Standard 2
This page will provide information about Graduate Standard 2-Know the Content and how to teach it through evidence supporting my knowledge and professional experience about this standard.
2.1 Content and teaching strategies of the teaching area
Aside from knowing the children and how they learn, knowing the content and how to teach it is a huge part of teaching. Content knowledge is something which I am very familiar with – much of the required content is covered in subject study and some educational readings, and other while on practice itself. Over the course of my degree I have come to learn the content and applying it in the curriculum for children across age through different teaching strategies. I have used the Early
…show more content…
It is critical to use learning outcomes from the EYLF and to understand how and why we use them to support our teaching and to achieve the best outcomes for children’s learning. The EYLF provide information about the key learning areas and age appropriate learning achievements. Whist in curriculum design, I noticed that learning proposal ( standard 2.3 evidence)helped me in scaffold children’s learning and articulate how to organize the learning experience for the most effective teaching of the curriculum.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
All experiences and knowledge I have of promoting Indigenous and non-Indigenous reconciliation is through the workplace professional development learning and the “Welcome to Country and Acknowledge of Country) (Link evidence) published of Department of Education & Training in 2015. I also registered myself in KU Aboriginal and Torres Strait Islander Programs, further equipped my knowledge of assist Aboriginal and Torres Strait Islander children to access quality early education services However I hope to gain more knowledge and practice in this area through familiarity, exploring community links and reading the professional resources which are available.
( Pic KU reconciliation action
For children, a bilingual education links up with enhanced numeracy and literacy skills. For Indigenous children, the teaching of their culture along with Australia’s modern cultures, throughout learning and development, children are better able to engage with the general culture, while still maintaining their own cultural identity (Gugu Badhun Limited, 2012). Thanks to the United Nations Declaration on the Rights of the Indigenous Peoples (UNDRIP), the Indigenous people are being given back their rights in regard to their language and in turn cultural identity. The Aboriginal Cultural Heritage Act (2003) is a new promise that the cultural heritage of the Indigenous people will be recognised, protected and managed in Queensland. These are just a few of the reconciliatory ways Australia is giving the Indigenous back the respect and rights they
This assignment is based upon my understanding of child development and children’s learning, considering the curriculum for the Early Years and the curriculum for the Early Years Foundation Stage/Key Stage One. I propose to outline a rationale for effectively continuing children’s learning, from the end of the Early Years Foundation Stage into Year One and include strategies to support transitions, effective curriculum delivery and links between the EYFS and the National Curriculum. Throughout the assignment I will refer not only in general but also to how my research has help me as a practitioner help my setting to effectively continue children’s learning.
Australian government today recognises that educational policies regarding Aboriginal people cannot be made without considering social and economic policies aimed at improving outcomes for Aboriginal communities in general (TICHR, 2006). Main contemporary issues facing Aboriginal communities are proving land ownership, remoteness, health status, education and employment status and social attitude of Non-Aboriginal population towards the Aboriginal communities (Challenges facing the Indigenous communities today, n.d.). Tackling this issue is not a simple task: the document “National Indigenous Reform Agreement” (2010) which aims to improve outcomes for all Indigenous Australians recognizes that this process needs approach from different aspects, taking into account “seven key building blocks: Early Childhood, Schooling, Health, Economic Participation, Healthy Homes, Safe Communities, and Governance and Leadership” (as cited in DET Queensland,
The goals and visions behind my reconciliation action plan was to bring the two sides of Aboriginal and non-Aboriginal Australians together in equality and harmony. Since the colonisation of Australia there has been a vast divide between the two sides that has caused many serious outcomes for Aboriginal people. My way of contributing to this is to create a better understanding, restore trust and eradicate racism as a positive way to help close the gap between Aboriginal and non-Aboriginal Australia’s.
The Aboriginal peoples of Canada had gone through many situations to get to where they are today with their education system. Pain, sorrow, doubt, and hope are all feelings brought to mind when thinking about the history and the future of Aboriginal education. By taking a look at the past, anyone can see that the right to education for Aboriginal peoples has been fought about as early as the 1870s. This is still is a pressing issue today. Elder teachings, residential, reserve and post-secondary schools have all been concerning events of the past as well as the present. Though education has improved for the Aboriginal peoples of Canada, there are still many concerns and needs of reconciliation for the past to improve the future.
The important relationship building teachers must conduct with Aboriginal and Torres Strait Islander students is another key issue teachers must keep in mind for working successfully with Indigenous students. Price (2012) argues that teachers hold a special place in the Indigenous community, especially with parents and caregivers. She states that by “mastering the craft” of teaching, you will be rewarded both personally and professionally over the years of your career (Price, 2012). Over the last 30 years, a number of prepositions have been put forward that will assist Aboriginal and Torres Strait Islander students to become emotionally healthy, so they can live out their entitlement to becoming a dignified citizen of Australia and the world (Price, 2012).
Indigenous education is utmost challenging to incorporate throughout the holistic approach in schools. This is why educators need to incorporate Indigenous perspectives in all units of work to build a safe, positive, yet constructive learning environment for students, families and the community. By undertaking this all students can learn in different ways to build an understanding of the history, beliefs, and Australian heritage.
