Essay

Teaching and Learning Aboriginal Education Assessment 2
Essay
Aboriginal and Torres Strait Islander Studies is the study of Aboriginal and Torres Strait
Islander societies, past and present, including histories, cultures, values, beliefs, languages,
lifestyles and roles, both prior to and following invasion (Buckskin 2012; Craven 2011;
Price 2012). Every Australian child has the right to learn about Australia’s rich cultural
heritage and be challenged by the social issues facing all Australians (Craven 2011). This
essay will discuss how essential it is for teachers to incorporate Aboriginal and Torres
Strait Islander perspectives into all learning areas of the Australian curriculum. This essay
will unpack the cross-curriculum priority of Aboriginal and Torres Strait Islander Histories
and Cultures, and give practical examples with a focus on early childhood, Reception to
Year 3. The historical and contemporary issues of community engagement and racism will
also be explored and interconnected with the Australian Curriculum general capabilities of
intercultural understanding, ethical understanding and personal and social capability.
The Australian Curriculum’s cross-curriculum priority of Aboriginal and Torres Strait

Islander Histories and Cultures ‘provides opportunities for all students to deepen their
knowledge of Australia by engaging with the world’s oldest continuous living cultures’
through exploring elements of Identity and Living Communities and the key concepts of
Country and Place, Culture and People (Australian Curriculum, Assessment and Reporting
Authority 2018). Teaching Aboriginal and Torres Strait Islander culture and history benefits
both Indigenous and non-Indigenous students as it enhances their understanding and
appreciation of cultures and Australian history (Craven 2011). This understanding and
appreciation fosters cultural respect, which is an essential value for Australians, given the
multicultural nature of Australia’s society (Craven 2011). On one of my professional
experiences, I was given the opportunity to teach a Year 2 class four lessons of Humanities
and Social Sciences (HASS) on geography, as shown in Appendix 2 (ACARA 2018). As there
were four Aboriginal students in the class, we were able to delve deeper into the planned
Organising ideas of Country and Place OI1: Australia has two distinct Indigenous groups:
Aboriginal Peoples and Torres Strait Islander Peoples, and within those groups there is
significant diversity; Culture OI4: Aboriginal and Torres Strait Islander societies have many
Language Groups; People OI7: The broader Aboriginal and Torres Strait Islander societies
encompass a diversity of nations across Australia; as well as Country and Place OI.2:
Sophie Gravier ID: 110167827 1

Aboriginal and Torres Strait Islander communities maintain a special connection to and
responsibility for Country/Place (ACARA 2018). Class discussions also led to intercultural
understanding as it stimulated students’ interest in the lives of others (ACARA 2018). I saw
students cultivate curiosity, care for others, reciprocity, respect and responsibility, open-
mindedness and critical awareness, not only in the class, but also during recess and lunch
(ACARA 2018).
Schools must be a place where Aboriginal and Torres Strait Islander culture is respected
and celebrated (ACARA 2018; Craven 2011). This can be done by having the Aboriginal and
Torres Strait Islander flag displayed on the school website and school grounds, having
Aboriginal or Torres Strait Islander art from the community displayed around the school,
and recognition of Aboriginal or Torres Strait Islander language group and possible
landmarks. Memories and trauma of unethical laws and regulations 'make many Aboriginal
parents feel uncomfortable about coming to the school’ (Harrison 2011, p. 168) and
therefore, children may not recognise this as a safe place of learning. Teachers need to
develop a positive relationship with Aboriginal and Torres Strait Islander parents,
caregivers and family by building a rapport in person or via email before the school year
(Gollan and Malin 2012). As it is the educator’s responsibility to plan lessons where
Aboriginal and Torres Strait Islander students can see themselves, their identities and their
cultures reflected in the curriculum of each subject (ACARA 2018). The teacher may invite
Aboriginal and Torres Strait Islander parents to support them to make cultural links and
even be involved in planning and implementing cultural knowledge and experiences
(Craven 2011; Price 2012). This is an effective strategy to not only build strong relationships
with parents, caregivers and family but also to build the self-esteem of Aboriginal and
Torres Strait Islander students (AITSL 2017). As Tina Quitadamo (cited in Gollan & Malin
2012, p. 149) a Gundjitmara women, expresses in her letter to her son’s teacher, ‘similar to
our Dreaming, […] quality [education] should be an evolving, holistic, healing, educative
and spiritual process that provides meaningful opportunities for personal growth. It
teaches us the rules for living, caring and understanding our environment, our social
relationships, the importance of our land and animals, the history of our people, learning
messages from our Ancestors and much more’. Teachers that develop genuine
relationships with Indigenous students and families, and focus on culturally appropriate
education, ‘ensure that Indigenous students achieve the same psychosocial and

