1.

“Research shows that students must attend school at least 90 per cent of the time
to gain maximum benefit from the learning. Low levels of literacy and numeracy
are often directly related to poor attendance” (Department of Education, 2011, p.
6).
Discuss some of the major issues influencing school attendance for Aboriginal
students. Making reference to the Aboriginal Cultural Standards Framework
(Department of Education, 2015), describe some strategies teachers can implement to
improve the attendance of Aboriginal children?

Children are required to attend school as it is essential in teaching young Australians to gain
the skills required for life (Department of Education, Employment and Workplace Relations
(DEEWR), 2020). Therefore, if children do not regularly attend school they will not be
learning and developing these skills. Consequently, when children have irregularly
attendance learning skills are harder to develop. There is sufficient evidence on when
children’s attendance is consistent the better their results of learning will be (Purdie &
Buckley, 2010). Therefore, when children are regularly not attending class, they will
experience notable amount of disruption to their learning. Purdie and Buckley (2010)
explained that 2 years of education over 10 years will be lost if a child misses more than one
day of schooling her week. This explains the problem irregular attendance can make on only
missing one day a week. It has been noted that not achieving the core skills developed in
school is one of the main contributors to removing Aboriginal disadvantage (Purdie &
Buckley, 2010). When children miss school, it is obvious that they will fall behind and a
consequence of this is that they are likely to leave school early and not go onto further
educational pathways (Purdie & Buckley, 2010).

There can potentially be a numerous amount of reasons that a child is not attending school.
The reasons change in accordance of the current time and the environment the students are
in. The educator is required to take this into account before getting upset or disciplining the
students for missing a day or consecutive days. Reid (2008), has produced 9 reasons children
could theoretically not be attending class. Parents and carers are one, they may believe that
it is unnecessary to send their children to school. Also, the parents not accepting their legal
responsibilities on enrolling their children (Reid, 2008). There could also be pressure
between Aboriginal families on sending their children to school as well as not believing in
what is being taught. They may also consider that other event are more important or the
cultural beliefs are that all must attend and this is where the children could miss a week of
school, due to a funeral for example.

Second to this is the society that the child is situated will impact their attendance (Reid,
2008). The society may not value education therefore it will not be encouraged or deemed
important for children to attend. Also, the welfare support practices of the society will have
major impacts on children's attendance. Following this the school in the child's area may not
have respectable teachers that are willing to adapt their teaching to benefit Aboriginal
children, therefore the children will not be engaged and choose not to attend (Reid, 2008).
Schools and teachers may have inconsistent approaches to children being absent, hence the
children do not want to upset the teacher and if they are having to miss school for family
events, they will not want to come back and get in trouble. The government also has relaxed
application of law regarding schooling as well as creating the curriculum that may be
considered unbecoming to some (Reid, 2008). Schools may be confronting to some,
therefore alternative schooling places may be beneficial to a vast amount of Aboriginal
areas. Students may not have career aspirations therefore they do not see the need to go to
school to develop the skills (Reid, 2008). The list of reasons goes on and on, therefore
teachers need to be understanding of the potential reasons of children being absent and
adapt their curriculum to make children want to come to school and see how beneficial it is.
The diagram bellow shows more likely reasons Aboriginal children could be absent from
school.

(DEEWR, 2020).
The aims of the Aboriginal Cultural Standards Framework relate to strategies for improving
Aboriginal student attendance through the five standards. Within the standard
‘relationships’ there is an emphasis on educators forming positive relationships with the
students, families and local Aboriginal families (Department of Education, 2015). The
teacher needs to spend time with students to show that they are human as many Aboriginal
students feel as though they are brought up under white authority and this is not how
teachers should be respected. Leadership is the following standard which highlights the
focus on improving education on the individual or school-wide focus (Department of
Education, 2015). Here the school leaders will be able notify teachers when children
attendance is not consistent, and the educator will be able to put action plans that have
been created in place. ‘Teaching’ is another standard where teachers must have high
expectations of children and adjust their teaching to enable students to reach their full
potential (Department of Education, 2015). By teachers adapting their teaching to suit
Aboriginal children needs, this should engage children in the classroom which should
improve their attendance. The environment is another standard which focuses on culturally
inclusive environments for Aboriginal students (Department of Education, 2015). By the
environment being welcoming and incorporating Aboriginal culture, this should allow the
students to feel more comfortable, safe and willing to come to school. Resources is the final
standard where schools implement resources to improve the learning outcomes of
Aboriginal students (Department of Education, 2015). By proving resources that Aboriginal
children are engaged with may promote and drive the children to attend.

