Indigenous Educational Strategy

1. Indigenous Educational Strategy Strategies for achieving effective engagement, teaching and learning outcomes for Indigenous students in Technology and Applied Studies (TAS)

2. Acknowledgement of Country Aunty Pat Dacey, Honey Ants 2013 | Walang Wiradjuri Yinaa

3. Indigenous Educational Strategy - Objectives 3/30 • To understand the place and value of Indigenous perspectives • Working effectively with Indigenous students in our classrooms • by understanding and developing our own cultural awareness, cultural inclusivity and cultural competence • Effective teaching and learning strategies and resources • to support the learning needs of Indigenous students in classroom teaching, • to develop cultural awareness and cultural inclusivity among non-Indigenous students

4. Tackling racism 4/30 https://youtu.be/uEOssW1rw0I • Stan Grant • Wiradjuri man • TV presenter and journalist

5. Tackling racism – discussion 5/30 • Is it up to teachers to lead the fight against racism in our school? • What are some strategies you’ve used to combat racism?

6. Teacher identity and impact - discussion 6/30 • Do you agree/disagree with this statement? Apart from the student themselves, teachers have the biggest impact on student achievement • Teachers “must consider ourselves positive change agents” “…teachers’ beliefs and commitments are the greatest influence on student achievement over which we can have some control” (Hattie, 2014, p. 22)

7. Why is an Indigenous educational strategy important? 7/30 Professor Chris Sarra - StrongerSmarter https://youtu.be/mg_oq3ArJuY

8. Why is an Indigenous educational strategy important? 8/30 • Melbourne Declaration – 10 years on, what’s changed? • Closing the Gap - has it closed in our school? In your classroom? • What are your thoughts on the following statement? “Although there is an emphasis on ‘school readiness’ for children, it is rare that there is evidence of schools being ready for Aboriginal and Torres Strait Islander students.” (Price, 2012, p. 16)

9. Why is an Indigenous educational strategy important? 9/30 • It is at the core of who we are as teachers – an inclusive teaching and learning environment where all students can achieve • It is a key component of the Australian Professional Standards for Teachers (1.3, 1.4, 2.4 https://www.aitsl.edu.au/teach/standards) • It works: “Providing teacher cross-cultural training and embedding it in the classroom has been shown to improve Aboriginal and Torres Strait Islander students’ attendance, engagement, participation and pathways into further education and work.” (Shipp, 2013, p. 24)

10. What do our policies state? 10/30 • Anti-Racism Policy • Aboriginal Education Policy • All policies have associated guidelines, so use them for putting it into practice. • Indigenous educational strategies are a National, State and Local imperative, and they are in the best interest of all Australians. https://education.nsw.gov.au/policy-library

11. 11/30 “Quality education for all school students is an entitlement. Until we genuinely and actively engage with and respect the culture-of-origin of our students, the entitlement will remain undelivered for a significant proportion of Australian children.” (Perso, 2012, p. 83)

12. Cultural Competence – what is it? 12/30 “…the ability to identify and challenge one’s own cultural assumptions, values and beliefs. It is about developing empathy and appreciating that there are many different ways of viewing the world” (Centre for Cultural Competence Australia, (n.d.), p. 5). • An essential component of high quality teaching (AITSL standards). • As in reconciliation, understanding and developing our cultural competence, should be an ongoing process; a “journey” and not just a once-off event (NSW Reconciliation Council, n.d., para. 6).

13. What does the curriculum suggest? 13/30 Cross-curriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures Technologies: • “Students will identify the interconnectedness between technologies and Identity, People, Culture and Country/Place. They will explore, understand and analyse how this intrinsic link guides Aboriginal and Torres Strait Islander Peoples in sustaining environments, histories, cultures and identities through/by creating appropriate and sustainable solutions.” (ACARA, n.d., para. 19).

14. Cultural Competence health-check 14/30 • What is the name of the traditional Indigenous custodians of the land where you are? • What language(s) did/do they speak? • Where did/do their lands extend? • Who were the neighbouring peoples? • Are any Indigenous words used to name local features — electorates, municipalities, areas, streets, geographical features? What do they mean or refer to? Who can you ask about these matters? • What are the main local Indigenous organisations? What have they been set up for? What are their main issues and concerns currently? • Who are some prominent local Indigenous people? What are their roles? • Who designed the Aboriginal flag and when? What is the significance of its features? (adapted from: What Works: The Work Program, n.d.)