educational outcomes (such as: academic self-concept, motivation and engagement) as
their non-Indigenous peers’ (Craven 2011, p. 13). Craven (2011), supported by the
Productivity Commission (2009, cited in Craven 2011) strongly believes that the quality of
teachers can make the biggest difference in determining student outcomes. Forming
positive partnerships between Aboriginal and Torres Strait Islander parents encourages
their child to attend school and engage in learning, which increases student outcomes
(Harrison 2011).
Unfortunately, Gollan and Malin (2012) assert that due to the ongoing experience of racism
for Aboriginal families at schools, Aboriginal children feel intimidated and distrusting of
non-Aboriginal students, which causes Aboriginal student disengagement. The South
Australian Department of Education and Children’s Services (DECS 2007, cited in Gollan &
Malin 2012) recommend a ‘whole school approach’ to prevent racism, where the school’s
staff, principles and leadership team identify as an agent of change and develop a genuine,
open and clear inclusive learning culture. With an inclusive learning culture, students can
learn about multiculturalism, including Aboriginal Studies, with respect and acceptance. It
is vital for teachers to implement Aboriginal Studies in all areas of the curriculum so that
students can build a true understanding of Aboriginal culture, and therefore diminish
stereotypes and racial vilification. Craven (2011) reports that when children learn about
different aspects of a culture, they recognised that stereotyping is wrong and inappropriate
because people only know what they are exposed to, and not all people from the same
culture are exposed to the same life experiences. Children also learnt not to make
assumptions or generalisations as everyone has different skills depending on their
opportunities, challenges and learning environment (Craven 2011). This links with the
general capability of ethical understanding and the elements of reasoning when making
decisions and acting ethically as well as the capacity to make reasoned ethical judgements
(ACARA 2018).
Price (2012) concurs that the cultural arrogance and racism has been damaging Aboriginal
and Torres Strait Islander people for more than 200 years, which is unacceptable.
Leadership through genuine respect for and trust in Aboriginal and Torres Strait Islander
cultures must be shown by the Australian government and educators to be successful in
closing the gap (Price 2012). The Closing the Gap framework has provided the architecture

for Commonwealth, state and territory governments to work with Aboriginal and Torres
Strait Islander people in a holistic way to improve educational, mortality and employment
outcomes (Commonwealth of Australia 2018; Craven 2011). The Commonwealth of
Australia (2018) recognises that over the last ten years, our understanding of Aboriginal
and Torres Strait Islander cultures has increased enormously, which, in turn, positively
changed our practices. Though this incredible change in practices is commendable, we still
have not been able to have ‘reconciliation take place in the hearts and minds of all
Australians, through people working together to change communities, workplaces, sectors
and organisations around the country’ (Communications Strategy 2000, cited in Short
2005). Tina Quitadamo (cited in Gollan & Malin 2012) urges teacher to work with
Aboriginal families, Elders and communities because together, we can firstly concentrate
on working towards closing the gap between the “them and us” mentality. Dr Chris Sarra
(2008, cited in Buckskin 2012) also concurs by saying ‘it is time for doing things “with”
Indigenous communities and not “to” Indigenous communities’. At work and on my
placements, at school and in kindergartens, I make sure to introduce myself to parents and
caregivers and get to know them. Through this, I have been able to invite Aboriginal
parents to come, read a Dreaming story and share Aboriginal art. This extended student’s
experience and understanding when exploring ideas, experiences, observations and
imagination to create visual artworks and design, including considering ideas in artworks by
Aboriginal and Torres Strait Islander artists (ACAVAM106) (ACARA 2018).
Education is the key to reconciliation as students develop intercultural understanding,

