A Professional

Development
Package
Indigenous Education Strategy
Genna Hoysted

Turnitin 433943823

Contents
Introduction........................................................................................................... 2
Curriculum............................................................................................................. 4
Pedagogy............................................................................................................. 12
Bibliography......................................................................................................... 21

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Introduction
Syllabus Subject History
Year level 5
Stage level - 3
Major topic selected- The Australian Colonies
A rationale for including Indigenous perspectives in teaching this
curriculum area at this age/stage
History is the process of inquiry into the past, studying history promotes
the understanding of societies, events, movement and developments that
have shaped humanity from the earliest times (ACARA, 2013). By looking
into the past and studying history we ensure that students appreciate
how the world and its people have changed, as well as significant
continuities that exist to the present day (ACARA, 2013). History gives
students a long list of skills that are transferable to other subjects such as
the ability to ask relevant questions; critically analyse and interpret
sources; consider context; respect and explain different perspectives;
develop and substantiate interpretations, and communicate effectively
(ACARA, 2013).The History curriculum takes a broad approach to the
subjects that are taught within it, this gives the students an understanding
of world history which in turn sheds light on Australian history. Stage 3 has
a major focus on Australian History, including Indigenous perspectives into
teaching the topics which will enable students to develop an
understanding of the past and present experiences of Aboriginal and
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Torres Strait Islander peoples, their identity and the continuing values of
their culture (ACARA, 2013).
Your rationale for integrating Indigenous perspectives in teaching
this topic
The Topic The Australian Colonies focuses on Colonial Australia in the
1800s. It looks at the foundations of the British colonies and the
development of Australia in the early years. It has a major focus on what
life was like for different groups of people in the colonial period and the
events and people, political and economic developments, social structures
and settlement patterns (ACARA, 2013). The reasons as to why an
Indigenous perspective is needed during this subject is to open the
students eyes to the concept of there are two sides to every story. The
perspectives on each party that is involved needs to be looked at when
Studying all history, especially in the topic that focuses on the beginning
of European Settlement in Australia. By including Indigenous perspectives
in this topic it helps students appreciate Australias distinctive path of
social, economic and political development. (ACARA, 2013). This
Knowledge and understanding is essential for informed and active
participation in Australias diverse society (ACARA, 2013)
Introduce your focus and intent in the curriculum and pedagogy
components of this professional development package
Over the 4-6 weeks of teaching my focus will be on developing the
students understanding of Colonial Australia in the 1800s. While primarily

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focusing on the syllabus outcomes, looking at the different perspectives

that are involved in this topic will be looked at, and how these differing
perspectives have influenced the whole of the topic. By including a focus
of the Indigenous perspective it will help give the students an
understanding of how to be culturally aware, culturally inclusive and
culturally competent.

Curriculum
An explanation of the purpose and role of Indigenous perspectives
in this primary school Key Learning Area
History is the study of past events, and the Australian Government has
placed it in high importance when it comes to what students are taught.
The aspects that are taught in the topic history can be reused in other
subjects, these include the ability to ask relevant questions; critically
analyse and interpret sources; consider context; respect and explain
different perspectives; develop and substantiate interpretations, and
communicate effectively (ACARA, 2013)
The Stage 3 Syllabus promotes the concept of shared history, by involving
or looking at the perspectives held by all those involved. Shared history
means acknowledging and including Aboriginal points of view as an
intrinsic part of the HSIE curriculum. It means leading children to the
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understanding that there are different points of view on the same set of
circumstances depending on where you stand in relation to those
circumstances. (Gore, 2008)
The reasons on why to include Indigenous perspectives are pretty clear,
although when looking at what use they have when it comes to history it
is not as clear. Aboriginal history did not occur in isolation from Australian
history. By teaching about Australias shared history, and being inclusive
of Aboriginal perspectives, we begin to redress the racism of omission that
has long characterised Australian history and contributed to the
achievement of social justice and intercultural understanding among all
Australians. (Gore, 2008)
An examination of the purpose and role of Indigenous
perspectives in this subject and topic
The Australian Colonies topic places a major focus on
-

What was occurring in Australia when the British arrived,

The impact that the convicts and the colonial presence had,
The influences it had,
How the aspects of the inhabitants lives changed.

