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Aboriginal and Torres Strait Islander Perspectives Across the Curriculum…
Aboriginal and Torres Strait Islander Perspectives Across the Curriculum
AITSL Standards.
Knowing students and how they learn.
Know the content and how to teach it.
3.Plan for and implement effective teaching and learning.
Create and maintain supportive and safe learning environments.
Assess, provide feedback and report on student learning.
Engage in professional learning.
Engage professionally with colleagues, parents/carers and the community.
1.4 Teaching Strategies
Two-way teaching.
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Code-switching.
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Engagement
Students
Respectful of student background
Families
Families are made to feel safe and welcomed into the school communities.
Elders.
asking for advice on how to teach an aspect of Aboriginal history correctly.
Asking them to come in and engage within the classroom to share their stories
Communities
8 Aboriginal Ways of Learning- Tyson Yunkaporta
Narrative driven learning
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Visualised learning processes.
Hands on/reflective techniques.
Use of symbols/metaphors.
Land based learning.
Indirect/synergistic logic.
Modelled/scaffolded genre mastery.
Connectedness to community
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Red dirt pedagogy
On Country Learning (OCL).
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3 R's
Respect
Responsibility
Relationships
Cultural Interface.
8 Learning Area's and Cross Curricular Priorities (ACARA.)
Maths
Explore the connection between representations of number and pattern and how they relate to aspects of counting and relationships of Aboriginal and Torres Strait Islander cultures.
Students investigate time, place, relationships and measurement concepts.
Learning through application and evaluation of statistical data, students can deepen their understanding of the lives of Aboriginal and Torres Strait Islander Peoples.
Science
Students will have the opportunity to look at the world and learn how to the Aboriginal and Torres Strait Islander Peoples gained there longstanding scientific knowledge by:
Observation
Prediction and hypothesis
Testing (trial and error)
Making generalisations within specific contexts (for example: use of food, natural materials, navigation and sustainability of the environment.)
English
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Students begin to develop an awareness and appreciation of, and respect for, Aboriginal and Torres Strait Islander literature.
Storytelling
Dreaming times stories
How the Birds got their colours.
Tiddalick the Frog
Why Koala has a Stumpy Tail
How the Kangaroo got its Pouch.
Traditions (oral narrative.)
Contemporary Literature.
Students will learn how to develop respectful and and critical understandings of different connects associated with different uses of language features and text structures including images and visual language.
Social
Historical
Cultrural
Technology
Students identify interconnectedness between technologies and Identity, People, Culture and Country/Place.
Explore, understand and analyse how there is a link between Aboriginal and Torres Strait Islander Peoples guides them many ways to create and provide appropriate and sustainable solutions.
Sustaining environments.
Histories.
Cultures.
Identities.
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Humanties and Social Sciences
Diverse Aboriginal and Torres Strait Islander Culture explored through:
Connection to the land.
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Experiences before, during and after the European colonisation including the nature of contact with other people and the process towards recognition and equality.
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Exploration of how other groups express their identities.
Physical Education
Students will be able to explore personal, community and group identities and build understandings of the differences and commonalities in systems of knowledge and believes about Health and Physical Education.
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Making strong connections between cultures and identities and to engage and appreciate the lived experiences of Aboriginal and Torres Strait Islander Peoples.
Learn about Aboriginal and Torres Strait Islander modes of communication and ways of living and being.
Develop appreciation and understanding of Peoples and Country/Place.
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Explore the importance of family and kinship structures for promoting and maintaining heart, safety and wellbeing
Students will also have the opportunity to a participate in physical activities and cultural practices such as traditional and contemporary Aboriginal and Torres Strait Islander games.
The Arts
Exploring of traditional and contemporary artwork created by Aboriginal and Torres Strait Islander Peoples that provides insights into the way relationships are formed between People, Culture and Country/Place for Aboriginal and Torres Strait Islander Peoples and the way they build identity.
DRAMA: Students can act out dreaming time stories
DRAWING: Analysing meaning behind Aboriginal and Torres Strait Islander art works and painting techniques and students can try for themselves.
MUSIC: Common instrument: the Didgeridoo, Aboriginal artists (Jessica Mauboy), Traditional songs.
DANCE: Traditional song and dance.
2.4 Promoting Reconciliation through:
Histories
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ANZAC
Understanding the effect of colonisation.
Cultures
Respect for the land
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Languages.
Importance of families
Peoples.
Connecting with the community
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Families
Schools.
Elders
Country/Place
Sense of belonging comes from the relationship with the land referred to in the Dreaming.
Connection with the land is spiritual, physical, social and cultural.
Land of the ancestors
. Responsibility to care for the land, today and for the future generations.
Aboriginal and Torres Strait Islanders have developed a comprehensive knowledge of all resources and needs.
Identity
The land connection is similar to a family connection. Separation from family equates to separation from culture and sense of belonging.
The place in which you grew up and influences the way in which you live your life today.
Culture is an expression of your identity.
Cross-Curricular Priorities (ACARA)
Second key concept: Examines the diversity of Aboriginal and Torres Strait Islander People's culture through language, way of life and experiences that have been expressed through historical, social and political lenses.
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First key concept: Understanding relationship with the land and celebrating the belief systems that relate to country and place.
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Third key concept: Examining the structure of Aboriginal and Torres Strait Islander societies.
Reconciliation
Promoting reconciliation through the RAP (Reconciliation Action Program) which is a framework for organisations to support the national reconciliation movement.
Program is school's is called Narragunnawali that supports schools and learning services in Australia. This program focuses on fostering a higher level of knowledge and pride on Aboriginal and Torres Strait Islander histories, cultures and contributions.
Acknowledgement of Country
Integrate Aboriginal content in school subjects (e.g. English).
Social Justice
The right to distinct status or culture
The right to self-determination
The right to land.
Respectful of child's background
Culturally sensitive.
Culturally safe.
Professional Responsibility.
Creating and maintaining a safe and positive learning environment for children and parents of any background to come to.
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Be a role model to students to set an example to support cultural diversity.
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Anti bullying
Anti-Racism.
Making sure to undertake culturally sensitive practices.
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Know the content of what you are teaching before you teach it.
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Engage in professional learning
De-construct and reconstruct terms of knowledge.