Kutju

An Australian translation of Advance Australia Fair Teacher Notes Contents

About Kutju Australia 3 About these teacher notes 3 Curriculum 4 Our shared Australian history 4 Australian languages 5 Indigenous languages today 6 Introducing Kutju Australia 7 Linking with First Australian communities 7 Protocols and practices 7 Sharing Kutju Australia 8 Translating texts 9 Translating Advance Australia Fair 9 Other ideas for school and community 10 Resources 11 References 12

Kutju Australia: An Australian translation of © 2011 Control Advance Australia Fair – Teacher Notes This work is copyright. It may be reproduced in whole or in part for study Published by Education Services Australia Limited or training purposes subject to the inclusion of an acknowledgement of PO Box 177 the source and no commercial usage or sale. No payment is required to Carlton South Vic 3053 any copyright collecting society in relation to any copying of this content. Australia Written by Camille Nielsen Tel: (03) 9207 9600 Fax: (03) 9910 9800 Edited by Katharine Sturak Email: [email protected] Designed by Suzie Pilcher www.esa.edu.au Aboriginal Australia map www.curriculumpress.edu.au © Aboriginal Studies Press, AIATSIS. Reproduced with permission. The map can only be viewed. It may not be printed. Kutju Australia

Teacher Notes

About Kujtu Australia About these teacher notes Kutju is a word, meaning ‘Advance, These teacher notes are designed as go forward’. a guide to using the Kutju Australia book and DVD in the most valuable and appropriate Kutju Australia is the Luritja translation of ways in your school. You will find: Advance Australia Fair by Nararula (Alison Anderson) and Ted Egan. Luritja, from central • how Kutju Australia fits with the Australian Australia, is one of hundreds of Australian Curriculum languages, and one of the few still spoken today. • some background information and facts about Ted worked with the local Elders at Ntaria Australia’s first languages school, a remote school in Hermannsburg • suggestions for how to use the book in the 130km west of , to teach students classroom and ideas for adapting it within the song. Then Ted found a group of children your own school contexts from the city – students at Killara Primary School, NSW – whom he taught the song in • ideas for forming and strengthening order to share it with them. community partnerships with First Australians in your local area Kutju Australia is a project to bring Australians • a range of questions, ideas, activities and together to celebrate the many Australian suggestions for teachers and students to discuss languages, among the oldest surviving languages and reflect on to effectively use this resource in the world, and to share the rich and intricate • ideas for making First Australian languages knowledge and understanding of this land, its relevant and meaningful in schools people and their cultures. • suggestions to encourage open communication It provides an opportunity to learn from First between schools and communities to ensure * Australians and to be united in our pride and understanding, respect and inclusive practice respect for this country, its traditions and our • links to local, state and national bodies to shared histories in order to further understand guide this process our complex, unique heritage as we move towards the future together. • references and resources for further information and research. The hope is that other school communities will be inspired by Kutju Australia to translate Advance Australia Fair into other Indigenous languages, and find appropriate opportunities to sing and perform the in those languages.

* First Australians is the preferred term used throughout this document Kutju Australia to refer to the Aboriginal and Torres Strait Islander Peoples of Australia. Teacher Notes 3 We acknowledge that the term Indigenous can sometimes be used particularly with regard to the original . The Australian Curriculum The Draft Shape of the Australian Curriculum: Languages also acknowledges the importance of The Australian Curriculum includes Aboriginal learning Australian languages for a range of and Torres Strait Islander histories and cultures reasons: as a cross-curriculum priority. The Australian Curriculum, Assessment and Reporting • it is a basic right for young people to learn Authority (ACARA) has developed conceptual their own language and it is fundamental to framework key terms that reflect Aboriginal their sense of self and will impact on their and Torres Strait Islander knowledge, skills and achievements in all areas across the curriculum understandings. Where appropriate they are • these languages are integral to all Australian also included in the content descriptions and students in understanding and valuing the rich elaborations within each of the learning areas or and unique diversity of our first languages subjects. The key terms are: and developing a deeper appreciation for the • Identity country, the environment and the people • People • it is an important step toward reconciliation in this country and towards our maturity • Culture as a nation. • Country/Place • Living Communities Our shared Australian history A shared Australian history recognises First The conceptual framework includes the Australians as the original inhabitants of this following: country. Many Australians, however, have been • connections to Country and Place presented with a particular version of our history that has often disregarded or denied • significant relationships with the land, seas, events involving Aboriginal and Torres Strait sky and waterways Islander Peoples. While we still hear of different • diversity of cultural and language groups explorers who ‘discovered’ Australia, what do we • sophistication of family and kinship groups know about the custodians of this land who have • the substantial contributions made by thrived here for many thousands of years? What Aboriginal and Torres Strait Islander Peoples do we know about the relationships between at local and national levels. the early explorers and the First Australians? How much do we know about the different experiences and contact histories in the local areas in which we live? What relationships do we have with First Australians and what stories, experiences and understandings do we share? An excellent starting point for connecting with our shared history is through language. Raising awareness of the diversity of Australian languages, and the words and place names from those languages that are still in use today, highlights the way cultures have blended and can continue to enrich each other.

