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ABSTRACT
Professional Development Package explaining and
demonstrating the curriculum and pedagogy behind
cultural awareness, cultural inclusivity and cultural
competence. This package focuses on Australia As A
Nation, from the new NSW Stage 3 History syllabus.
Assessment Item 2
Professional Development
Package
Table of Contents
INTRODUCTION
SYLLABUS CONTENT
RATIONALE FOR STAGE
RATIONALE FOR TOPIC
FOCUS & INTENT
3
3
3
4
CURRICULUM
EXPLANATION
EXAMINATION
SYLLABUS CONNECTIONS
OBJECTIVES
OUTCOMES
CONTENT
RESOURCES
5
5
5
5
6
6
6
PEDAGOGY
TEACHING STRATEGIES
LEARNING ACTIVITIES
ASSESSMENT ACTIVITIES
TEACHING & LEARNING RESOURCES
INCLUSIVE CLASSROOM PRACTICES
OUTLINE OF LESSON SEQUENCE
JUSTIFICATION OF PEDAGOGICAL APPROACH
8
8
9
9
9
10
10
REFERENCES
11
TURN IT IN SUBMISSION
13
Introduction
Syllabus Content
History
Stage 3
Australia As A Nation
Curriculum
Explanation
Indigenous perspectives play a large role in the teaching of History,
as a major Key Learning Area (KLA) in Australian schools. In the NSW
syllabus there are three major cross-curricular priorities, the first of
which being Aboriginal and Torres Straight Islander histories and
cultures which is represented by a hand symbol, allowing teachers
to easily identify where the links are in the curriculum.
The reasons for the inclusion of this link across the curriculums,
particularly in the history syllabus, include the need for a valued
engagement in and celebration of the experiences of Aboriginal and
Torres Straight Islander peoples, past and present, as part of the
shared history belonging to all Australians. (Board Of Studies NSW,
2012)
History is a subject that is designed well to develop students
knowledge and understanding about the differences and diversity of
people in Australia. Students should participate in learning to
identifying and empathising with the varied perspectives of
individuals and groups over time and attempting to understand the
actions, values, attitudes and motives of people from the past.
The major focus during History is on difference and diversity, and
provides students the opportunities to explore similarities and
differences between the past and present. This approach allows
students to investigate circumstances of those whom society has
marginalised, because of their beliefs, gender, race and socioeconomic status. This described the treatment of Indigenous people
throughout Australian history, and therefore means the teaching of
Indigenous perspectives will play a critical role in students
developing an in depth understanding of the topics they learn.
Examination
The teaching of Australia As A Nation requires teachers to
understand and implement Indigenous perspectives into their
classroom.
Allowing students to understand and appreciate the perspectives of
Indigenous people throughout their study of Australia As A Nation
gives them the chance to deeply engage in the underlying, and
sometimes forgotten history of Australias original inhabitants, as
well as the rest of the world.
It is also important for students to engage in Indigenous
perspectives for their development as an active community
member, and for their future explorations of reconciliation and the
development of their attitudes and beliefs towards Aboriginal
people.
Syllabus Connections
(Board Of Studies NSW, 2012)
Objectives
Knowledge Understanding & Skills
Early Stage 1 Stage 3 Students:
Develop knowledge and understanding about the nature of
history and key changes and developments from the past.
Develop knowledge and understanding about key historical
concepts and develop the skills to undertake the process of
historical inquiry.
Values & Attitudes
K 10 Students:
History as a study of human experience.
The opportunity to develop a lifelong interest in and
enthusiasm for History.
The nature of History as reflecting differing perspectives and
viewpoints.
The opportunity to contribute to a democratic and socially just
society through informed citizenship.
The contribution of past and present peoples to our shared
heritage.
Outcomes
A student:
Identifies change and continuity and describes the causes and
effects of change on Australian society. (HT3-3)
Describes and explains the struggled for rights and freedoms
in Australia, including Aboriginal and Torres Straight Islander
peoples. (HT3-4)
Applies a variety of skills of historical inquiry and
communication. (HT3-5)
Content
Experiences of Australian democracy and citizenship, including the
status and rights of Aboriginal people and/or Torres Straight
Islanders, migrants, women and children. (ACHHK114)
Students:
Examine Australian human rights, past and present, affecting
Aboriginal and/or Torres Straight Islander peoples, migrants,
women and children.
Explain how Australian society has changed throughout the
twentieth century for these groups.
Investigate the significance of ONE of the following in the
struggle for the rights and freedoms of Aboriginal and Torres
Straight Islander peoples.
The Stolen Generations.
The right to vote federally in 1962.
The 1967 Referendum.