By the teacher implementing and using the Aboriginal Curriculum Standards Framework
(ACSF) successfully, Aboriginal students can be encouraged to attend. By the teacher being
culturally responsive the teacher will be able to show that they are able to understand,
cooperate and communicate successfully with people from a cultural background different
from one’s own (Department of Education, 2015). By the teacher being able to express this
it is providing the Aboriginal students with a teacher that is accessible and respectable of all
students and as well to the Aboriginal students’ parents and community. This will allow
children to feel supported and encouraged to attend. By the teacher showing respect for all
cultures, self-reflecting and wanting to expand their knowledge on Aboriginal culture,
displays to Aboriginal people that they are trying to better themselves to accommodate and
have their students reach their full potential. By the teacher working collaboratively with
parents and communities, this will assist on setting a clear direction for Aboriginal students
(Department of Education, 2015). By the educator displaying all the above, being responsive
to the needs of children and being able to assist children in all learning opportunities the
Aboriginal students will feel encouraged and supported to attend school.

Teachers can implement many strategies in order to encourage students to have regular
attendance. This can begin with the way the teacher develops the curriculum and pedagogy,
as it is required for the teacher to embed Aboriginal cultural outlooks which will support the
children’s attention and retention (Purdie & Buckley, 2010). Another strategy schools use is
teaching staff working together, involving students and their parents, in taking a whole-
school approach in order to increase attendance. Implementing early intervention schemes,
for when teachers recognise that attendance is becoming an issue (Purdie & Buckley, 2010).
Teachers need to make clear expectations around behavioural management which
addresses bullying, harassment and peer pressure, this will in theory prevent children from
being absent due to another children's behaviour (Purdie & Buckley, 2010). Creating extra-
curricular activities that the children with irregular attendance have may drive them more to
be at school therefore they will not miss out of these activities. Teachers can also request
professional development courses to further their learning on how to best accommodate
Aboriginal students (Purdie & Buckley, 2010). Creating a small space in the classroom that
has resources from the library based on Aboriginal culture and activities to make the
children feel respected and supported in their learning environment. Allowing children more
use of computers throughout the day therefore they feel more control of their learning. This
is a strategy of a teacher that is adapting their teaching to benefit Aboriginal children
(DEEWR, 2008).
 2. The responsibility for making improvements in educational outcomes must be a
shared one.
Describe why it is important to develop strong school-community partnerships. Discuss
the historical factors impacting on Aboriginal parental involvement in school communities
and making reference to the Aboriginal Cultural Standards Framework (Department of
Education, 2015), suggest strategies for involving parents and community in schools.

There are many benefits for schools and in particular teachers in creating strong
partnerships with Aboriginal parents and communities. Both parents and communities are
extremely diverse, this involves their backgrounds, knowledge, cultural connection,
schooling backgrounds as well as employment history (Harrison & Sellwood, 2016). Schools
can use this to benefit all Aboriginal learning as well as non-Aboriginal students. Community
members or parents can come into the classrooms and discuss all things mentioned above
as well as when planning events and programs these people should be encouraged to be
involved with the decision making of the school, community can bring excitement into the
class (Harrison & Sellwood, 2016). By forming strong partnerships this will promote and
support Aboriginal students to achieve the learning objectives.

