Incorporating Aboriginal

and Torres Strait

Islander Studies into
classroom curriculum

Matthew Gove
ID: 110173900
Teaching and Learning in Aboriginal Education

Matthew Gove Teaching and Learning in Aboriginal Education ID: 110173900

This document will focus on the key themes and issues associated with the incorporation of Aboriginal
and Torres Strait Islander Studies into the classroom curriculum. The themes discussed illustrate the
frameworks and programs being put in place to assist in the classroom curriculum, while the issues
associated are those that directly affect how successful these frameworks and programs are to be.
Engagement of these matters will surround the historical and contemporary issues of self-
determination, community engagement and racism. The resources utilised for this document range
from curriculum based frameworks and requirements, teacher training programs and additional
community resources. Beyond this point ‘Aboriginal and Torres Strait Islander’ will be referred to as
indigenous people.

The integration of indigenous people’s culture into the classroom is only possible if the teachers
themselves are prepared, for not only the frameworks put in place, but the issues associated. The first
aspect would involve teachers to reassess their attitudes towards indigenous people if clouded, this
also includes examining themselves of belonging to the dominant mainstream culture. This can cause
the school staff to all gain insight into a different perspective (Queensland Government 2011).

The acknowledgement of Australia having a shared history is important when expressing to students
the goal of a harmonious and reconciled society. This is based upon respect of all relationships gained
within a school and being capable of listening, and capable of understanding students interpretation
of the world (3Rs (#1) 2017). It is also just as important for the educator to reflect on values/culture
to whether views have been challenged or embraced for a reconciled classroom (3Rs (#2) 2017)

Implementing these perspectives throughout a school requires especially the involvement of

indigenous students, but mapping out the processes of the school while accommodating for the
indigenous people, establishing a committee to specialise in the implementation of cultural views
throughout the school and creating an overall awareness of school programs and special events to the
community (Queensland Government 2011).

It is of strong importance to build and maintain a positive and considerate relationship between
indigenous student and parents/caregivers. This initiates a home-school partnership, which is
essential for a supportive school environment. This can affect the engagement in learning,
competition of homework, overall participation and behaviour exhibited at home and school. Making
a connection with student could be initiated by showing a genuine interest in the home life or culture,
this enables family groups to be understood and a connection to the community to be established
(3Rs (#4) 2017). this additionally allows for indigenous people in the community to aid in planning,
delivering and evaluating the work supplied within the school. This will also expose the teacher to a
range of positions, standpoints and perspectives (Queensland Government 2011).

Based on this the teacher within the classroom would be more effective if there was a supportive
environment. The teacher should be capable of being imaginative and maintaining high/realistic
expectations of the students. Deficit thinking should not be evident within teaching, as the goal should
be to close the gap of learning. The curriculum content, if clashing with the indigenous students,
should be evaluated on its suitability and proactively linked back to culture to assist in its
interpretation. The benefit of having a supportive and engaging classroom environment, would be
demonstrated in student willingness to attend school and embrace culture (3Rs (#3) 2017).

Matthew Gove Teaching and Learning in Aboriginal Education ID:110173900

An important aspect for the school to consider or to uphold, is its involvement with significant cultural
events or symbolism. This involves festivities/celebrations, flags displayed, painting/posters/murals,
national anthem, acknowledgment of country and who the special guests invited to assemblies. The
main consideration would be the celebration of cultural events within the school. This enables the
students to gain insight into the local history. A cultural calendar could also be implemented to remind
student of dates throughout the school year. This allows for indigenous students to communicate and
feel proud of cultural heritage (3Rs (#5) 2017).

While it is proactive to implement these frameworks and cultural influences within the classroom
there are still many issues however that challenge the effectiveness. This includes things such as life
expectance has been reduced by 10 years, there is about half the amount of indigenous people who
are unemployed and one in five indigenous women have experienced a level of physical violence.
There is also a large amount of disability evident within individuals aged 15 years and over. These
aspects influence the community and intern the student within. Fortunately, there has been better
health outcomes attained recently which has resulted in indigenous people gaining their year 12 or
equivalent (Australian Human Rights Commission 2017).

The other aspect which has a large effect on students is the influence of racism. Racism can take a
range of forms, it can be expressed verbally, illustrated or even through body language. This can
directly or indirectly prevent students from participating in education, sport or social activities
(Racism.No way! (#1) 2015). Challenging this within schools may involve anti-racism educational
lessons to be implemented. These can be introduced over the entirety of schooling, and ensures all
students can understand the negative effects racism can have (Racism.No way! (#2) 2015). the
program ‘Cooling Conflicts’ is also a valuable resource that students are able to utilise. The program
allows students to essentially manage their own conflicts within the school community (Racism.No
way! (#3) 2015).

