​This online learning experience has been created for year 7/8 students (but can easily be adapted for other age groups) and aligns with the Australian Visual Arts Curriculum, including Cross-Curriculum Priorities and General Capabilities: Ethical Understanding, Intercultural Understanding, Personal and Social Capability, Critical and Creative Thinking, Aboriginal and Torres Strait Islander Cultures and Sustainability (Australian Curriculum, Assessment and Reporting Authority, 2024). The Cross-Curriculum Priorities and General Capabilities are met by encouraging respectful engagement with First Nations cultures and perspectives, through reflective storytelling and connection to place, and by students making purposeful artistic choices to express meaning. The learning experience has been designed to be inclusive of students with various skills and needs, and in particular, to be inclusive of Aboriginal and Torres Strait Islander perspectives, pedagogy, and students. It has major underpinnings in both the 8 Ways Pedagogy and the Victoria State Government Education and Training’s High Impact Teaching Strategies [HITS], which overlap in many ways. The 8 Ways pedagogy reflects research-backed methods, such as the HITS, because traditional First Nations ways of learning are inherently wise, holistic, and grounded in deep understanding. It shows that Indigenous knowledge systems are not only valid, but highly effective models for teaching and learning.

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HITS 1 to 4, as well as the 8 Ways 'Learning Maps' way, which is about explicitly mapping and visualising processes and the 'Deconstruct/Reconstruct' way, which calls for Modelling and scaffolding (8 Ways Aboriginal Pedagogy, n.d.) are all included in the learning experience. This is through the use of clear learning goals, a planned way of assessing learning, worked examples (which are visual guides) and structured steps, which all assist in explicit teaching.  

The learning experience also follows Fisher and Frey's 2008 framework of gradual release of responsibility which outlines four steps: “I do”, “we do”, “you do together” and, “you do alone” (Churchill, 2021). As there are sections of teacher instruction, teacher and student collaboration, peer collaboration and individual learning.

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Another inclusion of the 8 Ways is 'Land Links' way, which can be explained as place-based learning and linking content to local land and place (8 Ways Aboriginal Pedagogy, n.d.). Additionally, Yunkaporta (2009) states that "linking your lesson content to land is one way of maintaining cultural integrity". The 'Land Links' way was centred as a major aspect of this learning experience, by having students engage with nature by leaving the classroom, reminding them to be respectful of others and the environment, using natural elements in their artworks and by having them conceptually link their works to Country or place. The 'Land Links' way was centred in this learning experience to honour First Nations' ways of knowing that emphasise deep connections between learning, land, Country and place. It helps all students feel a stronger sense of relevance and belonging and maintains cultural integrity by respecting the role of Country as a teacher.

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Another major aspect purposefully centred during the design of this learning experience is the aspect of hands-on learning, also known as Kinaesthetic learning, Experiential learning or Applied learning. Hands-on learning is an evidence-based pedagogy that aligns with Constructivist views of learning and with the 8 Ways  'Non Verbal' way. Hands-on learning is learning by doing, learning through practical engagement. Having students leave the classroom, physically move around, and engage in making an artwork that requires intricate and repetitive hand movements are all examples of the hands-on learning this experience incorporates. This approach was intentionally included to support diverse learning styles and because many students, including First Nations students, thrive through kinesthetic, non-verbal learning methods. Hands-on, movement-based tasks reflect traditional ways of learning on Country, where knowledge is passed through observation, doing, and connection to place rather than written instruction alone.

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​The resource selected for this task incorporates the 'Community Links' way, which details centring local viewpoints (8 Ways Aboriginal Pedagogy, n.d.). As the resource aims to connect Students with First Nations teachers or to connect teachers/schools to their local First Nations community, an important step in making sure authentic First Nations perspectives are heard. 

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Furthermore, elements throughout the experience have been designed to have verbal or written options for students. This is to allow students to choose (student agency) to share either verbally or in a written response to incorporate the 8 Ways of learning way 'Story Sharing', as well as providing an inclusive option for students who struggle with written responses and vice versa. 'Story Sharing' is also incorporated when students are asked to think about their connection to place or Country, by thinking of a memory or story that makes this connection for them. 

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This Learning experience also aligns with the Australian Institute for Teaching and School Leadership [AITSL] Professional Standards, specifically Standard 1.3, 1.4 and 2.4, which call for respectful understanding and inclusion of Aboriginal and Torres Strait Islander histories, cultures, and perspectives in teaching (AITSL, n,d). It also reflects the goals of the Alice Springs (Mparntwe) Education Declaration, which emphasises the importance of all students gaining a deeper understanding of Aboriginal and Torres Strait Islander cultures as part of promoting equity, excellence, and reconciliation in education (Education Council, 2019).​​

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In conclusion, this learning experience has been intentionally designed to respectfully and authentically centre First Nations perspectives and ways of learning, support all students through inclusive practices, meet policy requirements and align with curriculum, in order to deliver meaningful and engaging visual arts education. 

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