Eeb419 Professional Development Package

EEB419 PROFESSIONAL DEVELOPMENT PACKAGE
STUDENT: 11501113
EEB419 - Assessment Two

Indigenous Education Strategy
Student: Josie Morrow

Student Number: 11501113
Subject Coordinator: Lysa Dealtry
rofessional
evelopment
Package
Page 1
Artwork source: Coleen Wallace, N

STUDENT: 11501113
Table of Contents
Cover Page
1
Table of Contents
2
Acknowledgement of Country
3
Introduction
3
Rationale for teaching History with
Indigenous perspectives in Stage 2
Rationale for teaching Community and

4
Remembrance with Indigenous perspectives
Curriculum and Pedagogy Intent
4
Curriculum
6
Explanation of the purpose and role of
6
Indigenous perspectives in History
Examination of the purpose and role of Indigenous
6
perspectives in Community and remembrance
Relationship to the syllabus
6
Resources to the teachers
7
Pedagogy
Teaching strategies
8
Learning strategies
9
Assessment activities
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STUDENT: 11501113
Teaching and learning resources
10
Inclusive classroom practices
10
Outline of a sequence of lessons

11
Justification
11
References
13
Turnitin Report
15
Acknowledgement of Country
I would like to acknowledge the Wiradjuri people as the
traditional landowners and custodians of the land. I pay my
respects to the elders, past, present and future and extend that
respect within this Professional Development Package as the
following knowledge honours the Wiradjuri people.
Introduction
Our school is dedicated to creating a future where all children,
despite regardless of their origins, grow to become truly equal
partners, with equal opportunities and with an equal stake in
shaping the next chapter in the history of our great country,
Australia (Hunter Institute of Mental Health, 2015). Together we
encourage and support members of our school community to
assure a quality, culturally responsive education for all students.
Our school community respects and prides itself on the
involvement of Indigenous students and the contribution they
make to our learning environment.
This Professional Development Package endorses a curriculum
that supports all students to understand and acknowledge the
value of Aboriginal and Torres Strait Islander cultures within our
school community and Australian society. To achieve this goal this
teaching resource will aim to educate staff and students at our
school about Indigenous awareness, inclusivity and competence.
Recognising that all students are shaped by individual learning
histories and abilities as well as personal, cultural and language
backgrounds and socio-economic factors (Queensland
Curriculum & Assessment Authority, 2015, para. 3), the NSW
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STUDENT: 11501113
History syllabus and curriculum content acknowledges and
accommodates Indigenous cultures. The stage level that will be
modelled and focused on is Stage 2, referring to both years 3 &
4, and the chosen content topic for analysis, exploration and
development will be Community and Remembrance.
Rationale for teaching History with Indigenous perspectives in
Stage 2
Aboriginal and Torres Strait Islander history, culture and
language are integral to our national identity (Queensland
Government, 2011, p.7) as the Indigenous contribution to
Australias history built the foundation of our past and present.
By teaching History at a primary school level, students begin to
recognise and understand the history of Australia as their story,
the story of the people who have composed the community of
which they are part of (Melleuish, 2006, p. 1).
By embedding Indigenous cultures and perspectives into

