In this section, we will include examples of best practice in teaching as we collect them. Our examples will include great ways to include Aboriginal or Torres Strait Islander knowledges and perspectives into everyday classes or to make them an additional feature within a class, not as a novelty but as an important addition to our curricular.

We are also including background readings discussing a number of pedagogies that are useful to consider when planning activities and assessments. Over time we will also add a “lessons learnt” section from people around Australia who are working in this area. If you have a lesson or resource that you want to share please contact Dr Angela Ziebell (a.ziebell@deakin.edu.au).

The content is divided into: Teaching approaches, Teaching activities (e.g. yarning circles), and Example lessons.

A guide for curriculum development: First Nations Australians’ Science

The purpose of this guide is to support those working in tertiary institutions throughout Australia to incorporate First Nations Australians’ cultures and histories into the teaching and learning of science.

The guide aims to highlight the importance of including First Nations Australians’ content and contexts into university science curriculum, emphasising its contributions to science engagement, student learning, and the development of cross-cultural capability.

It offers practical guidance on aspects of curriculum development that educators can undertake independently, as well as when to collaborate with First Nations Australian Communities. The guide emphasises the importance of sourcing and referencing information in an effective and culturally appropriate way.

This guide will be supported in the ACDS Indigenous Community of Practice.

The following link will allow you access to the electronic version of the guide which MUST NOT be printed. ISBN – 978-0-7300-0196-6

To access a printed version of the guide please contact your University’s Library.

Alternatively, a printed copy can be organised by contacting, Tui Raven, Senior Manager, Indigenous Programs, t.raven@deakin.edu.au’

View the guide – 16 December 2024

See the Frequently Asked Questions

Teaching approaches

1.1 Knowledge Frameworks of Aboriginal and Torres Strait Islander Peoples

Queensland Curriculum and Assessment Authority. Available at https://www.qcaa.qld.edu.au/about/k-12-policies/aboriginal-torres-strait-islander-perspectives/resources/frameworks (accessed January 2020)

Provides examples of conceptual frameworks that have been used for over 60,000 years in Australia. These frameworks can be embedded in the curriculum to inform teachers’ pedagogy and illustrate how working, learning and doing are integrated and holistic

1.2 8 ways

One fabulous and deep resource is the website 8ways. The 8 ways pedagogy originated by Tyson Yukaporta in his PhD thesis work, is popular and well established. This website brings together a lot of work on the topic. It is important to note that the 8-ways pedagogy was initially designed around an effort to bring Indigenous pedagogies to the cultural interface between Indigenous learners and a non-Indigenous system. Like most, if not all pedagogies, there is something that can be learnt from the 8-ways approach for any student.

Please be sure if you are going to use these 8-ways resources you adhere to the protocols determined for the operation of the site and the sharing of related information. The traditional owners of Western New South Wales should be acknowledged if this is used for any other purpose, and permissions sought via DET’s Bangamalanha Centre at Arthur St in Dubbo, Western NSW. (ph 02 6841 3852)

Please observe the protocol on the homepage – if you use something from here, please put something back. Share with others the ways you are using the framework, either in discussion tabs or create your own page. For a brief summary of the eight ways system see 8 Aboriginal Ways of Learning Factsheet. The eight ways is also a good framework to use to think about how everyone learns differently.

1.3 8 Ways – Aboriginal Pedagogy Framework

New South Wales Department of Education: Available at https://www.8ways.online/ (accessed January 2020) This is a key resource developed by the New South Wales Department of Education.

It lists 8 ways to engage with Indigenous knowledges by using 8 various Indigenous pedagogies/learning styles. These include: story sharing, learning maps, non-verbal, symbols and images, land links, non-linear, deconstruct and reconstruct, community links.

1.4 Eight ways of learning

Australian Institute of Learning and Teaching. Available at https://www.aitsl.edu.au/tools-resources/resource/eight-ways-of-learning-illustration-of-practice (accessed January 2020)

This is a video. It is part of a resource pack for being able to implement the 8 Ways of Learning pedagogies.

1.5 Aboriginal Pedagogies at the Cultural Interface

James Cook University – PhD thesis (Tyson Yunkaporta). Available at https://researchonline.jcu.edu.au/10974/2/01thesis.pdf (2009)

This thesis was submitted for the Degree of Doctor of Education in the School of Indigenous Australian Studies and School of Education. His research project investigates two questions and proposes two answers. The first question asks how teachers can engage with Aboriginal knowledge. The second question asks how teachers can use Aboriginal knowledge productively in schools.

Teaching activities

Yarning circles

The use of a yarning circle (or dialogue circle) is an important process within Aboriginal culture and Torres Strait Islander culture. It has been used by Indigenous peoples from around the world for centuries to learn from a collective group, build respectful relationships, and to preserve and pass on cultural knowledge.

By using yarning circles as a teaching and learning strategy, students’ understanding of Aboriginal and Torres Strait Islander knowledge and ways of working are enhanced. This strategy is suitable for students across all phases of schooling.

Example lessons

Coming soon.