SWINBUNE UNIVERSITY OF TECHNOLOGY

Understanding
Indigenous
Perspective and
Education
Assignment 3: Folio B
Melisa Edwards 7703074

EDU80012 Understanding Indigenous Education & Perspectives

Contents
Lower primary learning plan........................................................................................ 1
Upper primary learning plan........................................................................................ 3
Personal Reflection Authentic Learning Experiences..........................................................5
Personal Reflection Current Attitudes and Values..............................................................7
Personal Refection Professional Role as an Advocate.........................................................8

EDU80012 Understanding Indigenous Education & Perspectives

Lower primary learning plan

Lower
Primary
Name of
Experience

Age group
Description

Rationale

Exploring and Experiencing Culture

Describe the experience:
Explore the local Indigenous culture and community by taking part in a cultural
bushwalk with a local Indigenous Elder.
Explore environmental sustainability, local customs, traditional foods, culture and
Dreamtime stories as the local Indigenous Elder explains their history and
connection to the area/bushlands.
Support students to take meaningful notes throughout the excursion using written
and pictorial representations using local Indigenous words and symbols where
appropriate (this will need to be modelled based on previous lessons learning).
Year 2
Describe exactly what you will do with this experience:
Students will explore the local bushland near their school; they will interact with the
local community and will discover more about the local Indigenous culture. The local
indigenous Elder will tell a Dreamtime story and will explain the local customs,
culture and traditions of the area and what the local bushland means to their
community today. After the Elder has told their Dreamtime story, students will be
guided through a local symbology session exploring local symbols and their
meaning. Students will then be guided through their activity sheets and will re-create
the Dreaming using a combination of English and Indigenous words as well as visual
illustrations including the newly learnt Indigenous symbols.
Describe why this experience will help children learn about Indigenous history
and culture and why you have chosen these strategies:
Historical Knowledge and Understanding:
- The past in the present ACHHK044, ACHHK045
Historical Skills:
- Chronology, terms and concepts ACHHS047, ACHHS048,
- Perspectives and interpretations ACHHS052
- Explanation and communication ACHHS053, ACHHS054
(ACARA, 2014)
Students will be exposed to all eight phases of the 8-Ways learning pedagogy
throughout the excursion. Students will make authentic connections to the learning
material as they explore the local bushland and develop community links whilst they
interact with the local Elder (Yunkaporta, 2009; DET 2009). The local Elder will
explain their past and present connection to the land through story sharing which
will support students as they create their learning maps and develop a greater
understanding of the land links(Battiste, 2002; Shahjahan, 2005).
This excursion focusses on the hands-on, kinesthetic approach to learning as
students explore and take part in the learning experience (Robinson & Nichols,
1998). This learning experience aligns to the Indigenous teaching methods building
on the transformation and transmission of knowledge through personal narratives,
where the students introspection and analysis of the narrative promotes critical
thinking as students reflect on the lessons learnt from the Elders personal narrative
(Cameron, 2003; Durie, 2005; Wheaton, 2000). Egan (1998) validates this approach
and the role of embedding Narrative pedagogies to support students from all
cultures (Yunkaporta, 2009).