15. Professor Chris Sarra 15/30 Professor Chris Sarra - StrongerSmarter https://youtu.be/OZItmFH72Hg

16. What are Indigenous perspectives? 16/30 “Perspectives are ways of seeing the world…the way we interact with the environment and the perceptions we have about ourselves, our culture, the way we see others” (QLD DET, 2014, para. 1) • Ways of knowing, ways of being and ways of doing (Martin, 2008, pp. 62-65) • 8 Ways Aboriginal pedagogy Indigenous + non-Indigenous perspectives = Australian perspectives http://8ways.wikispaces.com

17. How can we integrate Indigenous perspectives when teaching Technology? 17/30 8 Ways explained https://www.youtube.com/watch?v=lSetGyCcdSY • One Country: Different Voices (Technology)www.onecountrydifferentvoices.com.au • Embed 8 Ways in your class in a week! http://8ways.wikispaces.com/8+Ways...+Creative+and+Productive+Pedagogy+Activities • Incorporate Aboriginal design themes when teaching the design process http://nationalaboriginaldesignagency.com.au/keeping-it-real/ • Showcase Aboriginal technologies when teaching about the nature of technology http://www.australiangeographic.com.au/topics/history-culture/2015/03/aboriginal-australian-inventions

18. Putting it into practice 18/30 • Tell your stories about design and technology • Get students to tell theirs • Show a model or exemplar of their next design project • Ask: How can this relate to local community, environment? • Pull design projects apart, decipher the reasons why • Map out the design process, explain patterns and codes • Plan and prepare visual, engaging and hands-on activities • Support individual students to recreate their own versions • Ensure these are returned to community for local benefit • (adapted from 8 Ways, n.d.).https://8ways.wikispaces.com/8ways+and+Quality+Teaching

19. Teaching and learning strategies - Community 19/30 “Stop making excuses… • Go out there and learn about your country, its history and its peoples; • Engage with Aboriginal people, organisations and websites; • Talk to your school’s Aboriginal liaison officer, or any other Aboriginal staff…parents of Indigenous students” (Shipp, 2013, p. 28). • Collaborate with: • parents of Indigenous students and their families • Indigenous teachers/school staff • Indigenous community groups • Aboriginal Education Consultative Group (AECG) • Think about and discuss: • Design projects for logos, images, brochures • Construction projects (e.g. Yarning circle, cubby houses, bush walks/gardens, murals, products etc.) • Inviting Indigenous “guests” into your classroom

20. Teaching and learning strategies 20/30 • Higher Expectations Relationships – Yarning circle • Mind maps https://www.mindmeister.com/1054249459/the-role-of-the-teacher • https://youtu.be/HjDiNEQ36-U

21. What does this look like in our TAS classroom? 21/30 • Plan it: a native garden/walk Unit of work • Area = Built environments • Specialisation = Landscape design • Technologies = Model-making techniques Could we deliver this or something similar? Perhaps scale it up to a full community project? https://ab-ed.nesa.nsw.edu.au/go/7-10/tas/plan-it-a-native-garden/walk

22. Summary 22/30 • Understanding the place and value of Indigenous perspectives • Ways we can work effectively with Indigenous students in our classrooms • Examples of effective teaching and learning strategies and resources • to support the learning needs of Indigenous students in classroom teaching, • to develop cultural awareness and cultural inclusivity among non-Indigenous students Photo byMichael CoghlanlicenseCC 2.0

23. Resources NB: this presentation and resources will be updated to the TAS Teacher hub on the BHS Moodle site 23/30

24. Resources NB: this presentation and resources will be updated to the TAS Teacher hub on the BHS Moodle site 24/30

25. Resources NB: this presentation and resources will be updated to the TAS Teacher hub on the BHS Moodle site 25/30

26. References 26/30 Aboriginal technology. (n.d.). Retrieved from http://www.onecountrydifferentvoices.com.au/submenu_tec.html Anderson, C., & Walter, M. (2013). Indigenous Perspectives and Cultural Identity. . In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity, inclusion and engagement (2nd ed., pp. 67-89). South Melbourne, Victoria: Oxford University Press. Australian Curriculum Assessment and Reporting Authority. (n.d.). Aboriginal and Torres Strait Islander Histories and Cultures. Retrieved from Australian Curriculum Assessment and Reporting Authority website: https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/ Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. Melbourne: Australian Institute for Teaching and School Leadership Boon, H. (2016, February 22). Why and how to use different teaching methods with Indigenous students [Blog post]. Retrieved from https://www.aare.edu.au/blog/?p=1449 Cahill, R., & Collard, G. (2003). "Deadly Ways to Learn" . . . a Yarn about Some Learning We Did Together. Comparative Education, 39(2), 211-219. Centre for Cultural Competence Australia. (n.d.) Information pack. Retrieved from https://ccca.com.au/Frontend/Content/Course/InfoPack/CCCA%20Information%20Pack.pdf Dacey, P. (2013) Honey Ants [Painting]. Retrieved from https://www.wagga.nsw.gov.au/art-gallery/exhibitions-landing/past-exhibitions/exhibitions-2017/walang-wiradjuri-yinaa-strong-wiradjuri-woman

