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APY Lands Translation and Methodology

Apr 09, 2026

TAFE SA Lecturer and Student in the APY Lands

Incorporating 8 Aboriginal Ways of Learning Framework

The APY Lands Methodology and Translation initiative is one of the Centre’s most involved and innovative pieces of work, demonstrating the power of culturally grounded learning for educators, children and communities. 

Designed in partnership with Anangu communities in the remote north-west of South Australia, the initiative supports Anangu Educators working in family centres and preschools across the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands to complete the Certificate III in Early Childhood Education and Care (CHC30121) while continuing their employment.

Central to the initiative is the intentional use of the 8 Aboriginal Ways of Learning Framework, which underpins all teaching, learning and assessment practices. The framework recognises and honours Aboriginal pedagogies as: 

  • narrative-driven
  • visual and symbolic
  • land-based and place-responsive
  • non-verbal and experiential
  • non-linear and cyclical
  • community-orientated.

These interconnected ways of learning align with early childhood education principles and national training requirements, while centring Aboriginal ways of knowing, being and doing.

Utilising the 8 Ways Framework, learning within the Certificate III begins with story, lived experience and everyday practice, before moving to theory. Visual symbols, images and animations support meaning making, while learning is grounded in Country, community relationships and professional roles. 

The cyclical nature of the 8 Ways Framework means reflection occurs through observing, doing and revisiting ideas over time. This approach recognises existing knowledge, builds educator capability and embeds learning within familiar cultural and workplace contexts.

By strengthening Anangu Educators’ professional practice in culturally responsive ways, the initiative hopes to support learning environments where children develop a strong sense of identity, connection to their world and confidence and curiosity as learners. 

Educators see their knowledge, language and practice reflected and valued in the learning materials, building their professional confidence.

TAFE SA Early Childhood Education and Care lecturer Di Hurford, who works alongside Anangu Educators to deliver the program, explains, “A key strength of the initiative is that learning flows both ways. While delivering the program, I’m also learning, guided by Anangu knowledge, community priorities and the 8 Aboriginal Ways of Learning. This reciprocal approach strengthens relationships with students and ensures the program remains culturally grounded and responsive.”

The blended delivery of units CHCECE033 Develop positive and respectful relationships with children, CHCECE034 Use an approved learning framework to guide practice and CHCECE056 Work effectively in children’s education and care, reflects the same flexibility and responsiveness that underpin the 8 Aboriginal Ways of Learning. Delivery includes online learning via engaging online learning and assessment activities, interactive online sessions that link theory to workplace practice, face-to-face community workshops, and workplace observation and support. Together, these approaches position everyday practice as a central site of learning, ensuring training is accessible, meaningful and grounded in relationships and place.

The APY Lands Methodology and Translation initiative demonstrates how nationally recognised training can be delivered in ways that are culturally strong, community led and carefully designed to support high-quality learning. By embedding the 8 Aboriginal Ways of Learning throughout program design and delivery, the initiative offers an innovative and respectful model for the early childhood sector, one that centres relationships, reciprocity and community, and supports First Nations educators to study and thrive on their own lands.

We acknowledge the traditional owners of the lands on which TAFE SA stands.


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