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(Rainbow Serpent, 2009)

(Rainbow Serpent, 2009). Issues and challenges of teaching these students. Slide 6. Classroom strategies and resources you would use to create an inclusive learning environment. Slide 7. Story Sharing: Approaching learning through narrative.

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(Rainbow Serpent, 2009)

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  1. (Rainbow Serpent, 2009)

  2. Issues and challenges of teaching these students. Slide 6

  3. Classroom strategies and resources you would use to create an inclusive learning environment. Slide 7 • Story Sharing: Approaching learning through narrative. • Learning Maps: Explicitly mapping/visualising processes. • Non-verbal: Applying intra-personal and kinaesthetic skills to thinking and learning. • Symbols and images: Using images and metaphors to understand concepts and content. • Land Links: Place-based learning, linking content to local land and place. • Non-linear: Producing innovations and understanding by thinking laterally or combining systems. • Deconstruct/Reconstruct: Modelling and scaffolding, working from wholes to parts (watch then do). • Community Links: Centring local viewpoints, applying learning for community benefit. (Performance, nd) (Land, 2002) (Symbols, 1998) (Map, nd)

  4. Curriculum support - Aboriginalperspectives curriculum Slide 8 In educating Torres strait islanders and Aboriginal students the Australia Government has released a vital resource called ' The National Aboriginal and Torres Strait Islander Education Policy (AEP)' which brings major and long term goals into education for Indigenous students. The main goals and some long term goals include:MAJOR GOAL 1 - Involvement of Aboriginal and Torres Strait Islander People in Educational Decision-MakingTo establish effective arrangements for the participation of Aboriginal and Torres Strait Islander parents and community members in decisions regarding the planning, delivery and evaluation of pre-school, primary and secondary education services for their children. MAJOR GOAL 2 – Equality of Access to Education ServicesTo ensure that Aboriginal and Torres Strait Islander children have access to school services and education on a basis comparable to that available to other Australian children of the same age. MAJOR GOAL 3 – Equity of Educational ParticipationTo achieve the participation of Aboriginal and Torres Strait Islander children in pre-school education for a period similar to that for other Australian children. MAJOR GOAL 4 – Equitable and Appropriate Educational OutcomesTo enable Aboriginal and Torres Strait Islander attainment of skills to the same standard as other Australian students throughout the compulsory schooling years. (Australian Government, 2011).

  5. References Harrison, N. (2011) Teaching & learning in Aboriginal Education. Oxford University Press: Melbourne, Victoria Land [Image]. (2002). Retrieved from http://www.souvenirsaustralia.com Map [Image]. (2002). Retrieved from http://www. lpma.nsw.gov.au Performance [Image]. (nd). Retrieved from http://www.whitecockatoo.com Symbols [Image]. (1998). Retrieved from http://www.aboriginalartonline.com Rainbow Serpent [Image]. (2009). Retrieved from http://www. lucidenglish.comvisit Australian Government (2011) National Aboriginal and Torres Strait Islander Education Policy. Retrieved from http://www.dest.gov.au/archive/schools/indigenous/aep.htm

  6. Summary Slide 6 There are many contributing issues and challenges that may affect the quality of education Torres Strait Islander children receive. These challenges include: • Family attitude • Family obligations • Socioeconomic status • Cultural attitudes • Language • Attendance • Quality of teaching • Teacher attitude and behaviour • Students confidences, self esteem and identity • Cultural clashes Slide 7 It can be suggested Aboriginal students learn through observation, modelling and imitation, rather than through talking and listening, trial and error rather than through words and instructions of the teachers and through context-specific activities rather than through theory. For aboriginal students, the focus of their work is often on the relationship between them and their teachers and fellow students not just on the content being taught (Harrison, 2010). Therefore, it is vital teachers take this into consideration and establish a learning environment that meets the requirements of all students. Teaches must also ensure students are provided with opportunities for self- discovery along with maintaining the coherent identity of all students. Teaching and learning strategies can include: • Encourage cultural identity and pride. • Integration of Aboriginal and Torres Strait Islander perspectives into curriculum programs. • Implementation of Aboriginal and Torres Strait Islander Studies. • Implementation of localised cultural/language programs. • Development of school-community based VET programs. • Incorporate use of ESL/ESD teaching methodologies and practices for Aboriginal and Torres Strait Islander students whose home language is not Standard Australian English. Slide 8 In educating Torres strait islanders and Aboriginal students the Australia Government has released a vital resource called ' The National Aboriginal and Torres Strait Islander Education Policy (AEP)The main goals include:MAJOR GOAL 1 - Involvement of Aboriginal and Torres Strait Islander People in Educational MAJOR GOAL 2 – Equality of Access to Education ServicesMAJOR GOAL 3 – Equity of Educational ParticipationMAJOR GOAL 4 – Equitable and Appropriate Educational Outcomes.

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