Ashley

Marshall S00154321

EDSS428 | AT1

Tutorial: Thurs 11:00am

Reconciliation
Issue: Are we living up to our National Sorry Apology?

Figure 1. Aboriginal Hand Print Activity. From. Department of Education and Early
Childhood Development, n/d,
http://www.education.vic.gov.au/Documents/about/programs/aboriginal/Cultural
%20Learning%20Activity%20Cards.pdf
My local council identifies Reconciliation as the bringing together of Aboriginal and
Torres Strait Islander (ATSI) people and Non-Aboriginal and Torres Strait Islander (NATSI) people. (Hume City Council, 2013, p. 1). The Australian Parliaments 2008
Apology was the force behind the National movement for Reconciliation; The aim of
Kevin Rudds speech was stated in Broomes (2010) book, highlighting that the
Apology was to honor Indigenous rights, apologise for the laws/policies of previous
Australian Parliaments, apologise to the families and communities affected by the
Stolen Generations, and to promise a future for ATSI that was free from inequality, and
upheld by mutual respect. (Broome, 2010, p.348-349)
The most efficient way to introduce my issue to students, is through The Humanities
curriculum. Humanities encourages reflective and collaborative thinking, where students
are stimulated through inquiry based learning to pose queries, and challenge their
current understanding of the world around them. (Reynolds, 2014, p.50) Reynolds
(2014) further highlights the role of Humanities stating that it involves studying our
own society, and visions for future societies learners are guided by future thinking. (p.
2-3).

What is the relevance of the issue to the global, national and local
community as well as to Primary school students?

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Ashley Marshall S00154321

EDSS428 | AT1

Tutorial: Thurs 11:00am

For Australia to truly reconcile with ATSI I strongly believe that students should develop
an inclusive and fair mindset to all people in the early stages of their education.
Goodwin (2012) expresses that our National Apology to ATSI is introduced to children

Focus
area
2.4

as of the age of five, to ensure all Australians are given the chance to deepen their
understanding and appreciation of ATSI history, their cultural background, and their
impact on Australian civilisation and the world. (Goodwin, 2012, p. 14). It is important for
primary school students to become active and informed citizens within their community,
one way of them doing so is to study the impact of my issue within the Curriculum.
Mooney (2003) highlights that The teaching of Aboriginal studies and Aboriginal
perspectives across the curriculum in primary schools has long been seen as an

Focus
area
2.4

important tool for achieving reconciliation (p. 2)

A whole school approach is most effective to the teaching of my issue as students
experiences and understanding of ATSI background, deepens when they progress
through each year level. Students become active rather than passive in their
participation, and commitment to the reconciliation process, within their school. Gilbert
and Hoepper (2011) further create the awareness that Reconcilation needs to be
integral to the whole school climate SOSE provides an excellent opportunity for

Focus
area
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reconciliation activities the active modelling of reconciliation attitudes will enhance the
effectiveness of whole school community programs. (p. 400)
My issue reflects global matters such as the mistreatment of native Indigenous peoples
in countries such as Canada. Students can study how Canadas Indigenous and Indian
children were removed from their homes into boarding schools, and deprived of their
language and culture. (Stolen Generation Victoria, n/d, p. 63) Children could compare
the effectiveness of Canadas National Reconciliation Apology in contrast with
Australias National Apology in 2008. Taking on global perspectives is important for the
exploration of my issue in the classroom, as Marsh and Hart (2011) highlight that
Enabling young Australians to participate in shaping a better shared future for the world
is at the heart of global education. (p. 363) My issue is relevant at a National level as it
is a demonstration of Australias commitment to the rights of Indigenous people. Within
the local community these commitments are further demonstrated through community

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EDSS428 | AT1

Tutorial: Thurs 11:00am

programs and commemorative events too uphold an inclusive and socially just nation for
all Australians.

Where does the issue Are we living up to our National Sorry

Apology fit into the Victorian Curriculum?
In Foundation to Level 2 History, students start exploring the reasons why their family
and friends commemorate/value events such as NAIDOC week each year.
(VCHHK062) Students understanding expands in Levels 3-4 History, as they begin
investigating how a range of ATSI events such as National Reconciliation week, and
National Sorry day create inclusive environments, and reinforce the promises
Parliament made during their National Apology in 2008. (VCHHK076) Teachers can
carefully link History Levels 3-4 to Civics and Citizenship Levels 3-4 where students
examine the motivations people have, for participating in community and cultural
groups. (VCCCC006) Local ATSI peoples could speak to school students regarding
their involvement in community events, and ways students can get involved with their
families. This could inspire students to become active members of the community,
analysing ways their contribution in ATSI cultural events, benefit the ongoing
reconciliation process.
It is not until History Levels 5-6 until students are truly exposed to the sensitive reasons
behind Parliaments National Apology to ATSI people. Students in Level 5-6, begin
exploring the emotional background behind The different experiences and perspectives
of Australian democracy and citizenship, including the status and rights of Aboriginal
and Torres Strait Islander peoples (VCHHK094) This is intricately explored in Level
5-6 as the content students learn about, can be at times confrontational to lower primary
levels. Students can identify who the Stolen Generations are and the lack of citizenship
rights they had. Teachers can link (VCHHK094) to Level 5-6 Civics and Citizenship
where students are given the opportunity to explain why laws are enforced and how
they protect ATSI human rights today. (VCCCL013) Teachers can introduce students to
the 1967 Referendum, which represents to ATSI the end of racial discrimination and
the promise of full and equal citizenship. (Victorian Curriculum and Assessment
Authority, 2012 p.1) Children can explore both the 1967 Referendum and Australian

