FIRST framework

The FIRST framework is a guide to assist teachers and schools to engage with their local First Nations communities to support the implementation of the Australian Curriculum. Teachers may be planning to include the Aboriginal and Torres Strait Islander Histories and Cultures Cross-curriculum priority and/or learning area specific content. This FIRST framework aims to provide some very simple and practical considerations when developing a teaching and learning program suitable for the local context.

Where you start and the order in which you consider this information will be influenced by your previous and existing partnerships with your local First Nations Peoples, and the part of the Australian Curriculum you are going to teach.

Some teachers may feel concerned about teaching curriculum content related to or about First Nations Peoples. The best way to address this fear is by reaching out to your local community and explain what you are trying to teach and respectfully ask for advice.

Guiding teachers to consider what is in the curriculum and how they could work with the local First Nations Australians to develop and deliver a culturally effective teaching and learning program.

F = Find out about

What is in the curriculum? What is your current competency and practice? What is your relationship with First Nations Peoples in your local area? What has worked before?

Considerations to find out about:

What the Australian Curriculum states about knowledge, understanding and skills that your students need to learn.
How to improve your cultural competency and understanding of local and national Indigenous issues.
Current and previous achievements where your school has implemented First Nations Peoples knowledges in both the school curriculum and other events or activities for example, NAIDOC and Reconciliation Week.
Past and present relationships with First Nations Peoples in your local community and how you can build upon these relationships to deliver the curriculum and improve student outcomes. If there has not been any previous relationship, then you need to find out about the First Nations Peoples in the local area to determine how you will make the first approach.

I = Indigenous knowledges and voices

How can you engage with local or other First Nations Peoples to listen to their knowledges and voices?

Considerations for Indigenous knowledges and voices:

Develop confidence to teach First Nations content by listening to local Indigenous voices.
Engage with local and other First Nations Peoples to understand Indigenous knowledges, customs and practices.
Meet in culturally safe places, as schools have not always been positive places for First Nations Peoples.
Create culturally safe and sustainable teaching and learning programs for all students and staff.

R = Respectful partnerships

How can you develop respectful, reciprocal partnerships to produce and deliver high-quality teaching and learning plans?

Considerations for developing respectful partnerships:

Evaluate current school-based policies and procedures in relation to acting in a respectful manner to First Nations Peoples.
Build respectful and reciprocal relationships with First Nations community members and other community partners to develop, deliver and reflect on high-quality teaching and learning programs.
Be curious, ask respectful questions and listen carefully to build a supportive relationship with the First Nations Peoples in your local community.
Be mindful that there may be occasions when the First Nations Peoples do not want information shared for various cultural and personal reasons.

S = Supporting student learning

How can you engage students and develop activities to gather evidence of learning and give feedback to progress learning?

Considerations to support student learning:

Create a culturally safe learning environment for First Nations students so they demonstrate what they know and can do and what they cannot share culturally.
Share the learning intentions with students, supporting them to become more engaged in their learning.
Make appropriate adjustments to activities to ensure evidence of learning is effectively gathered and then used to give feedback.
Share learning outcomes with the local First Nations community you have worked with and reflect on ways to support and improve student learning.

T = Time

How can you ensure adequate time is allocated to develop effective partnerships with First Nations Peoples?

Considerations to use time effectively:

Be mindful about time expectations when working with local First Nations community members and other community partners to develop a teaching and learning plan.
Plan teaching and learning plans that will fit within the time allocated for this curriculum content.
Appreciate that you will get better each time you teach this content.
Get started. Use your planning time effectively to engage with the local First Nations Peoples. There is no excuse for not getting started.