ethical understanding and personal and social capability from a young age (ACARA 2018;
Craven 2011; Price 2012). The Reconciliation Action Plans (RAP) in early learning centres
and schools provide a framework to support the national reconciliation movement
(Narragunnawali 2018). ‘While National Reconciliation Week is a great opportunity to teach
about reconciliation, it is important to integrate reconciliation into regular teaching and
learning programs throughout the whole year’ (Narragunnawali 2018). For example, every
morning in class and at every assembly, different students, staff or community members
should present the “Welcome to Country” or “Acknowledgement of Country” in creative
ways to reawaken the meaning of respect to culture, land and relationship between
Indigenous and non-Indigenous people, and remember the importance of reconciliation
(Respect, Relationships and Reconciliation 2018). This daily creativity, links with the cross-

curriculum priority’s design for all students to engage in reconciliation, respect and
recognition of the world’s oldest continuous living cultures (ACARA 2018). It also links with
the Professional Standards Focus Area 2.4: ‘Understand and respect Aboriginal and Torres
Strait Islander people to promote reconciliation between Indigenous and non-Indigenous
Australians’ (AITSL 2017).
On my professional experience, in a Reception class, we sang Kaurna Land

Acknowledgment Song in the morning and discussed why it was important, found in
Appendix 1. In music, my students were exposed to various instruments from different
Aboriginal and Torres Strait Islander language groups to discuss the use and materials they
were made from. A Kaurna student and I taught the class the Heads, Shoulders, Knees &
Toes song in Kaurna language, found in Appendix 1. Harrison (2011, p.43) states that by
having teachers and children from different backgrounds and different experiences, new
insights can be gained. Having a Kaurna student teach her classmates and share more
songs with them added another level of cultural understanding to her classmates as well as
promoted her self-identity (Craven 2011; Harrison 20011). These link to the learning area
of music, specifically looking at the content description: ‘Respond to music and consider
where and why people make music, starting with Australian music, including music of
Aboriginal and Torres Strait Islander Peoples (ACAMUR083)’ (ACARA 2018). This learning of
Kaurna land and Kaurna language develops children’s understanding of Culture: OI.4
Aboriginal and Torres Strait Islander societies have many Language Groups (ACARA 2018).
Every Australian child has the right to be empowered to act on social issues in order to
create a better society (Craven 2011). Learning about Aboriginal and Torres Strait Islander
history and culture can help students understand the truth about Australia’s history and
how the historical causes still affect Aboriginal and Torres Strait Islander families and
communities (Craven 2011). Through critical and creative thinking, students learn to
generate and evaluate knowledge, reflect on reconciliation, reflect on their action or
inactions, and contribute to initiatives on these issues (ACARA 2018). This also resonates
with the general capability of intercultural understanding as it assists students in becoming
responsible local and global citizens, ‘equipped through their education for living and
working together in an interconnected world’ (ACARA 2018).

In conclusion, it is crucial to incorporate the cross-curriculum priority of Aboriginal and
Torres Strait Islander Histories and Cultures in all subjects. Teaching Aboriginal and Torres
Strait Islander culture and history benefits both Indigenous and non-Indigenous. Through
this continuous learning and discovery, students will develop intercultural understanding,
ethical understanding and personal and social capability. Cultural arrogance and racism has
been damaging Aboriginal and Torres Strait Islander people for too long. Teachers need to
make sure they create inclusive classrooms, where every child is supported and has a
strong identity and self-awareness. All schools and classrooms must be a place where
Aboriginal and Torres Strait Islander culture is respected and celebrated.
In my future practice as a teacher, I will make sure to build strong relationships with
Aboriginal and Torres Strait Islander families and communities to learn from them and
incorporate their knowledge and experiences in my teaching. I will also search for more
Aboriginal and Torres Strait Islander resources such as Respect, Relationships and
Reconciliation (2018) and Make it count. I will always reflect on the cross-curriculum
priority: Aboriginal and Torres Strait Islander History and Cultures.

