First Nations Knowledges & Curriculum EDMAS 6068

EDMAS6068-FirstNationsKnowledges,CurriculumandWaysofLearning Assessment Task One

Purposeofthetask

This task enables PSTs to deepen their understandings and skills related to a topic of interest arising from their learning in this unit. The unit will support PSTs to frame a self-selected question or topic forinquiry.Byactivelyengagingwithknowledge/stories/researchaboutAboriginalandTorresStrait Islander peoples histories, cultures, languages, perspectives and knowledge systems, PSTs arebetter prepared to teach Aboriginal and Torres Strait Islander students and to incorporate First Nations knowledges into the curriculum. By exploring and using pedagogical processes linked to the Eight Aboriginal Ways of Learning, developed by Dr Tyson Yunkaporta, PSTs will open their minds to a relationally responsive practice and better appreciate Aboriginal learning techniques. PSTs will understand that the written word is not the only way to develop and represent deepunderstandings.

Whatstudentswilldo

Basedontheirlearninginthisunit,PSTsdevelopatopicorquestionforinquiry.Examplesofpossible focus areas include:

• Aboriginal and Torres Strait Islander people are the oldest scientists in humanWhy should school-based Science incorporate Aboriginal knowledge and ways of learning and how can this be achieved?
• Through theAlice Springs (Mparntwe) Education Declaration, Australia is committed to equity and excellence in educationthat all children and young people are confident, creative lifelong learners active in theirHow can we ensure that Aboriginal and Torres Strait Islander students achieve success in schooling?
• Aboriginal languages: how they are being reawakened and why this work is
• Connectivity is a strong thread running through the lives of First NationsWhat does this mean and what will it mean for the sort of teacher I become?
• What are Song lines and how are they connected to people and Country?
• How might I use literature written by Aboriginal and Torres Strait Islander authors to enrich my teaching and why is this practice essential?
• There is no story without place, and no place without (Yunkaporta). What is the significance of Country to First Nations People and to me as a teacher?

During their learning journey, PSTs will consult with a range of sources including First Nations peoples and their perspectives, respected resources, and published research, including narratives.

During the process of inquiry, PSTs decide how they will represent their new knowledge and learning. They should adhere to the Eight Aboriginal Ways of Learning developed by Dr Tyson Yunkaporta, for inspiration and as a means of producing new personal knowledge.PSTs should consider how content and meaning gleaned from research, can be represented in a multi-modal form. For example, a focus on literature might lead to the construction of a picture book as well asan exegesis.A focus on land-links might lead to a video filmed on Country. A focus on the revitalizationofanAboriginallanguage,mightincludearecordedinterviewwithaFirstNationselder and/or linguist working in community as well as a personal self-reflection.

PSTsensuretheyareguidedbytheassessmentcriteriaastheyengageinthislearningexperience. The criteria include an explicit focus on reflecting on their own reflexivity, personal growth and influences and changes that occur during the process.It is important for PSTs to monitor their thinkingastheyprogress.Anawarenessofhowcolinisationandracismaffectsusinoureveryday lives is expected.

While it isnot appropriateto includearigidwordlimit forataskofthisnature,asaguidePSTsmight include a visual component with an accompanying 2,000 word response/exegesis.

AssessmentCriteria