Kutju Australia 4 Teacher Notes Australian languages The Australian Aboriginal Languages map is just one representation of many other A brief history map sources that are available for Aboriginal Language is a key aspect of any person’s culture Australia. Using published resources available and identity. Language connects us to people between 1988–1994, this map attempts to and places in very unique ways. It is through represent all the language or tribal or nation language that we understand what is important groups of the Aboriginal and Torres Strait to us and define our way of seeing the world. It Islander Peoples of Australia. It indicates only is through language that we develop pride and the general location of larger groupings of self-esteem. people which may include smaller groups such as clans, dialects or individual languages in a Standard Australian English is the official group. Boundaries are not intended to be exact. language used to communicate in Australia and the language of instruction in schools. First Australians have passed on their languages However, prior to 1788 there were up to 300 through oral traditions from one generation to distinct language groups spoken across Australia the next over many thousands of years, through each with their own dialects and language story, song, the arts and cultural practices. varieties. Each language group has its own Since colonisation began over the past 200 plus deep connection to particular areas of land and years, there have been dramatic changes to their local environments. Different language the land, the languages and the cultures across speakers have distinct cultures, lifestyles, values the country and these have had a devastating and belief systems, organising structures, and impact on First Australians, affecting every ways of seeing and understanding the world. aspect of their lives. Many Australian languages These languages reflect a very holistic way of have suffered as a result of this contact history being and are extremely different to Standard and many languages are now extinct or close Australian English. Maintaining and reviving to extinction. It has been estimated that of the these languages is an important step in keeping possible 300 languages only about 90 survive cultural and spiritual practices alive. today, to varying degrees, and of these most are thought to be threatened or endangered, leaving Australian Aboriginal Languages Map approximately ten that are still spoken as a first (click on map to view online) language by communities of people. Use the map as a starting point to talk about Australian languages with students, teachers and staff, parents, carers and community. Consider purchasing your own language map for your library or resource centre, available from the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) website. www.aiatsis.gov.au