EDU80012 Understanding Indigenous Education & Perspectives

Resources

Introductio
n

Strategies

Conclusion

List and describe the resources you will need and any adjustments that would
need to be made to the learning environment:
Pre-excursion:
Engage and meet with the local Elder to discuss the excursion and its
intended learning objectives.
Excursion:
Student clipboards, notebooks and stationary
Digital Camera
Excursion Activity Sheet and Sequencing Cards.
o Struggling Students: To support these students through the
deconstruction/reconstruction activity; sequencing cards will be
used. Sequencing cards will include a combination of written and
visual illustrations.
o The level of support for these students will vary from explicit
direction to guided and scaffolded approaches.
o Extension Students: After completing the activity, these students
will have an opportunity to create their own Dreamtime story using
written, visual and photographs of the bushland to tell an authentic
story about the present bush environment.
How will you introduce the experience to the children:
Start the lesson recapping on the previous lessons learning outcomes through a
class discussion. Prompt students to recall the importance of people, culture and
place for Indigenous people to explain their connection to the land.
Explain the excursion and the expected code of conduct when meeting and
interacting with the parent helpers and local Elder.
List some of the strategies that describe how you will help the children to
learn:
Build on students prior knowledge, interests and what they want to learn
from the topic to promote engaging learning experiences (knowledge
obtained from the pre-diagnostic test and KWHL charts).
Promote student development of critical thinking and inquiry skills by asking
leading and inquiry based questions requiring students to elaborate and
explain their current understanding and knowledge.
Expose students to multiple perspectives asking them to reflect on the key
messages from the Dreamtime story and what it meant to them.
o Personal reflection, pair share and class discussion
Ask students to explore how changes to the environment may influence the
Dreamtime story and its key messages overtime.
o Consider food availability.
How will you conclude the experience with the children:
Students will come together for a closing class discussion with the local Elder.
- Go around in a circle asking all students to reflect on the experience, what
they learnt and any final remarks.
Students will complete their personal reflection and KWHL charts.
Students will thank the parent helpers and the Local Elder.

EDU80012 Understanding Indigenous Education & Perspectives

Upper primary learning plan

Upper
Primary
Name of
Experience

Age group
Description

Rationale

Explore Multiple Perspectives and the Stolen Generation

Describe the experience:
Deconstruct and reconstruct the key themes based on the viewing of Moorditj to
explain the key events, feelings and emotions of the children in the film.
Students will have the opportunity to express themselves and their story through;
written text, dance, role play or through the creation of a mural.
Year 6
Describe exactly what you will do with this experience:
Students will watch the film Moorditj and will be guided through the process of
deconstructing the key themes of the story. To support students develop an
awareness of multiple perspective and explore the attitudes and values of the
different groups in the film, the teacher will pose leading and inquiry type questions
as the students re-view portions of the film.
Once students have identified and deconstructed the key themes of the film, they
will re-create the key themes through an expression of dance, role play or any other
method. This will support students to develop cultural awareness, understanding and
empathy as they reflect and explore historic events and perspective.
Describe why this experience will help children learn about Indigenous history
and culture and why you have chosen these strategies.
Historical Skills:
- Chronology, terms and concepts: ACHHS117, ACHHS118
- Historical questions and research: ACHHS119
- Perspective and interpretations: ACHHS123
- Explanation and communication: ACHHS124, ACHHS125
(ACARA, 2014)
In recognition of the synergies between the Aboriginal 8-Ways learning pedagogy,
the 5 Es learning pedagogy and the students preferred learning style, a student led
hands on experience has been created for students (Bybee et al., 2006; Tangient
LLC, 2012). Students will make authentic connections with the learning material
through the optionality and choices provided to them (De Bono, 1996). This
approach will engage and support all auditory, visual and kinesthetic learners (Anne
McKinney, 2013). Students will be supported as they explore the key themes of the
film to develop a greater depth of understanding, cultural awareness and
appreciation of the Indigenous culture, people and their connection to the land as
they explore and respond to the key themes (Christie, 1986; Gibson, 1993;
Robinson & Nichols, 1998; Stairs, 1999).
In acknowledgment of Nakatas (2007) explanation of the Cultural Interface as an
approach to eliminate tokenism within teaching practices, student self-reflection and
critical thinking has been included to support students to explore multiple
perspectives (Nakata, 2007). Students will extend their learning skills by
commenting on past and present perspectives as well as the attitudes and values of
particular groups.

