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History teachers' Association of Western Australia

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HTAWA produces a variety of materials and runs various events that are designed to assist teachers and students with school History.

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Hi everyone,

Just a quick question about Assessment 1—are we expected to address all 9 of the listed AITSL Standards in our essay, or are we allowed to focus on a select few that are most relevant to our discussion and examples?

Would love to know what others are planning or if anyone has clarified this?

Thanks 😊

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8-Ways Framework

The Aboriginal 8 Ways of Learning Pedagogy - Virtual ​Library

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This Aboriginal pedagogy framework is expressed as eight interconnected pedagogies involving narrative-driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community. But these can change in different settings.

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This Aboriginal pedagogy framework is expressed as eight interconnected pedagogies involving narrative-driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community. But these can change in different settings.

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ACER- Two-way learning

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Subjects

Aboriginal education, Torres Strait Islander education, Cultural exchange, Intercultural communication, Teaching effectiveness, Teaching process

Abstract

Two Way Teaching and Learning addresses the interface where two cultures meet; in the classroom, the school, the community, and in both state and national education curricula. Contributors are mostly highly experienced Indigenous practitioners drawn from academia, the teaching profession and the community. They put the spotlight on policies and processes that serve to either facilitate an informed, respectful relationship in education, or act to reinforce cultural inequity and inequality. Policy implications that can be liberating or devastating for Aboriginal and Torres Strait Islander students in Australian school systems are exposed and explored with forensic care. Each practitioner articulates specific problems, and offers practical strategies that make a difference.

Recommended Citation

Purdie, N., Milgate, G., & Bell, H. R. (2011). Two Way Teaching and Learning: Toward Culturally Reflective and Relevant Education. ACER Press. https://research.acer.edu.au/indigenous_education/38

Place of Publication

Camberwell, Australia

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two way teaching; aboriginal and torres strait islander students

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Nola Purdie, Australian Council for Educational Research (ACER)

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Two Way Teaching and Learning addresses the interface where two cultures meet; in the classroom, the school, the community, and in both state and national education curricula. Contributors are mostly highly experienced Indigenous practitioners drawn from academia, the teaching profession and the community. They put the spotlight on policies and processes that serve to either facilitate an informed, respectful relationship in education, or act to reinforce cultural inequity and inequality. Policy implications that can be liberating or devastating for Aboriginal and Torres Strait Islander students in Australian school systems are exposed and explored with forensic care. Each practitioner articulates specific problems, and offers practical strategies that make a difference.

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Cool Australia Resources

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Teach the principles of Land Management with resources aligned to the Australian curriculum. Perfect for primary and secondary students, our materials cover sustainable land use, conservation techniques, and ecosystem management. Real-world case studies and practical examples enhance student engagement and understanding.

Teach the principles of Land Management with resources aligned to the Australian curriculum. Perfect for primary and secondary students, our materials cover sustainable land use, conservation techniques, and ecosystem management. Real-world case studies and practical examples enhance student engagement and understanding.

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Land Management Teaching Resources Teach the principles of Land Management with resources aligned to the Australian curriculum. Perfect for primary and secondary students, our materials cover sustainable land use, conservation techniques, and ecosystem management. Real-world case studies and practical examples enhance student engagement and understanding.

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Early Childhood Care and Development Policy Partnership

Includes resources

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Early Childhood Care and Development Policy Partnership

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The Early Childhood Care and Development Policy Partnership (ECCDPP) is an Australian Government commitment to bring together governments and Aboriginal and Torres Strait Islander representatives to develop recommendations to improve early childhood outcomes for Aboriginal and Torres Strait Islander children and families.

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Statistics

Closing the Gap

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Target
95 per cent of all Indigenous four year-olds enrolled in early childhood education (by 2025)

Key points

In 2018, 86.4 per cent of Indigenous four year‑olds were enrolled in early childhood education compared with 91.3 per cent of non‑Indigenous children.

Between 2016 and 2018, the proportion of Indigenous children enrolled in early childhood education increased by almost 10 percentage points. There was a slight decline of less than 1 percentage point for non-Indigenous children.

The attendance rate for Indigenous children was highest in Inner Regional areas (96.6 per cent), almost 17 percentage points higher than the lowest attendance rate in Very Remote areas (79.7 per cent).