This map is NOT SUITABLE FOR USE IN NATIVE TITLE AND OTHER LAND CLAIMS. David R Horton, creator, © Aboriginal Studies Press, AIATSIS and Auslig/Sinclair, Knight, Merz, 1996. No reproduction allowed without permission. Printing is not permitted. Kutju Australia Teacher Notes 5 Conversation starters Some First Australians speak a number of • Find your town or area on the map of different languages from surrounding areas Australian languages. as well as creoles, Aboriginal English and • Look at the traditional or heritage language/s Standard Australian English. in the geographical area. Find out how to Creoles are distinct languages that are pronounce them; other ways of spelling a direct result of contact situations. There are them; differences that may exist between local two officially recognised creoles in Australia: knowledge and what is shown on the map. Torres Strait Creole (sometimes called Yupla • Talk about whether these are the recognised Tok or Broken) and Kriol spoken across the languages of local people and whether and the Kimberley region spellings and pronunciations are the same. of Western Australia. • Consider why the map may not always be an accurate representation of first Australian Australian languages continue to be sustained languages. Discuss who would have developed through oral traditions, via speech, song and art, it (and maps like it) and how they gathered as well as sign language. Some early explorers, the information, etc. anthropologists and linguists recorded some languages using the English alphabet. Many • Find out about the language groups that of these records and archives are available First Australians in your local area identify and can be useful to varying degrees. Some with, know of or connect with through family, languages have developed standardised spellings places they have lived, and so on. with dictionaries and grammars. It is important • Listen carefully and investigate any words to have conversations and to negotiate with the from these languages still used in the local people and communities connected to those community. For example, words for family languages before the languages are written relationships, plants, animals, place names. in any formal way or presented in public Makes lists as you find them. documents. • Find out if there are any speakers of Australian languages in your local and wider community Today there are many individuals, groups and and, if possible, invite them to the classroom. organisations committed to maintaining and reviving Indigenous languages. Schools can play an important role in supporting this work Indigenous languages today through identifying the importance of the range Aboriginal and Torres Strait Islander Australians of literacies the languages present, particularly continue to have a diverse range of language in terms of visual literacy and performance arts, backgrounds that are complex and unique. and by developing Australian languages into written forms using Western literacy styles and There are some places where traditional or technologies. There are many opportunities in heritage languages such as Luritja are still each of the learning areas to incorporate local spoken on an everyday basis often, but not Australian languages and an awareness of the only, in more remote locations around the language situation. country: for example, Luritja and Walpiri in central Australia; Walmajarri in Western Talk to students about language and have Australia; Kalaw Kawan Ya and Meriam Mir conversations with them about different in the ; Wik Mungkan in languages. Celebrate the diversity you have Cape York; and Pitjantjatjara in South Australia. in your classroom.

Kutju Australia 6 Teacher Notes Conversation starters Listen to the children singing the anthem in • What is language? Luritja. Encourage students to read the words • What makes languages different? (words, and sing along. Listen to the children singing sounds, the way the words go together, etc) the national anthem in English and encourage • What language/s do you speak at home? students to sing along. In the classroom? What languages do you Conversation starters hear at the market? At the park? • What do we know about our national anthem? • What are some of the different ways you speak (It was written by Peter Dodds McCormick; your language (including English) to people: first performed in public in 1878; and officially at home, at school, to different members adopted as the national anthem in 1984.) of your family, at sports events, and so on? • Why do people write and sing anthems? • How is English different to other languages Ask students to talk about what Australia you know about? How is it the same? and being Australian means to them. • What do we know about our First Australians Write their words and comments and and their languages? How can we find out display them in the classroom. more? • Go through the anthem’s lyrics carefully, phrase by phrase, and talk about what they Don’t dwell on differences in language and mean. Ask students to rephrase the lyrics in culture – make note of them, celebrate them their own words. and find ways to have fun with them! For example, use different languages as part of Ask students to think about their own school your daily classroom routines and display lists community and the local Australian language of words in other languages and encourage and how they could use Kutju Australia as a model students and their families to add to them. and inspiration. Talk about doing a project like this and how it is an opportunity to get to Introducing Kutju Australia know local people, stories, histories, cultures and languages. Discuss a special event when Share the book and the DVD with your students they might perform the anthem and how they and discuss the people and the children involved would like to present it. with this project. Conversation starters • Listen to Nararula’s greeting at the beginning of the DVD. What language is she speaking? Point out that she is speaking Australian! • Talk about where the schools are and locate them on the Australian language map. Find the languages spoken in those areas. • What part of Australia is shown in the video? Why aren’t there any pictures of ? • Read about all the students involved in the project. Can you find all the languages the Ntaria students speak on the map?

