In this evidence sample, I was asked to create a piece of work about Indigenous Australians—in particular, their histories, realities and rights within Australia. It was to be a response to the readings, module work, historical points of view and online discussions that considered how Indigenous Australian cultures, languages, beliefs and rights have been cultivated or disregarded. This assignment was the final assignment submitted in the IKC101 subject, and was a culmination of all the information and perspective that had been learned throughout the duration of the semester. Knowing about Indigenous cultures and realities is an important step in understanding how to effectively provide teaching and learning tools for Indigenous Australian students. Having appropriate knowledge of histories, cultures and languages is a demonstration of graduate teaching standards 1.4 and 2.4. Knowing about Indigenous Australian culture provides helps teachers to make sense of the diverse experiences of history within the classroom, and how this translates to future generations (Weatherby-Fell, 2015, p.202). Weatherby-Fell goes on to state that Aboriginal Perspectives are not just content to be taught, but are processes that work to create and sustain the concept of positive differences (2015, pp.202-203). Indigenous Perspectives and knowing about histories, cultures and languages of Aboriginal Australians is imperative to facilitating co-existence between students and utilising the various strengths and abilities found in Indigenous Australians perspectives (Weatherby-Fell, 2015, p.204).