authentic teaching practices, history content and curriculum,
non-Indigenous and Indigenous students educational
experiences will be greatly enhanced. Students will be provided
with a more interpretative and richer understanding of
Australias and their own history and culture, as they are
encouraged to acknowledge and respect each others
interpretations and perspectives in a shared learning
environment.
Indigenous history did not occur in isolation from Australian
history, together our countrys history is shared. As a result it is
significant for students to recognise and understand different
interpretations of our past.
Children in Stage 2, generally 9 or 10 years of age, are
experiencing important developmental and social changes that
are contributing to the establishment of their sense of identity. In
order to support and scaffold this development, as educators we
need to provide children with rich learning experiences and
opportunities that align with their prior knowledge as together
students construct and develop a shared understanding of the
historical and contemporary lives, histories and cultures of
Aboriginal people (Lowe & Yunkaporta, 2012, p. 2), such as
social justice and reconciliation.
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STUDENT: 11501113
Rationale for teaching Community and remembrance with
Indigenous perspectives
Community and remembrance focuses on the exploration and
discovery of onecultural identity, recognising and acknowledging
the effects of past and present events and influences that
highlight and support the diverse notion of being Australian. It
incorporates the analysis of the importance of Country and Place
to Aboriginal and Torres Strait Islander peoples, significant
individuals, groups, events and influences contributing to change
and continuity within the local community and significant dates,
celebrations and commemorations in Australia and the world
(NSW Government, 2012). The topic, community and
remembrance emphasises the importance of all individuals and
the contribution in which they have made and continue to make
to their society, supporting the importance and significance of
teaching Indigenous perspectives within this topic.
Curriculum and Pedagogy Intent
Designing a classroom where learning content is relevant,
holistic and authentic to all students development will create an
environment where the linguistic and cultural context they are
immersed in influences what it is they learn (Siraj-Blatchford,
2008, p. 6). As educators it is our responsibility to provide
students with rich learning opportunities that incorporate,
demonstrate and value shared knowledge, understandings and
attitudes between peers/cultures in the classroom. Highly
reflective of this model is the third-cultural space approach.
(Queensland
Government, 2011, p.9)
When analysing and interpreting the symbolic design, the black
ring represents Aboriginal and Torres Strait Islander ways of
knowing, being and doing, the red ring signifies Western ways
and the central yellow circle combines the two histories, cultures
and perspectives to create a third space that represents and
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teaches a new, shared and innovative way of modelling and
valuing both Western and Indigenous ways within the classroom
(Queensland Government, 2001).
To assist teachers when instilling this pedagogy within their
culturally inclusive classroom, the 8 Aboriginal Ways of Learning
framework enhances learning for all students. Developing
Indigenous cultural competence through community links,
deconstruct and reconstruct, non-linear, land links, symbols and
images, non-verbal, learning maps and story sharing allow
Indigenous perspectives to be adapted and implemented within
the classroom through curriculum and pedagogy (Edith Cowan
University, 2012).
8 Aboriginal Ways of Learning framework
Curriculum
Explanation of the purpose and role of Indigenous perspectives
in History
The term Indigenous perspectives refer to Aboriginal points of
view on particular issues and events (NSW Department of
Education and Communities, 2011). Indigenous perspectives are
incorporated into the national curriculum as the teaching and
learning content ensures that all Australian students are
provided with the opportunity to learn about, acknowledge and
respect the history and culture of Aboriginal people and Torres
Strait Islanders (Harrison, 2011a, p. 3).
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STUDENT: 11501113
With the inclusion of Aboriginal perspectives the key learning
area, History, aims to promote and support a holistic
understanding of Australian history (Manitoba Education and
Youth, 2013). When teaching from the NSW History curriculum it
must be recognised that if the incorporation of the Indigenous
perspectives when teaching history is not relevant, meaningful
or authentic to student learning and development, its
effectiveness in enhancing students cultural understanding,
awareness, inclusivity and competence within the classroom is
impeded upon.
Examination of the purpose and role of Indigenous perspectives
in Community and remembrance
The Stage two topic, community and remembrance aims to
provide students with diverse learning experiences that enhance
their empathetic understanding and knowledge of significant
Australian historical concepts such as; change and continuity,
cause and effect and historical perspectives, that have continued
to shape and develop the community and nation in which
students live. The purpose of incorporating Indigenous
perspectives into this content area is to provide students
relevant and purposeful learning experiences where they have
access to a collection of ideas, opinions and views based on the
land in which they live, further enhancing their ability to become
critical thinkers as they begin to form their own opinions and
perspective.
Throughout this unit, these three outcomes will be addressed:
HT2-1 identifies celebrations and commemorations of
significance in Australia and the world
Ht2-2 describes and explains how significant individuals,
groups and events contributed to changes in the local
community over time
HT2-5 applies skills of historical inquiry and communication
(NSW Board of Studies, 2012)
Relationship to the syllabus
For the purpose of this Professional Development Package an
overview of a Stage 2 unit of work, Community and
Remembrance will be provided in a 5 week outline, recognising
that not all content areas and outcomes can be addressed in
depth. This 5 week model will address one out of the four main
content areas whilst identifying and implementing all of the
relevant outcomes. The area of focus will be on:
ACHHK062
The role that people of diverse backgrounds have