There are many historical factors that may impact relationships between schools and
Aboriginal people. Early experiences of white people engaging with Aboriginal people was
not as it is today. Engagement involved violent conflict, the denial of basic human rights,
discrimination, separated from families and more (Hunt, 2013). The effects of these traumas
on Aboriginal families and society are still unresolved to this day, as some of these traumas
only ending in the 1970’s (Hunt, 2013). As Aboriginal families are still traumatized from what
they have experienced, schools and educators need to take this into account when they are
wanting to connect and from positive relationships with the elders and community. There
are many strategies schools can consider when engaging with Aboriginal people due to their
harsh history. Aboriginal people may have a lack of trust for white people and refuse to
engage, therefore schools need to build upon this lack of trust to be able to successfully
engage (Hunt, 2013). Due to the history of Aboriginal people, their societies are built on a
strong cultural foundation, therefore this also will be required to consider.
Elders hold their culture and history with up most respect and by having them come in and
share their story with student will create respect for Aboriginal people as well as
understanding of their culture (Harrison & Sellwood, 2016). Teachers need to develop their
curriculum with inclusion of these people, to best benefit students. By schools forming
these positive relationships this will be develop children, teacher and the community’s
education cultural experiences (Harrison & Sellwood, 2016). This will provide cultural
learning which has to potential of encouraging teaching and learning.

There are two standards in the Aboriginal Curriculum School Framework that relate to
school and community partnerships, however, it is not only these two that relate.
Relationships and resources are the two standards that are heavily related to the school and
community partnerships. Relationships involve teachers engaging personally with local
Aboriginal people in the community, this is where teachers can draw upon Aboriginal
people’s expertise and form partnerships (DEEWR, 2020). This standard also explains the
importance of establishing and maintaining positive relationships with Aboriginal students,
parents and the community. Within the resource's standard it emphasises the importance
of acknowledging and valuing Aboriginal staff by drawing upon their knowledge (DEEWR,
2020). The two standards previously mentioned in the Aboriginal Curriculum School
Framework explains the relation between the school and the community partnerships.

Parents/carers should be supported by teachers to be involved in the education of their own

children. There are many considerations that the teacher needs to consider making sure
they are not overstepping the mark. Each teacher is different and would use different
strategies in order to involve parents in their children’s learning. The teacher should begin
with creating a welcoming environment for Aboriginal parents; therefore, they feel
comfortable in coming into the classroom (Higgins & Morley, 2014). Teachers should be
enabling parents to support their children whilst actively including parents in their programs
and individual learning plans. By having the parents involved in the classroom will allow
parents to support other parents when in need. There are many ways teacher can
implement this, which involves parent teacher interviews, parent nights, homework centres
and parent helpers (Higgins & Morley, 2014). It is vital to get parents involved as when
children see their parents getting involved, they will be further inclined to get involved
themselves.

There are many culturally responsive practices that can build strong school and community
partnerships. Harrison and Sellwood (2016) have created eight ways of connecting school's
positivity with Aboriginal people. One practice involves beginning from a place of strength,
where schools need to focus on the potential assets, benefits and knowledge people bring
rather than weaknesses and limits. Schools need to ‘acknowledge the knowledge ‘, this
involves schools acknowledge the knowledge of Aboriginal people and what they can
potentially bring to school (Harrison & Sellwood, 2016). All states and territories also have
access to an Aboriginal Consultative Group, these groups can help schools make connections
with Elders in the community. Another responsive practice includes ‘engaging to empower’,
this involves when planning activities or projects involving the community, families and
children as this will empower them to be involved and engaged (Harrison & Sellwood,
2016). The teacher can also include Aboriginal families and communities when planning
children's learning plans which can potentially promote further engagement and insight in
how to support the wellbeing and academic outcomes of children. Welcome to country and
Acknowledgement to country is another practice as this can be a time where schools invite
Aboriginal people into the school to do this and are also able to explain the importance and
meaning of this. Following this practice, schools employing Aboriginal people shows that the
school is investing in the community and also Aboriginal students may see these people as
role models. There are many more practices schools can put in place in order to build strong
relationships with the community.
 3. What are the fundamental principles for improving the learning outcomes for
Aboriginal students?
Making reference to the Aboriginal Cultural Standards Framework (Department of
Education, 2015) discuss student engagement, student attendance and the importance of
understanding and respecting Aboriginal students’ cultural backgrounds in your response.

Engagement is extremely important and critical for all learners. Purdie and Buckley (2010)
explained that for all Australians, engagement is the main influence affecting the potential
life opportunities. For the children to gain skills, knowledge and understanding which all
surrounding children’s academic achievement is based on if the children are engaged
(DEEWR, 2020). If children are not being engaged their academic achievements will be
impacted as well as the students sense of belonging and dignity. Engagement can be broken
into three dimensions which are behavioral, affective and cognitive (DEEWR, 2020).