27. References 27/30 Delacey, L. (2015). Aboriginal inventions:10 enduring innovations. Retrieved from http://www.australiangeographic.com.au/topics/history-culture/2015/03/aboriginal-australian-inventions Department of Education and Training. (2015). National Aboriginal and Torres Strait Islander Education Strategy. Retrieved from Department of Education and Training website: https://www.education.gov.au/national-aboriginal-and-torres-strait-islander-education-strategy Department of Education and Training. (2017). Indigenous Education. Retrieved from Department of Education and Training website: https://www.education.gov.au/indigenous-schooling 8 Aboriginal Ways of Learning (n.d.) Retrieved from http://8ways.wikispaces.com/ 8 Ways: Creative and Productive Pedagogy Activities. (n.d.). Retrieved from http://8ways.wikispaces.com/8+Ways...+Creative+and+Productive+Pedagogy+Activities 8ways and Quality Teaching. (n.d.). Retrieved from https://8ways.wikispaces.com/8ways+and+Quality+Teaching Forbes-Taber, S. (2018, March 9) The role of the Teacher. Retrieved from https://www.mindmeister.com/1054249459/the-role-of-the-teacher Global Intellectual Group. (2015, July 21). The 8 way learning model explained at the Australian Indigenous College [Video file]. Retrieved from https://www.youtube.com/watch?v=lSetGyCcdSY Hammerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. . In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: what teachers should learn and be able to do (pp. 358-389). San Francisco: Jossey-Bass.

28. References 28/30 Hattie, J. (2014). Visible Learning for Teachers: Maximizing Impact on Learning. Florence, UK: Taylor & Francis Group. Indigenous Business Australia. (2014). Keeping it real. Retrieved from http://www.iba.gov.au/article/keeping-it-real/ Martin K. (2008). The intersection of Aboriginal knowledges, Aboriginal literacies, and new learning pedagogy for Aboriginal students. In A. Healy (Ed.) Multiliteracies and Diversity in Education: New Pedagogies for Expanding Landscapes (pp. 58-81). Melbourne, Vic: Oxford University Press. Ministerial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne declaration on educational goals for young Australians. Melbourne: Ministerial Council on Education, Employment, Training and Youth Affairs. NBC News. (2017, September 29). Anti-Racism Educator Jane Elliott: ‘There’s Only One Race. The Human Race' | NBC BLK | NBC News [Video file]. Retrieved from https://www.youtube.com/watch?v=eFQkLp5u-No NSW Department of Education. (2016a). Aboriginal Education Policy. Retrieved from NSW Department of Education website: https://education.nsw.gov.au/policy-library/policies/aboriginal-education-and-training-policy NSW Department of Education. (2016b). Anti-Racism Policy. Retrieved from NSW Department of Education website: https://education.nsw.gov.au/policy-library/policies/anti-racism-policy NSW Education Standards Authority. (n.d.). Plan it: a native garden walk. Retrieved from NSW Education Standards Authority website: https://ab-ed.nesa.nsw.edu.au/go/7-10/tas/plan-it-a-native-garden/walk NSW Reconciliation Council. (n.d.). Building relationships, respect and trust between the broader Australian community and Aboriginal and Torres Strait Islander peoples. Retrieved from http://www.schoolsreconciliationchallenge.org.au/reconciliation/

29. References 29/30 Perso, T. F. (2012). Cultural Responsiveness and School Education with Particular Focus on Australia's First Peoples: A Review & Synthesis of the Literature. Darwin, NT: Menzies School of Health Research. Price, K. (2012). Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession. New York: Cambridge University Press. Queensland Department of Education and Training. (2014). Embedding Aboriginal and Torres Strait Islander Perspectives in Schools: Defining perspectives. Retrieved from Queensland Department of Education and Training website: http://indigenous.education.qld.gov.au/eatsips/defining-perspectives/Pages/default.aspx Shipp, C. (2013). Bringing Aboriginal and Torres Strait Islander perspectives into the classroom: Why and how. Literacy Learning: The Middle Years, 21(3), 24-29. StrongerSmarter. (2012, February 2). Dr Chris Sarra: Excellence and being Aboriginal go hand in hand [Video file]. Retrieved from https://youtu.be/mg_oq3ArJuY StrongerSmarter. (2015, April 21). Stronger Smarter: What is a High Expectations Relationship - Dalby SHS [Video file]. Retrieved from https://youtu.be/HjDiNEQ36-U The Ethics Centre. (2016, January 9). IQ2 Racism Debate: Stan Grant [Video file]. Retrieved from https://www.theguardian.com/australia-news/2016/jan/24/stan-grants-speech-on-racism-and-the-australian-dream-goes-viral

30. References 30/30 Vigo, K. G. M. (2017). One country: different voices - meeting the challenge of introducing Indigenous approaches to learning to non-Indigenous students. Creative work and exegesis (Doctoral dissertation, Swinburne University of Technology). Retrieved from https://researchbank.swinburne.edu.au/items/92924766-2378-43d9-a4ae-05d8bccb8865/1/ We Are a Star. (2016, August 17). Professor Chris Sarra: Effecting change in Aboriginal and Torres Strait Islander education [Video file]. Retrieved from https://youtu.be/OZItmFH72Hg What Works: The Work Program. (n.d.). And just while you’re there. Retrieved from http://www.whatworks.edu.au/upload/1281690283649_file_Quiz.pdf Your identity map. (n.d.) Retrieved from http://8ways.wikispaces.com/Your+identity+map