played in the development and character of the
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local community (NSW Board of Studies, 2012)
Students will be required to:
Identify the various cultural groups that live and work in
the local community
Focusing on ONE group, investigate their diverse
backgrounds and outline their contribution to the local
community using a range of sources, eg photographs,
newspapers, oral histories, diaries and letters
(NSW Government, 2012) (NSW Board of Studies, 2012)
Resources to develop teachers knowledge and skills in cultural

awareness, cultural inclusivity and cultural competence
In terms of teaching practices, cultural competence is the result
of cultural awareness and cultural inclusivity. In order to create a
culturally responsiveness classroom, teachers knowledge and
skills must encompass their ability to:
Be aware of ones own world view
Develop positive attitudes towards cultural differences
Gain knowledge of different cultural practices and world
views
Develop skills for communication and interaction across
cultures
(EYLFPLP, 2011)
As a professional destination, cultural competency creates an
educative platform where knowledge and skills are brought
together for the generation of new innovative, culturally
responsive modes of teaching and learning (Williams, 2010,
p.26). For educators who are enthusiastic about enhancing their
culturally responsive knowledge and skills within the classroom
there are a great abundance of diverse resources that teachers
can gain access to, some of which include:
Website: Department of Education & Training
Provides teachers and students with a range of support
materials aligned to the curriculum that are associated
with and address the issues of identity, culture and
diversity in the classroom and in Australia.
Fact sheet: 8 Aboriginal Ways of Learning
Provides teachers with the relevant information of how this
pedagogy framework allows teachers to incorporate
Indigenous perspectives into their own teaching pedagogy
and practices using Aboriginal learning techniques
beneficial for all learners.
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Text: Culturally Responsive Teaching and the Brain:
Promoting authentic engagement and rigor among
culturally and linguistically diverse students.
This text instils within teachers the idea and belief that all
children are capable of learning despite regardless of their
linguistic/cultural background when provided with a
culturally responsive and supportive learning environment.
Website: Aboriginal Education: Board of Studies NSW
The involvement of Indigenous peoples in students
education has proved to produce outstanding results
(Harrison, 2011b, p. 13) for students engagement in and
responsibility for their learning. This website fosters the
involvement and contribution of community members in
student education as it provides a range of schooldeveloped context-based teaching and learning projects
collaboratively developed by teachers, Aboriginal
education workers and local community members.
Text: Cultural responsiveness and school education with
particular focus on Australia's First Peoples.
This text explores the need for schools and educational
systems to support cultural responsiveness in schooling
highlighting its significance as a result of increasing
proportions of Aboriginal and Torres Strait Islander children
in schools and increasing multiculturalism. This text aims
to further develop teachers cultural awareness, cultural
inclusion and cultural competence within the classroom.
Project: AITSL Improving teaching in Aboriginal and Torres
Strait Islander education.
This project aims to support teachers in effectively
teaching Indigenous and non-Indigenous students.
Website: Competencies - What is Cultural Competence
Explores cultural competence, the National best practice
framework for Cultural Competency in Australian
Universities and provides access to suggested guidelines
for the inclusion of Indigenous Content. The framework and
suggested guidelines can be modified and utilised within
any educational setting, as it is relevant and significant for
all educators.
Online Kit: Cultural Connections Booklet/Kit
This resource allows readers to engage in topics
surrounding respect of diversity and cultural
competency. Within the kit there are a variety of
resources including puzzles, storybooks, puppets, dolls,
games, musical instruments, dress ups, DVDs as well as
resource and information sheets for both teachers and
students to utilise.
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STUDENT: 11501113
Pedagogy
Teaching strategies for this topic to develop students cultural
Strategies that cancan teachers can implement to create a
culturally responsive classroom that enhances students
understanding of cultural awareness, inclusivity and competence
include:
Encourage positive interaction and communication amongst
students, with emphasis placed on respectful and careful
language. It is imperative that language within the classroom
remains sensitive and considerate of other students, as
offensive language could potentially alienate Indigenous
students within their own rights to feel welcome and safe
within their learning environment (Harrison, 2011b).
Recognise and increase support for Indigenous languages and
culture as integral to the health of Indigenous knowledge
systems by ensuring the use of Indigenous languages in
classroom engagement (Inspiring Australia, 2013).
Celebrate similarities and discover differences amongst
students and their cultures as teachers aim to promote
discovery of common interests and shared experiences
between learners to continue to build cohesiveness within the
