Children’s Day

This year’s Children’s Day is all about helping our kids stand tall and feel connected and proud in culture. The theme for 2015 is: Little People, Big Futures.

CELEBRATE WITH US ON AUGUST 4, 2015
Visit Us: http://aboriginalchildrensday.com.au/

This little boy is one of the Purple Spider Island dancers,
who share their stories and passion through their performances
at the Coming of the Light Festival, which happens each July in
the Torres Strait. See more: http://bit.ly/1g6yCx9

Learn an Aboriginal language on your smartphone today: here’s how!

The technology used in the new talking book from a University of Queensland researcher is an important tool to help preserve Aboriginal and Torres Strait Islander languages for generations to come.

Visit us: http://www.snaicc.org.au/policy/dsp-default.cfm?loadref=275

Celebrating Aboriginal and Torres Strait Islander culture, talent and community at QUT. Three days across three campuses.

Continue reading http://www.indigenous.gov.au/news-and-media/event/murri-ailan-way

National Aboriginal & Torres Strait Islander Children's Day

Visit: http://aboriginalchildrensday.com.au/

Aboriginal and Torres Strait Islander language eBooks - State Library of Qld

Visit: http://blogs.slq.qld.gov.au/ilq/2015/06/25/aboriginal-and-torres-strait-islander-language-virtual-books/

We had our most Successful exhibition stall at ACA conference on the weekend in Brisbane.

The most popular items were our 3 Educational Experiences packs.

Pack 1. Palm fronds weaving with samples to make 20 woven fish.

Pack 2. Making Kulap shakers with Athe (grandfather) with handmade musical instrument

Pack 3. Songs from Warraber Island with finger puppets, music sheets & translations book.

To start embedding Torres Strait Islander inclusive practices in your workplace-

Email us for a catalogue or to create a special package to suit your needs today

Thelma@culturalinclusions.com.au

Australian Childcare Alliance Conference 17-19th July in Brisbane.

Come & see our new Resource Packs starting at $7.00 to start embedding Torres Strait Islander practices in your Service.

https://www.facebook.com/events/486466111496619/

Our Song' is a project created to introduce kids to the diversity and beauty of Australia's first languages. It provides one song for the many voices of the land.

Supporting Carers to Care for our Children

This information is provided to support and empower you in your role as a carer for an Aboriginal or Torres Strait Islander child. SNAICC's full 'Supporting Carers' website can be accessed here. The content on this page is newly developed and will be added to the Supporting Carers website when it is redeveloped over the next few months. It provides background information and practical ideas to assist you to understand and respond to the needs of Aboriginal and Torres Strait Islander children you are caring for.

Visit Us

NAIDOC2015

All members of the Navy, Army and Air Force take great pride in protecting our beloved country. We also honour the land of those who came before us. We stand on sacred ground. Learn, Respect, Celebrate. #NAIDOC2015

http://www.culturalinclusions.com.au/uncategorized/375/

Embed cultural practices into your educational program

Cultural Inclusions provide top quality resources and partner with authentic Indigenous suppliers. Resources include authentic musical instruments, recipes, weaving, language, songs, games, mats, music and a wide range of materials that are unique to the Torres Straits and Aboriginal Australia.

Free Resources: http://www.culturalinclusions.com.au/

Local NAIDOC events all over our country

 Looking forward to attending this Friday's event at Musgrave Park, South Brisbane

 http://www.naidoc.org.au/events-calendar?field_state_tid=All&page=1

What does it mean to be culturally competent?

Rhonda Livingstone, ACECQA’s National Education Leader, writes about cultural competence. 

Cultural competence is about our will and actions to build understanding between people, to be respectful and open to different cultural perspectives, strengthen cultural security and work towards equality in opportunity. Relationship building is fundamental to cultural competence and is based on the foundations of understanding each other’s expectations and attitudes, and subsequently building on the strength of each other’s knowledge, using a wide range of community members and resources to build on their understandings.[1]

Read more:  http://wehearyou.acecqa.gov.au/2014/07/10/what-does-it-mean-to-be-culturally-competent/

NQF Snapshot Q1 2015 released

The latest figures in the NQF Snapshot Q1 2015 show that the proportion of children’s education and care services to receive a quality rating has increased to 56 per cent, with 8287 services now rated.