References:
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018, Aboriginal and
Torres Strait Islander histories and cultures, viewed 10 October 2018,
<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 (AITSL) 2017, Australian
Professional Standards for Teachers, viewed 20th October 2018,
<https://www.aitsl.edu.au/teach/standards>.
Buckskin, P 2012, ‘Engaging Indigenous students: the important relationship between

Aboriginal and Torres Strait Islander students and their teachers’, Aboriginal and Torres
Strait Islander education: an introduction for the teaching profession, Price, Cambridge
University Press, Port Melbourne, VIC.
Commonwealth of Australia 2018, Closing the gap: Prime Minister report 2018,
Department of the Prime Minister and Cabinet, Canberra.
Commonwealth of Australia 2018, Comment from a curriculum coordinator, What Works,

viewed 20 October 2018,
<http://www.whatworks.edu.au/dbAction.do?cmd=displaySitePage1&subcmd=select&id=
360>.
Craven, R 2011, Teaching Aboriginal studies: a practical resource for primary and secondary
teaching, Allen & Unwin, Crows Nest, N.S.W.
Gay, G 2002, Preparing for culturally responsive teaching, Journal of Teacher Education, vol.
53, no. 2, pp. 106-116.
Gollan, S & Malin, M 2012, ‘Refore and resistance in Aboriginal education’, Teachers and
families working together to build stronger futures for out children in schools, UWA
Publishing, Crawley, pp. 149-173.
Harrison, N 2011, Teaching and learning in Aboriginal education, 2nd edn, Oxford
University Press, South Melbourne, VIC.
Narragunnawali 2018, What is RAP?, Reconciliation in Schools and Early Learning, viewed
20 October 2018, <https://www.narragunnawali.org.au/raps/what-is-a-rap>.
Price, K 2012, Aboriginal and Torres Strait Islander education: an introduction for the
teaching profession, Cambridge University Press, Port Melbourne, VIC.
Respect, Relationships and Reconciliation 2018, Aboriginal and Torres Strait Islander
education: Resources for pre-service teachers, viewed 20 October 2018,
<https://rrr.edu.au>.
Short, D 2005, Reconciliation as education: the council and the ‘Peoples Movement’, Journal
of Australian Indigenous issues, vol. 8, no. 3-4, pp. 33-52.

Appendix 1
Kauna Land Acknowledgment Song

We live on Kauna land,
We live on Kauna land,
We are happy to be living on this beautiful land.
Thank you Kauna land,

Thank you Kauna land,
Thank you Kauna people for sharing your land.
Mukarta, Kartaka, Mampa, Tidna

Heads, Shoulders, Knees & Toes song in Kauna Language:
https://www.youtube.com/watch?v=-oewPAYbdPY&feature=share

Appendix 2 - HASS Unit Plan
HASS Lesson Plan 16.5.18
Yr Level 2 Curriculum Link: The idea that places are parts of Earth’s surface that
Lesson Topic: have been named by people, and how places can be defined at a
HASS variety of scales (ACHASSK048)
Elaborations: examining the names of features and places in the local
Lesson Number: 1 area, the meaning of these names and why they were chosen
- Making a map of significant places in the community, incorporating
symbols to show location of objects or significant features
Unit Aim or Outcome:
Inquiry Questions: “What is a place?” and “How are people connected to their place and
other places?”
Lesson Outcome: (what do I want the students to be able to do, know or think at the end of
this lesson?)
Students will be able to name features and places in the local area (Mt Barker), and make a
map of significant places in the community, incorporating symbols to show location of
significant features.
Cross-curriculum priorities: Aboriginal and Torres Strait Islander
Country/Place OI1 - Australia has two distinct Indigenous groups: Aboriginal Peoples and
Torres Strait Islander Peoples, and within those groups there is significant diversity.
Culture OI4 - Aboriginal and Torres Strait Islander societies have many Language Groups.
People OI7 - The broader Aboriginal and Torres Strait Islander societies encompass a
diversity of nations across Australia.
Resources: (List what you will need to have on hand for your lesson)
Whiteboard or Smart board. Ipads
Lesson Outline
Class discussion on inquiry question: What is a place? Record what children say on board.
Place: a particular position, point, or area in space; a location.
Where do you live? (What is: suburb, state, country).
In their books, students will individually make a map their community, from their house, to
significant places/features (eg: school, supermarket, grandparent house, after-school
activities), incorporating symbols to show location.
If there is time: In groups or 3-4, let children explore Aboriginal language map and have
them record in their books.
Assessment: This is a formative assessment.
Any special considerations or contingency plans: (Consider students with special needs or
the particular needs of your class or school)
Students may not have grandparents or travel much, therefore, use inclusive language.