What the data tells us

National

The target to have 95 per cent of Indigenous four year‑olds enrolled in early childhood education by 2025 is on track. In 2018, 86.4 per cent of the estimated population of Indigenous children were enrolled in early childhood education programs (the year before full-time school). This was higher than the agreed trajectory point for 2018 to reach the target by 2025 (Figure 2.1).

Early childhood education is important for children's cognitive and social development. It prepares them for the transition to school, to progress through school and beyond (Holzinger and Biddle 2015; Social Research Centre 2016; Jorgensen et al. 2017; Biddle and Bath 2013). Children who attend early childhood education are more likely to perform well at school, including in literacy and numeracy (DEECD and Melbourne Institute of Applied Economic and Social Research 2013).

Developmental vulnerability can be mitigated by children's regular participation in early childhood education and care, although services must be high quality for benefits to be realised (AIHW 2018; Harrison et al. 2012). This is because the relative value of early childhood education is 'directly proportional to what it replaces' in terms of the home environment (CESE 2018).

Between 2016 and 2018, the proportion of Indigenous children enrolled in early childhood education programs increased by almost 10 percentage points (from 76.7 per cent to 86.4 per cent). In comparison, the proportion of non-Indigenous children enrolled in early childhood education programs declined slightly from 91.9 per cent to 91.3 per cent between 2016 and 2018.

While the target focuses on enrolment, attendance rates provide more of an insight into how children are preparing for schooling into the future. The proportion of enrolled Indigenous children attending early childhood education (attendance rate) has remained relatively stable between 2016 and 2018 (93.4 per cent to 93.7 per cent). The equivalent attendance rate improved slightly for non‑Indigenous children during this period (from 96.4 per cent to 97.8 per cent).

Barriers to Indigenous children's participation in early childhood education include: out of pocket costs, a limited awareness of services, administrative complexity, lack of transport or locally available services, poor child health, a perception that the child is too young to participate, a lack of confidence in the value of early education services or fear of racism and judgment (AIHW 2018; Holzinger and Biddle 2015; Productivity Commission 2014).

Figure 2.1: Early childhood education enrolment rates, 2016-2018

Sources: Steering Committee for the Review of Government Service Provision 2019, National Agreement Performance Information 2018-19, Productivity Commission: Canberra; and National Indigenous Reform Agreement Performance Information Management Group, unpublished.

View the text alternative for Figure 2.1.

States and territories

The target to have 95 per cent of Indigenous four year‑olds enrolled in early childhood education by 2025 is on track for all jurisdictions except the Northern Territory (based on 2018 data) (Figure 2.2).

In 2018, Victoria, South Australia and the Australian Capital Territory achieved full enrolment for Indigenous children, while Western Australia (97.7 per cent) and Tasmania (98.5 per cent) achieved close to full enrolment. The other three jurisdictions-New South Wales (75.7 per cent), Queensland (86.7 per cent) and the Northern Territory (76.4 per cent)-had relatively lower proportions of Indigenous children enrolled.

Enrolments of non-Indigenous children in early childhood education varied from 85 per cent in New South Wales to full enrolment in Tasmania and the Australian Capital Territory.

Indigenous enrolment rates in Victoria and South Australia were higher than those for non‑Indigenous children. Other jurisdictions had lower enrolment rates for Indigenous children ranging from a 1 percentage point gap in Western Australia to a 22 percentage point gap in the Northern Territory (Figure 2.2).

Figure 2.2: Early childhood education enrolment rates, by jurisdiction, 2018​a

Sources: Steering Committee for the Review of Government Service Provision 2019, National Agreement Performance Information 2018-19, Productivity Commission: Canberra; and National Indigenous Reform Agreement Performance Information Management Group, unpublished.

Note:

Each jurisdiction has a specific target trajectory, which is a straight line from the 2015 baseline to the 2025 target. There is an annual 'trajectory point' along each trajectory that serves as a guide to the progress needed to be on track to meet the target in 2025.

View the text alternative for Figure 2.2.

All jurisdictions (except for the Northern Territory), had Indigenous early childhood education attendance rates close to the national rate (93.7 per cent)-ranging from 90.5 per cent in Western Australia to 97.9 per cent in Tasmania. The Northern Territory had the lowest attendance rate (73.1 per cent).