The Mabo decision.
Resources
Pedagogy
Teaching Strategies
All students should be exposed to different strategies to allow them
to become immersed in cultural awareness, inclusivity and
competence. Some strategies that may be used in the classroom to
enhance these qualities in students are waiting for students to think
about the work they are doing, and questions before asking them to
answer, or avoiding direct questioning all together by directing
questions to the entire class, rather than individual students, asking
students to work in pairs rather than displaying their knowledge to
the entire class, encouraging students to read information they are
given for meaning, rather than just reading the words on the page,
avoiding shaming students and working to build strong
relationships in order to have them enjoy school and actively work
to be there. (Harrison, 2011) The use of these strategies, though
traditionally thought of as Aboriginal Teaching Strategies would be
useful in developing non-Indigenous students understanding and
acceptance of their Indigenous peers, and their differing needs as
well as an appreciation of their special skills and abilities.
Learning Activities
There are many learning activities that will encourage students to
develop their cultural awareness, cultural inclusivity and cultural
competence, as well as assisting Indigenous students in mainstream
society. Some of the activities that could be used as to assist both
Indigenous and non-Indigenous students are learning through
Assessment Activities
Assessment techniques to be used in classrooms need to be
differentiated and relevant to each outcome and activity the
students participate in. Indigenous students are often stereotyped to
be easily assessed under one strategy, but each individual student
is different, whether Indigenous or non-Indigenous.
The purpose of assessment in classrooms is to diagnose learning,
monitor progress, predict future activities and achievements,
motivate and grade students and diagnose teaching and inform
parents. (Marsh & Hart, 2011) Some assessment techniques that
could be used to fairly and accurately assess student work are
teacher observation, peer and self-assessment and collaborative
activities. These techniques are outlined further on the Kindergarten
6 Assessment Strategies webpage. (Board Of Studies NSW, 2012)
References
Board Of Studies NSW. (2012). Australia As A Nation. Retrieved from
NSW Syllabuses For The Australian Curriculum:
http://syllabus.bos.nsw.edu.au/hsie/history-k10/content/805/
Board Of Studies NSW. (2012). Kindergarten - 6 Assessment
Strategies. Retrieved from NSW Syllabuses For The Australian
Curriculum: http://syllabus.bos.nsw.edu.au/support-materials/k-6assessment-strategies/
Board Of Studies NSW. (2012). Learning Across The Curriculum.
Retrieved from NSW Syllabuses For The Australian Curriculum:
http://syllabus.bos.nsw.edu.au/hsie/history-k10/learning-across-thecurriculum/
Board Of Studies NSW. (2012). Programing. Retrieved from NSW
Syllabuses For The Australian Curriculum:
http://syllabus.bos.nsw.edu.au/hsie/history-k10/programming/
Edith Cowen University. (2012). 8 Aboriginal Ways Of Learning Fact
Sheet. Retrieved from 8 Aboriginal Ways Of Learning:
http://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8Aboriginal-ways-of-learning-factsheet.pdf
Gore, J. (2008). A Shared History. Retrieved from Curriculum Support
K - 12:
http://www.curriculumsupport.education.nsw.gov.au/shared/rationale
.htm
Harrison, N. (2011). Teaching & Learning In Aboriginal Education.
Melbourne: Oxford University Press.
Marsh, C., & Hart, C. (2011). Teaching The Social Sciences And
Humanities In An Australian Curriculum. Frenchs Forest: Pearson
Australia.
National Museum Of Australia. (2013). Indigenous Culture & History.
Retrieved from National Museum Of Australia - Engage & Learn:
http://www.nma.gov.au/engage-learn/schools/classroomresources/by_subject/indigenous_culture_and_history
NSW Government Education & Communities. (2011). Aboriginal
Perspectives. Retrieved from HSIE Curriculum Support:
http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/cro
sscurriculum/aboriginal/
NSW Reconcilliation Council. (2014). Retrieved from New South
Wales Reconcilliation Council:
http://www.nswreconciliation.org.au/home#
Old Parliament House. (2014). Getting It Together - From Colonies To
Federation. Retrieved from Museum Of Australian Democracy:
http://moadoph.gov.au/learning/school-resources/getting-it-togetherfrom-colonies-to-federation/
State Government Victoria Department Of Education. (2012).
Developing Inclusive Environments For Students With Additional
Learning Needs. Retrieved from Inclusive Schools Are Effective
Schools:
http://www.education.vic.gov.au/Documents/about/research/inclusiv
eschool.pdf
Turn It In Submission
First submission of 36% is compared to initial submission of
Assessment 2, as I was unable to resubmit after the original due
date, I had to do my final submission under a different account.