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To be an effective teacher it is equally important to reflect on the value of

Who am I as What do I have to do (Graham, 2003). Through the question
of Who am I, I will understand my own beliefs and values and how they
affect my pedagogy. After reflecting on who I am as a teacher, I can then
reflect and discover appropriate methods embedding and working with other
cultures in my classroom, such as Aboriginals and Torres Strait Islanders
cultures.

Section 1
In order to understand, who I am, I have to examine my cultural history to
highlight my most important values and beliefs, and how they affect my
pedagogy. My cultural history begins with both my parents, who were raised
by European migrants fathers and mothers whom were born in Australia. This
has had a long-standing affect on my family as we embrace not only the
Australian culture around us, but also the cultures of my respective
grandparents, Italian on my fathers side and Great Britain on my mothers.
Along with this embrace of my familys culture, we have often travelled and
engage in other cultures around the world such as Malaysian and Japan.
An important aspect to my familys history is that while I embrace other
cultures, I still identify myself as an Australian and have a love for this country.
While growing up however, my education did not include traditional Aboriginal
history of my area. I now find it disturbing and disappointing that I do not know
the history behind landmarks such as Mudjimba Island.
Another part of my cultural history that has influenced me is my familys
viewpoint on education. My mother and father viewed education as an
important aspect in my upbringing. Due to this I was engaged in educational
activities at young age, such as bedtime stories and songs to the selection of
television programing.
My cultural history has helped me form three main values that have shaped
my pedagogical beliefs in the classroom. The first value I hold is that I identify
as an Australian. This value has influenced my pedagogy in regards to
approaching history. I believe that it important for people to understand and
know the history of the culture around them. This has informed my pedagogy
to embed local and national history into the curriculum when ever possible.
The second value was being open and aware of the many cultures in the
world. This value has influenced my pedagogy into being understanding of the
many cultures in the community. Understanding of other cultures is not just
acknowledging they exist but taking considerations in approaches in
communication and pedagogy to ensure that the students do not feel
marginalised and are safe. The third value is having parents engage in their
childs education. This value developed into my pedagogy in creating
appropriate methods to encourage parents to take part in their childs
education.
From understanding, who I am as a teacher, I can recognise how these
beliefs can impact in my pedagogy while working with Aboriginal people and

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Torres Strait Islander people in the classroom. The value I have in learning
and teaching local history in relation to working with Aboriginal and Torres
Strait Islander students is that I should not describe certain culture history as
Indigenous history but as Australian history. This removes the feeling of it
being exotic culture (Phillips, 2012, p26). My value of understanding different
cultures in relation in to working with the Aboriginal and Torres Strait Island
student is that I have to recognise and be respectful of the differences not
only between their cultural identity and mine but the cultural differences
between themselves and other students, such as two Aboriginal students
being from different communities (Phillips, 2012, p62). The other value of
parents involved in education in relation to the First People of Australia is
similar to the first. I have to be mindful and respectful of their view towards
how they should engage in their childs education. I will also have to use
appropriate channels to communicate my value and understanding to the
parents without being disrespectful

Section 2
As a beginning teacher, I need to have firm understanding of proper protocols
when engaging with the First People of Australia students, families and
communities to ensure that they are involved in their childs education. In
order to be an effective teacher, I need to know how to engage with the
Aboriginal and Torres Strait Islander community effectively through schools
using relevant frameworks. I also need to show an understanding of the
students culture while in the classroom.
Before engaging with the communities through the schools, I first have to
examine the type of participation the community has with the school. It has
been theorised that there are six types of community participation in schools,
type one schools having the lowest parental participation and type six being
viewed as a partnership between the school and the community in
educational decision making (Phillips, 2012, p182-183). In order for schools to
develop to a type six, they have to focus on developing a two-way dialogue
between the school and parents and open a dialogue with the community to
make decisions about curriculum.
To develop a strong type of participation with the community studies have
shown that the schools that have adapted a whole-school approach in
creating a two-way dialogue with the communities have a significant
improvement in Aboriginal and Torres Strait Islander students school
achievements and well being (Australian Government, 2012). One particular
method that the schools used to encourage the two-way dialogue was by
taking pride in the local communities culture such as flying either the
Aboriginal or Torres Strait Island flag next to the Australian flag and displaying
a welcome in the local communities language (Muller, 2012). Another method
incorporated into these schools was encouraging teachers to communicate
with the parents in a personal immediate form with attention to positive news
(Muller, 2012). In 2014, the Australian Primary Schools Mental Health Initiative
took these studies into consideration and developed the KidsMatter

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Framework (KidsMatter Australian Primary Schools Mental Health Initiative).