Kutju Australia Teacher Notes 7 Linking with First Australian Sharing Kutju Australia communities Share the Kutju Australia book and DVD with Protocols and practices your local First Australian communities. Give the opportunity to as many people as possible One of the key objectives of the Kutju Australia to voice their ideas and opinions as you devise resource is to encourage connections with the ways of working together. Aboriginal and Torres Strait Islander families, groups and communities in your school and Things to talk about community. • Ask what people think about the project and the ideas in the book. Working with Australian languages provides an ideal opportunity for developing genuine and • Ask what is known about the local Australian trusting relationships and sharing knowledge. languages and ‘country’ to which people Find out about the protocols and practices are connected. to guide Australian language programs and • Ask whether there are still speakers of these projects in your area or state. These will include: language/s in the community. • Find out about other First Australian languages • acknowledging the diversity of Australian from the area and language groups from other languages, both old and new geographic locations now living in the area. • recognising Aboriginal and Torres Strait • Find out if there are local speakers who could Islander Peoples as the custodians of their be available to help with a similar translation languages – be sure to seek consent from process and/or other people who may be able suitable people and groups and consider to help, for example linguists working in the appropriate ways of using language area. in your school context • Find out whether it is appropriate to share the • allowing local Aboriginal and/or Torres Luritja language version in your local area. Strait Islander communities to determine the Australian language to be used in the school • Find out if there are local musicians who might be interested in being involved. • developing programs and projects in partnerships with local First Australians. Things to consider • Avoid assuming the language backgrounds Have conversations with: of First Australians in your school community. • Aboriginal and Torres Strait Islander staff Get to know people first and communicate and education workers in your school, district, openly and genuinely. region, state and/or jurisdiction • Language can be a sensitive issue for • organisations and groups in your area Aboriginal and Torres Strait Islander Peoples, including museums and cultural centres particularly those who have been dispossessed • Indigenous Coordination Centres of their country, their language and their • local reconciliation groups families. Tread lightly and discuss ways of • Aboriginal and Torres Strait Islander communicating in respectful ways. cultural and language centres • Different locations around the country will • Indigenous education consultative have different levels of awareness about the committees in each state. languages spoken (both past and present). • There will be different ways of talking about language/s in different places across the country. For example, people may talk about traditional Indigenous language in terms of ‘lingo’, ‘tribal way’ and, most commonly, in terms of how language belongs to country. Kutju Australia 8 Teacher Notes New language varieties may be discussed in used in the text. It is an advantage if First terms of ‘home language’, ‘Koori/Murri way’, Australians involved have used written language or connected to particular towns and centres. in both their own language and in English. If this is not possible, it may be appropriate Conversation starters to invite a linguist with experience in the • Country and language are intimately particular language or other Australian connected. Talk to people about their languages to be part of the process. connections to country. For example, ‘Where are you/your family from? Translating Advance Australia Fair What country are you connected with?’ As Ted Egan and Nararula (Alison Anderson) • Give people time to think, reflect and discuss worked together to translate the national anthem the ideas about language in terms of our from English into Luritja, they found the most complex shared histories. It may take many appropriate words to fit the melody, striving to discussions before you come to a shared make it as true to the meaning of the song as understanding about the language situation possible. For example: in your local area. • Listen for words and ways of talking that Our home is girt by sea are different to the Standard Australian English used in the classroom. For example, Was best translated as pronouncing sounds like d/t, b/p; new words used such as bina, or different grammatical Kapi puntu tja - rra features like bin and langa. • Discuss differences in non-judgemental Water surrounds our land ways. For example, make clear and accurate observations about differences in terms of Once you have community consent and your own limitations in communicating