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.

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.

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 with a group of your staff 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 and the responsibilities that come with this.

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.