This framework was developed to assist educators in effectively implementing
methods and strategies into the school. For a beginning teacher, the most
relevant part of the framework was highlighting the beneficial aspects of
communicating with an Aboriginal and Torres Strait Islander Education Worker
to learn about the community (KidsMatter Australian Primary Schools Mental
Health Initiative)
In order to help open a dialogue with the community it is important to
recognise that The First people of Australia have long been excluded from
participating in the creation of education policy and curriculum (Phillips, 2012,
p115). By including Aboriginal and Torres Strait Islander communities in
decision making on curriculum in their local school, the communities are able
to voice their values and beliefs for their childrens education. Involving local
communities in school curriculum decision-making has become a focus of the
Queensland Department of Education and Training, which has developed the
Parent and Community Engagement Framework (Queensland Department of
Education, Training and Employment). This framework outlines five elements
of parent and community participation in schools and offers considerations
and strategies for schools to incorporate; communication, learning
partnerships, community collaboration, decision-making and participation.
An important aspect for me to recognise as a teacher is that Aboriginal and
Torres Strait Islanders have their own culture. Key differences in the culture,
that can have an impact in the classroom, are communication and learning
style preference. Aboriginal people and Torres Strait Islander people have
different views of communication when compared to Western standards
(Phillips, 2012, p36). Expected Western communication cues such as eye
contact and use of body space can have a different interpretation depending
on the childs culture (Phillips, 2012, p36). As a teacher, I need to be
respectful of the different values in communication of the students to maintain
a safe learning environment. Education will only be successful when it values
culture and traditions and when teaching is adapted to the cultural learning
styles.(Hughes 2004 p249). Every culture has its own unique preferred
learning style. An example of a framework outlining these preferred learning
styles would be the 8 Ways Of Working, which focuses on developing
pedagogy incorporating the styles. By applying different learning styles in my
class, based on the surrounding communities values, I will make the learning
more relevant to the student and engage them in the learning.

Section 3:
Resource One: Yulunga: Traditional Indigenous Games
http://www.ausport.gov.au/__data/assets/pdf_file/0011/376139/SP_3
1864_TIG_resource_K-3.pdf
The Australian Sports Commission 2009 created this resource. It that lists a
variety of traditional games played by young Aboriginal and Torres Strait
Islanders. This book was created with the help of consultants Ken Edwards

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(PhD)a former physical education teacher and academic in the Faculty of

Health (School of Human Movement Studies) at Queensland University of
Technology (QUT) in Brisbane.(Edwards, 2008) and Troy Meston is a
graduate of the Faculty of Education at QUT and currently Director of
Blackbase in Brisbane. He is actively involved in the promotion of Indigenous
traditional games in schools and community groups (Edwards, 2008). This
book gives a full acknowledgment of the traditional owners of each game. The
book also makes recommendations to actively involve the local community to
participate in implementing these games.
In the book is a list of games with the following details. The first detail is giving
the traditional name, with pronunciation, of the game. Next is the background
of the game, offering the region the game was played, which language group
played the game and historic information. The finale details include, how to
play the game, variations that can be used to cater to the classroom and
curriculum suggestions. The book offers a range of teaching opportunities to
incorporate Indigenous peoples history such as building upon stories to
develop a greater understanding of the story in a engaging way.
To determine that this resource is appropriate for the classroom, I will be using
the A Resource Guide for Aboriginal Studies and Torres Strait Islander
Studies, published by Curriculum Corporation, Melbourne, in 1995,
republished in 2007. This guide determines five key elements of an effective
resource.
They are;
1.
2.
3.
4.
5.