or involvement, consider the points below to understanding students and others in the guide the translation process. community. Describe what you notice, for example different words or ways of saying • The national anthem represents a particular things, and participate in conversations about perspective of Australian history. Discuss what other people know and notice. the meaning of the song and the purpose of a national anthem. Develop a shared Translating texts understanding about why you are doing the exercise. Translating from one language to another is • Go through the song carefully together and a challenging process that requires particular discuss the meaning of individual words skills. It is vital when considering translating (rejoice, girt, toil, free). the national anthem into local Australian languages that you have the full consent of the • Translate the first verse to fit the melody of First Australians in your community and that the song, ensuring the translation is as close appropriate consultation has taken place. as possible to the shared meaning you would like to convey. If necessary, adapt words to Translating is often not as simple as substituting reflect how they could be said in the traditional words in one language for words in the other. language of the area (or the language the Sometimes there are no equivalent words community decides to use). to express particular terms or expressions, particularly for Australian languages that are so different to English. It is important to have a good cultural understanding of both languages so that this is reflected through the language Kutju Australia Teacher Notes 9 • When you have a first draft, check it carefully • Encourage students to use their first language for clarity; meaning; spelling and punctuation; in the classroom. appropriateness for the year level and age of • Discuss ways that the school can support the students. community to record and document languages • Ask a number of different people who speak in the community. or know the language to check the translation. • Include an ‘Acknowledgement of Country’ Read the translation aloud as well as asking to recognise local First Australian presence others who are readers of the language to read and history at formal school events such as it aloud (if possible). Gather feedback and assemblies and presentations. There are discuss. a range of examples available online such as: • Ask people who have not been involved in the We acknowledge the traditional custodians of the translation process to translate it back into country on which we meet today and we offer our respect English and make sure it still makes sense. and understanding to Elders both past and present. • When there is consensus from as many people Work with your local community and students as possible in the community, publish the to develop your own. final draft and circulate for use and/or give a • Erect a sign at the front of the school performance of the song. Encourage further to honour the custodians of the country feedback from the wider community and be where the school is located. prepared to make amendments where and • Invite local First Australians to talk about their when appropriate. connections to country and the diversity of languages they speak. Other ideas for school • Research oral histories and stories associated and community with the local area that would be appropriate to record. • Discuss what it means to be Australian with students, staff and members of the community. • Make posters/pamphlets raising awareness about different languages and cultural groups • Encourage students to reflect on their culture, in your school and local area. language, history and way of doing things and seeing the world. • Put up signs in Australian languages, showing particular trees, places, names, etc. • Share resources from many different perspectives and explicitly discuss the • Consider naming sports teams, groups, rooms perspectives they are presenting. or areas in the school with Australian language names. • Discuss what ideas/sentiments/people/ perspectives are not represented in ‘Advance • Collect and display local Indigenous languages Australia Fair’. Have groups of students write and words that are reflected in place names, verses that reflect the values of their school street names, and so on in your local area. community and/or that acknowledge the • Make lists/charts/picture dictionaries/ diversity of First Australian languages and alphabets using local Indigenous language cultures today. words and display them. • Write your own class song (like an anthem) • Find out about national and local Aboriginal to establish your identity as a class and to and Torres Strait Islander celebrations and make you feel proud. events and ways to be involved, or hold your • Have students write profiles about themselves, own school events. For example: National and their experiences with the Kutju of Healing, Reconciliation Week, project, to share with others. NAIDOC week, Coming of the Light Festival, Mabo Day.