There are three central avenues in achieving engagement of Aboriginal students in schools
(DEEWR, 2020). The three central elements are required and essential. The first element is
cultural recognition, acknowledgement and support, this is one of the elements that
encourage Aboriginal students’ behaviour, cognitive and affective engagement. To support
these teachers, need to be collaboratively planning with students, parents/carers and the
community, this will be encouraging involvement of Aboriginal people in the school. When
children notice this, they will be more willing to engage as the people they trust have been
involved (DEEWR, 2020). Another central element that needs to be implemented to support
engagement is the development of requisite skills (DEEWR, 2020). This is where the teacher
needs to display that they understand that English is not the first language for Aboriginal
students. The teacher will also come to recognise the benefits of implementing learning the
learning styles that best suit the children in their care, an example of this is allowing children
the access to computers as research shows that children feel more in control and
empowerment when using computers (DEEWR, 2020). Building adequate levels of
participation is the final element, where teachers will focus on creating a safe and secure
environment for students as well as parents and community. Here the teacher can form
positive relationships with students, parents/carers and the community (DEEWR, 2020). This
will support the development of affective involvement and empower students to make real
decisions making about their learning. All these elements require student, community and
school involvement to achieve the best possible results for Aboriginal students.
Engagement is important for encouraging regular attendance. This is because if children are
not engaged in what is being taught, they are not going to want to attend. The
consequences of this that children with irregular attendance will impact on their academic
achievement as well as the students sense of belonging and self-worth (DEEWR, 2020).
Thus, teachers need to be engaging students in their learning for the children to further
their academic understanding as well as knowledge, skills and confidence to support the
children through their schooling and moving into training, employment and higher
education after they have completed year 12 (DEEWR, 2020).

There are many ways that teachers can engage Aboriginal students at school. The teacher
needs to begin with understanding the way in which children learn best. Harrison and
Sellwood (2016) explain that children learn though through observation, trial and error,
learning by doing rather than theory and learning though context-specific activities rather
than through theory. By the teacher understanding this they will be able to create their
lessons to promote student success. As the teacher I will be creating a safe and welcoming
environment where the children feel a sense of belonging. When the students are feeling
this, they will engage as they feel supported and safe within their environment (Harrison &
Sellwood, 2016). I will endeavor to inspire children about the future hopes and dreams and
find out what they want to do after school to use this as an incentive to engage. As the
teacher I will relate their learning to be based on what they are aspiring to be. As the
teacher I will also keep continuous observation on students’ relationships as they need to be
supported by other students and feel comfortable and supported by their friendship groups.

Culturally responsive teaching practices can improve learning outcomes for Aboriginal
students. When a teacher is culturally responsive, they have formed the ability and
understanding to adapt the curriculum to be relevant and appropriate for children to
succeed. This will assist in engaging Aboriginal students and motivating them to learn. By
the teacher being culturally responsive they will have the capability to set out learning
intentions by knowing what is intended in the students learning (Department of Education,
2014). This can be done through the teacher explaining to the students the process and
allowing them multiple opportunities to engage with the learning outcome. Within literacy
and numeracy, teachers can plan for learning that builds on student's prior knowledge, skills
and experiences (Department of Education, 2014). As a culturally responsive educator has
formed positive relationships with children, they should understand children's knowledge
and be able to build upon this.

Another practice that culturally responsive teachers will use to improve learning outcomes
by adapting their teaching to allow children to work and learn in a collaborative
environment (Department of Education, 2014). Here the teacher can create an environment
that promotes engagement and cultural respect to maximize learning. Another practice that
would improve learning outcomes would be communicating high expectations that is held
for all students (Department of Education, 2014). This is done through the teacher providing
children with appropriate learning experiences and modelling to children how they can
reach these expectations. Teachers will also be able to integrate literacy and numeracy into
other learning domains (Department of Education, 2014). This will allow children to see how
literacy and numeracy relate to many areas in life which explains the importance of
developing skills.