Authenticity
Balanced nature of the presentation
Aboriginal and/or Torres Strait Islander participation
Accuracy and support
Exclusion of content of a secret or sacred nature. (Queensland
Studies Authority, 2008)

For the first element Authenticity, the resource needs to contain, up-to-date
information and inoffensive language and visual displays (Queensland
Studies Authority, 2008). This resource was created within the last ten years
and consulted with Aboriginal people and Torres Strait Islander people to
ensure that the information was accurate and contained no offensive material
written or visual.
The second element of balanced nature of presentation is to ensure the
resource does not misrepresent Aboriginal and Torres Strait Islander culture
and people and that it does exclude or shame any cultural background
(Queensland Studies Authority). This resource does not misrepresent the
Aboriginal people and Torres Strait Islander people or their culture by focusing
more on how they played the game. It encourages people of all backgrounds
to take part in the activities (Edwards, 2008)
The next element is Aboriginal and/or Torres Strait Islander participation;
simply determining whether they were involved in the creation of the resource

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(Queensland Studies Authority, 2008). There were two main consultants, who
consulted others to ensure the accuracy of the resource. An
acknowledgement of ownership is also present in the resource.
The fourth element is Accuracy and support is determining whether this
resource can use in the local area, and whether the Aboriginal and Torres
Strait Island communities support the resource (Queensland Studies
Authority, 2008). This resource can be applied to all regions in Australia, with
specific games for specific areas. In the resource there is not an
acknowledgement of a specific Aboriginal or Torres Strait Island consultative
group, but two main consults. There is foreword statement written by Adam
Goodes, ambassador for the Indigenous Sports Program (Edwards, 2008)
and various Aboriginal and Torres Strait Islander communities supported it
during development.
The final element is Exclusion of content of a secret or sacred nature. This
resource makes a point of not including games involved in ..initiation
ceremonies and religious events, or which could give a false impression of the
cultural identity of Indigenous people. (Edwards, 2008)
After examining this resource against the guide it is clearly an appropriate
resource to implement into the classroom.
Resource two: Information Website: Art and Design Technology For
Kids! http://art-educ4kids.weebly.com/aboriginal-art-and-patterning.html
Diana K is credited for creating this resource; no additional information is
available on the author. No dates are available on the website. This website
features facts and images about traditional Aboriginal art and symbols, as well
as a lesson for students to participate in creating the art. This is the first result
from searching Aboriginal Artwork for Students.
To determine the appropriateness of this resource in the classroom, I will
apply the five elements from the resource guide.
In the first element, I found that this source, is accurate in its information, it
does not distinguish the diversity of aboriginal cultures and applies an
umbrella term. Applying the second element, this source, does not contain
offensive persecutions of any culture and encourages all cultures to
participate. When looking at the Aboriginal/Torres Strait Islander participation
and Accuracy and Support elements, it clear from the lack of
acknowledgement and referencing that no Aboriginal participation or support
was involved. This source did not publish any sacred material or knowledge
as for as I can identify.
Due to a sever lack of authenticity in this resource, it would not be an
appropriate resource to incorporate into the classroom.