The report contains information about the number of services rated as Exceeding or Meeting NQS as well as the number of services rated Working towards NQS. Highlights include:
·         14 827 children’s education and care services operate under the NQF across Australia
·         34 per cent of services are rated as Working Towards NQS
·         66 per cent of services are rated as Exceeding or Meeting NQS
·         33 services are rated Excellent by ACECQA.
Download the NQF Snapshot Q1 2015.

Download here: http://goo.gl/fwm1zm

Be part of Reconciliation

In the lead up to NAIDOC Week (5 – 12 July 2015), National Education Leader Rhonda Livingstone discusses our shared responsibility to contribute to National Reconciliation.

As educators we have the potential to make a significant difference in National Reconciliation through our programs, practices and relationships, with the guidance of the National Quality Framework (NQF).

Cultures and histories of Aboriginal and Torres Strait Islander people should be woven into the everyday practices and learning experiences at children’s education and care services. It’s more than displaying an Australian Aboriginal flag, or engaging children in dot painting.

Case study 1, within the Early Childhood Australia (ECA) National Quality Standard (NQS) Professional Learning Program (PLP), gives examples of how experienced educator, Adam Duncan, embeds history and culture into every day practice. Some examples include:

• acknowledging Country daily by focusing on ‘the history that children have had on this country, and relating the history of the land to the experiences of children’
• exploring literacy and storytelling by telling Dreaming stories, and
• utilising modern Aboriginal and Torres Strait Islander music and arts to achieve learning outcomes in the program.

I often meet non-Indigenous educators who express concern about ‘getting it wrong’ or being ‘tokenistic’ when embedding Aboriginal and Torres Strait Islander cultures in their educational programs.

A great way to work on embedding Aboriginal and Torres Strait Islander culture in your service is to further your own understanding and connection with these cultures. Services may also identify the need to develop the cultural awareness of staff through their Quality Improvement Planning process.

Cultural competence and Reconciliation

The NQF guides educators to develop their own cultural competency and that of children. Fostering children’s understanding and respect for Aboriginal and Torres Strait Islander cultures, and challenging biases can impact on children’s future attitudes towards cultural diversity. Educators are a crucial link between the rhetoric of Reconciliation and the reality of the vision fulfilled[1].

It is important to recognise that it is not only about seeing the easily identifiable parts of cultural identity such as language, dress and food in the program, but also the more hidden aspects which affect how we interact with the world.

For example, in Anglo-Australian culture it is polite to make eye contact when someone is speaking to you, but in some indigenous cultures, not making eye contact may be seen as a sign of respect. Educators’ practice should be reflective and inclusive so that children are not disadvantaged by an educator’s own views.

Inclusive services

When services support the cultural identity, language and values of Aboriginal and Torres Strait Islander children and families, it can significantly contribute to their positive sense of identity and wellbeing.

The NQF also encourages services to provide children with programs that suit their individual needs based on their current knowledge, ideas, culture, abilities and interests (NQS Element 1.1.2). The framework empowers educators to use teaching strategies which best suit the individual children, families and the local community of the service.

To effectively deliver inclusive programs educators must engage with the principles and practices of the approved learning frameworks including fostering secure, respectful and reciprocal relationships, partnerships with families and communities, high expectations and equity, respect for diversity and ongoing learning and reflective practice.

We must not underestimate the importance of gathering knowledge, ideas and input from families and communities in order to respectfully embed Aboriginal and Torres Strait Islander culture in a way which relates to the service’s community.

