003cbr\u003e\u003cstrong\u003e2.4\u003c\/strong\u003e: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians\u003cbr\u003e\u003cstrong\u003e6.2\u003c\/strong\u003e: Engage in professional learning and improve practice\u003cbr\u003e\u003cstrong\u003e6.3\u003c\/strong\u003e: Engage with colleagues and improve practice\u003cbr\u003e\u003ca href=\"https:\/\/www.aitsl.edu.au\/the-standards\"\u003eView the Australian Professional Standards for Teachers\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eSuggested use:\u003c\/strong\u003e Use as an entry point for staff knowledge-building and a resource audit. Identify generalisations, locate local and Nation-specific sources, and plan how to move from awareness to curriculum action.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e45 to 60 minute staff activity:\u003c\/strong\u003e Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eThis is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.\u003c\/em\u003e\u003c\/p\u003e\u003c\/details\u003e","brand":"yumbeina","offers":[{"title":"Default Title","offer_id":47163271315751,"sku":"CT","price":25.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0844\/8206\/4679\/files\/Come-Together.jpg?v=1700646881"},{"product_id":"somebodys-land","title":"Somebody's Land","description":"\u003cp\u003eA clear introduction to the truth that Australia was, and remains, Aboriginal land, challenging the colonial doctrine of terra nullius for younger readers.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eCreator:\u003c\/strong\u003e Adam Goodes and Ellie Laing\u003c\/p\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e📘 For teachers: classroom and curriculum guide\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003eSuggested level:\u003c\/strong\u003e Years 1-6 with age-appropriate framing\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning areas:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/english\"\u003eEnglish\u003c\/a\u003e; \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/humanities-and-social-sciences\"\u003eHumanities and Social Sciences\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eCross-curriculum priorities:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures\u003c\/a\u003e, with connections to Country\/Place, Culture and People through terra nullius, continuing Custodianship, historical truth-telling and belonging.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🧭\u003c\/span\u003e Suggested Australian Curriculum V9 content descriptions:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003eAC9E5LE01\u003c\/strong\u003e: identify aspects of literary texts that represent historical, social and cultural contexts in literature by First Nations Australian and other authors\u003cbr\u003e\u003cstrong\u003eAC9HS4K04\u003c\/strong\u003e: the effects of contact following the First Fleet and how this was viewed by First Nations Australians as an invasion\u003c\/p\u003e\n\u003cp\u003e\u003csmall\u003eThese are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.\u003c\/small\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning focus:\u003c\/strong\u003e Country, colonisation, terra nullius, perspective and truth-telling.\u003c\/p\u003e\n\u003ch4\u003ePractical lesson sequence\u003c\/h4\u003e\n\u003col\u003e\n\u003cli\u003e\n\u003cstrong\u003eBefore:\u003c\/strong\u003e Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eDuring and after:\u003c\/strong\u003e Establish the meaning of Country, contrast the phrases ‘nobody’s land’ and ‘somebody’s land’, sequence the historical ideas in the text, and finish with a sourced class statement rather than a colonisation simulation.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eEvidence of learning:\u003c\/strong\u003e A before-and-after concept map or short evidence-based explanation of terra nullius.\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cp\u003e\u003cstrong\u003eCurriculum reference:\u003c\/strong\u003e Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/\"\u003eAustralian Curriculum Version 9.0\u003c\/a\u003e and the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🌱\u003c\/span\u003e For early years educators: Early Years Learning Framework V2.0\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003eSuggested EYLF V2.0 outcome elements:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003e1.3\u003c\/strong\u003e: Build knowledgeable and confident self-identities and a sense of personal worth\u003cbr\u003e\u003cstrong\u003e2.1\u003c\/strong\u003e: Develop connectedness to groups and community, with reciprocal rights and responsibilities for active community participation\u003cbr\u003e\u003cstrong\u003e5.2\u003c\/strong\u003e: Engage in and extend literacy practices in personally meaningful ways\u003cbr\u003e\u003ca href=\"https:\/\/www.acecqa.gov.au\/sites\/default\/files\/2023-01\/Mapping%20the%20updated%20EYLF%20to%20the%20V9%20Australian%20Curriculum_V2.0.pdf\"\u003eView ACECQA's EYLF V2.0 to Australian Curriculum mapping\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eRespectful teaching:\u003c\/strong\u003e Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.