[Text on screen: Acknowledgement of Country

We recognise the Ongoing Custodians of the lands and waterways where we work and live. We pay respect to Elders past and present as ongoing teachers of knowledge, songlines and stories. We strive to ensure every Aboriginal and Torres Strait Islander learner in NSW achieves their potential through education.

Image: 'A Flame Under Stars' created by Mikayla Kerestesi from Nepean Creative and Performing Arts on Dharug Country as part of the 2021 Schools Reconciliation Challenge.]

Dominique Higgins

Yiradhu marang mayiny-galang, Yuwin-dhu Dominique Higgins. Balladhu Bangerang Wiradjuri Yinaa. Hi everyone, my name is Dominique Higgins. I'm a proud Bangerang and Wiradjuri woman and an Aboriginal education advisor within the Department of Education. I would like to acknowledge the Burramattagal people of the Darug nation I am on today.

I've worked closely with the Secondary Science curriculum team to develop resources to support the teaching of Aboriginal and Torres Strait Islander protocols, and perspectives and to embed authentic voice in Science curriculum resources. Within each of the Science focus areas, we've included examples from Countries across New South Wales.

However, it's really important that you adopt and adapt these resources to suit your own context, embedding Place-based knowledge that is relevant to your local community. We strongly advise that you consult with your Community, including Elders or local knowledge holders, to ensure that any information shared and the examples used reflect the Country that your school is on and the places that your students live.

[Text on screen: Investigate techniques used by Aboriginal and/or Torres Strait Islander Peoples to separate mixtures]

Your school's families or local AECG's are a great starting point when beginning these conversations. Throughout the Science syllabus, there will be content statements that call for the specific inclusion of Aboriginal and Torres Strait Islander content. Some content statements ask for Aboriginal or Torres Strait Islander perspectives, in which case the teacher can choose to include examples from cultural groups that are most relevant to their students and the local context.

[Text on screen: Identify examples of Aboriginal and Torres Strait Islander Peoples' application of Knowledge about forces]

When a content statement asks for Aboriginal AND Torres Strait Islander perspectives, NESA's expectation is that teachers must provide examples from both Aboriginal and Torres Strait Islander community contexts. They are both distinct sovereign groups with their own histories, languages, protocols, and cultural practices.

This will therefore ensure students gain a full and rich understanding of the diverse Cultural groups that make up Australia. For example, our Environmental Sustainability topic includes examples of sustainable harvesting practices from both Aboriginal and Torres Strait Islander cultures. This ensures that students gain insight into the deep ecological understandings and connection to Country for different Cultural groups across Australia.

Some of the learning activities that we have planned include links to externally published resources. These resources may include terms like Indigenous or First Nations, and while these terms are common, it's best practice for teachers to use the terms Aboriginal or Torres Strait Islander when referring to the appropriate Cultural groups in your teaching.

Each Cultural group across Australia is unique and has its own preferences, so it's important to check with your local community around the language that they would prefer in these circumstances. When appropriate, including language can be a rich learning experience for all students. This honors students' cultural roots and supports the revitalisation of First languages.

It's essential to consult with your local Community before, including language and learning. The Language and Culture nests, Language hubs, or Language centers if you have them, depending on where you are located, could be a great starting point for this.

[Image on screen: picture of a Galangara (Lilly Pilly) with information about the plant]

For example, in the Cells and Classification unit, we've provided information cards about the use of plants for food and medicinal purposes, and we've included direct names for each of these plants.

It would be a great opportunity to talk to your Elders or your local knowledge holders about including the language for these plants from your local area, if this knowledge still exists and is able to be shared. Teachers should know that some information about Aboriginal or Torres Strait Islander histories, cultures and practices may be sacred and therefore not be appropriate to be shared with a public audience.

This is why gaining permission from your Elders or Local Knowledge Holders to share this information with students is always recommended as the first step to teaching Aboriginal and Torres Strait Islander perspectives in the classroom. The most important thing is to build and maintain respectful relationships with your local community members.

This is the best way to ensure communication channels remain open, and we build a culturally inclusive learning environment for our students.

[Text on screen: Acknowlodgement of Artist

"Truth Telling" 2024

The artwork used throughout this video was commissioned by the Department of Education, and created by Kayleb Waters, Artist and Cultural Mentor, Gomeroi Country.]

[End of transcript]