Professional Learning

This resource explores the importance of supplier diversity and encourages staff to think about different ways your school or early learning service can support Aboriginal and Torres Strait Islander owned businesses.

Staff and RAP Working Group members read and discuss a relevant news article to develop an appreciation of the imperative for employment strategies that increase the number of Aboriginal and Torres Strait Islander teachers and educators in classrooms.

Staff strengthen their awareness and understanding of the concept of reconciliation through engaging with a short film centre on the song, Special Treatment, by Paul Kelly.

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 engage in a professional learning session focused specifically on the Australian Professional Standards for Teachers and self-assess the level at which they are meeting Focus Area 2.4. They then develop personal strategies for how to better address this Focus area in the 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.

Celebrating the progress of your RAP requires reflection on how far you’ve come and can generate new ideas about developing and sustaining your RAP into the future. Use the RAP Tracker to guide this reflection and give your school or early learning service ideas for how to celebrate RAP achievements with your community.

In this session, staff and RAP Working Group members put together an annual calendar of days of national significance. This calendar can be displayed and used as a reminder of upcoming days to be celebrated or commemorated together with the students, children and community throughout the year.

This professional learning resource provides guidance for how teachers, staff and the wider community can engage with the ‘Reconciliation in Education: An Introduction’ webinar.

This professional learning resource provides guidance for how teachers, staff and the wider community can engage with the ‘Reconciliation in Education: Talking the Walk’ webinar.

This professional learning resource provides guidance for how teachers, staff and the wider community can engage with the ‘Reconciliation in Education: Walking the Talk’ webinar.

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.

Reconciliation Network members deliver presentations about their work towards reconciliation. After listening to others’ presentations, individual schools and services reflect on their learnings, and on the next best steps to take towards advancing reconciliation in their school or early learning service, and across their wider network.

Reconciliation means different things to different people. Create a space for staff to reflect on what reconciliation means to them, and what they can do to contribute to the process of reconciliation in your school or early learning service.

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. This journey is used as part of an educator’s reflective practice as a way to outline their current, past and future goals.

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