First Nations Knowledges, Curriculum and Ways of Learning EDMAS6068

EDMAS6068 First Nations Knowledges, Curriculum and Ways of Learning

Assessment Task 1

Task Overview

• Research a self-selected topic related to Aboriginal and Torres Strait Islander peoples histories, cultures, languages, perspectives, and/or knowledges.
• Respond using Indigenous Ways of Knowing and multimodal communication (e.g., linguistic, gestural, spatial, audio, visual).
  Include:
• Impact of colonisation on different groups
• Implications for teaching and learning
• Importance of engaging with communities and families
• Your personal reflexivity and growth

Framing a Topic

• Avoid topics that are too broad (e.g., What impact has colonisation had on Aboriginal and Torres Strait Islander peoples?).
• Ensure relevance to the unit, personal interests, and teaching goals.
  Examples:
• A focus on First Nations literature is a powerful way to teach Australian history.
• Connectivity is a strong thread running through the lives of First Nations peoples. What does this mean for my teaching?
• Aboriginal languages have almost disappeared. What can be done to ensure that Indigenous students learn Standard English effectively?

Conducting Research

• Critically analyse sources where Indigenous voices are foregrounded.
• Use ethical research practices aligned with the AIATSIS Code of Ethics, focusing on:

1. Indigenous self-determination
2. Indigenous leadership
3. Impact and value
4. Sustainability and accountability
   
   Reference:
   AIATSIS (2020). AIATSIS Code of Ethics for Aboriginal and Torres Strait Islander Research. https://aiatsis.gov.au/research/ethical-research/code-ethics

Representing Your Findings and Knowledge

• Use the 8 Aboriginal Ways of Learning as inspiration.
• Select a mode aligned with your topic (e.g., portfolio, report, blog, storytelling, song, artefacts).
• Include explicit reflexivity and evidence of your learning journey.

Assessment Criteria

Criterion 1

• Clear sense of purpose, value, and direction
• Address this in an introduction or prologue.

Link to your teaching interests, context, and goals.

Criterion 2

• Respectful and developing understanding of Aboriginal and Torres Strait Islander histories, cultures, and perspectives
• Show respect in topic selection, language use, research, and presentation.
• Avoid cultural appropriation.
• Show awareness of the diversity among Aboriginal Nations.

Criterion 3

• Significance of Aboriginal and Torres Strait Islander languages and relationship to Country
• Integrate Aboriginal languages and discuss links to Country.

Criterion 4

• Impact of colonisation
• Discuss historical and ongoing impacts on communities, especially young people and their education.

Criterion 5

• Exploration of the Eight Aboriginal Ways of Knowing
• Use them to guide topic choice, research, and presentation.

Criterion 6

• Educational implications
• Relate to your own teaching practice and curriculum (including Cross-Curriculum Priorities).

Criterion 7

• Engagement with First Nations communities and families
• Show authentic community engagement and include First Peoples voices.

Criterion 8

• Personal reflexivity and growth
• Offer genuine reflections on your learning journey.
• Demonstrate a clear understanding of reflexivity.

Thinking Dispositions, Values and Principles

Demonstrate your capacity to be:

• Transparent, open, and honest
• Impact-focused
• Responsive and relational
• Respectful and ethical
• Robust and evidence-informed
• Dialogic and reflective
• Empathetic and critical
• Holistic, creative, and truth-seeking