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Indigenous Education and Perspectives

Assignment overview

The purpose of this assignment is to extend and build your professional resources by drawing on your learning about Indigenous culture, history, education and perspectives. A portfolio is a demonstration of your professional growth and improvement as a teacher as well as a useful place to store and curate ideas, examples and a place for reflection.

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You will have an opportunity to plan authentic learning experiences, putting into practice your learnings from this unit and creating something you can share with your future students to help them learn about Indigenous people and perspectives. You can use this portfolio to demonstrate that you have met the following Australian Professional Standards for Teachers:
•1.4 Strategies for teaching Aboriginal and Torres Strait Islander students: ?Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

•2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians: ?Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

Related learning outcomes

This task is assessing your ability to meet the following unit learning outcomes:

3. Identify how indigenous education and perspectives aligns with teachers’ professional role as advocates for children and their families.

4. Reflect on your own attitudes and values in relation to Indigenous people and how these may affect your teaching and professional relationships.

6. Plan authentic learning experiences that enable all children and young people to learn about Indigenous people and perspectives

Assignment details

Develop a portfolio of your learning experience in this unit. Your portfolio should comprise the following:

Two lesson plans using the template provided
1.An outline/plan of an authentic learning experience for prior-to-school age children (600 words).
2.An outline/plan of an authentic learning experience for primary school age children (600 words).

Irrespective of which Bachelor of Education program you are enrolled in (Primary or Early Childhood), being able to demonstrate your ability to plan authentic learning experiences for both cohorts is a necessary part of your teacher education.

Supporting documentation
3.Reflect on your own current attitudes and values (including potential bias and prejudice, and from where this might originate) in relation to Indigenous peoples and how these may affect your teaching and professional relationships (300 words). ?How would you identify racism or prejudice?
?How could you address this?

4.Identify how Indigenous education and perspectives align with your professional role as an advocate for children and families (200 words).
5.Discuss and give examples of how you will plan and use authentic learning experiences to enable all children learn about Indigenous peoples and perspectives. (300 words).
•How can you include Indigenous theories and ways of knowing?
•How can you avoid doing this with a tokenistic approach, for example, only in NAIDOC week?

Refer to the separate Learning plan templatePreview the documentView in a new window document for an outline of the required features for your two learning experiences.

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