EDU3TIL: Review of Indigenous Resources and Planning for Activities

This report provides a comprehensive review of Indigenous resources used in teaching Aboriginal and Torres Strait Islander education, focusing on resources like the Standard Inquiry Matrix, the Eight Way Framework, and Koorie English online. It includes an activity planner template and a reflective essay that emphasizes the importance of understanding and incorporating Indigenous perspectives in the national curriculum. The report highlights the need for educators to examine the needs of Aboriginal students, design effective curricula, and craft appropriate teaching strategies. It also discusses the significance of adding value to Indigenous knowledge and fostering a culturally inclusive learning environment through frameworks like EATSIPS, which focuses on personal reflection, whole school ethos, and classroom ethos. Desklib offers a variety of solved assignments and study tools for students.

EDU3TIL Review of
Indigenous resources and
planning for activities
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TABLE OF CONTENT
INTRODUCTION...........................................................................................................................3
MAIN BODY...................................................................................................................................3
Review of 3 resource used in teaching Aboriginal and Torres Strait Islander education:...........3
Resource for Aboriginal and Torres strait Islander:....................................................................5
Part C: A reflective eassy on indigenous:....................................................................................6
REFERENCES................................................................................................................................7
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INTRODUCTION
Indigenous group is one of the most common and important community in the Australia,
this community have special requirement in education process. Aboriginal, Torres and Strait
Islander community need education that help community to recognition in the country and in the
world Mills, Creedy & West (2018). This report will discuss three indigenous resource that are
valuable in addressing student from aboriginal and Torres Strait Islander. Later this report will
fill out activities planner template to plan learning lesson used in the class. At last this report will
discuss reflective essay allow to main max. knowledge about aboriginal pedagogy and
perspective in the lesson.
MAIN BODY
Review of 3 resource used in teaching Aboriginal and Torres Strait Islander education:
Standard Inquiry Matrix: This is one of the best teaching resource used by educator while
addressing aboriginal group, learner from this culture demand special need of learning. Educator
have to provide the best opportunity to each group or individual, this matrix is design to map
proficient level of education to aboriginal group through inquiry based approach. This matrix
contains some important element or column, these are: Professional knowledge: This column in this matrix allow teacher to know their
aboriginal student and understand how they interact with education and how they gain
max. knowledge. It is very clear educator first need to understand their student to meet
their demand, stages of this matrix denote establishment of content for learning,
professional conversations and observing aboriginal learning process Biddle, (2018). This
matrix is considered as best resource because this focus on inquiry based approach of
teaching. Professional practice: This area in this matrix highlight planning process where educator
have to plan best teaching program for aboriginal group or student, this area help
educator to effectively teach their student by planning strategies. Educator may ask
question for inquiry to gain max. knowledge about aboriginal group and their learning
process. In professional practice, educator may create and maintain supportive learning
environment for aboriginal student and allow them to feel safe.
 Professional engagement: This element in matrix is important as educator have to
monitor their working while collecting or observing progress in aboriginal student,
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collecting feedback from student and sub ordinate allow educator to improve their
approach towards aboriginal student Bodkin-Andrews & Carlson, (2016). Educator may
consider this matrix as best teaching resource while addressing aboriginal student in
education area.
The Eight Way Framework: This is one of the best teaching resource that allow educator to
address learning need of aboriginal student, this framework is mainly used by the teacher to
provide in depth knowledge to student and help them to explore their community as well as other
community Ketheesan & et.al., (2020).. This framework help in connecting eight pedagogies that
support aboriginal, Torres and strait islander learner, this may include: Strong sharing: Strong sharing is one of the best pedagogies in eight learning
frameworks where educator share stories to educate aboriginal and Torres student. Story
keep teaching interesting where learner gain max. knowledge. Deconstruct and reconstruct: These pedagogies allow educator to break down important
and spacial topic into chunks, later process of reconstruct is continued where learner
build capabilities to reconstruct topic and gain max. knowledge. Non linear: This element in frameworks allow educator to understand that indigenous
pedagogy about learning is not sequential, this learning is continuous with relational
endeavour. In this learning, aboriginal student solve problem with deeper knowledge and
connection with existing knowledge. Land links: Land links means educator try to teach learner through connecting land and
their history with each other allowing learner to gain max. knowledge about land and
different community existed in these land. Community links: This simply means educator have to connect value and belief of
different community allowing aboriginal pedagogy to focus on real life purpose and
better knowledge of different community. Non verbal: This area focus non-verbal teaching where educator creates strong emphasis
on body language, educator want aboriginal learner to gain knowledge with non-verbal
through experience Schwab (2018). Learning map: This is an international way of learning things, educator have to map or
have to create pathway that allow aboriginal learner to learn new things.
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 Symbols and images: This is important element in these frameworks allow educator to
use image and metaphors to teach aboriginal student and help them to gain max.
knowledge.
