Assignment Outline:
Assessment name: Assessment 1: Critical Review
Weighting: 50%
Length: 1500 words or equivalent (approx 500 per resource)
Task Description: Critically review a range of resources for teaching Aboriginal and Torres Strait Islander curriculum content.Provide full referencing details and description of three (3) resources for teaching Aboriginal and Torres Strait Islander curriculum content.
This assignment consists of two (2) parts:
This assignment consists of two (2) parts:
I. You must include an explanation of how and why you would use these resources, noting age/stage group and learning area (as I am studying primary/earlychildhood teaching, these will be linked to the EYLF and/or Australian Curriculum)
II. Apply the guidelines and protocols (outlined below) for selecting and evaluating resources for Aboriginal and Torres Strait islander education to evaluate the learning resources described in Part One of this assignment. (Identify the guidelines and protocols you’re relying upon)
Be sure to do this in terms of:
a. educational value, and
b. cultural appropriateness for incorporating Aboriginal and/ or Torres Strait Islander perspectives.
Aboriginal education policies and frameworks:
State and National governments have developed polices, procedures, strategies and frameworks to support the teaching of Indigenous students, and of Aboriginal and Torres Strait histories and cultures for all students. Explore the following documents:
Qld Policies and strategies (this is the state I will be teaching in)
• QLD action-plan PDF
• Qld Student-succeeding-strategy PDF
• Qld cultural-capability-action-plan PDF
National Policies and strategies
• NATSI Education Strategy PDF
Early Childhood Policies and strategies (I am studying to be both a primary and early childhood teacher. The earlychildhood resource will be relative to the Kindergarten/Preschool age group):
• First Steps – Aboriginal children’s early childhood education strategy 2021-2025 PDF
• Foundations-for-success – Early Childhood – Qld PDF
• NIAA -early-years-summary PDF
• NIAA – National Aboriginal Early Childhood Strategy
Evaluating Teaching Resources:
Resources that contain text that is demeaning to Aboriginal people and culture should be avoided. A lot of materials produced contained stereotyped and generalised information about Aboriginal people. Resources should be accurate, truthful and free from error. Illustrations and photographs portray Aboriginal people positively and not reinforcing stereotypes. Inappropriate language or terminology should be avoided. Provide students with guidance around language use as a learning opportunity. Often it’s not hard to identify terms that should be avoided, and we need to role model identifying racist language for what it is.
Some resources with Australian content ignore Aboriginal people at all. They make little or no reference to Aboriginal and Torres Strait Islander peoples or their perspectives. This may include quite recent publications. Simplistic information can be misleading. How do you think a student in your lesson feels when they cannot see themselves in the world that they are learning about? There have been numerous resources and materials written by, or in consultation with, Aboriginal people who tell their story from their own perspective. It is important that materials and resources recognise contemporary Aboriginal input. Aboriginal voices should be presented in the resources. Resources and support materials for Aboriginal education must express the diversity of Aboriginal cultures. Local resources should be prioritised, and explanation of the difference between Aboriginal groups should be explained. This is why getting to know your local community is important. We cannot just incorporate Aboriginal resources from other places into our local setting without the correct context, explanation, and consultation with community. If a resource includes material of a secret or sacred nature, which is not intended for public knowledge it may cause distress. This can include images of ceremonies, artwork, and names and photographs of people who are now deceased. Building those relationships will allow you to consult with community about to ensure appropriate resources are used. Being aware of these issues, and teaching students to recognise challenges when selecting and using resources is crucial to developing critical thinking and analysing skills and provides us with excellent teaching opportunities.
Guidelines for evaluating teaching and learning resources:
https://www.qcaa.qld.edu.au/downloads/approach2/indigenous_g008_0712.pdf
https://www.narragunnawali.org.au/storage/media/professional-learning/evaluating-resources-guide-6e6c5fcf15.pdf
Both of these documents provide us with some core Key Questions to reflect on when selecting resources.
Evaluating Teaching Resources
Resources that contain text that is demeaning to Aboriginal people and culture should be avoided. A lot of materials produced contained stereotyped and generalised information about Aboriginal people. Resources should be accurate, truthful and free from error. Illustrations and photographs portray Aboriginal people positively and not reinforcing stereotypes.
Inappropriate language or terminology should be avoided. Provide students with guidance around language use as a learning opportunity. Often it’s not hard to identify terms that should be avoided, and we need to role model identifying racist language for what it is.
Some resources with Australian content ignore Aboriginal people at all. They make little or no reference to Aboriginal and Torres Strait Islander peoples or their perspectives. This may include quite recent publications. Simplistic information can be misleading. How do you think a student in your lesson feels when they cannot see themselves in the world that they are learning about?
There have been numerous resources and materials written by, or in consultation with, Aboriginal people who tell their story from their own perspective. It is important that materials and resources recognise contemporary Aboriginal input. Aboriginal voices should be presented in the resources.