Community involvement

By drawing on community knowledge and expertise, you can enrich your learning program and ensure it captures local Aboriginal and Torres Strait Islander knowledge and histories. Try these suggested ‘first steps’:

• Form respectful relationships with the local Aboriginal and Torres Strait Islander Traditional Owners and Corporations/ Co-operatives in your area
• Attend community events and build respectful relationships to show that you are genuinely interested in getting to know more
• Find out if your jurisdiction has an Aboriginal Education Consultative Group
• Contact your State/Territory Education Department for referral to Aboriginal and Torres Strait Islander liaison workers
• Look up Aboriginal and Torres Strait Islander training or support providers in your area, and the Inclusion Support Agencies and/or the Professional Support Coordinator across your state or territory
• Be aware of cultural protocols. Protocols will vary in different areas. If you are going to be working with people from traditional and remote communities you can seek out locally based training or advice.

Culturally competent services also work to overcome barriers which prevent Aboriginal and Torres Strait Islander children from accessing quality education and care such as inflexible service provision, fees or lack of transport. In addressing these issues, services create a supportive and culturally safe environment for children to experience belonging, being and becoming.

Video

The videos and resources listed below provide further insight into how educators can meaningfully embed indigenous culture into their service. Hear from experienced early childhood educators, Adam Duncan and Amy Tainsh and Judith Mckay-Tempest, an accomplished indigenous researcher and academic.

• Reconciliation and community involvement

https://videopress.com/v/TRe1vXZ9

• Tokenistic vs meaningfully embedding Aboriginal culture

https://videopress.com/v/1RjYtEqv

• Critical reflection and having professional conversations

https://videopress.com/v/8QCFK7jz

Resources

Belonging, Being and Becoming: The Early Years Learning Framework

• Partnerships, page 12
• Respect for diversity, page 13
• Ongoing learning and reflective practice, page 13
• Cultural competence, page 16

Educators Guide to Belonging, Being and Becoming: The Early Years Learning Framework

• Ongoing learning and reflective practice, page 7- 9
• Partnerships, page 17– 20
• Cultural competence, page 21- 23
• Cultural competence in working with Australian Aboriginal and Torres Strait Islander cultures page 24-29

The Early Years Learning Framework In Action

• Ongoing learning and reflective practice, Story 1
• Cultural competence in working with Australian Aboriginal and Torres Strait Islander cultures, Story 8
• Cultural competence, Stories 14 and 16
• Partnerships, Stories 28 and 33

My Time Our Place: The Framework for School Age Care

• Partnerships, page 10
• Respect for diversity, page 11
• Ongoing learning and reflective practice, page 11
• Cultural competence, page 15

Educators Guide to My Time Our Place: The Framework for School Age Care

• Ongoing learning and reflective practice, pages 6- 9
• Partnerships, page 11
• Cultural competence, page 57- 60
• Cultural competence in working with Australian Aboriginal and Torres Strait Islander cultures page 61-66

ACECQA National Educational Leader page

ACECQA We Hear You Blog: What does it mean to be culturally competent?

IPSP Online Resource Library

Early Childhood Australia – NQS Professional Learning Program

Australian Institute of Aboriginal and Torres Strait Islander Studies

Children’s Services Central. Engaging with Aboriginal Communities: Where do we start?

Child Australia. Cultural Connections Booklet

Early Childhood Australia. Including Aboriginal Australia

Kids Matter. Cultural diversity: Suggestions for families and educators

Early Childhood Australia. Becoming culturally competent

Early Childhood Australia Reconciliation resources

Early Childhood Australia. Talking about Practice: Cultural Competence

ABC Indigenous website

Secretariat of National Aboriginal and Islander Child Care (SNAICC)

Reconciliation Australia website

[1] Nina Burridge Teaching Aboriginal Studies, Rhonda Craven 1999

NAIDOC Week July 5-12

We all Stand on Sacred Ground: Learn, Respect and Celebrate

Celebrating NAIDOC Week is a very important time of the year, it is a chance to take time to learn more about the values and belief structures of our Indigenous people and this year's focus is on the strong spiritual and cultural connection to land and sea.
I know I mention this each year but I truly believe that it is also important that we don't "just do" some Indigenous activities in this one week of the year but use this week to learn more and reflect more, so that we can use that knowledge gained in our rooms and schools throughout the year on a regular and routine basis. So I challenge you, don't just do what you have always done this NAIDOC Week, take this opportunity to learn more and educate yourself / others, search the web, talk to your local Indigenous community members, read a book, watch Kanyini on You Tube (A fabulous documentary, that is thought provoking and is my personal favouite).

