This report, prepared for a Diploma in Early Childhood Education and Care program, addresses the complexities of literacy learning for Aboriginal children. It begins by highlighting the significant disparities in literacy and numeracy outcomes within this population, particularly in remote communities. The report explores the factors contributing to these challenges, such as school attendance, teaching quality, cultural considerations, and mental health issues. It then examines potential solutions, including culturally sensitive curricula, community involvement, and teacher training. The report further delves into the phonics and whole language approaches to teaching reading, presenting their respective advantages and disadvantages. It advocates for a blended approach, integrating elements of both methodologies, and outlines strategies for implementing such a curriculum. The conclusion emphasizes the importance of leadership, appropriate instructional design, and community and family involvement in improving literacy skills among Aboriginal children, supported by relevant references.