Section 4

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I have created a lesson, using the resource (Appendix 1). This lesson uses a
modified version of the traditional Kabi Kabi community game Buroinjin. The
lesson was developed using the 8 Ways of Learning pedagogy framework.
While the key curriculum area is Health and Physical Education this lesson
incorporates cross-curriculum priorities learning with Aboriginal and Torres
Strait Islander Histories and Cultures. It is important to note that this lesson is
only relevant to schools on the Sunshine Coast within the Kabi Kabi
community.
To develop this lesson in a effective manner, the 8 Ways of Learning
framework was used. The 8 Ways of Learning framework, outlines eight
different cultural methods, which have been identified as the preferred style
for Aboriginal learning. The eight methods are:
1. We connect through the stories we share.
2. We picture our pathways of knowledge.
3. We see, think, act, make and share without words.
4. We keep and share knowledge with art and objects.
5. We work with lessons from land and nature.
6. We put different ideas together and create new knowledge.
7. We work from wholes to parts, watching and then doing.
8. We bring new knowledge home to help our mob. (Dubbo Team,
2015)
While all eight methods are closely linked and should be incorporated over a
unit, this particular lesson implements three methods. The first method that
this lesson uses is We connect through the stories we share otherwise
called story telling. This method involves engaging students in learning
through the use of story telling. In the lesson, the story of how the Kabi Kabi
people played Buroinjin. The second method while not explicit in this lesson is
implemented throughout the whole term, We put different ideas together and
create new knowledge or deconstruction/reconstruction. In this lesson,
students are focusing and developing use of movement sequences linked with
fundamental movement skills. The final method in cooperated is We bring
new knowledge home to help our mob or community links. This method
involved selecting a local game in the community for the students to learn and
will be able to share their knowledge of the game with other students and
community
This lesson was developed within a unit focusing on movement and physical
activity within the Health and Physical Education key learning area, outline in
the Australian National Curriculum. In the lesson, students will be developing
within selected content areas. The key focus for this lesson is in the moving
our body content area focusing on developing use of movement sequences
linked with fundamental movement skills (Australian Curriculum Assessment
and Reporting Authorities, 2015) linking running with throwing and catching.
Students will also be monitored on the learning through movement content
area, Apply basic rules and scoring systems, and demonstrate fair play
when participating (Australian Curriculum Assessment and Reporting
Authorities, 2015), observing their participation and ability to follow rules.

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Finally this lesson incorporates recognising Aboriginal history and culture into
the lesson. Under the cross-curriculum priority of Aboriginal and Torres Strait
Islander Histories and Cultures a framework was developed to help embed
both Aboriginal and Torres Strait Islander histories and cultures into the
curriculum. This framework outlines three interconnected aspects of their
unique identity (Australian Curriculum Assessment and Reporting Authorities,
2015). The aspects are Country/Place, People and Culture (Australian
Curriculum Assessment and Reporting Authorities, 2015). This particular
lesson incorporates the Culture aspect, through identifying a unique cultural
aspect of one particular Aboriginal language group.
After reflecting on who I am as a teacher and recognising not only my own,
but other cultures in the world, I believe that I can become an effective
teacher. By examining effective methods of working with Aboriginal and Torres
Strait Islanders communities and selecting appropriate resources to develop
effective lessons, I believe I can go into schools and be a positive influence in
engaging with both Aboriginal people and Torres Strait Islander people.

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Unit/ Topic: HPE Movement and Physical

Reflective Portfolio

Lesson: 5

Activity
Goals:

Time: 45 minute
Develop use of movement
sequences linked with
fundamental movement skills

Year Level: 3

Appendix 1
LESSON STRUCTURE
Introduction: 10 minutes
Depending on the availability of a Kabi Kabi Elder.
If an Elder is available
Bring the students down to the oval
Have them sit down
Welcome the Elder with the proper protocol
The Elder should then explain the history and
rules of Buroinjinto the students
While the Elder is having the discussion, ensure
oval is properly marked (see book, page 12)
(Have two fields ready if there are 24+ students)
Count how many students are there
Either yourself or the Elder should give the
students demonstrations on how to play and the
rules
If an Elder is not available
Before class starts, prepare the oval (Increase
the size of the field if there are 24+ students)
Bring students to the oval
Have students sit in front of you
Explain Buroinjin to the students
o Traditional Language
o Traditionally played
o Rules
o Give the students demonstrations on how
to play and the rules
Count how many students are there
Main Content: 25 minutes
If an Elder or teacher aide is available
Split the class into four even groups
Have the other supervisor take two groups to
another field and begin their game
Take your two groups and begin the game
Monitor and observe students movement
abilities and participation
Allow the game to go on for roughly 8 minutes
After 8 minutes, have one of your teams swap
with the other supervisors team.
Begin the next game

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Resources
Yulunga:Traditional
IndigenousGames,
AustralianSports
Commision2009
Found here:
http://www.ausport.gov.au
/__data/assets/pdf_file/00
17/402191/SP_31864_TI
G_resource_FINAL.pdf
Size 1 or 2 soccer ball
Markers