Non‑Indigenous early childhood education attendance rates had relatively less variation across jurisdictions (ranging from 96.0 per cent in Victoria to 99.4 per cent in New South Wales). The gap between Indigenous and non-Indigenous attendance rates was largest in the Northern Territory (around 23 percentage points), followed by Western Australia (around 6 percentage points).

Attendance rates by remoteness

Indigenous early childhood education attendance rates tended to decrease with increasing remoteness. In 2018, the attendance rate for Indigenous children varied from 96.6 per cent in Inner Regional, to 79.7 per cent in Very Remote areas. However, the non-Indigenous rates were fairly similar across remoteness areas (ranging from 97.9 per cent in both Inner and Outer Regional areas to 96.6 per cent in Remote areas) (Figure 2.3).

Figure 2.3: Attendance rates, by remoteness, 2018

Sources: Steering Committee for the Review of Government Service Provision 2019, National Agreement Performance Information 2018-19, Productivity Commission: Canberra; and National Indigenous Reform Agreement Performance Information Management Group, unpublished.

View the text alternative for Figure 2.3.

Data notes

Progress against this target is measured by the number of children enrolled in early childhood education in the year before full-time schooling as a proportion of the estimated or 'potential' population of children in the year before full-time schooling.

The National Early Childhood Education and Care Collection (NECECC) is the source of enrolment numbers and attendance rates.

Population estimates are adjusted for the school starting age provisions in each state and territory. These are sourced from Estimates and Projections, Aboriginal and Torres Strait Islander Australians, 2006 to 2031 (ABS 2019a), based on the 2016 Census. Further information on how the year before full-time schooling potential population is calculated to adjust for school starting age can be found in the Preschool Education, Australia, 2018 (ABS 2019c) publication.

For this report, previously published rates of enrolment in early childhood education have been revised due to the application of the new 2016 Census based population estimates. This provides a consistent data source to enable comparison of enrolment rates for 2016, 2017 and 2018. Previously published rates are not comparable to those published in this report. Because of these revisions, including to the 2015 target baseline, the trajectory to the 95 per cent target benchmark has also been revised. This allows the rebased enrolment rates to be compared with the trajectory for monitoring progress.

For more information see the Technical Appendix.

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Early Childhood Education | Closing The Gap

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Target
95 per cent of all Indigenous four year-olds enrolled in early childhood education (by 2025)

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https://kooricurriculum.com/?srsltid=AfmBOoqbirLTOB9tn8VzWRAi9ZfNO8gecJI4VsI5DlnoVgGFiKp9kldv

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Aboriginal early childhood consultancy based in Sydney’s inner west assisting educators in the inclusion of Aboriginal perspectives in early childhood curriculums. Aboriginal and indigenous resources for children, professional development, workshops and more.

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ATSI Perspectives and EYLF

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cross curriculum priorities (v8.4 & v9)

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Intercultural Understanding general capabilities (Version 9)

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SNAICC Early Childhood Development

Has programs, resources and case studies

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SNAICC – National Voice for our Children

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Learn more about SNAICC’s work in the Early Childhood Development sector for Aboriginal and Torres Strait Islander children in Australia.

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Aims to influence what children learn at school about Aboriginal and Torres Strait Islander Australia and support educators and schools to teach confidently.

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The AIATSIS Education Strategy aims to influence what children learn at school about Aboriginal and Torres Strait Islander Australia and support educators to teach confidently.

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Version 8.1

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How to include Aboriginal and Torres Strait Islander Cultures into Childcare Service

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Aboriginal and Torres Strait Islander people cultures are valued and significant in Australia and it's essential for educators to help children understand the history, culture and lives of the Aboriginal and Torres Strait Islander community.

"Aboriginal Education is not only appropriate education of Aboriginal students but also must involve the education of ALL children about Indigenous Australia" - (Aboriginal Education Policy, NSW, AEGG Inc, 1995).

The NQS emphasises the importance of early childhood services forming partnerships with Aboriginal and Torres Strait Islander communities. For non-indigenous educators, we are often scared about "getting it wrong" or being "tokenistic" in programming, but the most important thing is to make a start and then keep going. It's important to engage with the culture - have a personal connection and going through the proper avenues to gain an understanding of the culture and build relationships with Aboriginal and Torres Strait Islander communities. If using a national event such as NAIDOC week, it's a good opportunity to start learning, then it provides a good foundation to keep going forward.

