Description

Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

 

This page provides evidence for meeting Standard 2 (specifically sub-standard 2.4) at a graduate level. 

Artefact Information

The below screen shot is a section from correspondence with my mentor from placement 2 (in year 2). It shows my intention to add Aboriginal and Torres Strait Islander histories and cultures in with our learning about the seasons. The mentor decided they would rather weave this in later in the year. 

Added 21/9/21

Screenshot- Planning

Reflection

Reflection:

During my third placement with year 6, I found the school had many wonderful opportunities and clubs for students to belong to. I spent lunch times joining some of these, including the rock band and Aboriginal & Torres Strait Islander dance group. The school was highly supportive of their Indigenous students, and had an Aboriginal Service Officer on site. I sat in on some of the students' rehearsals and showed support and interest by talking to the students about how they felt about the dances. Unfortunately, I was unable to watch their final performance as it was after my placement ended, but I built some good relationships with the group. When I return there for my final internship, I will follow up with those students and look forward very much to seeing how their dancing is going. Also, as part of the daily morning routine, students in the class introduced the day's learning with an Acknowledgement of Country. I feel very strongly about reconciliation and plan to always include this in my own classes.

Added 4/9/21

Artefact Information

The below artefact is a short presentation based on research I undertook in to respectful interaction with Aboriginal and Torres Strait Islander learners and their parents. It is important that teachers are able to communicate successfully with all parents and carers for the best possible outcomes of their children. I intend to do these things and also undertake professional development such as reading the Tracks to Two Way Learning texts as well as organised conference programs.

http://det.wa.edu.au/curriculumsupport/eald/detcms/navigation/english-as-an-additional-language-or-dialect-for-aboriginal-students/tracks-to-two-way-learning/

This artefact is also shared in standard 1.4.

Added 18/9/21

Cultural Considerations