Therefore it places a high value on Indigenous perspectives throughout

the topic. The Indigenous perspective is important to look at due to their
involvement in colonising Australia. Indigenous were the first inhabitants
of Australia, their lives and stories are of great importance when studying
the History of Australia in the beginning. Students need to be recognises
that Australias history began long before 1788 and that, since then,
Aboriginal and non-Aboriginal Australians have occupied the same country
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and share a destiny based on recognising and respecting the rights of all
Australians beginning with Aboriginal people as the original inhabitants.
(Gore, 2008)

Relevant syllabus objectives, outcomes and content selected for

teaching this major topic
The Australian Colonies
Historical Knowledge and Understanding
The nature of convict or colonial presence, including the factors that
influenced patterns of development, aspects of the daily life of the
inhabitants (including Aboriginal Peoples and Torres Strait Islander
Peoples) and how the environment changed.
-

investigating colonial life to discover what life was like at that time
for different inhabitants (for example a European family and an
Aboriginal or Torres Strait Islander Language group, a convict and a
free settler, a sugar cane farmer and an indentured laborer) in terms
of clothing, diet, leisure, paid and unpaid work, language, housing

and childrens' lives'.

mapping local, regional and state/territory rural and urban
settlement patterns in the 1800s, and noting factors such as

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geographical features, climate, water resources, the discovery of

gold, transport and access to port facilities that shaped these
-

patterns
investigating the impact of settlement on the environment (for
example comparing the present and past landscape and the flora
and fauna of the local community)

The reasons people migrated to Australia from Europe and Asia, and the
experiences and contributions of a particular migrant group within a
colony.
-

identifying the reasons why people migrated to Australia in the

1800s (for example as convicts; assisted passengers; indentured
labourers; people seeking a better life such as gold miners; and
those dislocated by events such as the Industrial Revolution, the

Irish Potato Famine and the Highland Clearances)

investigating the experiences and contributions of a particular
migrant group within a colony (for example Germans in South
Australia, Japanese in Broome, Afghan Cameleers in the Northern
Territory, Chinese at Palmer River, Pacific Islanders in the Torres

Strait)
connecting (where appropriate) stories of migration to students
own family histories

The impact of a significant development or event on a colony; for

example, frontier conflict, the gold rushes, the Eureka Stockade, internal
exploration, the advent of rail, the expansion of farming, drought.

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Investigating an event or development and explaining its

economic, social and political impact on a colony (for example
the consequences of frontier conflict events such as the Myall
Creek Massacre, the Pinjarra Massacre; the impact of South Sea
Islanders on sugar farming and the timber industry; the impact
of the Eureka Stockade on the development of democracy)

Creating what if scenarios by constructing different outcomes

for a key event, for example What if Peter Lalor had encouraged
gold miners to pay rather than resist license fees?

Historical Skills
-

Sequence historical people and events

Use historical terms and concepts

Identify questions to inform an historical inquiry

Identify and locate a range of relevant sources

Locate information related to inquiry questions in a range of

sources

Compare information from a range of sources

Retrieved from (ACARA, 2013)

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Specifi c resources for primary school teachers in this curriculum

area (KLA) to develop their professional knowledge,
understanding and skills in cultural awareness, cultural inclusivity
and cultural competence
Websites
New South Wales Education Consultative Group Inc. retrieved from
http://www.aecg.nsw.edu.au/

Campfire retrieved from

http://www.curriculumsupport.education.nsw.gov.au/secondary/languages/langua
ges/aboriginal/campfire/

Creative Sprits retrieved from

http://www.creativespirits.info/aboriginalculture/education/#indigenous-teachers

Teach-ec retrieved from http://www.csu.edu.au/special/teachec/RESOURCES/html/Perspective.html

8 ways of learning retrieved from

http://interact.csu.edu.au/access/content/group/EEB419_201430_A_I/Indigenous
%20Education%20Studies/Website%20Indigenous%20Education
%20Portals/Indigenous%20education%20weblinks/http:__8ways.wikispaces.com_

Scootle- online resources bank retrieved from

https://www.scootle.edu.au/ec/search?q=aboriginal
%2beducation&field=title&field=text.all&field=topic