\u003c\/p\u003e\u003c\/details\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e🎓 For staff professional learning\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🎓\u003c\/span\u003e Suggested AITSL connections:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003e2.4\u003c\/strong\u003e: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians\u003cbr\u003e\u003cstrong\u003e3.2\u003c\/strong\u003e: Plan, structure and sequence learning programs\u003cbr\u003e\u003cstrong\u003e6.2\u003c\/strong\u003e: Engage in professional learning and improve practice\u003cbr\u003e\u003cstrong\u003e6.3\u003c\/strong\u003e: Engage with colleagues and improve practice\u003cbr\u003e\u003ca href=\"https:\/\/www.aitsl.edu.au\/the-standards\"\u003eView the Australian Professional Standards for Teachers\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eSuggested use:\u003c\/strong\u003e Use for staff discussion about the language used when teaching colonisation, avoiding discovery narratives and embedding truth-telling across year levels. Audit one unit or school display.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e45 to 60 minute staff activity:\u003c\/strong\u003e Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eThis is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.\u003c\/em\u003e\u003c\/p\u003e\u003c\/details\u003e","brand":"yumbeina","offers":[{"title":"Default Title","offer_id":47163271381287,"sku":"SL","price":25.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0844\/8206\/4679\/files\/Somebodys-Land-scaled.jpg?v=1700780885"},{"product_id":"be-that-teacher-that-makes-a-difference","title":"Be that Teacher that makes a Difference","description":"\u003cp\u003eWritten by Aboriginal and non-Aboriginal educators, this professional resource explores authentic Aboriginal education and the influence teachers can have on student opportunity and belonging.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eCreator:\u003c\/strong\u003e Kylie Captain and Cathie Burgess\u003c\/p\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e📘 For teachers: classroom and curriculum guide\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003eSuggested level:\u003c\/strong\u003e Staff professional learning\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning areas:\u003c\/strong\u003e Professional Knowledge; Professional Practice; Professional Engagement\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eCross-curriculum priorities:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures\u003c\/a\u003e, with connections to Country\/Place, Culture and People through culturally responsive teaching, relationships, local context and educator responsibility.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🧭\u003c\/span\u003e Australian Curriculum V9:\u003c\/strong\u003e This title is primarily a staff professional learning resource, so student content description codes have not been assigned.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning focus:\u003c\/strong\u003e culturally responsive teaching, authentic curriculum, expectations and reflective practice.\u003c\/p\u003e\n\u003ch4\u003ePractical lesson sequence\u003c\/h4\u003e\n\u003col\u003e\n\u003cli\u003e\n\u003cstrong\u003eBefore:\u003c\/strong\u003e Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eDuring and after:\u003c\/strong\u003e Use a selected chapter as a staff reading, identify one current strength and one practice requiring change, consult relevant local guidance, then document and review an achievable action over a term.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eEvidence of learning:\u003c\/strong\u003e A professional learning action plan with intended impact, evidence source and review date.\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cp\u003e\u003cstrong\u003eCurriculum reference:\u003c\/strong\u003e Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/\"\u003eAustralian Curriculum Version 9.0\u003c\/a\u003e and the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eRespectful teaching:\u003c\/strong\u003e Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.\u003c\/p\u003e\u003c\/details\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e🎓 For staff professional learning\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🎓\u003c\/span\u003e Suggested AITSL connections:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003e1.4\u003c\/strong\u003e: Strategies for teaching Aboriginal and Torres Strait Islander students\u003cbr\u003e\u003cstrong\u003e2.4\u003c\/strong\u003e: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians\u003cbr\u003e\u003cstrong\u003e6.1\u003c\/strong\u003e: Identify and plan professional learning needs\u003cbr\u003e\u003cstrong\u003e6.2\u003c\/strong\u003e: Engage in professional learning and improve practice\u003cbr\u003e\u003cstrong\u003e6.3\u003c\/strong\u003e: Engage with colleagues and improve practice\u003cbr\u003e\u003cstrong\u003e6.4\u003c\/strong\u003e: Apply professional learning and improve student learning\u003cbr\u003e\u003ca href=\"https:\/\/www.aitsl.edu.au\/the-standards\"\u003eView the Australian Professional Standards for Teachers\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eSuggested use:\u003c\/strong\u003e Designed for structured staff learning. Use with AITSL’s cultural responsiveness self-reflection resources, professional dialogue and a plan to test and evaluate changes in practice; reading alone should not be presented as evidence of impact.