DJINGANGINY KADAKJINI NOONGAR –

SEEING AND UNDERSTANDING NOONGAR HANDS-ON KITS

The Djinanginy Kadadjiny (Seeing & Understanding) Noongar Hands-on Kit was compiled as part of a Global Teaching Advocates Grant for the One World Centre WA by the staff at Coolbinia Primary School.

This kit includes a large range of materials and teaching resources, but is by no means exhaustive in its coverage of Noongar cultural ideas and history. It provides a window into the educational journey undertaken by Coolbinia Primary school and we hope it can provide some useful tools and the motivation and inspiration for continuing exploration of Noongar cultures and history in schools around the south-west of Western Australia.

The materials in this hands-on kit will provide teachers and students with Noongar artefacts, learning programs, lesson plans, work samples, assessments and other resources to enhance understanding and reconciliation.

The kit is divided into four sections that may be borrowed from the One World Centre separately or together:

  1. Literacy & Numeracy
  2. The Arts
  3. History & Geography
  4. Science & Health

Components of sections include:

  • Posters for all sections of the kit
  • Children’s fiction reading books
  • Whole class fiction reading books for teachers
  • Non-fiction books
  • Range of musical instruments e.g. child’s didgeridoo, tapping sticks, shakers
  • Range of art works and literature
  • Range of artefacts with Noongar designs e.g. shield, boomerangs, bowls, plates & jewellery
  • Plant items e.g. 50 quandongs for counting, bush carrot
  • Files and resource materials

Resource files and display folders containing:

  • An example of a whole school plan and scope and sequence documents that demonstrate how the Aboriginal Cultures and Histories CCP may be embedded utilising the Noongar context.
  • Examples of teacher programs (K-7) illustrating scope and sequence for this CCP.
  • Associated student work samples relating to Noongar culture and history.
  • Staff and student assessments.

Ideally, Aboriginal people should be involved in developing and delivering units of work in the classroom. Teachers and Principals need to take the initiative in making contact and being open to collaborate with Aboriginal staff in schools and with other community members.