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Ashley Marshall S00154321

EDSS428 | AT1

Tutorial: Thurs 11:00am

Parliaments National Apology to identify whether or not our nation today is living up to
the commitments made to ATSI people

Teaching and learning strategies

TEACHING STRATEGY/ ACTIVITY
YEAR 1
Circle time:
Students bring a pre-prepared drawing of a place
that is special to them and why, and a drawing of
a celebration each student commemorates each
year and why it is important to them.
Thinking Routine: What Makes you Say That
In groups students are given two ATSI photos.
Photo 1: Highlights the commemorative event
NAIDOC week.
Photo 2: Is a photo of Uluru a place that is
special to ATSI people.

ASSESSMENT
STRATEGY
Assessment for
learning:
Anecdotal notes of
students contributions
within their group to
analyse their
understanding for
future lessons.

Groups discuss and write down what they see

happening in each photo. Groups then justify
what they said/written about each photo.

EFFECTIVENESS/
RELEVANCE
(Visible Thinking)
What Makes you Say
That
Focus area 2.5
This teaching strategy
gets students to
describe what they
seen or know it
promotes evidential
reasoning and
encourages students to
understand alternatives
and multiple
perspectives. (Visible
Thinking, n.d)
Relevance: stimulates
students evidential
reasoning, teamwork and
communication getting
them to consider different
views their peers may
have and why.

(Groups share what they have written and

engage in a whole class discussion about the
importance of each photo to ATSI.)

History:
How they, their family, friends and communities celebrate past events that are important to them.
(VCHHK062)
Geography:
Reasons why some places are special and some places are important to people and how they can be
looked after. (VCGGK069)
YEAR 3
Assessment of
Graffiti Wall focus
Graffiti Wall
Learning
area 2.5
Individually or in pairs students write on sticky
notes their current knowledge of why Australia
Making observations
A Graffiti Wall allows
commemorates National Sorry Day. (Add to
and anecdotal notes
students to hear each
class Graffiti Wall.
regarding student
others ideas. They
As a class share some of notes written on the graffiti wall posts, and
encourage all students to
graffiti wall.
identifying new
share their ideas with
knowledge based on
peers through writing

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Students will add to the graffiti wall as they learn

more about the issue.

Tutorial: Thurs 11:00am

students responses in
red.

Whole class discussion of Kevin Rudds

Speech:
Students read/annotate the first page of Kevin
Rudds National Sorry Apology Speech,
highlighting unfamiliar words and adding new
understandings (in red) to the class Graffiti Wall.

rather than verbally.

(Facing History and
Ourselves, 2015)
This activity gets
students thinking about
the effectiveness of
Kevin Rudds Apology
and its impact from 20082016

Who are the Stolen Generations,

Focus area 2.4
Why say sorry? /Importance of the Apology.
Students involvement in a National Sorry Day
celebration.
History: Significance of days and weeks celebrated or commemorated in Australia and the importance
of symbols and emblems, including Australia Day, ANZAC day, Harmony Week, National
Reconciliation week, NAIDOC week and National Sorry Day (VCHHK076)
Geography: Similarities and differences in individuals and groups feelings and perceptions about
places, and how they influence views about the protection of these places.
(VCGGK083)
Civics and Citizenship:
Investigate why and how people participate within communities and cultural and social groups.
(VCCCC006)

Year 5
Incursion (90 minute workshop)
Banyip Kidjeka Stolen Generation Workshop:
Who discuss with students their experiences as
members of the Stolen Generation and the laws
put in place, The workshop aims is to educate
students and enlighten them about
Reconciliation.
Focus area 2.5
Refer to the link below for more information.
http://www.findschoolworkshops.com/CathysClowns/Banyip-Kidjeka--Stolen-GenerationsWorkshop
Inquiry Approach
Activity (Over two lesson)
Jigsaw Groups
Post workshop: Students in groups of 4/5 to
become experts in ways their school, local,
national, or global community are working
towards Reconciling with ATSI. One student from
each group joins a new group called the expert
group who share their new knowledge.