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e45 to 60 minute staff activity:\u003c\/strong\u003e Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eThis is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.\u003c\/em\u003e\u003c\/p\u003e\u003c\/details\u003e","brand":"Kylie Captain","offers":[{"title":"Default Title","offer_id":47163272626471,"sku":"BTT","price":33.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0844\/8206\/4679\/files\/Be-That-Teacher-1.jpg?v=1700646287"},{"product_id":"dream-big-imagine-the-what-if","title":"Dream Big \u0026 Imagine the What If","description":"\u003cp\u003eA personal and motivational account of resilience, education, culture, kinship, Country and the power of imagining a different future.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eCreator:\u003c\/strong\u003e Kylie Captain\u003c\/p\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e📘 For teachers: classroom and curriculum guide\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003eSuggested level:\u003c\/strong\u003e Years 9-12 and staff professional learning\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning areas:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/english\"\u003eEnglish\u003c\/a\u003e; \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/health-and-physical-education\"\u003eHealth and Physical Education\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eCross-curriculum priorities:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures\u003c\/a\u003e, with connections to Culture and People through lived experience, resilience, education, kinship, Country and self-determined futures.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🧭\u003c\/span\u003e Suggested Australian Curriculum V9 content descriptions:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003eAC9E10LE01\u003c\/strong\u003e: analyse representations of individuals, groups and places and evaluate how they reflect their context in literary texts\u003cbr\u003e\u003cstrong\u003eAC9HP10P01\u003c\/strong\u003e: analyse factors that shape identities and evaluate how individuals influence the identities of others\u003c\/p\u003e\n\u003cp\u003e\u003csmall\u003eThese are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.\u003c\/small\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning focus:\u003c\/strong\u003e memoir, resilience, aspiration, identity and education.\u003c\/p\u003e\n\u003ch4\u003ePractical lesson sequence\u003c\/h4\u003e\n\u003col\u003e\n\u003cli\u003e\n\u003cstrong\u003eBefore:\u003c\/strong\u003e Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eDuring and after:\u003c\/strong\u003e Select age-appropriate excerpts, analyse how personal experience and motivational language work together, then develop a realistic ‘what if’ goal supported by actions, people and resources.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eEvidence of learning:\u003c\/strong\u003e A reflective response or action plan that respects students’ choice not to disclose personal trauma.\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cp\u003e\u003cstrong\u003eCurriculum reference:\u003c\/strong\u003e Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/\"\u003eAustralian Curriculum Version 9.0\u003c\/a\u003e and the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eRespectful teaching:\u003c\/strong\u003e Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.\u003c\/p\u003e\u003c\/details\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e🎓 For staff professional learning\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🎓\u003c\/span\u003e Suggested AITSL connections:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003e1.4\u003c\/strong\u003e: Strategies for teaching Aboriginal and Torres Strait Islander students\u003cbr\u003e\u003cstrong\u003e6.2\u003c\/strong\u003e: Engage in professional learning and improve practice\u003cbr\u003e\u003cstrong\u003e6.3\u003c\/strong\u003e: Engage with colleagues and improve practice\u003cbr\u003e\u003ca href=\"https:\/\/www.aitsl.edu.au\/the-standards\"\u003eView the Australian Professional Standards for Teachers\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eSuggested use:\u003c\/strong\u003e Use selected chapters for staff reflection on expectations, strengths-based practice and how school structures enable or limit aspiration. Identify one change to language, mentoring or student support.