This assessment task quiz 1 tests your knowledge and understanding of protocols and terminology associated with working with Aboriginal and Torres Strait Islander peoples. Using the correct terminology and understanding the protocols shows respect to our First Nations People.

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. (APST 1.4)

Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. (APST 2.4)

Expectations for your written response

Your letter, of no more than 2000 (+/-10%) words, must respond to Amy's request above and be addressed to your State and Federal members of parliament that represent your electorates.

Your letter must:

1. be written in a scholarly manner which includes supporting all of your assertions with reference to the scholarly literature. The vast majority of the sources should be articles from peer-reviewed journals, books and conference papers. You can and should reference Government websites where they are the primary source of policy information.

2. use references from the Unit readings to show your knowledge and understanding of the impact of government policy and past and present representations on culture and identity of Aboriginal and Torres Strait Islander peoples and students (APST2.4) (criteria 2).

3. include your own reflections on the impact of our shared Australian history (and your cultural background) on the attitudes and views you have formed of Aboriginal and Torres Strait Islander people as students and learners.

4. make reference to your participation in at least three (3) learning experiences associated with studying this Unit that have shaped your understanding on the importance of teachers’ acknowledgment, recognition, and respect for Indigenous history, culture and languages (APST2.4), (criteria 1).

5. explain effective teaching strategies for supporting the identity needs of Aboriginal and Torres Strait Islander students and how you would promote reconciliation between Indigenous and non-Indigenous peoples, within classroom contexts and the broader school community by:

· acknowledging and teaching our shared Australian history,

· paying respect to the local Indigenous culture by embedding Indigenous perspectives into your curriculum and encouraging all of your students to take pride in the local Indigenous culture, and

· developing strong relationships with the local Indigenous community through effective and sensitive communication (APST 1.4), (criteria 3).

Letter Structure

Business letter, submitted as MSWord file.

Introduction:

· the context for your communication (writing on behalf of Amy as part of an Indigenous Studies and Learning Unit in your Course).

· an overview, as you see it, on the reasons why the "Closing the Gap" strategies for education are not working.

· a brief outline of some strategies you believe will work to improve educational outcomes for Indigenous students and contribute to reconciliation.

Body:

· demonstrates your knowledge and understanding of the diverse Australian Indigenous histories, cultures, and languages.

· analyses the impact of historical government policy and past and present representations on culture and identity of Australian Indigenous peoples and students.

· critically reflects on Indigenous and non-Indigenous perspectives and the impact of diverse views on engagement and participation in education and care settings.

· use culturally appropriate language and academic conventions to construct a convincing and persuasive argument (criteria 4, APST 2.4).

Conclusion:

· re-state the purpose of the letter.

· provide a summary of the critical points you have made in your persuasive argument.

· thank the reader for the time they have taken to read what you have written.

· ends with a business salutation "Yours Sincerely" then your name and place for your signature

Must include a final section for your references (on a separate page)

1) Knowledge and understanding of Australian Indigenous histories, cultures and language. (APST 2.4)

2) Analysis of the impact of government policy and past and present representations on culture and identity of Aboriginal and Torres Strait Islander   peoples and students. (APST 2.4)

3) Critical reflection on Indigenous and non-Indigenous perspectives and the impact of diverse views on engagement and participation in education and  care settings. (APST 1.4)

4) Use of culturally appropriate language and academic conventions to construct a defensible position in Letter to the stimulus. (APST 2.4)

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.

You MUST identify 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 school’s 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 submission MUST demonstrate 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 submission MUST be written in a sensitive and respectful manner adhering to correct cultural protocols and terminology.

References must be provided on a separate page.

1a) Strategy selection shows knowledge and understanding of the impact of Indigenous cultural identity on learning. (APST 1.4) 

1b) Application of knowledge of Indigenous cultures to the selection of strategies for relationship building that support educational equity and performance.
(APST 2.4)

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

3) Understanding of a school and teacher’s role in promoting reconciliation between Indigenous and non-Indigenous Australians. (APST 2.4)

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