Word limit: 2000 words

Word limit: 2000 words

Weighting: 20%

Assignment overview:

Through their professional practice, teachers are required to demonstrate broad knowledge and understanding of Aboriginal and Torres Strait Islander histories, cultures and languages so that they are able to teach both Indigenous students and Indigenous content in a respectful and reconciling manner.

When teaching Aboriginal and Torres Strait Islander histories and cultures, teachers must draw on relevant professional standards, curriculum frameworks and education policy to guide their professional practice. Doing so ensures they are able to include Aboriginal and Torres Strait Islander perspectives, pedagogies and practices that are representative of teaching standards and educational priorities.

When teaching Aboriginal and Torres Strait Islander students, teachers must demonstrate knowledge of the ways in which culture, cultural identity and linguistic background can impact upon student learning. Through developing this knowledge, teachers are then able to identify and apply pedagogical approaches that are responsive to students needs so that student learning outcomes can be maximised.

This assignment requires you to locate, organise and apply evidence of professional knowledge and understanding of Aboriginal and Torres Strait education in order to demonstrate professional practice, engagement and competency. The understanding and skills you develop through engaging in this task will help you develop both personally and professionally as a beginning teacher.

This assignment supports unit learning outcomes 1, 2 and 3 and links to following Australian Professional Standards for Teachers:

1.4: Strategies for teaching Aboriginal and Torres Strait Islander students

Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

Demonstrate broad knowledge of, understanding and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

In your report, you will

Critically review curriculum frameworks and teaching standards that guide inclusion of Aboriginal and Torres Strait Islander histories, cultures and perspectives in teaching and learning.

Demonstrate deep knowledge of local and global education policy surrounding Aboriginal and Torres Strait Islander histories, and current positioning, and critically analyse the impact of policy and educational systems over time from a socio-political perspective.

Demonstrate critical understanding of Aboriginal perspectives on learning and deep knowledge of the implementation of pedagogical approaches that can be utilised to maximise student learning outcomes.

Apply critical thinking to understand ethical approaches to designing and implementing meaningful learning programs that are responsive to Aboriginal ways of knowing, doing and being and representative of authentic measurement of student learning.

This assignment should be written in report format:

Executive summary: (200 words) a short summary of the whole report and includes a table of content.

Introduction: (200 words)

Discuss the importance or significance of this research

Define purpose of the report

Outline the issues

Inform the reader of any assumptions to be addressed.

Findings: (1200 words) (divide into 4 sections).

Conclusion: (200 words).

Recommendations: (200 words).

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Reference: (make sure there is in text citation).

You must include a reference list that cites all sources of information you used according to APA 7th Edition referencing conventions. Your reference list should be on a separate page and will not be included in the word count.

Resources you can use:

https://commons.swinburne.edu.au/file/9bc1a713-5a04-41a1-a973-e92810465993/1/9781742373287_pp23-46.pdfhttps://www-cambridge-org.ezproxy.lib.swin.edu.au/core/books/aboriginal-and-torres-strait-islander-education/silent-apartheid-as-the-practioners-blindspot/8309D6589A49D355D74678FB23281B80https://www-cambridge-org.ezproxy.lib.swin.edu.au/core/services/aop-cambridge-core/content/view/DCBC31C19AC6CFEC23C3A62C0B2458B3/9781139519403c2_p21-34_CBO.pdf/stolen_generations.pdfhttps://ebookcentral.proquest.com/lib/swin/reader.action?docID=1986009&ppg=29https://www-cambridge-org.ezproxy.lib.swin.edu.au/core/services/aop-cambridge-core/content/view/8309D6589A49D355D74678FB23281B80/9781139519403c5_p64-80_CBO.pdf/silent_apartheid_as_the_practioners_blindspot.pdfhttps://ebookcentral.proquest.com/lib/swin/reader.action?docID=1011430&ppg=189https://ebookcentral.proquest.com/lib/swin/reader.action?docID=692870&ppg=143https://www.qcaa.qld.edu.au/downloads/approach2/indigenous_read012_0801.pdfhttps://www.earlychildhoodaustralia.org.au/our-work/reconciliation/