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e45 to 60 minute staff activity:\u003c\/strong\u003e Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eThis is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.\u003c\/em\u003e\u003c\/p\u003e\u003c\/details\u003e","brand":"Kylie Captain","offers":[{"title":"Default Title","offer_id":47163272659239,"sku":"DBB","price":33.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0844\/8206\/4679\/files\/Dream-Big-Book-1.jpg?v=1700647062"},{"product_id":"young-dark-emu","title":"Young Dark Emu","description":"\u003cp\u003eUsing records written by early Europeans, this book invites younger readers to reconsider assumptions about Aboriginal agriculture, housing, food production and land management before colonisation.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eCreator:\u003c\/strong\u003e Bruce Pascoe\u003c\/p\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e📘 For teachers: classroom and curriculum guide\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003eSuggested level:\u003c\/strong\u003e Years 5-9\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning areas:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/english\"\u003eEnglish\u003c\/a\u003e; \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/humanities-and-social-sciences\"\u003eHumanities and Social Sciences\u003c\/a\u003e; \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/science\"\u003eScience\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eCross-curriculum priorities:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures\u003c\/a\u003e, with connections to Country\/Place, Culture and People through First Nations agriculture, housing, food production, evidence and land management. \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/sustainability\"\u003eSustainability\u003c\/a\u003e, through sustainable agriculture, resource use, land management and First Nations knowledges for healthy Country.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🧭\u003c\/span\u003e Suggested Australian Curriculum V9 content descriptions:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003eAC9E7LE01\u003c\/strong\u003e: identify and explore ideas, points of view, characters, events and issues in literary texts drawn from historical, social or cultural contexts\u003cbr\u003e\u003cstrong\u003eAC9HH7K05\u003c\/strong\u003e: the technological achievements of early First Nations Australians and their contribution to daily life and land and water management\u003c\/p\u003e\n\u003cp\u003e\u003csmall\u003eThese are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.\u003c\/small\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning focus:\u003c\/strong\u003e historical sources, pre-colonial societies, land management, evidence and interpretation.\u003c\/p\u003e\n\u003ch4\u003ePractical lesson sequence\u003c\/h4\u003e\n\u003col\u003e\n\u003cli\u003e\n\u003cstrong\u003eBefore:\u003c\/strong\u003e Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eDuring and after:\u003c\/strong\u003e Examine a small set of claims and quoted primary-source observations, distinguish observation from interpretation, compare with another authoritative First Nations or scholarly source, and construct a qualified conclusion.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eEvidence of learning:\u003c\/strong\u003e A source-analysis table and evidence-based conclusion acknowledging limitations.\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cp\u003e\u003cstrong\u003eCurriculum reference:\u003c\/strong\u003e Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/\"\u003eAustralian Curriculum Version 9.0\u003c\/a\u003e and the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eRespectful teaching:\u003c\/strong\u003e Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.\u003c\/p\u003e\u003c\/details\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e🎓 For staff professional learning\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🎓\u003c\/span\u003e Suggested AITSL connections:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003e2.4\u003c\/strong\u003e: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians\u003cbr\u003e\u003cstrong\u003e3.2\u003c\/strong\u003e: Plan, structure and sequence learning programs\u003cbr\u003e\u003cstrong\u003e6.2\u003c\/strong\u003e: Engage in professional learning and improve practice\u003cbr\u003e\u003cstrong\u003e6.3\u003c\/strong\u003e: Engage with colleagues and improve practice\u003cbr\u003e\u003ca href=\"https:\/\/www.aitsl.edu.au\/the-standards\"\u003eView the Australian Professional Standards for Teachers\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eSuggested use:\u003c\/strong\u003e Use in staff professional learning to examine how curriculum narratives are selected and how teachers can teach contested interpretations responsibly. Plan a source-rich sequence that includes diverse First Nations scholarship and local context.