It can be simple things, like my sons child care centre has taken the opportunity to engage with parents and educators at the centre on changing the names of the rooms to local Aboriginal names of meaning and history. This will bring a life time of appreciation and respect to this centre as no doubt over the years many discussions will be had on the meanings chosen.

If you wish to share your ideas on how your centre or school is celebrating NAIDOC Week this year then feel free to reply to this email and we will share your answers with others.
Here are some ideas on how to celebrate NAIDOC Week borrowed from the NAIDOC Week website:

·         Display the National NAIDOC Poster or other Indigenous posters around your classroom or workplace.

·         Start your own hall of fame featuring Indigenous role models.

·         Listen to Indigenous musicians or watch a movie about Aboriginal and Torres Strait Islander history.

·         Make your own Indigenous trivia quiz.

·         Study a famous Indigenous Australian.

·         Research the traditional Indigenous owners of your area.

·         Study Aboriginal and Torres Strait Islander arts and crafts.

·         Create your own Aboriginal or Torres Strait Islander art.

·         Run an art competition for your school or community.

·         Research Indigenous history online or visit you library to find books about Aboriginal and Torres Strait peoples.

·         Visit local Indigenous sites of significance or interest.

·         Learn the meanings of local or national Aboriginal and Torres Strait Islander place names and words.

·         Invite local Indigenous Elders to speak or give a Welcome to Country at your school or workplace.

·         Invite an Indigenous sportsperson or artist to visit you.

·         Invite Aboriginal or Torres Strait Islander dancers to perform.

·         Host a community BBQ or luncheon.

·         Hold a flag raising ceremony.

·         Organise a smoking ceremony.

Content from www.naidoc.org.au
Did you know that NAIDOC week has been celebrated since 1972!

Cecelia Wright (nee See Kee)  | Project Officer

QCOSS IPSU

20 Pidgeon Close, West End, QLD, 4101

PO Box 3786 SOUTH BRISBANE, QLD, 4101

Direct: 07 3004 6922

Reception: 07 3004 6900 / 1800 110 869

Mobile:

Fax: 07 3004 6999

E-mail: ceceliaw@ipsu.com.au

Web: www.qcoss.org.au

Coming of the Light - Torres Strait Islands

The Coming of the Light is a holiday celebrated by Torres Strait Islanders on 1 July each year. It recognises the adoption of Christianity through island communities during the late nineteenth century.

Origins

The London Missionary Society set out to convert people of the Southwest Pacific to Christianity from the 1840s. In July 1871, the Reverend Samuel MacFarlane, a member of the Society anchored at Erub (Darnley Island) in the Torres Strait. He was accompanied by South Sea Islander evangelists and teachers.

In defiance of tribal law Dabad, a Warrior Clan Elder on Erub welcomed the London Missionary Society clergy and teachers.

Effect

The acceptance of the missionaries and Christianity into the Torres Strait Islands is often credited with ending conflict between different island groups. However, Christian principles were already somewhat compatible with Islander religion. The missionaries offered a more practical advantage. Torres Strait Islanders had been grossly exploited in the maritime industry. The missionaries provided some protection and assistance to Islanders who negotiated with outsiders in the maritime industry.

The acceptance of missionaries and Christianity into Torres Strait led to profound changes that affected every aspect of life from that time onwards.

Annual Celebrations

Torres Strait Islanders living on the islands or on the mainland come together to honour this anniversary every year. Islanders of all faiths celebrate the Coming of the Light in a festival like no other in Australia.

Activities include church services and a re-enactment of the landing at Kemus on Erub. Hymn singing, feasting and Ailan dans strengthen community and family ties.