It's important that we educate ourselves to feel confident in passing on knowledge about Aboriginal and Torres Strait Islander cultures to all children in a meaningful and informed way. As educators it's vital we increase our knowledge of Aboriginal Australia from past to present which will assist us to create accessible and inclusive environments.

Supporting Educators Learn About Aboriginal Australia

To promote access and inclusion within the service and assist educators to develop their knowledge and understanding of Aboriginal Australia the following strategies may help:

Attend relevant training

Meet and talk with Aboriginal people outside of the service

Consult with local Lands Council, Aboriginal cultural centres etc.

Access resources from organisations such as Indigenous professional Support Unit (IPSU), the Secretariat of National Aboriginal and Islander Child Care (SNAICC) etc.

Gain an Aboriginal perspective of different matters by reading widely outside of mainstream media.

Watch Indigenous television programs such as National Indigenous Television Network (NITV).

Listen to Indigenous radio programs.

Learn about your local community's Indigenous history and heritage.

Including Aboriginal Australia Within The Service

It's recommended to create a whole service plan for inclusion that involves all educators and families. The plan needs to incorporate objectives and strategies and support all children within the service to have a better understanding and connection with Aboriginal Australia.

The following are strategies that your service can use to begin and acknowledge Aboriginal Australia.

Acknowledge Of Country at all meetings and important events, including meetings with children.

For events with significant meaning, consult with local Elders groups or land councils about a Welcome to Country.

Create a calendar of indigenous events that can be celebrated at the service. Add local events that are happening within the Indigenous community to the parent and staff notice board.

Invite indigenous performers and artists into the service and hold workshops for children and families.

Network with the local Aboriginal community and partner with them on a specific project.

Invite Elders from your local community to take part in celebrations and significant events.

Name an area in your service in a local language, Consult with local Aboriginal Lands Council in regards to protocol and use of language in your local community.

Set up a "sister service" in-country or remote areas. Stay in contact through internet or exchange postcards or mail.

Plant a tree in your service to acknowledge a significant date on the Indigenous calendar.

Learning Opportunities and Experiences
Two important considerations to keep in mind when including Aboriginal and Torres Strait Islander perspectives in the curriculum, are (i) avoiding stereotypes and (ii) ensuring that content is truly embedded, rather than singled out as special or 'different'.

There are many ways to embed Aboriginal and Torres Strait Islander perspectives into the curriculum, including through:

Block Play - with small Australian animals, deserts and billabongs, linking with storytelling and music and movement.

Cooking and Food-related Experiences: using indigenous and/or native ingredients, finding and tasting'bushtucker' in collaboration with local AboriginalandTorresStrait Islander person.

Dolls and Props - having dolls with a range of skin colours and features, and using traditional baby carriers (coolamons) and other culturally relevant items.

Family Histories - talking with children about where they come from, who they are connected to, who the members of their families are. Using questions such as these along with maps can assist in showing family connections to other countries and places. Part of this exploration can be about Aboriginal and Torres Strait Islander people's connections to their Land and their Country, tribal groups and Nations.

Games - traditional Aboriginal and Torres Strait Islander games or games involving Australian animals.

Language - using words in local Aboriginal languages for greetings, finding out the aboriginal names of Australian animals, plants, body parts and other terms children understand. Be sure that you use a reliable source of information for these words, for example, the local cooperative or local families. As you would do with all children, ask Aboriginal and Torres Strait Islander children's families about words they commonly use at home so that you could include them at your ECEC service or school, and so that you have a better understanding of the words the children might use.

Movement Experiences - learning some traditional and contemporary Aboriginal dance movements, for example, those that are based on Australian animals, and creating new movements.

Music Experiences - listening and responding to traditional and contemporary Aboriginal and Torres Strait Islander music or making and using clapping sticks. Remember that traditionally only males are allowed to play or even handle didgeridoos.

Nature-related Experiences - planting trees or other plants indigenous to your area using advice from an Aboriginal Elder or Leader from the local cooperative or exploring indigenous plants in the area; gathering natural materials such as pods, leaves, bark, flowers and seeds and sorting and classifying them.

Puzzles - sourcing and using puzzles that have diverse images of Aboriginal and Torres Strait Islander cultures, people and animals.