Through my life, I have seen several different approaches to Indigenous people’s rights and importance in Australia. I have been fortunate enough to visit Ayers Rock and undertake a tour which allowed me to see Aboriginal culture in art and drawings as well as hearing Dreamtime stories from guides. I have also witnessed family friends who have been severely racist and disrespectful of Indigenous heritage and history. I also was lucky to work with some Indigenous students who were in Reception during my Professional Experience 1, and I was able to see first-hand how a culture clash can affect a student’s behaviour. I feel that even before entering this course, I have had the privilege of being able to observe both positives and negatives
Improving academic outcomes for Aboriginal and Torres Strait Islanders is mired in inherited and contemporary difficulties. Because of poor policies and pedagogy, generations fear and lack confidence in the education system (Harrison and Sellwood, 2013). It is, therefore, imperative that teachers have a range of resources and strategies for adapting the curriculum to the needs of Aboriginal and Torres Strait Islanders. This should include fostering pride in identity, making connections to community and land, and respecting language variation and culture. In doing so, teachers meet expectations for Australian professional teaching standards and the community.
Embedding Aboriginal and Torres Strait Islander perspectives in the curriculum has now become a high priority amoungst schools across the nation. The Australian Curriculum, Assessment and Reporting Authority (ACARA) (2013), recognises “that the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority is designed for all students to engage in reconciliation, respect and recognition of the world’s oldest continuous living cultures”. By including this, the curriculum will continue to see Indigenous culture throughout school become part of the norm. Furthermore Indigenous Australian perspectives can and should be included in the classroom and any barriers that arise can be overcome.
Reconciliation is the process of building respectful relationships between Aboriginal and Torres Strait Islanders and the wider Australian community. It is about understanding and respecting their culture and heritage and signifies ‘coming together’ to become one nation without racism and with equality for all. There are still vast differences in health, education, employment, and standards of living of the Indigenous peoples as compared to their non-Indigenous counterparts. Even today Indigenous peoples have a significantly lower life expectancy, up to 11.5 years for men and 9.7 years for women . The infant mortality rate for the Indigenous peoples is double the rate for non-Aboriginal Australians. Understanding these inequalities is the first step to reconciling the differences. Policies such as the stolen generation and assimilation policy destroyed Indigenous identity and culture and justified the dispossession of Indigenous people and the removal of Indigenous children from their parents. We can’t change the past but we can make a better future by understanding and learning from the mistakes of the past, reconciliation is about that. Many practical and symbolic strategies have been implemented over the last 50 years to achieve reconciliation such as ATSIC, Northern Territory Intervention and the Mabo decision. However, the most significant ones are the 1967 Referendum, Closing the Gap framework in 2008 and the ‘Sorry speech’. The aim is to improve the five dimensions of reconciliation: race relations, equality and equity, institutional integrity, unity, and historical acceptance.
We reckon that it is worthwhile to advocate family-based education due to the fact that child’s education hinges on their parents. As we all know that, education begins with parents is an asset to possess the self-confidence and especially the self-discipline and work ethics that are at the heart of success in school and success in life. Second, We believe that state-funded early childhood education that focuses on the cultural needs of Aboriginal children and their families will help alleviate their disadvantaged position in society while simultaneously restoring Aboriginal identity and self-worth. Third, we would also like to recommend policies such as increasing financial support for affected municipalities and accelerating international efforts to secure a fair, transparent and coherent government policy to deal with the cultural
Aboriginal and Torres Strait Islander people are the native Australians and they have gone through lots of issues and trauma. The stolen generation, loss of land and culture, racism, discrimination etc. are some of the examples. Since, these events the Native Australians have stopped to trust the government and have shifted to the mountain side of the country. At present, we can see lots of changes since the last few decades. The government have given them priority in major fields such as work, and education. Despite the offers given to them, the organisations still need to encourage them to recruit themselves in the respective field. They are the most marginalised in Australia and due to the discriminatory policies and legislations, aboriginal communities have been denied access and participation in many areas such as education, health employment etc. Issues such as racism still prevails contributing to ignorance. Thus, the aboriginals need reconciliation, they need attention and inclusions to all the services provided by the government. They are the first people of Australia, which means they need more priority and importance and must be recruited in every field of development. The ways
I will consult the Protocols for Consultation and Negotiation with Aboriginal People (1999) and Proper Communication with Torres Strait Islander People (n.d.), these documents include history and its impacts, significant issues, Aboriginality, communication techniques, consultation and negotiation and
My personal reconciliation vision/goal was to help the young indigenous children out with tutoring and in view them and get an insight on their view, as well as educate people about the Indigenous history as I believe it is not recognised enough. For the tutoring I got an insight on Indigenous Australians view on reconciliation and saw what their goals were after school. I wanted to personally know if they wanted to make a change and to see what kind of help they get from the wider community such as tutoring. To educate people about the history I spent a day with an exchange student from Italy and gave him an insight and information on the history and what happens in todays society with that subject. I have a very strong passion for this subject