Books

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Butlin, Noel. G. (1983) Our original aggression, Aboriginal populations of

southeastern Australia, 1788-1850 George Allen & Unwin, Sydney
Elder, B. (1988) Blood on the wattle: massacres and maltreatment of
Australian Aborigines since 1788
Child & Associates, Frenchs Forest, N.S.W.
Fletcher, B. H. (Australian ed.) (1975) Collins, David, An account of the
English colony in New South Wales, with remarks on the dispositions,
customs, manners, etc. of the native inhabitants of that country Reed in
association with the Royal Historical Society, Sydney.
Hinkson, M. (2001) Aboriginal Sydney : a guide to important places of the
past and present Aboriginal Studies Press, Canberra
Kohen, J. L. (1993) The Darug and their neighbours : the traditional
Aboriginal owners of the Sydney region Darug Link in association with the
Blacktown and District Historical Society Blacktown, N.S.W.
McLeod, Pauline. (1994) Aboriginal art & stories Intechnics Pty Ltd.,
Carlingford, N.S.W.
Newbury, P.W. (ed.) (1999) Aboriginal heroes of the resistance: from
Pemulwuy to Mabo Action for World Development (NSW Inc.), Australia
Nicholson, J. (1995) The First Fleet: A New Beginning Allen & Unwin,
Sydney.

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Richardson, A. & Trudgeon, T. (1987) Australia in the Making: An

Investigation of Nineteenth-century Australia, Nelson, Melbourne.
Reed, A. W. (2000) Aboriginal place names New Holland, French's Forest,
N.S.W.
Stanbury, P. & Clegg, J. (1990) A field guide to Aboriginal rock engravings :
with special reference to
Sydney University Press, Sydney.
Stewart, K. & Percival, B. (1997) Bush Food of New South Wales: A Botanic
Record and an Aboriginal Oral History Royal Botanic Gardens, Sydney.
Thieberger, N. & McGregor, W. (eds.), 1994, Macquarie Aboriginal Words:
A Dictionary of Words from Australian Aboriginal and Torres Strait Islander
Languages, Macquarie Library, North Ryde, NSW.
Yarwood, A .T. (1984) Growing Up in Phillips Sydney Kangaroo Press,
Sydney.
Richardson, A. & Trudgeon, T. (1987) Australia in the Making: An
Investigation of Nineteenth-century Australia, Nelson, Melbourne.
Kits and videos
Whose place is it anyway?: a teacher's resource kit (2000) Historic Houses
Trust, Museum of Sydney, Sydney.
Aboriginal Literacy Kit, 1996, Sydney, NSW Board of Studies

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Invasion and resistance: untold stories : Aboriginal voices in Australian

history (1995) [kit] Aboriginal Curriculum Unit, Board of Studies NSW,
North Sydney NSW.
Big mob books for little fullas the Aboriginal emergent readers kit, 1996,
NSW Board of Studies, Sydney, NSW.
Burridge, N, 2000, Nallawa [kit] achieving reconciliation in NSW schools
Macquarie University, Sydney
Talking Lapa : a local Aboriginal community history of La Perouse, 1995,
NSW Board of Studies, North Sydney.
Rainbow serpent (1985) [video recording] SBS TV Sydney, N.S.W. (6
episodes)
Windradyne : Wiradjuri resistance, the beginning (1993) [video recording]
Aboriginal Education Unit, NSW Dept. of School Education, Sydney.
Retrieved from (Gore, 2008)

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Pedagogy

Relevant teaching Strategies for this topic to develop students

cultural awareness, cultural inclusivity and cultural competence
Teaching Strategies are the methods used by the teachers to access and
use the information that you are offering. Strategies teachers can use to
develop students cultural awareness, cultural inclusivity and cultural
competence include
-

Acknowledge what the students do and say

Encourage persistence and effort
Give Specific Feedback
Model the correct attitude
Demonstrate the correct way to do something
Add challenges to extend the students out of their comfort zone
Ask them questions, find out their opinions
Give assistance (UNSW , 2014)
Provide the correct informations
Give directions

Teachers also need to cater to all the ways that students learn. Students
learn in three ways
1. Visually- Looking at
2. Auditory- By listening
3. Kinaesthetic Doing and Experiencing (BEPKO LEARNING CENTER ,
2003)
Teachers must use these strategies in all areas of education; correct use of
them will ensure the development of students cultural awareness,
inclusivity and competence.