EDU80012 Understanding Indigenous Education & Perspectives

Resources

Introductio
n

Strategies

Conclusion

List and describe the resources you will need and any adjustments that would
need to be made to the learning environment:
Moordijt Film and projector
o Prior to showing this film, it is important to express that some of the
people and/or the names of people within the film may have passed
away. If this is destressing for some students, an alternative film or
the Removal of Children story could be used.
Worksheets:
o Story planning sheet
o Self-reflection and assessment sheet
To support students re-construct the key themes of the film, they will need
access to:
o Workbooks and standard stationary (written)
o iPads (digital)
o Coloured card to create a poster (written and visual)
o Paint and other art supplies to create a mural (visual)
o Props to support role plays and/or dance costumes (physical).
How will you introduce the experience to the children:
Begin the lesson with a recap of previous lessons key themes, explaining the
importance of showing respect for others and their rights.
Introduce the lessons objectives and explain the purpose of viewing the film
Moordijt.
Prior to commencing the viewing re-iterate, that the people and/or names of people
used in the film may have passed away.
List some of the strategies that describe how you will help the children to
learn:
Build on students prior knowledge, interests and preferred learning styles.
Model and guide students through the process of deconstruction by critically
analysing and reflecting on the key themes, attitudes and values.
Promote self-reflection and inquiry through the use of leading questions
where students are required to:
o Explain and elaborate on the perspective demonstrated in the film;
and
o Reflect and explain how the perspectives demonstrated are similar
or different to their own.
Class Discussion: Explore where the different perspectives stem from
(culture, experience, background)
Ensure students have access to a variety of resources to support them as
they re-construct the key themes (open ended, student-led, inquiry based).
How will you conclude the experience with the children:
Students will come to the mat and volunteers will present their work.
Allow time for question and answer at the completion of each
presentation, with a focus on exploring the key themes.
Closing class discussion, highlighting the key themes and the importance of showing
respect, particularly when exploring the culture and perspective of others.

EDU80012 Understanding Indigenous Education & Perspectives

Personal Reflection Authentic Learning Experiences

In recognition of the Aboriginal 8-Ways learning pedagogy, the synergies it has with
the 5Es learning pedagogy and the expectations of the skills and outcomes required of 21st
Century learners, I will implement a merged pedagogical approach (Bybee et al., 2006;
Tangient LLC, 2012; Yunkaporta, 2009). This approach will be adapted to create authentic
learning experiences that cater to the needs of all students. Herrington and Oliver (2000)
explain authentic learning as an experience that is designed to incorporate a number of
principles to demonstrate knowledge and skills with real-world context and metacognition
connecting schools and their community (Mantei & Kervin, 2009). I agree with Herrington
and Olivers definition of authentic learning however, I feel the effectiveness of connecting
students with their learning material and environment is only successful when they are
engaged and actively involved in their learning (Herrington & Oliver, 2000). I feel that
creating an authentic environment requires teachers to be seen as facilitators, creating
experiences prompting students to create, innovate, reflect and actively participate to coconstruct knowledge with their teacher (Meyers & Nulty, 2008; Wells, 1999).
The approach I have adapted for the Year 2 lesson explores a greater depth of
environmental sustainability related to people, culture and place compared to the Year 6
lesson which focusses on the historic events, cultural identity, multiple perspectives and selfreflection (ACARA, 2014). To create authentic learning experiences for the year 2 class I
will expose them to all 8 phases of the 8-Ways learning model along with aspects of the
Indigenous literacies including; orality, iconography and ceremony to support them and their
understanding of the connection between Indigenous culture and the environment (Ormrod,
2011; Price, 2015). While I will expose the year 6 class to elements of the 8-Ways learning
model including; story sharing, deconstruct and reconstruct, non-verbal, symbols and images,

EDU80012 Understanding Indigenous Education & Perspectives

land links and community links (Tangient LLC, 2012). They will be exposed to a greater
level of self-directed inquiry based learning focusing on the explore, explain, elaborate and
evaluate phases of the 5Es learning through a learning by doing approach, which has been
considered as the most effective and authentic way to learn (Herrington, Reeves, Oliver, &
Woo, 2002; Lombardi, 2007; Shymansky, 1984).