classroom (Harrison, 2011b).
Utilising humour within the classroom where appropriate to
avoid conflict and confrontation and in turn strengthen
relationships between Indigenous and non-Indigenous
students (Harrison, 2011b).
Indigenous Australian Studies requires students to adhere to
the notion of 'differences in difference' and that the student
learning process must remain a notion of understanding
options of difference rather than the difference (Malezer &
Sim, 2002, p. 12).
Acknowledge and respect all cultures (Harrison, 2011b).
Learning activities for this topic to develop students cultural
Possible learning activities that can utilise and implement the
third-cultural space and 8 Aboriginal Ways of Learning teaching
and learning models when relevant and appropriate within this
topic include:
Making connections to real life experiences, contexts and
communities. For example context specific activities such
as guest speaker from local Indigenous tribe communities,
visiting local historical places/ landmarks.
Non-verbal, kinaesthetic learning experience, introspection
and practice. For example consistent and regular
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opportunities for students to observe, model and imitate
learning intentions (Harrison, 2011b).
Linking content learned in the classroom to the local land
and place. For example recognising how the community
has been influenced and in turn changed over time.
Learning through narrative. For example storytelling and
sharing.
Learning through symbols, images and metaphors. For
example creating and using artworks to understand
concepts and content.
The above learning activities value and incorporate a range of
Indigenous perspectives beneficial for both non-Indigenous
and Indigenous learners as they enhance learning for all
students (Edith Cowan University, 2012).
Assessment activities for this topic to develop students cultural
Assessment plays a significant role in education as it allows
students and teachers to gauge, monitor and reflect on students
understanding, learning and knowledge. Similarly to culturally
inclusive teaching and learning strategies, assessment activities
should also be inclusive and accessible for all students
Differentiated assessment strategies that demonstrate and
model cultural awareness, inclusivity and competence include:
Offering a variety of authentic assessment tasks that align
with the skills and knowledge that would be used in the
real world, for example mapping skills (ACT Government:
Education and Training, n.d.).
Encouraging flexibility by allowing students to choose their
method of assessment provided it is aligned to the learning
objectives e.g. variety of media and oral/visual
presentations (Harrison, 2011b)
Providing alternative formats for responses such as
allowing students to complete assessment tasks in their
traditional language/mother tongue (Harrison, 2011b).
Teacher observes and documents students attention and
interaction in class, response to instructional materials, and
cooperative work with other students (ACT Government:
Education and Training, n.d.).
Self-assessment and peer assessment reflective in nature
(Harrison, 2011b).
Differentiated teaching, learning and assessment encourages a
culturally inclusive learning environment as students are
provided with a range of authentic teaching, learning and
assessment techniques that allow them to demonstrate their
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understanding, development and competence before, during and
after the course of the unit (UNSW Australia, 2014).
Teaching and learning resources for this topic to develop
students cultural awareness, cultural inclusivity and cultural
competence
This range of teaching and learning resources that relate to the
topic, Community and Remembrance will enhance and develop
students cultural awareness, inclusivity and competence within
the classroom:
Interactive website: Indigenous Language Map
Students are able to discover and explore local and national
Indigenous groups, clans and dialects.
Interactive website: National Museum of Australia
Provides students with a range of primary and interactive
multimedia sources relating to community and remembrance
along with units of work and classroom activity ideas for
teachers.
Interactive website: Office of Environment & Heritage
This website would be a great beginning for point for students
to start their exploration of their chosen local area as they can
access and locate historical heritage registers on which they
would build their inquiry.
Relevant and significant artefacts: local newspaper articles,
photographs, diary entries, and letters.
Will enhance students inquiry and research skills as they
identify, locate and analyse resources allowing them to form a
better understanding of the community in which they live.
Inclusive classroom practices that will enhance students cultural
awareness, cultural inclusivity and cultural competence and
address the needs of the diversity of students as they study this
topic and work in class
When creating an inclusive learning environment, its is
imperative for teachers to be highly reflective of their pedagogy
and teaching practices, as these will greatly influence students
motivation, engagement and learning (Cornell University Center
for Teaching Excellence, 2014). Having established the
significance to students development, inclusive classroom
practices provide learners with equal access to learning
opportunities that are authentic and holistic in nature.
Comprehensive culturally inclusive classroom practice principles
include:
Valuing diversity and equality within the classroom