The actions taken extends beyond the boundaries of the school, to a national collaborative level. There
should be a greater communication strategy put in place throughout all schools, to further the
principals and teachers understanding of implementing professional standards 1:4 and 2:4. Programs
that have proven to be effective for both teacher and students to be trialled over the schooling
community to improve the skills and confidence (AITSL 2017). Additionally, educators would benefit
from undertaking the YDM Teacher Development Training. This training has been put in place to aid
in the number of students that attend university. It essentially improves the capacity of teaching
mathematics and its engagement. While covering number, operations, algebra, geometry,
measurement and statistics and probability. Additionally, however the school included could receive
visits from YDM experts and after school PD sessions (QUT 2017).

The requirement of the Australian curriculum is that it must meet the needs of both Aboriginal and
Non-Aboriginal students through delivering relevant, contemporary and an engaging curriculum for
educational goals. The cross-curriculum priorities allow for students to gain the tools and language
necessary to have a greater understanding of the world around them through a range of different
views. The key area of ‘Aboriginal and Torres Strait Islander Histories and Cultures’ has been identified
to be crucial for implementation into the curriculum. The main goal of this involves students being
able to perceive themselves, their identities and cultures within each learning area of the curriculum,
with full participation and building upon self-esteem. While also involving student’s engagement in
reconciliation, respect and recognition of living cultures (ACARA 2016).

The goal is to utilise the elements of identity and living communities to provide a context for learning,
within each learning area. This is split into the key concepts of Country/Place, Culture and People. The

Matthew Gove Teaching and Learning in Aboriginal Education ID:110173900

first concept involves the special connection held by indigenous People to the country/place, this
connection can be different depending on the where the students are located within Australia. The
second concept explores the diversity of culture through language, which focuses on enabling
students to have a greater understanding of the ways in which indigenous People are being, knowing,
thinking and doing. The third concept addresses the diversity in indigenous people, within their
societies. Specifically, it addresses the connection between people on a local, national and global level
in relation to school content (Australian Curriculum 2016).

The contents of all curriculum learning areas have the potential to influence the implementation of
histories and cultures. This knowledge leads students to positively contribute to the further
development of Australia. When linking the histories and cultures into the learning area, it remains
consistent with the content and purpose. The family history, language, culture and practice are the
key components represented within the curriculum and are a critical starting point (Queensland
Government 2011).

The cultural views of indigenous people are generally witnessed within a school through courses or
units, this is quite a visible representation. An alternative to this is selective inclusion, which involves
specific content within a subject that is related back to historical events or culture. The critical
inclusion approach focusses on the perceptions of students on Indigenous people. The main method
for inclusion involves is the embedded approach, which gathers all previously mentioned and forms
them into the pedagogical process itself. This difference to this approach is that it enables the teachers
to become less and less conscious of indigenous peoples perspectives being evident within the
curriculum, allowing it to be become automatically taught (Queensland Government 2011).

The embedded approach mentioned above is evident in the core subjects such as English and
Mathematics. English would explore an awareness and appreciation for indigenous literature, which
might include a storytelling activity through oral narrative. Respectful and critical consideration
towards the aspects of social, historical and cultural contexts would be explored when working on
language and text within the society (Australian Curriculum 2016).

Mathematics would explore the subject of number and pattern, while considering how it may differ
from the counting methods associated with indigenous cultures. The focus of time, place and
measurement also are capable of being related through the different cultural methods or statistical
data. These two core subjects are not the only aspects being explored as there is also Science,
Humanities and Social Sciences, The Arts, Technologies, Health and Physical Education, Languages and
Work Studies. Which all have their own intricate ways of implementing indigenous culture (Australian
Curriculum 2016).

Real life experiences are just as important to implement into the curriculum because it is a vital
moment when students are fully engaged. An example of this could consider an excursion to the
botanical gardens and then to the Tandanya cultural Centre. Student would initially learn about the
plants within the gardens and how indigenous people utilised the land, plants and animals to survive.
Further insight is gained when exploring the range of tools utilised for hunting, gathering, cooking,
celebrations and providing warmth. This engagement with the community allows students to broaden
their perception of the cultural influence in public, through hand on learning (ACACS 2017) (Walford
2017).

Similar insights can be gained by students visiting the Colebrook Blackwood Reconciliation Park. Which
what was once the Colebrook training Home, is now a permanent memorial devoted to the Aboriginal
Stolen Generations. There are now campfire gatherings held by the former residents for adult, where

Matthew Gove Teaching and Learning in Aboriginal Education ID:110173900

school and university students are welcome. This experience can achieve reconciliation in the students
by creating a level of compassion and empathy. Specifically, students of indigenous decent within the
class may have a connection to this place. This could aid in creating awareness to their classmates of
Non-Aboriginal decent of respect, relationships and reconciliation (City of Mitchem 2017).

The SACE board have implemented a statement of encouragement for all subjects in the SACE
curriculum. Which states ‘In partnership with Aboriginal and Torres Strait Islander communities, and
schools and school sectors, the SACE Board of South Australia supports the development of high-
quality learning and assessment design that respects the diverse knowledge, cultures, and
perspectives of Indigenous Australians’. This recognises that there is a significant gain in
understanding if indigenous people’s histories, cultures, and contemporary experiences are
implemented and to provide graduating students with a greater understanding to be utilised within
the workforce. There is also an additional aid provided to students who wish to further pursue a topic
of Aboriginal knowledge, cultures, and perspectives for the research project (SACE Board of Sa (#1)
2017).