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e45 to 60 minute staff activity:\u003c\/strong\u003e Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eThis is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.\u003c\/em\u003e\u003c\/p\u003e\u003c\/details\u003e","brand":"yumbeina","offers":[{"title":"Default Title","offer_id":47163273183527,"sku":"YDE","price":30.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0844\/8206\/4679\/files\/Young-Dark-Emu.webp?v=1700781674"},{"product_id":"us-mob-walawurru","title":"Us Mob Walawurru","description":"\u003cp\u003eSet in Central Australia in the 1960s, Ruby’s sharp observations illuminate cultural divides, schooling, identity and the assumptions of well-meaning adults.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eCreator:\u003c\/strong\u003e David Spillman and Lisa Wilyuka\u003c\/p\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e📘 For teachers: classroom and curriculum guide\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003eSuggested level:\u003c\/strong\u003e Years 6-9\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning areas:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/english\"\u003eEnglish\u003c\/a\u003e; \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/humanities-and-social-sciences\"\u003eHumanities and Social Sciences\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eCross-curriculum priorities:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures\u003c\/a\u003e, with connections to Country\/Place, Culture and People through Central Australian life, schooling, identity, language and cultural authority.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🧭\u003c\/span\u003e Suggested Australian Curriculum V9 content descriptions:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003eAC9E8LE01\u003c\/strong\u003e: explain how ideas and points of view may represent the values of individuals and groups in literary texts from historical, social and cultural contexts\u003cbr\u003e\u003cstrong\u003eAC9HG7K07\u003c\/strong\u003e: the cultural connectedness of people to places, including First Nations Australians' cultural connectedness to Country\/Place\u003c\/p\u003e\n\u003cp\u003e\u003csmall\u003eThese are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.\u003c\/small\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning focus:\u003c\/strong\u003e voice, historical setting, education, cultural identity and power.\u003c\/p\u003e\n\u003ch4\u003ePractical lesson sequence\u003c\/h4\u003e\n\u003col\u003e\n\u003cli\u003e\n\u003cstrong\u003eBefore:\u003c\/strong\u003e Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eDuring and after:\u003c\/strong\u003e Build a timeline of the setting, analyse how Ruby’s voice challenges adult assumptions, then rewrite one incident from another viewpoint and compare what each perspective reveals or conceals.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eEvidence of learning:\u003c\/strong\u003e A comparative response citing language choices from both perspectives.\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cp\u003e\u003cstrong\u003eCurriculum reference:\u003c\/strong\u003e Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/\"\u003eAustralian Curriculum Version 9.0\u003c\/a\u003e and the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eRespectful teaching:\u003c\/strong\u003e Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.\u003c\/p\u003e\u003c\/details\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e🎓 For staff professional learning\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🎓\u003c\/span\u003e Suggested AITSL connections:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003e1.4\u003c\/strong\u003e: Strategies for teaching Aboriginal and Torres Strait Islander students\u003cbr\u003e\u003cstrong\u003e2.4\u003c\/strong\u003e: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians\u003cbr\u003e\u003cstrong\u003e6.2\u003c\/strong\u003e: Engage in professional learning and improve practice\u003cbr\u003e\u003cstrong\u003e6.3\u003c\/strong\u003e: Engage with colleagues and improve practice\u003cbr\u003e\u003ca href=\"https:\/\/www.aitsl.edu.au\/the-standards\"\u003eView the Australian Professional Standards for Teachers\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eSuggested use:\u003c\/strong\u003e Use as a staff reading circle to examine deficit assumptions, voice and whose knowledge is privileged in schooling. Conclude by revising one classroom routine or resource-selection practice.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e45 to 60 minute staff activity:\u003c\/strong\u003e Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eThis is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.\u003c\/em\u003e\u003c\/p\u003e\u003c\/details\u003e","brand":"yumbeina","offers":[{"title":"Default Title","offer_id":47163273249063,"sku":"UMW","price":18.