Student centred pedagogical strategies
Inclusive language (Thwaite, 2007)
Differentiated instruction (Thwaite, 2007)
Flexible models of engagement (Thwaite, 2007)
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Collaborative, interactive and supportive teaching and
learning approaches
Outline of the sequence of connected lessons in a balanced and
authentic context that demonstrate developing student
knowledge, skills and values in this topic while incorporating
culturally appropriate perspectives in the development of
students cultural awareness, cultural inclusivity and cultural
competence
Prior to implementing a sequence of lessons on the topic,
Community and Remembrance, teachers will work collaboratively
with significant community members to plan and develop
culturally inclusive pedagogical content knowledge and
pedagogical practices that are informed and influenced by
Indigenous voices. From this positive collaboration, classrooms
can be recognised as an environment that supports and develops
cultural awareness, cultural inclusivity and cultural competence.
To begin the topic, students will manipulate, analyse and identify
with a range of early Australian maps, showing a variety of
details all of which address key concepts such as highlighting and
discussing as a class the progress of exploration and settlements
(Indigenous) over Australias history. Students together will locate
and attempt to place a range of Australian maps from across the
decades into chronological order. Close attention is paid to the
events that occurred across the years, where and when did new
places settle and the diverse people/influences that now made up
Australias population. Students attention will be drawn to their
local area as they engage in a range of ICT map activities that
allow them to explore, navigate and locate specific communities
and areas as they draw comparison to contemporary maps with
historical maps. Students will become familiar with local cultural
groups across the years as they are introduced to local
Indigenous languages, movements and work. Having organised
with the local Indigenous Elder, students will have access to their
knowledge about culture as the Elder joins the students in the
classroom for an interactive/collaborative oral history. With the
emphasis placed on local communities students will engage in a
research activity where they will make use of the local library
archive to explore and identify a range of primary and secondary
sources that assist to recognise an important Indigenous
personality that has influenced and shaped the community in
which they live. Students will work collaboratively in small groups
as together they will research, develop and present their findings
to the class in a format relevant and significant to them as a
group. As a class, each group will contribute to making a local
community profile that focuses on significant local community
events, developments, individuals and perspectives.
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STUDENT: 11501113
Justification for your pedagogical approach to explain the ways
this pedagogy will develop students cultural awareness, cultural
inclusivity and cultural competence
This pedagogical approach involves a range of teaching and
learning strategies, inclusive classroom practice, teaching and
learning resources, learning and assessment activities and
sequence of lessons that highlight and encourage cultural
awareness, cultural inclusivity and cultural competence amongst
learners within the classroom. The teaching strategies that I have
used take a holistic approach to students learning and
development as they acknowledge and celebrate all cultures and
prior knowledge and experiences that learners bring and
contribute to the classroom. Student centred curriculum and
pedagogy as illustrated in the third cultural-space collaborative
model identifies equality as being central to the teaching
pedagogy and curriculum and students learning and
development. The inclusive classroom practice ideas highlight
and address the need for all students to feel welcome and
comfortable within their learning environment further enhancing
their will to learn and grow alongside their peers. The sequence
of lessons provides an overview of relevant, appropriate and
authentic teaching content for learners to become engaged in as
they grow to understand and form their own identity within their
cultural and linguistic context, Holistic in nature, the teaching
strategies and practices implemented throughout all areas aims
