Please enable JavaScript.
Coggle requires JavaScript to display documents.
Rationale for teaching Aboriginal and Torres Strait Islander studies and…
Rationale for teaching Aboriginal and Torres Strait Islander studies and perspectives
What?
Students
Pre-primary (Early childhood focused)
#
Prior knowledge:
Students have been exposed to some aspects of Aboriginal culture, traditions, history and perspectives through the integration of Aboriginal culture into their classroom and play-learning areas (e.g. dramatic play area, reading area)
Students have also been exposed to various Dreaming stories as apart of their literacy rotations.
Students are aware of their local area’s Indigenous language group as this language has been incorporated into their mat sessions, physical classroom environment and learning experiences.
Students have been exploring different types of maps of the past two weeks leading up to this lesson. Students are aware of what a map is, the different purposes of maps, different types of maps (e.g school, neighbourhood, world).
Content
Learning objectives for the sequence of lessons:
The representation of familiar places, such as schools, parks and lakes on a pictorial map (ACHASSK014) (SCASA, 2016)
The places people live in and belong to (e.g. neighbourhood, suburb, town, rural locality), the familiar features in the local area and why places are important to people (e.g. provides basic needs) (ACHASSK015) (SCASA, 2016)
The reasons some places are special to people and how they can be looked after, including Aboriginal and Torres Strait Islander Peoples' places of significance (ACHASSK017)(ACHASSK016) (SCASA, 2016)
Learning area chosen for sequence of lessons: Humanities and Social Sciences (H&SS)
#
Input from Aboriginal peoples
#
The school’s AIEO will be consulted for their input about:
Sacred Aboriginal sites and places of importance to Aboriginal peoples in the local area
Information about traditional Aboriginal symbols that can represent different places, objects and animals.
Information for translating words spoken in Australian standard English to the language spoken by the local area's Indigenous language group.
The teacher will network with the AIEO to invited an Aboriginal elder/s into the classroom as a special guest/s and talk to the children about a place that is significant to them and why.
The special guest/s may use musical instruments, props, artefacts, images, song, dance, oral storytelling or any other developmentally appropriate technique to share their place of significance with pre-primary students.
Aboriginal families at the school will be asked if they'd like to come into the classroom as a special guest/s to tall to the children about local places of significance to them and why
Why?
Links to AITSL Standards
The AITSL . Standards state, under professional knowledge, that graduate teachers are required to know:
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 (AITSL, 2016).
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 of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages (AITSL, 2016).
Links to the West Australian Curriculum (SCASA)
Cross Curriculum Priority:Aboriginal and Torres Strait Islander histories and cultures is apart of the West Australian (SCASA, 2016).
General Capability: Intercultural understanding is one of the General Capabilities of the West Australian Curriculum (SCASA, 2016).
Links to the Early Years Learning Framework (EYLF)
Outcome One of the EYLF: Children have a strong sense of identity (EYLF, 2009)
This outcome supports the integration of Aboriginal and Torres Strait Islander studies and perspective by stating that all educational programs for you children ensure that:
Children feel safe, secure, and supported
• Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
• Children develop knowledgeable and confi dent self identities
• Children learn to interact in relation to others with care, empathy and respect
Outcome Two of the EYLF: Children are connected with and contribute to their world (EYLF, 2009)
This outcome supports the integration of Aboriginal and Torres Strait Islander studies and perspective by stating that all educational programs for you children ensure that:
• Children develop a sense of belonging to groups and communities and an understanding of the
reciprocal rights and responsibilities necessary for active community participation
• Children respond to diversity with respect
• Children become aware of fairness
• Children become socially responsible and show respect for the environment
How?
Through a sequence of three inclusive, meaningful, authentic, student-centred, playful, culturally appropriate and culturally respectful
learning experiences.
#
Collaborative mat sessions and maximum opportunities for group work
Dreaming story read aloud and discussion
Small groups take it in turns to work on the collaborative town map
Students work in small groups to create their story of their place using story stones with aboriginal symbols on them
Active conversations facilitated by a range of open-ended convergent, divergent and evaluative questioning
The story telling of special guests (Aboriginal elders and community members)
#
The use of transformative and innovative ICT
Through carefully selected, thoughtful, purposeful, transformative, meaningful, authentic, playful, culturally appropriate and culturally respectful
resources
.
#
#
A large, hand drawn map of the local town where the school is situated and where the children live (for this resources the teacher will need a large scroll of butchers paper, coloured markers, pencils, input from children and their families).
An A3 chart of traditional Aboriginal symbols that can represent places on the map (e.g traditional Aboriginal symbol for tree can represent a park, a traditional symbol for waterhole could represent a lake). These symbols will be well researched will heavy input from the school’s AIEO.
Story stones (small stones with painted traditional Aboriginal symbols on them for students to observe, explore and manipulate to create their own story of their place- a place of significance to them).
Aboriginal Dreaming story about a sense of belonging to place (e.g Charnock Woman).
National Geographic Kids Online Interactive Map and/or Google Maps Interactive Map to display the local town in an interactive form.
Large Indigenous Languages Map (preferably Digital)
Through aligned, meaningful and developmentally appropriate
assessment
Informal formative assessment
Students' verbal responses to teacher questioning (e.g during mat sessions, after the Dreaming story reading)
Formal formative assesment
Students' story of their place using story stones (photographs will be taken of their story stone stories for assessment purposes)
Students' recored anecdotal responses written down on the class brainstorming sheet
Informal summative assessment
Students' written and drawn input on the completed collaborative map of the town
Key Words:
Culturally appropriate
Culturally respectful
Inclusive
Integrated curriculum
Senses of belonging
Reconciliation
Meaningful
Student centred
Authentic
Connected to students' lives