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Relevant learning activities for this topic to develop students

cultural awareness, cultural inclusivity and cultural competence
Activities that are used in classroom need to engage students to optimise
their learning. Activities that help students develop their cultural
awareness, inclusivity and competence need to also be linked to the
syllabus. This is to ensure students are working at the level they need to
be. A activity for each could include
-

Self-Reflective tasks Allowing students to reflect on their own

work, to allow self-improvement. This will also allow students to

realise themselves where they stand with competence.

Reaching A Consensus Give Students a set of Scenarios or a
single person, using the topic as a setting. They then need to
come up with 5 qualities of this person/scenario, along with 5
traits of the situation or the persons life. This will develop
conceptual knowledge, and allow students to become more
culturally aware when it come to this particular topic. This will
make students aware of the different things, those of different

cultures went through in the 1800s.

Participation in NADOC week or other Indigenous activities. This
will allow students to become immersed in the culture, which will
help them develop Cultural Inclusivity.

Relevant Assessment Activities for this topic to develop students

cultural awareness, cultural inclusivity and cultural competence

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By the end of Year 5, Students must be able to identify the causes and
changes of particular communities and describe aspects of the past that
have stayed the same. They must also acknowledge the significance of
particular people and the events that brought about the changes that
occurred.
The assessment tasks must show the students knowledge of the topic
whilst including their development of cultural awareness, cultural
inclusivity and cultural competence. Some examples of Assessment tasks

1. Set students the question What was Australia like before the
Europeans arrived and What is it like now This question will allow
students to research the impact colonisation had on the Indigenous
population in the 1800s in turn making them more culturally aware.
2. Allow students in pairs to research a particular event that they
believe is significant to the time period. Students must place
importance on the many views of this event, and everyone that this
event included. This must be presented in a PowerPoint, to allow for
visual learners. Students are being Culturally Inclusive in this
assessment task, by including the views and feelings of all parties
involved in said event.
3. Informal assessment tasks are great for seeing how the students are
going, without the pressure of performing. As students complete set
tasks in class, mark down what they have achieved. This will show
their progress along with how confident they are becoming in being
culturally aware, culturally inclusive and cultural competent.

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Relevant teaching and learning resources for this topic to develop

students cultural awareness, cultural inclusivity and cultural
competence

Australian curriculum resources retrieved from Australian curriculum

resources
http://www.ndlrn.edu.au/using_digital_resources/australian_curriculum_res
ources/history.html
YR5. The Australian Colonies retreived from
http://www.justteach.com.au/yr5-the-australian-colonies_convicts-andcolonies.html
The Australian Colonies retrieved from
http://www.tesaustralia.com/teaching-resource/The-Australian-Colonies7001523/
Australian Gold Rush Colony retrieved from
http://www.goldrushcolony.com.au/resources
Colonial Australia retrieved from
http://www.capthat.com.au/resources/colonial-australia-elizabethmacarthur

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Inclusive classroom practices that will enhance students cultural

awareness, cultural inclusivity and cultural competence and
address the needs of the diversity of students as they study this
topic and work in class
A student learns best in the classroom when they feel like an important
part of the class, and that their opinion is valued. Giving every student
one on one attention to achieve this is hard; this is why we are taught how
to create an inclusive environment, where all students can feel this.
Ways to have an inclusive classroom are
-

Be aware of the diversity

Recognise the different learning styles of each students and

cater for them

Vary your teaching methods
Promote shared learning
Speak clearly, with direct instructions
Check that all students understand the task
Provide examples
Place students in groups, in seating arrangements
Provide centres for different types of learners

Neither two students are the same, hence the reason why a teacher needs
to cater for diversity. Catering for diversity comes in many forms including

Flexibilty

employ appropriate learning and teaching strategies

demand a higher level of performance from more able students

or assign more challenging activities to them. With students of

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lower ability, the teacher should give them tasks that they are
capable of doing, to build up their confidence and self-image
-

employ different ways to enhance interactive learning

make use of flexible grouping according to the nature and

purpose of the activity being carried out

provide students with the same tasks and exercises, but vary the
amount and style of teacher support

adjust the pace of learning and teaching according to the speed

of learning and ability of the students.
Retrieved from (Education Bureau, 2013)