The SACE Board Aboriginal Education Strategy has been implanted, which focus on a strength and
collaborative based approach. This has been developed through Aboriginal and school communities
as a uniting force. This holistic approach to schooling allows for culturally relevant information to be
retained while in real life experiences. The alignment of Aboriginal students within a global context,
allows for the full embrace of culture and language. While considering the students futures on a
broader scale (SACE Board of Sa (#2) 2017).

This supports the notion that it is imperative that the school have a united view towards indigenous
people, otherwise there would be a lacking part of the framework and community. To record progress
off the effectiveness of this a whole school mapping should be implemented to keep track of the
inclusion of indigenous perspectives, focusing on how in depth the content/processes are, so that in
can inform future planning. The assessment criteria within units of work should be assessed on
curriculum standards, while also making establishing if it is a culturally fair assessment (Queensland
Government 2011).

Matthew Gove Teaching and Learning in Aboriginal Education ID:110173900

Conclusion:

Throughout this report there has been the analysis of two separate reading, regarding their themes
and issues. The first reading explored the stages in life an Aboriginal person goes through. It points
out how these stages/rituals involved haven’t been fulfilled due to the invasion and forced removal of
the Aboriginal people. While it’s not just the stolen generation that were affected but the Aboriginal
people who played a part in non-Aboriginal society up until the 1990s, when equal right was given. I
could relate to what family in the Aboriginal community means and found a new appreciation for the
land in which I stand. I feel as though based on this there should be a stronger influence of Australia’s
true history within schools and certain teaching practices undertaken within an Aboriginal community,
to be implemented. The second reading explores the teaching of Aboriginal students and how
previous knowledge can’t always fix a dilemma in the classroom. It is best to know who as an individual
you are teaching and their connection to the community to relate in some way. Addressing the class
with appropriate language is key, but also needing to ensure there isn’t a gap drawn between the
Aboriginal and non-Aboriginal students, because the overall goal is to unite as one student body by
respecting everyone.

Matthew Gove Teaching and Learning in Aboriginal Education ID:110173900

References: 12 Sources of Information
3Rs (#1) 2017, Topic Review, Viewed 13 September 2017, <http://rrr.edu.au/unit/module-1/topic-
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2/topic-2/>.

3Rs (#4) 2017, Know your students, Viewed 13 September 2017, <http://rrr.edu.au/unit/module-2/>.

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Aboriginal Cultural Awareness & Consultancy Services (ACACS) 2017, Adelaide Aboriginal Cultural
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ACARA 2016, Cross-curriculum priorities, viewed 13 September 2017,

<http://www.acara.edu.au/curriculum/cross-curriculum-priorities>.

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Australian Human Rights Commission 2017, Face the facts: Aboriginal and Torres Strait Islander
Peoples, Viewed 13 September 2017, <https://www.humanrights.gov.au/education/face-facts/face-
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Australian Institute for Teaching and School Leadership (AITSL) 2017, Improving teaching in
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City of Mitchem 2017, Colebrook Blackwood Reconciliation Park, Viewed 13 September 2017,
<https://www.mitchamcouncil.sa.gov.au/page.aspx?u=1249>.

Queensland Government 2011, Embedding Aboriginal and Torres Strait Islander Perspectives in
schools, Viewed 13 September 2017,
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Queensland University of Technology (QUT) 2017, YDM Teacher Development Training, Viewed 13
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Racism.No way! (#1) 2015, Understanding racism, Viewed 13 September 2017,

<http://www.racismnoway.com.au/about-racism/understanding-racism/>.

Racism.No way! (#2) 2015, Lesson Ideas, Viewed 13 September 2017,

<http://www.racismnoway.com.au/teaching-resources/anti-racism-activities/lesson-ideas/>.

Matthew Gove Teaching and Learning in Aboriginal Education ID:110173900

Racism.No way! (#3) 2015, Cooling Conflicts, Viewed 13 September 2017,
<http://www.racismnoway.com.au/teaching-resources/cooling-conflicts/>.

SACE Board of Sa (#1) 2017, Aboriginal perspectives in subjects, Viewed 13 September 2017,
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SACE Board of Sa (#2) 2017, SACE Board Aboriginal Education Strategy, Viewed 13 September 2017,
<https://www.sace.sa.edu.au/schools/aboriginal-students/sace-aboriginal-education-strategy>.

Walford 2017, Botanic Gardens and Tandanya Indigenous Education, Viewed 13 September 2017,
<https://www.walford.net.au/news-events/school-news/botanic-gardens-and-tandanya-indigenous-
education/>.

Matthew Gove Teaching and Learning in Aboriginal Education ID:110173900