Professional Learning

Staff strengthen their awareness and understanding of the concept of reconciliation through engaging with a short film centred on the song, From Little Things Big Things Grow, by Kev Carmody and Paul Kelly.

Staff strengthen their awareness and understanding of the concept of reconciliation through a short film centred on the song, This Land is Mine, by Kev Carmody and Paul Kelly.

In this activity, teachers and educators can critically reflect on the concept of reconciliation through engaging with a suite of three short films centred on the music of Paul Kelly and his collaborators.

A critical analysis of school and early learning policies that support reconciliation.

Staff self-assess the level at which they are meeting Focus Area 2.4 of the Australian Professional Standards for Teachers and develop strategies for how to better address this Focus Area in future.

This activity allows staff to develop an understanding of Australia's complex relationship with racism by critically exploring the differing viewpoints of journalists in the coverage of significant events.

Use the RAP Tracker to guide reflection on RAP progress, and to give your school or early learning service ideas for how to celebrate RAP achievements with your community.

Staff create and display a calendar reminder of upcoming days of national significance to be celebrated or commemorated together with the students, children and community throughout the year.

Through engaging with a short film stimulus, staff and RAP Working Group members reflect on the relationship between reconciliation and education (learning, unlearning and relearning alike).

Teachers and educators compare the three underpinning ideas of My Time, Our Place to the three key concepts of the Australian Curriculum Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority.

Exchange Reconciliation Network presentations to reflect on the next best steps to take towards advancing reconciliation in individual schools or early learning services, and across the wider network.

This activity establishes a space for staff to reflect on their personal cultural identities and cultural competency in the school or early learning service. Staff can extend this reflection to include opinions and views on Australian identity as a whole.

Educators record their engagement with Aboriginal and Torres Strait Islander histories, cultures and contributions through the lens of the National Quality Standard and reflect on future goals.

Teachers or educators will either develop or critically consider their school or early learning service's Vision and criteria for reconciliation.

This scenario encourages staff to develop a strong understanding of the cultural, historic and symbolic meaning and significance of the flags, and to talk confidently about the importance of publicly displaying the flags.

Discuss this scenario with a group of your staff to prompt a conversation about the importance of understanding the act of acknowledging Country.

Discuss this scenario as a group to explore some of the challenges associated with working closely with the community, and how best to support people who are deeply involved in the community.

Discuss this scenario with a group of your staff to explore the complexities involved in inviting Aboriginal and Torres Strait Islander guests in the classroom.

Staff use a range of online directories to assist them with locating relevant Aboriginal and Torres Strait Islander stakeholder groups/organisatisations that could make meaningful contributions to the achievement of RAP Actions.

Teachers and educators use media from the Sharing Stories Foundation Digital Storytelling Program to critically engage in stories about Aboriginal and Torres Strait Islander histories and cultures shared by Elders, Traditional Owners and children.