A brief outline of the sequence of connected lessons in a balanced

and authentic context that demonstrate developing student
knowledge, skills and values in this topic while incorporating
culturally appropriate perspectives in the development of

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students cultural awareness, cultural inclusivity and cultural

competence.
Week 1-2

Introduction to the topic

Major focus on The reasons people
migrated to Australia from Europe
and Asia, and the experiences and
contributions of a particular migrant
group within a colony. (ACARA,
2013) The lessons in these two
weeks will be arranged inLesson 1 Looking at what was
here before
Lesson 2 Looking at who came
Lesson 3 & 4 Why they came
Lesson 5 What did they bring to
Australia
Lesson 6&7&8- Focus on one
particular group/person(Assessment
Task)

Week 3-4

Once students understand who

came, they can look at what
influences they had by studying
The nature of convict or colonial

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presence, including the factors that

influenced patterns of development,
aspects of the daily life of the
inhabitants (including Aboriginal
Peoples and Torres Strait Islander
Peoples) and how the environment
changed. (ACARA, 2013)
Lesson 1&2 What thoughts were
held about the Indigenous
population and why
Lesson 3 &5&6 What was life like
before Europeans came, and what
was it like after (Assessment Task)
Lesson 7 & 8 What was life like
for the Settlers and convicts
Week 5-6

Students will now focus on one

major event, for their final
assessment. The impact of a
significant development or event on
a colony; for example, frontier
conflict, the gold rushes, the Eureka
Stockade, internal exploration, the
advent of rail, the expansion of
farming, drought. (ACARA, 2013)

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Lesson 1&2&3 Focus on all the

major events in brief.
Lesson 4&5&6- Students now get to
work in pairs to study a chosen
event in more detail; Student will
need to present this to the rest of
the class.
Lesson 6&7- Presentations of
Assessment task.

A justifi cation for your pedagogical approach to explain the ways

this pedagogy will develop students cultural awareness, cultural
inclusivity and cultural competence
Effective teachers use an array of teaching strategies because there is no
single, universal approach that suits all situations. Different strategies
used in different combinations with different groupings of students will
improve learning outcomes. (Queensland Government, 2014 ) Each
teacher develops their own way of teaching, some of which include

Learning by listening
Discovery learning
Learning by doing
Learning through discussion and debate

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Blended learning (Noordink, 2010)

A teachers approach needs to be diverse to suit the needs of all students,

for this reason I have set a very flexible outline to this topic. To allow for
all styles of learners especially in their assessment tasks. Whilst teaching
the topic of The Australian Colonies as a major focus, the influences on
expanding the students cultural awareness, inclusivity and competence
will follow through.

Bibliography
ACARA. (2013). History . Retrieved from The Australia Curriculum :
http://www.australiancurriculum.edu.au/History/curriculum/F-10#level5
BEPKO LEARNING CENTER . (2003). Learning styles . Retrieved from Academic
Enrichment :
http://blc.uc.iupui.edu/AcademicEnrichment/StudySkills/LearningStyles/3Le
arningStyles.aspx
Campell, P., Kelly, P., & Harrison, L. (2012, July ). The Problem of Aboriginal
Marigalisation: Education, Labour Markets and Social And Emotional WellBeing. (P. Kelly, Ed.) Working Papers Series Two, 31.
Education Bureau. (2013). Catering for Diversity . Retrieved from
https://cd.edb.gov.hk/kla_guide/GS_HTML/english/ch4/ch46.html
Gore, J. (2008). Rationale . Retrieved from A Shared History :
http://www.curriculumsupport.education.nsw.gov.au/shared/rationale.htm

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Noordink, M. (2010, October 4). Different ways of Teaching. Retrieved from

Blogspot: http://marlijnenoordink.blogspot.com.au/2010/10/different-waysof-teaching-different.html
Queensland Government. (2014 ). Pedagogy- Teaching and Learning Stratigies.
Retrieved from Education:
http://education.qld.gov.au/curriculum/learning/teaching/technology/pedag
ogy/index.html
UNSW . (2014, February ). Teaching Approaches . Retrieved from Teaching :
https://teaching.unsw.edu.au/teaching-approaches-and-strategies

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