4. *Listens to and retells traditional, religious and ethical stories that relate to some groups in the Australian community. E.g. Dreaming stories CULTURE OUTCOME: CUS2.3 *Explains how shared customs,practices,sym bols, languages and traditions in communities contribute to Australian and community identities *Major customs and celebrations of religious and other community groups. *Identifies some significant customs,practices and traditions of their local community: beginning with aboriginal people. INDICATORS *Languages spoken within communities, including the original Aboriginal languages in the local community area. SUBJECT MATTER

5. *Questioning and reasoning for why a student is behaving in a certain way needs to be sought after by the teacher instead of making haste conclusions and applying punishments. ADAPTING TO THE NEEDS OF ABORIGINAL STUDENTS IN AN URBAN ENVIRONMENT *Never categorise or expect a low standard of achievement as this will lead to a self fulfilling prophecy. *Pupils will naturally imitate your behaviour -May lead to social problems due to the way difference was recognised in the classroom. *Teachers need to realise there are many different facets of the Aboriginal culture and these need to be individually catered for.

6. LANGUAGE Aids in preserving what can be saved for future generations. Knowledge of meaning behind aboriginal names that are used to refer to geographical features and places Allows the students to become immersed in the culture, opens the way to cultural and spiritual understanding. CONTEMPORARY ISSUES: vital part of the reconciliation process.

7. Learn more about this at: http://www.manly.nsw.gov.auhttp://www.manly.nsw.gov.au

8. OTHER CREATIVE TEACHING STRATEGIES * MATRIX table * GUEST SPEAKER to show children traditional: FOOD,MUSIC,TRIBAL DANCES. *Creative arts, for example dot painting. * EXCURSIONS, perhaps exploring local aboriginal sites

9. Thank You For Listening