Task Description

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 in support 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)

Criteria Assessed for AT2:

APST 2.4: Knowledge and understanding of Australian Indigenous histories, cultures and language

APST 2.4: 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 1.4: Critical reflection on Indigenous and non-Indigenous perspectives and the impact of diverse views on engagement and participation in education and care settings

APST 2.4: Use of culturally appropriate language and academic conventions to construct a defensible position in Letter to the stimulus

Learning Outcomes Assessed for AT2 are:

Use correct terminology and protocols when referring to Aboriginal and Torres Strait Islander peoples, culture and histories

Analyse the impact of deficit views of Aboriginal and Torres Strait Islander students on learning and engagement

Analyse and respond to representations of Aboriginal and Torres Strait Islander peoples in contemporary and historical texts and their impact on race relations with non-Indigenous Australians

Critique government policies and approaches to the education of Aboriginal and Torres Strait Islander students in past and present society

Evaluate the capacity of current programs and initiatives for Aboriginal and Torres Strait Islander students, families and communities for promoting engagement and participation in education and care

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)