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0844\/8206\/4679\/files\/UMW.jpg?v=1700781521"},{"product_id":"dark-emu-in-the-classroom","title":"Dark Emu in the Classroom","description":"\u003cp\u003eA teacher resource supporting secondary Geography learning about sustainable biomes, food security and environmental change through concepts associated with Dark Emu.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eCreator:\u003c\/strong\u003e Ashlee Horyniak and Simone Barlow\u003c\/p\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e📘 For teachers: classroom and curriculum guide\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003eSuggested level:\u003c\/strong\u003e Years 9-10 and teacher professional learning\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning areas:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/humanities-and-social-sciences\"\u003eHumanities and Social Sciences\u003c\/a\u003e; Geography\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eCross-curriculum priorities:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures\u003c\/a\u003e, with connections to Country\/Place, Culture and People through First Nations agriculture, land management, evidence and challenges to colonial assumptions. \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/sustainability\"\u003eSustainability\u003c\/a\u003e, through sustainable food systems, land management, environmental change and First Nations knowledges for caring for Country.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🧭\u003c\/span\u003e Suggested Australian Curriculum V9 content descriptions:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003eAC9HG10K03\u003c\/strong\u003e: First Nations Australians' approaches to custodial responsibility and environmental management in different regions\u003cbr\u003e\u003cstrong\u003eAC9HH9K06\u003c\/strong\u003e: different experiences and perspectives of colonisers, settlers and First Nations Australians, and their impact on Australian ideas, beliefs and values\u003c\/p\u003e\n\u003cp\u003e\u003csmall\u003eThese are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.\u003c\/small\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning focus:\u003c\/strong\u003e sustainable biomes, food security, land management, sources and competing interpretations.\u003c\/p\u003e\n\u003ch4\u003ePractical lesson sequence\u003c\/h4\u003e\n\u003col\u003e\n\u003cli\u003e\n\u003cstrong\u003eBefore:\u003c\/strong\u003e Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eDuring and after:\u003c\/strong\u003e Select one supplied inquiry, establish the evidence students will examine, explicitly compare source types and perspectives, and finish with an evidence-based geographical response rather than treating any single text as the only authority.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eEvidence of learning:\u003c\/strong\u003e A geographical inquiry response that evaluates evidence, perspective and implications.\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cp\u003e\u003cstrong\u003eCurriculum reference:\u003c\/strong\u003e Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/\"\u003eAustralian Curriculum Version 9.0\u003c\/a\u003e and the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eRespectful teaching:\u003c\/strong\u003e Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.\u003c\/p\u003e\u003c\/details\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e🎓 For staff professional learning\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🎓\u003c\/span\u003e Suggested AITSL connections:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003e1.4\u003c\/strong\u003e: Strategies for teaching Aboriginal and Torres Strait Islander students\u003cbr\u003e\u003cstrong\u003e2.4\u003c\/strong\u003e: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians\u003cbr\u003e\u003cstrong\u003e3.2\u003c\/strong\u003e: Plan, structure and sequence learning programs\u003cbr\u003e\u003cstrong\u003e6.2\u003c\/strong\u003e: Engage in professional learning and improve practice\u003cbr\u003e\u003cstrong\u003e6.3\u003c\/strong\u003e: Engage with colleagues and improve practice\u003cbr\u003e\u003ca href=\"https:\/\/www.aitsl.edu.au\/the-standards\"\u003eView the Australian Professional Standards for Teachers\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eSuggested use:\u003c\/strong\u003e Use this resource in faculty planning to strengthen source evaluation, First Nations perspectives and culturally responsive Geography practice. Staff should review local context and identify where First Nations expertise or Community engagement is needed.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e45 to 60 minute staff activity:\u003c\/strong\u003e Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eThis is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.