Observing students
working in each Jigsaw
group and basing their
contribution on the
following criterion.
1. Accountable for
their own
learning.
2. Did the student
contribute to the
groups
learning?
3. Was the student
able to share
their knowledge
in the expert
groups?

Jigsaw Groups
When students engage
collaboratively in Jigsaw
groups they become
experts in a certain
Reconciliation program.
Students are made more
accountable for their
learning as they need
sound knowledge to
educate their fellow
peers. (Facing History
and Ourselves, 2015)
Relevance: It exposes
students to reconciliation
programs that they can
become involved in,
without needing to
research each one
themselves.
Focus area 2.5

History
The different experiences and perspectives of Australian democracy and citizenship, including the

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Ashley Marshall S00154321

EDSS428 | AT1

Tutorial: Thurs 11:00am

status and rights of Aboriginal and Torres Strait Islander peoples, migrants, woman, and children.
(VCHHK094)
Civics and Citizenships:
Investigate how people with shared beliefs and values work together to achieve their goals and plan for
action. (VCCC016)
Word Count excluding reference list and curriculum connections + 10%: 1319
Word count including reference list and curriculum connections: 1995

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Ashley Marshall S00154321

EDSS428 | AT1

Tutorial: Thurs 11:00am

References
Australian Curriculum and Assessment Reporting Authority (ACARA). (2015).
Victorian Curriculum: Civics and Citizenship. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/the-humanities/civics-andcitizenship/introduction/rationale-and-aims
ACARA. (2015). Victorian Curriculum: Geography. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/thehumanities/geography/introduction/rationale-and-aims
ACARA. (2015). Victorian Curriculum: History. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/thehumanities/history/introduction/scope-and-sequence
Broome, R. (2010). Aboriginal Australians: A History Since 1788. 4th ed.,
Sydney: Allen and Unwin.
National Department of Education and Early Childhood Development. (n/d).
Aboriginal Hand Print Activity [Digital Image]. Retrieved from
http://www.education.vic.gov.au/Documents/about/programs/aboriginal/Cul
tural%20Learning%20Activity%20Cards.pdf
Facing History and Ourselves. (2015). Teaching Strategies; Jigsaw Groups.
Retrieved 15th March 2016, from https://www.facinghistory.org/resourcelibrary/teaching-strategies/jigsaw-developing-community-anddisseminating-knowledge
Facing History and Ourselves. (2015). Teaching Strategies; Graffiti Boards .
Retrieved 15th March 2016, from https://www.facinghistory.org/resourcelibrary/teaching-strategies/graffiti-boards
Find School Workshop. (n.d). Aboriginal. Banyip Kidjeka Stolen Generations
Workshop [Website]. Retrieved 17th March 2016 from
http://www.findschoolworkshops.com/Cathys-Clowns/Banyip-Kidjeka-Stolen-Generations-Workshop

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Ashley Marshall S00154321

EDSS428 | AT1

Tutorial: Thurs 11:00am

Gilbert, R., & Hoepper, B. (Ed.). (2011). Teaching society and the environment.
(4th ed.). Melbourne, VIC: Cengage Learning.
Hume City Council. (2013). Reconciliation Action Plan 2013-2017 [Online
Document]. Retrieved online 11th March 2016 from
http://www.hume.vic.gov.au/files/sharedassets/hume_website/publications/
strategies_and_plans/reconciliation_action_plan_2013-2017.pdf
Henderson, D. & Marsh, C (2011). Multicultural education, global studies and
studies of Asia. In Marsh, C & Hart, C (Eds.) Teaching the Social Sciences
and Humanities in an Australian Curriculum. Pearson: Sydney, pp. 356391.
Mooney, J., Halse., & Craven, R.G. (2003). Teaching the Teachers Aboriginal
Studies: Illuminating Successful Strategies. Australian Association for
Research in Education (AARE). 1-9. Retrieved 16 March 2016 from
https://search-informitorg.ezproxy1.acu.edu.au/search;rs=1;rec=1;action=showCompleteRec
Reynolds, R. (2104). Teaching Humanities and Social Sciences in the Primary
School (3

rd

Edition). Oxford: Sydney.

Stolen Generations Victoria. (n.d). Second Step. Engaging Students with the
Stolen Generations: A resource for Victorian Teachers [Website].
Retrieved 11th March 2016 from
http://www.stolengenerationsvictoria.org.au/sitebuilder/careers/knowledge/
asset/files/42/secondsteppdf.pdf
Visible Thinking. (n.d). Thinking Routines. What Makes You Say That [Website].
Retrieved 17th March 2016 from
http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRo
utines/03d_UnderstandingRoutines/WhatMakes/WhatMakes_Routine.html

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Tutorial: Thurs 11:00am