Resources:
Size 1 or 2 soccer ball
Markers

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If an Elder or teacher aide is not available

Split the class into two even teams
Begin the game
Monitor and observe students movement
abilities and participation after 16 minutes, finish
the game
Conclusion: 10 minutes
If an Elder is present
Allow the Elder time to discuss any additional
culture significance about the game to the
students (check before hand if the Elder does
have anything they would like to add)
Have the class bid farewell to the Elder in a
respectful manner
Allocate students to collect markers and ball, put
them in storage, other students will form two
lines
Walk students back to class.
If no Elder present
Allocate students to collect markers and ball, put
them in storage, other students will form two
lines
Point out three positive remarks to the class
o
E.g. Tim did a fantastic throw
Walk students back to class

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Resources

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Reference:
Australian Curriculum Assessment and Reporting Authorities. (2015). Health
and Physical Education (Available for use; awaiting final endorsement).
Retrieved September 1, 2015, from
http://www.australiancurriculum.edu.au/health-and-physicaleducation/curriculum/f-10?layout=1
Australian Curriculum Assessment and Reporting Authorities. (2015).
Aboriginal and Torres Strait Islander histories and cultures. Retrieved
September 1, 2015, from
http://www.australiancurriculum.edu.au/crosscurriculumpriorities/Aboriginaland-Torres-Strait-Islander-histories-and-cultures
Australian Government. (2012, July 1). What Works. The Work Program.
Success in Remote Schools. Retrieved August 27, 2015, from
http://www.whatworks.edu.au/upload/1341805220784_file_SuccessinRemote
Schools2012.pdf
Dubbo Team. (2015). 8 Ways of Working. Retrieved September 1, 2015, from
http://8ways.wikispaces.com/
Edwards, K., & Meston, T. (2008).
Http://www.ausport.gov.au/__data/assets/pdf_file/0017/402191/SP_31864_TI
G_resource_FINAL.pdf. In Yulunga traditional Indigenous games. Canberra,
ACT: Australian Sports Commission.
Graham, A., & Phelps, R. (2003). 'Being a Teacher' : Developing Teacher
Identity and Enhancing Practice Through Metacognitive and Reflective
Learning Processes. AJTE Australian Journal of Teacher Education, 27(2), 1111. doi:10.14221/ajte.2002v27n2.2
Hughes, P., & Williams, M. (2004). Aboriginal ways of learning (1st ed., p.
214). Adelaide, SA: Paul Hughes.
K, D. (n.d.). Aboriginal Art and Patterning. Retrieved August 31, 2015, from
http://art-educ4kids.weebly.com/aboriginal-art-and-patterning.html
KidsMatter Australian Primary Schools Mental Health Initiative. (2014, June
1). Engaging with Aboriginal and Torres Strait Islander communities:
Supplement to the KidsMatter Primary Action Team Handbook. Retrieved
August 27, 2015, from
https://www.kidsmatter.edu.au/sites/default/files/public/Handbook_engaging_
with_web.pdf
Muller, D. (2012). Parents as partners in Indigenous children's learning.
Retrieved August 27, 2015, from http://austparents.edu.au/2014/wpcontent/uploads/parents-as-partners-in-indigenous-childrens-learning.pdf

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Phillips, J., & Lampert, J. (2012). Introductory indigenous studies in

education: The importance of knowing (2nd ed., pp. 21, 36, 62, 115, 182 183). Frenchs Forest, N.S.W., NSW: Pearson Education Australia.
Queensland Department of Education, Training and Employment. (2014).
Parent and Community Engagement Framework Working together to
maximise student learning. Retrieved August 28, 2015, from
http://education.qld.gov.au/schools/parent-community-engagementframework/resources/pdf/parent-community-engagement-framework.pdf
Queensland Studies Authority. (2008, December 1). Selecting and evaluating
resources. Retrieved August 30, 2015, from
https://www.qcaa.qld.edu.au/downloads/approach/indigenous_g008_0712.pdf

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