Koorie English online: Koorie English is common language used on indigenous group or
community, this is quite different from Universal English. Educator have to craft different
learning strategies, using Koorie English as teaching resource is one of the best way to meet the
demand of aboriginal student, there are certain implementation which an educator have to
perform, these are:
 Reinforce Koorie English in the classroom allow aboriginal student to understand and
compile with learning environment of the classroom.
 Educator have to introduce Koories English in literacy learning program to allow
aboriginal student to gain max. knowledge.
 Supporting Koorie English speaker to understand Standard Australian English, this
allows them to gain max. knowledge about native language and help them to become part
of other group of student.
 Incorporate standard Australian English, this is one of the most important part for every
educator to support Koorie English, but they have to promote standard or native English
as well, this will allow aboriginal student to gain max. knowledge in standard English and
develop a sense of togetherness.
Resource for Aboriginal and Torres strait Islander:
Speak up booklet: This is one of the most common type of resource which can be used in
education of Aboriginal and Torres Strait Islander where learners are taught about respecting
women in the society. Speak up booklet is the best resource where learner explore learning, this
resource is best in respecting Aboriginal and Torres Strait Islander.
Video resource: This is another effective resource which is used in the process of educating
Aboriginal and Torres Strait Islander. For example; video of Scott Prince where learner explore
different area of learning. Here, learner become active and gain max. knowledge. Apart from
this, video of Shelley Ware here story is been discussed with respect to community and of the
Australia.
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Part C: A reflective eassy on indigenous:
Indigenous group or community is important part of the society, they demand good
academic process, I believe indigenous community or student focus on academic achievement. It
is very important for educator to focus on these communities as they seek better opportunity in
academic and development Lai & et,al., (2018). As a educator, it is important for me to examine
need of aboriginal student, design effective and best curriculum and crafting effective teaching
strategies to meet the need of these learner. It is important for education sector to add value of
indigenous group, this community is explorable where educator can gain wide range of
knowledge.
It is very important to add aboriginal and Torres Strait Islander perspective in national
curriculum because focusing on diverse culture will allow education process to become more
effective. I believe this will unlock opportunity for educator to become more effective in
curriculum process, focusing on indigenous group will help young Australians to explore area of
development and allow them to become effective. I will add certain element that help me to
embed indigenous perspective, these are:
Understanding indigenous knowledge framework: It is very important to understand
indigenous knowledge, as a educator, I will be focusing on gain max. Knowledge about
aboriginal and Torres community as this will help me to address their special need. Every learner
have their own needs in education process, educator have to identify this need and have to work
accordingly. It is very important for educator to address indigenous group with proper teaching
strategies for example; understanding their community and their special need of learning.
As a teacher, I will be considering EATSIPS framework, this will allow me to address
indigenous group and help me to become effective towards student, there are certain components
of EATSIPS framework, these are:
Personal reflection: Personal reflection is one of the most important element in EATSIPS
framework that allow educator to focus on personal reflection while addressing indigenous
group. For example’ addressing student of aboriginal group, as a educator I will carry personal
holistic view about this community and their culture allowing me to gain deeper knowledge of
aboriginal and Torres community, this will help me to address learning need of indigenous group
and help me to become stable in academic process.
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Whole school ethos: This is one of the most important thing in the process of addressing
indigenous group as this will allow school to reflect value of aboriginal group or community, it is
important to focus on this group and provide them valuable teaching that allow them to explore
area of development. As a educator, I will be focusing on and taking active participation in
school planning process that address aboriginal and Torres student in education process.
Classroom ethos: This is another important area where educator need to focus on, this will
allow educator to craft certain policy for effective classroom and balancing inclusive curriculum
Le Grande & et.al., (2017). Student belonging to indigenous group will get pedagogy and
balance experience in classroom, as a educator, I will be designing cooperative planning that
allow me to focus on betterment of classroom.
REFERENCES
Books and journals
Biddle, N. (2018). A human capital approach to the educational marginalisation of Indigenous
Australians. Canberra, ACT: Centre for Aboriginal Economic Policy Research
(CAEPR), The Australian National University.
Bodkin-Andrews, G., & Carlson, B. (2016). The legacy of racism and Indigenous Australian
identity within education. Race Ethnicity and Education, 19(4), 784-807.
Ketheesan & et.al., (2020). Stress, allostatic load and mental health in Indigenous
Australians. Stress, 23(5), 509-518.
Lai & et,al., (2018). Factors affecting the retention of indigenous Australians in the health
workforce: a systematic review. International journal of environmental research and
public health, 15(5), 914.
Le Grande & et.al., (2017). Social and emotional wellbeing assessment instruments for use with
Indigenous Australians: A critical review. Social Science & Medicine, 187, 164-173.
Mills, K., Creedy, D. K., & West, R. (2018). Experiences and outcomes of health professional
students undertaking education on Indigenous health: A systematic integrative literature
review. Nurse education today, 69, 149-158.
Schwab, R. (2018). Twenty years of policy recommendations for indigenous education:
overview and research implications. Canberra, ACT: Centre for Aboriginal Economic
Policy Research (CAEPR), The Australian National University.
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