to create and develop a learning environment and community
where students are culturally aware and in turn willing to be
culturally inclusive and competent.
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References
ACT Government: Education and Training (n.d.). Teachers Guide to
Assessment. Retrieved from
http://www.det.act.gov.au/__data/assets/pdf_file/0011/297182/Teach
ers_Guide_to_Assessment_Web.pdf.
Cornell University Center for Teaching Excellence. (2014). Inclusive
teaching strategies. Retrieved from
http://www.cte.cornell.edu/teaching-ideas/building-inclusiveclassrooms/inclusive-teaching-strategies.html
Edith Cowan University. (2012). 8 Aboriginal Ways of Learning.
Retrieved from
http://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8Aboriginal-ways-of-learning-factsheet.pdf
Harrison, N. (2011a). Relationship to place: Positioning Aboriginal
knowledge and perspectives in classroom pedagogies. New South
Wales: Macquarie University.
Harrison, N. (2011b). Teaching and Learning in Aboriginal Education.
Melbourne: Oxford University Press
Hunter Institute of Mental Health, (2015). A significant day in
Australias history. Retrieved from
http://www.himh.org.au/home/news-and-media/news/2015/asignificant-day-in-australias-history
Inspiring Australia. (2013). Indigenous engagement with science:
Towards deeper understanding. Retrieved from
http://www.google.com.au/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCUQFjAB&url
=http%3A%2F%2Fwww.science.gov.au%2FscienceGov
%2FDocuments%2FIndigenous%2520Engagement%2520with
%2520Science.docx&ei=A8d0VYCFBNH78QXdmIDQBg&usg=AFQjCN
Gumas0pHHSrJ3U74RhWlfhassMYg&bvm=bv.95039771,d.dGc
Lowe, K., & Yunkaporta, T. (2012). The inclusion of Aboriginal and
Torres Strait Islander content In the Australian National Curriculum:
A cultural, cognitive and socio-political evaluation. Retrieved from
http://www.acsa.edu.au/pages/images/KLowe_article%20(2).pdf
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STUDENT: 11501113
Malezer, B., & Sim, C. (2002). Issues for teacher preparation in
Indigenous Australian Studies: Benefits of Teaching Indigenous
Australian Studies in a Cross-cultural Context. Retrieved from
http://www98.griffith.edu.au/dspace/bitstream/handle/10072/9062/1
8866_1.pdf;jsessionid=26C9DD5BFB558F7498A67F6C001A4A01?
sequence=1
Manitoba Education and Youth. (2013). Integrating Aboriginal
perspectives into curricula. Retrieved from
http://www.edu.gov.mb.ca/k12/docs/policy/abpersp/ab_persp.pdf
Melleuish, G. (2006). The teaching of Australian history in Australian
schools: A normative view. Wollongong: Department of Education
Science and Training.
NSW Board of Studies. (2012). History K10 syllabus. Sydney: Board
of Studies NSW.
NSW Government. (2012). NSW Syllabuses for the Australian
Curriculum: Human Society and its Environment. Retrieved from
http://syllabus.bos.nsw.edu.au/hsie/history-k10/content/805/
Queensland Curriculum & Assessment Authority. (2015). Student
diversity. Retrieved from https://www.qcaa.qld.edu.au/18307.html
Queensland Government. (2011). Embedding Aboriginal and Torres
Strait Islander Perspectives in schools: A guide for school learning
communities. Retrieved from
http://deta.qld.gov.au/indigenous/pdfs/eatsips_2011.pdf
Siraj-Blatchford, I. (2008). Understanding the relationships between
curriculum, pedagogy and progression in learning in early childhood.
Retrieved from http://www.4children.org.uk/Files/ec4e3663-50574858-a952-a46b00e9aeff/hkjec_v7n2_p6-13.pdf
The Early Years Learning Framework: Professional learning Program
(EYLFPLP). (2011). Understanding cultural competence. Retrieved
from http://www.earlychildhoodaustralia.org.au/nqsplp/wpcontent/uploads/2012/05/EYLFPLP_E-Newsletter_No7.pdf
Thwaite, A. (2007). Inclusive and Empowering Discourse in an Early
Childhood Literacy Classroom with Indigenous Student. The
Australian Journal of Indigenous Education, Vol. 36, 21-31. Retrieved
from
http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=89533
9569266262;res=IELAPA
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UNSW Australia. (2014). Responding to cross-cultural diversity.
Retrieved from https://teaching.unsw.edu.au/assessmentresponding-cross-cultural-diversity#
Williams, S. T. (2010). Being culturally aware becoming culturally
inclusive: a pathway to cultural competence: An Aboriginal
community cultural awareness teaching programme. Sydney, NSW:
AECG Inc.
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EEB419 PROFESSIONAL DEVELOPMENT PACKAGE

EEB419 - Assessment Two

Student: Josie Morrow

Artwork source: Coleen Wallace, N