Resources - puzzles, books, musical instruments, recorded music, DVDs, posters and images of contemporary Aboriginal and Torres Strait Islander people, dolls, artwork, flags, maps and fabric with traditional and contemporary patterns. It is important to source these resources where possible from Aboriginal and TorresStrait Islanderagenciesororganisations to ensure that they are authentic.

Seasons - learning about the seasons as described and understood by Aboriginal and Torres Strait Islander people.

Significant Anniversaries and Celebrations - including significant days/weeks for Aboriginal and Torres Strait Islander people in your service's calendar of events.

Storytelling, Reading and Using Picture Books - including Creation Stories and oral storytelling.

Visitors - inviting Aboriginal and Torres Strait Islander dancers, musicians or storytellers or those in the community with other talents and interests to share these with the children. It is critically important to involve AboriginalandTorresStraitIslanderpeopleinways that go beyond sharing a traditional culture. It is important for children and families to learn about the various ways that AboriginalandTorresStraitIslanderpeoplecontributeto the community.

Visual Arts Experiences: using natural materials such as ochre and nature colours for painting and drawing; discussingAboriginalandTorresStraitIslanderartby different artists and identifying styles, symbols and stories

To implement genuine inclusive environments than a meaningful understanding of acknowledgement and understanding of Aboriginal and Torres Strait Islander communities is essential.

As educators, we play an important role in helping children to create a positive perspective, understanding and appreciation for Australia Aboriginal and Torres Stit Islander history, culture and lives.

References:

Bamford M & Maguire, K. (2012) - Including Aboriginal Australia In Your Service. Sydney

NQS - Professional Learning Program (2013) - Aboriginal and Torres Strait Islander Cultures In ECE. - Early Childhood Australia

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Including Aboriginal and Torres Strait Islander Cultures In Your Service - Aussie Childcare Network

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Aboriginal and Torres Strait Islander people cultures are valued and significant in Australia and it's essential for educators to help children unders...

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A website focused on incorporating Indigenous knowledges in curriculum and lesson planning!! :)

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Indigenous Australia, Culture, People & Resources | Australians Together

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Explore the rich diversity of Australian culture and First Nations history at Australians Together. Learn about Indigenous culture, migration, and more. Discover resources and information for educators, students, and all Australians.

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The Australian Government is providing record levels of school funding for Aboriginal and Torres Strait Islander students.

Schools may also attract funding depending on the student's or their school's circumstances.

More information on school funding is available on the Quality Schools page.

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The Australian Government is committed to achieving better results for Indigenous Australians and is working with states and territories to ensure mainstream schools policy and programs contribute to improvements in outcomes for all students.

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AIATSIS Language Map

An interactive map of Australia to roughly show the Language groups

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'What was before Lord Vestey born and I born? It was blackfella country.' Vincent Lingiari (Wattie Creek 1966)

Australia's First Peoples have been living on the Australian continent for millenia.

Aboriginal and Torres Strait Islander Australia is made up of many different and distinct groups, each with their own culture, customs, language and laws. They are the world's oldest surviving culture; cultures that continue to be expressed in dynamic and contemporary ways.

The AIATSIS map serves as a visual reminder of the richness and diversity of Aboriginal and Torres Strait Islander Australia. It was created in 1996 as part of the Encyclopaedia of Aboriginal Australia project and attempts to show language, social or nation groups based on published sources available up to 1994.

The map shows only the general locations of larger groups of people which may include smaller groups. There are also variations in the way that some language or group names are spelt. You can view some of these alternate spellings on the list of alternate spellings for names on the AIATSIS map of Indigenous Australia below.

Note that the borders between groups are purposefully represented as slightly blurred and are not meant to be exact. Some of the information shown on the map is contested and may not be agreed to by some traditional custodians - the map isn't suitable for native title or other land claims.

The map isn't the only source of information; if you would like more information about Australian Indigenous languages please see our Austlang database. The National Native Title Tribunal also produces maps that show native title claims determinations.

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The AIATSIS map serves as a visual reminder of the richness and diversity of Aboriginal and Torres Strait Islander Australia.

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Version 8.4

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Guidance on acknowledgements of country for the early childhood settings.

https://aussiechildcarenetwork.com.au/articles/teaching-children/children-s-acknowledgment-of-country