Reflection

Before commencing this unit, I had little knowledge on how to approach in teaching
Aboriginal students. Aboriginal students should be given the same opportunity to achieve
academic success as much as non-Aboriginal students. However, it is important for teachers
to incorporating strategies that can ensure all students are engaging within the lesson. This
unit provided me guidance in incorporating new strategies through all subject areas and
how to approach them. According to the Australian Curriculum, Assessment and Reporting
Authority (ACARA, 2016), incorporating the Aboriginal and Torres Strait Islander Histories
and Cultures cross-curriculum provides an opportunity for students to gain a deeper
understanding and appreciation of the culture. ACARA (2016) explains the importance of
implementing this cross-curriculum by viewing three key concepts. These three concepts are
Country/Place, Peoples and Cultures. The last assessment ensured that as a group, we work
together in providing a unit that encompasses these concepts through different curriculum
areas. My group consisted of 4 members including myself, that were curriculum areas such
as music, mathematics, science, and drama. It is important for us to ensure we were well
equipped in implementing effective teaching strategies for Aboriginal students that can help
these students succeed academically. This reflection will discuss the knowledge and the
strategies I’ve learnt to incorporate into my teaching practice. I will also discuss how my
group worked together in developing a unit of work based around the site we chose, Red
Hands Cave.

Again, before commencing this unit I had little knowledge in teaching Aboriginal students.
According to Gore, Griffiths, and Ladwig (2004), the study focused on better teaching
through using the Productive Pedagogy as a framework and whether this will help teachers
become better. Through observations, both experienced and student teachers were asked
questions that focused on the dimensions within the framework such as intellectual quality,
relevance, support classroom environment, and recognition of difference. Overall, it showed
that all teachers lacked in certain areas, where student teachers especially lacked in valuing
other cultures. I feel that it is important to understand all cultures and to make connections
with it for better understanding. These teachers did not exactly fulfil the Australian
Professional Standards for Teachers standard 2.4, understand and respect Aboriginal and
Torres Strait Islander people to promote reconciliation between Indigenous and non-
Indigenous Australians (AITSL, 2017). Throughout this unit, the goal was to ensure the
capability of reaching two of the Australian Professional Standards for Teachers presented
in the Australian Institute for Teaching and School Leadership (AITSL). Standard 2.4 as
mentioned above, and Standard 1.4. Standard 1.4 is strategies for teaching Aboriginal and
Torres Strait Islander students. In order to reach this standard, we are to demonstrate broad
knowledge and understanding of the impact of culture, cultural identity and linguistic
background on the education of students from these backgrounds (AITSL, 2017). To
demonstrate this standard, I was taught the 8 Aboriginal Ways of Learning.

In our groups, we were to create a 10-week unit of work that embodies the 8 Aboriginal
Ways of Learning. The 8 Aboriginal Ways of Learning is an Aboriginal pedagogy framework
that provides 8 simple ways as a starting point to Aboriginal education (Aboriginal
Pedagogy, n.d.). Our group chose to go to Red Hands Cave as the site that we linked our
content with. During our visit we collected data through taking photos, videos, and audio
recordings to help create our lessons efficiently. Our group was very diverse in our subject
areas, where half of us had creative subjects, and the other half were analytical. This
ensured that our students were given the opportunity to think critically and creative
throughout the 10-week unit. The challenges faced in our group were minimal due to our
great communication and our determination to do well. The only challenge we had was
producing the poster and ensuring it was creative and understandable. Our lessons focused
on providing at least 1 pre-excursion, and 1 post excursion from subject area. Our final
lessons engaged in cross-curriculum by also combining subject areas; music and drama,
mathematics and science. Ensuring our lessons made sense and made connections to the
site was very important to us. We did this through checking and analysing our lessons plans,
and our brief lesson ideas. In working as a group, I’ve learnt how important team work is
and how it can impact our teaching practice. Through discussion, our group has learnt about
our individual strengths and weaknesses that have helped us work together effectively.
Individually, I’ve gained knowledge in strategies that I can implement into my teaching
practice. During the unit, I was shown different strategies that related to the 8 Aboriginal
Ways of Learning. One of the ways that captured my interest was the story sharing.
Everyone has a story to tell or something to say and I feel that as a teacher I would like my
students to not be afraid of sharing their experiences or thoughts in a safe space. I found
that doing this in one of the tutorials of the unit allowed us to connect more as a class and
to understand people’s experiences. Two other ways that I find important in my teaching
experience is the deconstruct reconstruct, and non-verbal. I find whether you’re Aboriginal
or non-Aboriginal, using this strategy helps in developing student’s understanding. The
purpose of deconstruct reconstruct is all about observing first then doing while the purpose
of non-verbal is hands on based. In music, observing and doing is an important aspect in
performing and composing. Learning an instrument can be difficult when just reading on a
piece a paper so I encourage students to watch how I play the notes then they can attempt
after. I found that during this unit, that I have a better understanding of other curriculum
subjects and have the confidence to teach them while also using the 8 Aboriginal Ways of
Learning.

Overall, this unit has provided me knowledge and understanding in teaching Aboriginal
students to reach standards 1.4 and 2.4 in the Australian Professional Standards for
Teachers. It is important to implement strategies that are effective for both Aboriginal and
non-Aboriginal students to help provide inclusiveness to the classroom and better
understanding. In our group, we focused on producing a unit that encompasses creative and
analytical subjects to encourage critical and creative thinking in the classroom. As a group
we worked well having good communication with little to no challenges. As we commence
as teachers, we must ensure we are learning and understanding aspects of Aboriginal
culture to provide relevance and connection. I now have a better understanding of how to
approach in teaching Aboriginal students using the 8 Aboriginal Ways of Learning. Some of
the ways that I found important within my subject area such as deconstruct reconstruct,
story sharing, and non-verbal, I will incorporate them into my future lessons. As a
commencing teacher, I feel confident in using this knowledge from the unit to implement
and become a proficient teacher.
References

Aboriginal Pedagogy. (n.d.). About 8 Ways. Retrieved from

https://www.8ways.online/about

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016).

Australian and Torres Strait Islander Histories and Cultures. Retrieved from
https://www.acara.edu.au/curriculum/foundation-year-10/cross-curriculum-
priorities/aboriginal-and-torres-strait-islander-histories-and-cultures-ccp

Australian Institute for Teaching and School Leadership (AITSL). (2017). Australian
Professional Standards for Teachers. Retrieved from
https://www.aitsl.edu.au/teach/standards

Gore, M., Griffiths, T., Ladwig, G. J. (2004). Towards Better Teaching: Productive Pedagogy
as a Framework for Teacher Education. Teaching and Teacher Education, 20(4), 375-
387. https://doi.org/10.1016/j.tate.2004.02.010