Personal Reflection Current Attitudes and Values

Upon reflection of my current attitudes and values towards the Indigenous people and
culture, I can see how my perspective and understanding of Indigenous culture and its place
within the classroom has changed throughout the course of this unit. I admit that this unit has
widened my awareness and understanding of how to support Indigenous students through the
implementation of the 8-Ways learning pedagogy and the importance of delivering a quality
learning experience by embedding the learnings of Indigenous culture both within the History
Learning area and across the curriculum (ACARA, 2014). The importance of exposing
students to Indigenous perspective across the curriculum is essential to ensure that a nontokenistic approach is achieved through the delivery of a well-planned authentic learning
experience connecting students and the community (Price, 2015; Stairs, 1999). To support the
learning experiences above, I suggest that a whole school approach and implementation plan
is established to ensure all students develop a holistic and progressive understanding of
Indigenous culture(Muller, 2006; Nakata, 2007).
Freeman et, al. (2008) highlight the importance of embedding Indigenous perspectives
and learning pedagogies across the curriculum as they support students to achieve enhanced
learning outcomes (Changying, 2010; Freeman & Bochner, 2008; Rodger, Braithwaite, &
Keen, 2004). While Sylva et, al. (2006) emphasizes the importance of developing quality

EDU80012 Understanding Indigenous Education & Perspectives

learning experiences for students to set them up for academic success (Sylva et al., 2006).
Therefore; to support my students, I feel it is imperative that I continue to undertake targeted
professional development opportunities, seek advice from my teaching colleagues and
undertake additional personal research (Saffigna, Franklin, Church, & Tayler, 2014; Sylva et
al., 2006).
I feel that self-reflection is important to undertake to help direct personal learning
efforts to become a more rounded educator, it can be used to build on mutual teaching
relationships and can be an effective method to build professional relationships and pass on
learnings to support the learnings of self, and others (Costa & Kallick, 2008).This will open
me up to an array of teaching and learning approaches used to effectively expose students to
Indigenous culture. This will further be supported through the exploration of techniques used
to adapt these approaches through the implementation and fusion of mainstream and
Indigenous pedagogies (Koehler, 2011; Saffigna et al., 2014; Wheaton, 2000).

Personal Refection Professional Role as an Advocate

As I reflect on Fleming, Cole and Masnys statement, I agree that the inequalities and
gaps present between Indigenous and non-indigenous students within the education system
are only uncovered when you enter the classroom and see the true extent of these disparities
first hand (Cole & Masny, 2014; Fleming, 2013). I also understand their elucidation of
becoming, a concept focused on developing and combining theoretical and practical
applications where the knowledge, skills and understanding of Indigenous cultures are
implemented within the classroom through authentic learning experiences connecting
students and the community (Craven, Marsh, & Mooney, 2003).

EDU80012 Understanding Indigenous Education & Perspectives

The AITSL acknowledges the significance of becoming and has supported the
development of pre-service and graduate teachers through the mandated Focus Areas 1.4 and
2.4 highlighting the methods to more competently and confidently deliver Indigenous
histories, culture and perspectives through continued learning and professional development
(ACARA, 2014; AITSL, 2014; NSW DEC, 2003). As a teacher, it is my role to adapt my
teaching practices to create local solutions for local situations and people a statement that
explores the intimate connection between schools, teachers, parents and students (Department
of Education Science and Training, 2007). The What Works paper further explores this,
explaining that Indigenous education need to be community based and community paced
highlighting the strong connection between people, culture and place(Department of
Education Science and Training, 2007; Dudgeon, Wright, Paradies, Garvey, & Walker, 2010).
In recognition, of this I will create authentic learning experiences that cater to the needs of
my students in an engaging manner aligned to the 8-Ways learning pedagogy connecting
students and the community.

EDU80012 Understanding Indigenous Education & Perspectives

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