Yr Level 2 Curriculum Link: The idea that places are parts of Earth’s surface
Lesson Topic: that have been named by people, and how places can be defined at
HASS a variety of scales (ACHASSK048)
Elaborations: examining the names of features and places in the
Lesson Number: local area, the meaning of these names and why they were chosen
2 - Making a map of significant places in the community, incorporating
other places?”
Lesson Outcome: (what do I want the students to be able to do, know or think at the end
of this lesson?)
Students will be able to name and label the states and territories.
Smart board
Lesson Outline
Reflect on last week’s class discussion on inquiry question: What is a: place, suburb,
state, and country?
Prior knowledge: On Smart board, as a class, look at the blank map of Australia and ask
students to draw, name and label the states and territories.
Talk about the vast Aboriginal language groups on the map and how they were split by
the new stated and territories – get children to explore the map while talking about the
history of Australia https://aiatsis.gov.au/explore/articles/aiatsis-map-indigenous-
australia
Ask students what questions they have about geography, Australia, or the world. (For
next lesson)

Yr Level 2 Curriculum Link: The idea that places are parts of Earth’s surface
Lesson Topic: that have been named by people, and how places can be defined at
HASS a variety of scales (ACHASSK048)
Elaborations: examining the names of features and places in the
Lesson Number: local area, the meaning of these names and why they were chosen
3 - Making a map of significant places in the community, incorporating
other places?”
Lesson Outcome: (what do I want the students to be able to do, know or think at the end
of this lesson?)
Students will know how to use Google Maps and atlases. Students will know the name
and location of Australian landmarks.
Smart board, 8 atlases & 8 iPads
3 pictures of landmarks in each state and territory printed out.
Lesson Outline
Reflect on last week’s class discussion and children’s questions.
Group children in 3 (total 8 groups), to find on iPads or atlas where the 6 Australian
landmarks (given to them) are located in Australia and display it on a map of Australia.
Have each group present to the class.
Discuss the names of the landmarks (Aboriginal and English).

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Teaching and Learning Aboriginal Education Assessment 2

The Australian Curriculum’s cross-curriculum priority of Aboriginal and Torres Strait

Sophie Gravier ID: 110167827 1

Sophie Gravier ID: 110167827 2

Sophie Gravier ID: 110167827 3

Education is the key to reconciliation as students develop intercultural understanding,

Sophie Gravier ID: 110167827 4

On my professional experience, in a Reception class, we sang Kaurna Land

Sophie Gravier ID: 110167827 5

Sophie Gravier ID: 110167827 6

Buckskin, P 2012, ‘Engaging Indigenous students: the important relationship between

Commonwealth of Australia 2018, Comment from a curriculum coordinator, What Works,

Sophie Gravier ID: 110167827 7

Kauna Land Acknowledgment Song

Thank you Kauna land,

Mukarta, Kartaka, Mampa, Tidna

Sophie Gravier ID: 110167827 8

Sophie Gravier ID: 110167827 9

HASS Lesson Plan 23.5.18

HASS Lesson Plan 23.5.18

Sophie Gravier ID: 110167827 10

Sophie Gravier ID: 110167827 11

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