Written Assessment Task 3

Written Assessment Task 3

Assessment Title

School Design Task: White Paper

Task Description

Throughout this Unit, you have examined a range of strategies and resources appropriate for working with Australian Indigenous learners, families, and communities; and for the teaching of our shared Australian history in respectful ways that promote reconciliation.

For this task, you are asked to design a "White Paper" plan (for a specific school) that describes and justifies a set of school-wide and individual teacher strategies that engage Indigenous students in learning in educational settings, and that leads to reconciliation between Indigenous and non-Indigenous Australians.

Task Details

You will choose a school to research for this assessment task.

YouMUSTidentify at least four (4) school-based and six (6) individual teaching strategies that show consideration of students' cultural, linguistic and identity needs (APST 1.4 criteria 1 + 2) AND strategies for working effectively and sensitively with families and communities to support the learning and engagement of Aboriginal and Torres Strait Islander students. (APST 1.4 + 2.4, criteria 1). Your strategies will demonstrate how reconciliation may be achieved at both a school and classroom level. (APST 2.4, Criteria 3). Strategies should be a combination of what is already in place at your chosen school + some of your own ideas, based on the schools ethos.

Your work is to be presented as a written White Paper in a scholarly report format that explains each of your design strategies with one or two brief examples, the reasons for their choice and how they relate to the school you have been allocated. Your White Paper (scholarly report) will, in no more than 1500 words (+/-10%), clearly explain WHY and HOW your strategies would meet the learning, language, cultural and identity needs of Indigenous learners as well as identify any limitations on the effectiveness of these strategies in your allocated school (APST 1.4, criteria 4). Your White Paper should consider the diversity of needs of Aboriginal and Torres Strait Islander students in your allocated school. The White Paper MUST be supported by references taken from Unit, other scholarly readings, and your set textbook.

Your submissionMUSTdemonstrate extensive knowledge and a broad understanding of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

Additionally, you will need to demonstrate a broad knowledge and understanding of Aboriginal and Torres Strait Islander histories, cultures and languages. Your submissionMUSTbe written in a sensitive and respectful manner adhering to correct cultural protocols and terminology.

Assessment Due Date

Friday 9th February 2024 @ 11:45 p.m. AEST

Return Date to Students

Assignments will be released after certification of grades.

Weighting

50%

Minimum mark or grade

Pass. You must pass this assessment to pass the unit.

Assessment Criteria

Knowledge and understanding of the impact of Indigenous cultural identity on learning (APST 1.4)

Application of knowledge of Indigenous cultures to the selection of strategies for relationship building that support educational equity and performance (APST 2.4)

Knowledge of language backgrounds and the diversity of student characteristics that affect the learning of Aboriginal and Torres Strait Islander students (APST 1.4)

Understanding of a schools role in promoting reconciliation between Indigenous and non-Indigenous Australians (APST 2.4)

Use of authoritative sources to justify strategy selection (APST 1.4)

Referencing Style

American Psychological Association 7th Edition (APA 7th edition)

Submission

Online

Learning Outcomes Assessed

Use correct, respectful terminology and protocols when referring to Aboriginal and Torres Strait Islander peoples, culture and histories

Explain the effect of Aboriginal and Torres Strait Islander world views and the concept of relatedness on the learning styles of indigenous students

Justify the use of strategies that cater for the diversity of experience, identity and linguistic background of contemporary Aboriginal and Torres Strait Islander students and communities

Evaluate the capacity of current programs and initiatives for Aboriginal and Torres Strait Islander students, families and communities for promoting engagement and participation in education and care.

Graduate Attributes

Communication

Problem Solving

Critical Thinking

Information Literacy

Cross Cultural Competence

Ethical practice