Kutju Australia 10 Teacher Notes Resources Indigenous Education Consultative Committees in each state: Collecting languages There are many resources available to assist schools • Queensland Indigenous Education Consultative and communities to collect, record and document Committee www.qiecc.eq.edu.au Australian languages and to create materials to • NSW Aboriginal Education Consultative Group support language programs. Digital recording www.aecg.nsw.edu.au devices such as cameras, digital camcorders, smart • SA Aboriginal Education and Training phones and similar technologies are very useful. Consultative Body There are also software programs, some of www.aboriginaleducation.sa.edu.au which are free and others that will need to be • ACT Aboriginal and Torres Strait Islander purchased. Most can be found online and many Education Consultative Group have training provided through local language www.actatsiecg.org centres, or libraries. • NT Indigenous Education Council http://www.det.nt.gov.au/parents-community/ • Miromaa: a licensed software developed students-learning/indigenous-education/ntiec by Arwarbukarl Cultural Resource Association Inc. This program is a user-friendly database • Tasmanian Aboriginal Education Association for collecting and collating languages www.taeainc.com.au including visual and audio support. • Victorian Aboriginal Education Association Inc. • Lexique Pro: a free dictionary software www.vaeai.org.au program for making word lists easy to use. • Western Australian Aboriginal Education It can be used in a range of formats. and Training Council www.aetcwa.org.au • Audacity: free software for recording Consider local community knowledge and language that includes audio editing. frameworks to use in your teaching and Other organisations and initiatives of interest learning practice. For example: for further research and support include: • The Holistic Learning and Teaching • Federation of Aboriginal and Torres Strait Framework, Education Queensland Islander Languages and Culture Corporation http://www.learningplace.com.au/deliver/ (FATSILC) www.fatsilc.org.au content.asp?pid=44292 • Australian Institute of Aboriginal and • 8 Aboriginal Ways of Learning, Torres Strait Islander Studies (AIATSIS) New South Wales www.aiatsis.gov.au http://8ways.wikispaces.com/ • AustLang database of Australian National projects Indigenous languages http://austlang.aiatsis.gov.au/disclaimer.php There are a range of national programs and projects that can assist you building meaningful • Kimberley Interpreting Service (KIS) relationships with local First Australian www.kimberleyinterpreting.org.au communities. • Diploma of Interpreting, Batchelor Institute, Northern Territory • What Works www.whatworks.edu.au www.batchelor.edu.au • Dare to Lead www.daretolead.edu.au • Aboriginal and Torres Strait Islander • Stronger Smarter Institute Languages: P-10 Queensland Syllabus 2010 www.strongersmarter.qut.edu.au Queensland Studies Authority • Parental and Community Engagement www.qsa.qld.edu.au/12798.html (PaCE) program www.deewr.gov.au/pace • Reconciliation Action Plans, Reconciliation Australia www.reconciliation.org.au/ Kutju Australia Teacher Notes 11 home/reconciliation-action-plans References Indigenous Languages of Victoria: Revival Arthur, B and Morphy, F (Eds) (2005) and Reclamation, Victorian Curriculum Macquarie Atlas of Indigenous Australia: Culture and Assessment Authority and society through space and time. The Macquarie www.vcaa.vic.edu.au/vce/studies/lote/ Library, NSW ausindigenous/ausindigindex.html Berry, R and Hudson, J (1997) Making the jump: Aboriginal and Torres Strait Islander Languages A resources book for teachers of Aboriginal students. State Library of Queensland Catholic Education Office, Kimberley Region, www.slq.qld.gov.au/info/ind/languages Broome, Western Australia Racism. No way. Strategic Results Project, DETYA (2000) Anti-racism education for Australian schools Deadly Ways to Learn: Deadly Ideas. Department www.racismnoway.com.au of Education and Training, Catholic Education Office and Association of Indigenous Schools Websites and other initiatives Western Australia • Us Mob, ABC: interactive website where participants can interact with Australian Aboriginal Languages of Western Australia, Aboriginal teenagers in Central Australia and Curriculum Council play games, chat, share stories and learn about www.curriculum.wa.edu.au/internet/ life in the Centre. www.abc.net.au/usmob Senior_Secondary/Courses/WACE_Courses/ • Go Lingo, ABC 3 television: game show Aboriginal_Languages for 11/12-year-olds focusing on Australian Aboriginal Languages K–10, Board of Studies Indigenous languages and cultures. New South Wales (2003) www.abc.net.au/abc3/shows/11056.htm www.k6.boardofstudies.nsw.edu.au/go/languages • Holding our Tongues. ABC Radio National, Hindsight project: map of Australia showing Aboriginal and Torres Strait Islander Languages some Aboriginal and Torres Strait Islander Statement, Department of Education and Training languages that you can interact with to listen (DET) Queensland to language, watch videos and find out more deta.qld.gov.au/indigenous/pdfs/abtsi-language- information. statement.pdf www.abc.net.au/rn/hindsight/features/ Aboriginal Resources and Development Services holdingourtongues (ARDS) Northern Territory • Map of New South Wales Aboriginal Languages, www.ns.uca.org.au/agencies/aboriginal-resource- Department of Aboriginal Affairs, New South and-development-services-ards Wales Government: interactive map to find the Indigenous languages of New South Wales. Aboriginal and Torres Strait Islander Social www.alrrc.nsw.gov.au/default.aspx?nav_id=32 Justice Australian Human Rights Commission • Our Languages website: sharing information R-10 Languages (Australian Indigenous) Teacher and activities around Australia’s Indigenous Resource, Department of Education and Children languages. www.ourlanguages.net.au Services South Australia (2003) • Ngapartji Ngapartji project: community Share Our Pride: An Introduction to Aboriginal development through the arts brings and Torres Strait Islander Peoples and their Pitjantjatjara and non-Pitjantjatjara people culture, and to building respectful relationships together in a variety of ways to experience www.shareourpride.org.au cultural exchange with a focus on the maintenance of Pitjantjatjara language It’s an Honour: Australia Celebrating spoken in South Australia. www.ngapartji.org Australians www.itsanhonour.gov.au

Kutju Australia 12 Teacher Notes