\u003c\/em\u003e\u003c\/p\u003e\u003c\/details\u003e","brand":"yumbeina","offers":[{"title":"Default Title","offer_id":47163273281831,"sku":"DEITC","price":25.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0844\/8206\/4679\/files\/UDEITC.jpg?v=1700647008"},{"product_id":"stolen-girl","title":"Stolen Girl","description":"\u003cp\u003eA fictionalised account of a girl removed from her family that introduces the Stolen Generations through memory, loss, resilience and hope.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eCreator:\u003c\/strong\u003e Trina Saffioti; illustrated by Norma MacDonald\u003c\/p\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e📘 For teachers: classroom and curriculum guide\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003eSuggested level:\u003c\/strong\u003e Years 3-7 with careful preparation\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning areas:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/english\"\u003eEnglish\u003c\/a\u003e; \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/humanities-and-social-sciences\"\u003eHumanities and Social Sciences\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eCross-curriculum priorities:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures\u003c\/a\u003e, with connections to People, Culture and Country\/Place through the Stolen Generations, family separation, resilience and continuing connection.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🧭\u003c\/span\u003e Suggested Australian Curriculum V9 content descriptions:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003eAC9E5LE01\u003c\/strong\u003e: identify aspects of literary texts that represent historical, social and cultural contexts in literature by First Nations Australian and other authors\u003cbr\u003e\u003cstrong\u003eAC9HS6K02\u003c\/strong\u003e: changes in Australia's political system and citizenship after Federation that impacted First Nations Australians and others\u003cbr\u003e\u003cstrong\u003eAC9HH10K09\u003c\/strong\u003e: the causes of First Nations Australians' campaigns for rights and freedoms before 1965, including the Stolen Generations\u003c\/p\u003e\n\u003cp\u003e\u003csmall\u003eThese are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.\u003c\/small\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning focus:\u003c\/strong\u003e Stolen Generations, perspective, government policy, family and resilience.\u003c\/p\u003e\n\u003ch4\u003ePractical lesson sequence\u003c\/h4\u003e\n\u003col\u003e\n\u003cli\u003e\n\u003cstrong\u003eBefore:\u003c\/strong\u003e Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eDuring and after:\u003c\/strong\u003e Establish a culturally safe learning agreement, distinguish fiction from historical evidence, analyse how memory and setting communicate loss, then respond through a carefully framed reflection rather than role-play.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eEvidence of learning:\u003c\/strong\u003e A source-informed reflection identifying what the text reveals and what further historical evidence is needed.\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cp\u003e\u003cstrong\u003eCurriculum reference:\u003c\/strong\u003e Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/\"\u003eAustralian Curriculum Version 9.0\u003c\/a\u003e and the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eRespectful teaching:\u003c\/strong\u003e Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.\u003c\/p\u003e\u003c\/details\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e🎓 For staff professional learning\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🎓\u003c\/span\u003e Suggested AITSL connections:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003e1.4\u003c\/strong\u003e: Strategies for teaching Aboriginal and Torres Strait Islander students\u003cbr\u003e\u003cstrong\u003e2.4\u003c\/strong\u003e: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians\u003cbr\u003e\u003cstrong\u003e6.2\u003c\/strong\u003e: Engage in professional learning and improve practice\u003cbr\u003e\u003cstrong\u003e6.3\u003c\/strong\u003e: Engage with colleagues and improve practice\u003cbr\u003e\u003ca href=\"https:\/\/www.aitsl.edu.au\/the-standards\"\u003eView the Australian Professional Standards for Teachers\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eSuggested use:\u003c\/strong\u003e Use with staff to examine readiness, language, trauma-aware practice and the risks of simulations or role-play when teaching the Stolen Generations. Audit an existing lesson for cultural safety.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e45 to 60 minute staff activity:\u003c\/strong\u003e Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eThis is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.\u003c\/em\u003e\u003c\/p\u003e\u003c\/details\u003e","brand":"yumbeina","offers":[{"title":"Default Title","offer_id":47163274133799,"sku":"SG","price":20.