Resources and support materials for Aboriginal education must express the diversity of Aboriginal cultures. Local resources should be prioritised, and explanation of the difference between Aboriginal groups should be explained. This is why getting to know your local community is important. We cannot just incorporate Aboriginal resources from other places into our local setting without the correct context, explanation, and consultation with community.
If a resource includes material of a secret or sacred nature, which is not intended for public knowledge it may cause distress. This can include images of ceremonies, artwork, and names and photographs of people who are now deceased. Building those relationships will allow you to consult with community about to ensure appropriate resources are used.
Being aware of these issues, and teaching students to recognise challenges when selecting and using resources is crucial to developing critical thinking and analysing skills and provides us with excellent teaching opportunities.
Evaluating Teaching Resources
Resources that contain text that is demeaning to Aboriginal people and culture should be avoided. A lot of materials produced contained stereotyped and generalised information about Aboriginal people. Resources should be accurate, truthful and free from error. Illustrations and photographs portray Aboriginal people positively and not reinforcing stereotypes.
Inappropriate language or terminology should be avoided. Provide students with guidance around language use as a learning opportunity. Often it’s not hard to identify terms that should be avoided, and we need to role model identifying racist language for what it is.
Some resources with Australian content ignore Aboriginal people at all. They make little or no reference to Aboriginal and Torres Strait Islander peoples or their perspectives. This may include quite recent publications. Simplistic information can be misleading. How do you think a student in your lesson feels when they cannot see themselves in the world that they are learning about?
There have been numerous resources and materials written by, or in consultation with, Aboriginal people who tell their story from their own perspective. It is important that materials and resources recognise contemporary Aboriginal input. Aboriginal voices should be presented in the resources.
Resources and support materials for Aboriginal education must express the diversity of Aboriginal cultures. Local resources should be prioritised, and explanation of the difference between Aboriginal groups should be explained. This is why getting to know your local community is important. We cannot just incorporate Aboriginal resources from other places into our local setting without the correct context, explanation, and consultation with community.
If a resource includes material of a secret or sacred nature, which is not intended for public knowledge it may cause distress. This can include images of ceremonies, artwork, and names and photographs of people who are now deceased. Building those relationships will allow you to consult with community about to ensure appropriate resources are used.
Being aware of these issues, and teaching students to recognise challenges when selecting and using resources is crucial to developing critical thinking and analysing skills and provides us with excellent teaching opportunities.
Consider these documents when evaluating teaching and learning resources:
https://www.qcaa.qld.edu.au/downloads/approach2/indigenous_g008_0712.pdf
https://www.narragunnawali.org.au/storage/media/professional-learning/evaluating-resources-guide-6e6c5fcf15.pdf
Both of these documents provide us with some core Key Questions to reflect on when selecting resources. A simple on pager list of key questions can also be found here.
For a graphic organsation of ideas for selecting texts.
Also consider..
Marking Criteria:
– Ability to critically source and apply resources to enrich curricula in relation to teaching and learning in Aboriginal and/or Torres Strait Island histories, cultures and languages Ability to critically source and apply resources to enrich curricula in relation to teaching and learning in Aboriginal and/or Torres Strait Island histories, cultures and languages
– Critical evaluation of the cultural appropriateness of resources to support teaching and learning design relating to Aboriginal and/or Torres Strait Islander perspectives Critical evaluation of the cultural appropriateness of resources to support teaching and learning design relating to Aboriginal and/or Torres Strait Islander perspectives
– Writing shows control and skilful
construction of expression to
convey specific understandings.
Response to each criterion is
integrated into well synthesised analytical critique.
Seamlessly integrates citations and referencing into the writing. All language and terminology uses are appropriate and informed. APA (7 ed.) is used without error.
Writing shows control and skilful
construction of expression to
convey specific understandings.
Response to each criterion is
integrated into well synthesised analytical critique.
Seamlessly integrates citations and referencing into the writing. All language and terminology uses are appropriate and informed. APA (7 ed.) is used without error.
Respectful and appropriate language use in relation to Aboriginal and Torres Strait Islander poeples- Appropraite language use is important in academic writing as well as in our oral communication. Explore the guides below:
Gnibi Elders Principles & Respectful Terminiology and Language guide
Style Manual – Writing guide
This task aims to give you an opportunity to demonstrate the degree that evidence is appropriately shown for:
• _Ability to source and apply resources to enrich curricula in relation to teaching and learning in Aboriginal and/or Torres Strait Island histories, cultures and languages
• _Evaluation of the cultural appropriateness of resources to support teaching and learning design relating to Aboriginal and/or Torres Strait Islander perspectives
• _Professional standard of writing, presentation and articulation
## Please see the MARKING RUBRIC below ##