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)

Focus statement

Statistics show that despite substantial government spending on Indigenous education, there are still serious differences in the educational outcomes achieved by Indigenous and non-Indigenous Australians (Gray & Beresford, 2008). Many writers claim that policies that aim to close this gap for Australian Indigenous students will only achieve successful educational outcomes if schools and teachers acknowledge and address the impact that the past has had on the present for these students (Gray & Beresford, 2008; Ford, 2012; Vass, 2012).

Structure and expectations for your written response

Use an essay format (WORD document not PDF) and structure to write a response of no more than 1500 words (excluding the Reference List) that clearly establishes your position in response to the statement provided above. In doing so, please be guided by the following:

1. Your response will be informed by the material covered in the unit, including readings provided or linked to on the Moodle site, and by other relevant sources obtained through independent searches. The use and relevance of the literature used should be demonstrated by in-text citations and a list of references.
2. Your paper will aim to demonstrate knowledge and understanding of the impact of past and present representations of Aboriginal and Torres Strait Islander peoples and government policy on race relations between Indigenous and non-Indigenous Australians. This may be achieved through a discussion of a selection of past and current events, policy approaches and their effects, perspectives and interpretations of the effects of colonisation, racism and dispossession, and other such topical aspects introduced and covered in the unit. The topical points to be included in the discussion need to be selected so that they support your response to the focus statement while being sufficiently diverse to demonstrate your understanding of the broader range of topics covered in the unit.
3. Your paper will include a section that outlines your own personal reflections on the impact of a shared Australian history, and also of your own cultural background on the attitudes and views you have formed of Aboriginal and Torres Strait Islander people as students and learners. In doing so, you should make reference to your participation in at least three (3) learning experiences from the unit activities that have,
• shaped your perspectives on the importance of teachers’ acknowledgement, recognition and respect for Aboriginal and Torres Strait Islander history and cultures;
• show how the identity needs of Aboriginal and Torres Strait Islander students might be supported; and,
• how teaching can promote reconciliation within classroom contexts and the broader school community.

Your paper will demonstrate knowledge and understanding of the Australian Professional Standards for Teachers (especially Standards 1.4 and 2.4) by making a direct comparison and referencing them when relevant to your response and reflections. Your paper will also demonstrate a practical understanding of the use of appropriate terminology by employing acceptable and respectful terminology when referring to Aboriginal and Torres Strait Islander people, families, communities and students.

1) Knowledge and understanding of the diverse Australian Indigenous histories, cultures, and languages (APST: Standard 2.4)

2) Analysis of the impact of historical government policy and past and present representations on culture and identity of Australian Indigenous peoples and students (APST: Standard 2.4)

3) Critical reflection on the range of perspectives on Aboriginal and Torres Strait Islander culture, history and identity and the impact these views have on engagement and participation in education and care settings (APST: Standard 2.4)

4) Use of culturally appropriate language and academic conventions to construct a defensible position in response to the stimulus (APST: Standards 1.4 & 2.4)

Task Details

PART1: 

You will identify strategies that show consideration of students' cultural, linguistic and identity needs AND strategies for working effectively and sensitively with families and communities to support the learning and engagement of Aboriginal and Torres Strait Islander students. Your work can be presented in a format of your choices such as a table, matrix, written report or a multimodal form that includes diagrams, flowcharts or any other format suitable for identifying and describing the chosen strategies. A word limit of 800 words (or equivalent for tables, diagrams, and so on) applies to this section of the task. You will identify

1) 6 strategies with brief examples that show consideration of students' cultural (2) linguistic (2) and identity (2) needs

AND

2) 2 strategies with brief examples for working effectively and sensitively with families and communities to support the learning and engagement of Aboriginal and Torres Strait Islander students

PART 2: 

You will write a justification of no more than 1000 words that clearly explains why these strategies would meet the learning, language, cultural and identity needs of Indigenous learners and that identifies any limitations on the effectiveness of these strategies in a range of different contexts. This justification should consider the diversity of needs of Aboriginal and Torres Strait Islander students in rural, remote and urban areas and educational settings made up solely of Indigenous learners as well as those where only a small minority of students are Indigenous. As a minimum, the justification will be supported by references from unit readings and your set text.

1) Knowledge and understanding of the identity needs of Indigenous learners and families and the impact of these factors and engagement (APST: standards 1.4, 2.4, 3.7, 4.1)

2) Knowledge application of Indigenous cultures regarding the selection and justification of strategies for building relationships with learners, parents, carers, and communities that support educational equity and performance             (APST: standards 1.4, 3.7, 7.3).

3) Chosen strategies address the language learning needs of Aboriginal and Torres Strait Islander students and show understanding of the diversity of students’ backgrounds and characteristics (APST: standards 1.1, 1.3, 2.4, 3.7, 4.1)

4) Justification draws on authoritative sources and considers the limitations of selected strategies