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0844\/8206\/4679\/files\/SG.jpg?v=1700780923"},{"product_id":"alfreds-war","title":"Alfred's War","description":"\u003cp\u003eA moving picture book about an Aboriginal serviceman whose wartime contribution was not recognised equally when he returned home.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eCreator:\u003c\/strong\u003e Rachel Bin Salleh; illustrated by Samantha Campbell\u003c\/p\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e📘 For teachers: classroom and curriculum guide\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003eSuggested level:\u003c\/strong\u003e Years 4-8\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning areas:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/english\"\u003eEnglish\u003c\/a\u003e; \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-learning-area\/humanities-and-social-sciences\"\u003eHumanities and Social Sciences\u003c\/a\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eCross-curriculum priorities:\u003c\/strong\u003e \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures\u003c\/a\u003e, with connections to People, Culture and Country\/Place through First Nations service, unequal recognition, remembrance and historical truth-telling.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🧭\u003c\/span\u003e Suggested Australian Curriculum V9 content descriptions:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003eAC9E5LE01\u003c\/strong\u003e: identify aspects of literary texts that represent historical, social and cultural contexts in literature by First Nations Australian and other authors\u003cbr\u003e\u003cstrong\u003eAC9HS6K02\u003c\/strong\u003e: changes in Australia's political system and citizenship after Federation that impacted First Nations Australians and others\u003c\/p\u003e\n\u003cp\u003e\u003csmall\u003eThese are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.\u003c\/small\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning focus:\u003c\/strong\u003e service, remembrance, historical perspectives, recognition and fairness.\u003c\/p\u003e\n\u003ch4\u003ePractical lesson sequence\u003c\/h4\u003e\n\u003col\u003e\n\u003cli\u003e\n\u003cstrong\u003eBefore:\u003c\/strong\u003e Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eDuring and after:\u003c\/strong\u003e Compare Alfred’s experience with official remembrance narratives, identify whose voices are present or absent, then draft a museum label or commemorative statement that restores missing context.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eEvidence of learning:\u003c\/strong\u003e An evidence-based museum label using respectful historical language.\u003c\/li\u003e\n\u003c\/ol\u003e\n\u003cp\u003e\u003cstrong\u003eCurriculum reference:\u003c\/strong\u003e Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/\"\u003eAustralian Curriculum Version 9.0\u003c\/a\u003e and the \u003ca href=\"https:\/\/www.australiancurriculum.edu.au\/curriculum-information\/understand-this-cross-curriculum-priority\/aboriginal-and-torres-strait-islander-histories-and-cultures\"\u003eAboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eRespectful teaching:\u003c\/strong\u003e Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.\u003c\/p\u003e\u003c\/details\u003e\u003cdetails\u003e\u003csummary\u003e\u003cstrong\u003e🎓 For staff professional learning\u003c\/strong\u003e\u003c\/summary\u003e\u003cp\u003e\u003cstrong\u003e\u003cspan aria-hidden=\"true\"\u003e🎓\u003c\/span\u003e Suggested AITSL connections:\u003c\/strong\u003e\u003cbr\u003e\u003cstrong\u003e1.4\u003c\/strong\u003e: Strategies for teaching Aboriginal and Torres Strait Islander students\u003cbr\u003e\u003cstrong\u003e2.4\u003c\/strong\u003e: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians\u003cbr\u003e\u003cstrong\u003e6.2\u003c\/strong\u003e: Engage in professional learning and improve practice\u003cbr\u003e\u003cstrong\u003e6.3\u003c\/strong\u003e: Engage with colleagues and improve practice\u003cbr\u003e\u003ca href=\"https:\/\/www.aitsl.edu.au\/the-standards\"\u003eView the Australian Professional Standards for Teachers\u003c\/a\u003e.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eSuggested use:\u003c\/strong\u003e Use the book as a staff inquiry into whose histories are visible in curriculum, commemorations and school displays. Review one existing unit or event and identify a concrete change.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e45 to 60 minute staff activity:\u003c\/strong\u003e Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eThis is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.\u003c\/em\u003e\u003c\/p\u003e\u003c\/details\u003e","brand":"yumbeina","offers":[{"title":"Default Title","offer_id":47163274166567,"sku":"AW","price":28.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0844\/8206\/4679\/files\/Alfred_sWar.jpg?v=1700645758"}],"url":"https:\/\/buyfirstnations.com.au\/collections\/books-for-staff-professional-learning.oembed","provider":"Buy First Nations","version":"1.0","type":"link"}