Assignment 2: Critique of a program and its

practices and strategies: Educational

strategies for teaching Indigenous learners

Literacy, numeracy and attendance rates are three of the core issues
repeatedly arising in reports and reviews into poor outcomes in Indigenous
education. Literacy has become a central issue which encompasses a
range of teaching challenges such as bilingual education, ESL and
Aboriginal English (NSW DET, 2008) and the importance of numeracy can
be underestimated by learners. Low literacy and numeracy skills make it
difficult for any individual to participate effectively in the community and
lower attendance and participation rates are one of many issues that are
compounding the problem (Frigo, 2008). The What Works program seeks
to address these core issues in order to support the development of
positive educational experiences and outcomes for teaching Indigenous
learners.

What is the ‘What Works’ Program?

The What Works program has been created as a national program to

improve outcomes for Indigenous students and is funded by the Australian
Government Department of Education, Science and Training. The program
has been created for anyone working in Australia’s education institutions
but is specifically for the benefit of teachers. The program is directed at
those who have not been involved in teaching Indigenous students as well
as those who have had some experience but would like to achieve more.
The program also helps participants not directly linked with Indigenous
teaching develop an informed understanding of Australia’s Indigenous
people and culture and how they revolve around the learning process.

The main focus of the What Works program is on literacy, numeracy and
the improvement in school completion rates by addressing a range of
factors which impact on Indigenous learning. The program focuses on
three strategies (skills, participation and partnerships) and is broken down
into three focal points (school entry, transition to secondary schooling and
senior secondary years). Participants are also expected to meet a set of
qualifications. These are a commitment to succeeding, a certain amount of
courage and persistence and a will and an ability to find a way. The What
Works program was developed as a result of the Strategic Results
Projects.

The Strategic Results Projects

The strategic results project was launched in 1997 in relation to education

and training for Indigenous students. The projects revolved around
literacy, numeracy, vocational education and other areas related to
education and training. The purpose of these projects was to address the
question ‘What changes to education and student support delivery
practices will result in improved Indigenous student learning outcomes
within a relatively short period of time?’

The Guidebook

The What Works program consists of three main elements. The guidebook
is the first element of the What Works program and is the user manual
instructing participants on how to navigate the program as well as
background information, government participation and credits.

The Workbook

The Workbook is the second element of the program and is a tool to assist
participants in the direction they should follow to achieve the best possible
outcomes. The Workbook begins with a plan of action which is filled in as
the participant works through the sections. This allows a clear breakdown
of goals, targets and strategies individual participants wish to achieve
through the program. The checklist provided is a breakdown of the
practices participants should attempt to complete. The list is simple and
breaks things down to an achievable level. The workbook is in depth in its
questions and information allowing the participant to create a program
specified for their work environment.
The Website

The website is the third and final element of the program and contains all
the digital materials required to backup the workbook. This includes
stories, examples and research which are regularly updated in order to
keep the program as relevant as possible. Online support and assistance is
also available to participants. The website is easy to navigate and the
layout is simple and easy to follow with all the information having relevant
links to additional and validating information.

Literacy

There have been many investigations and reports in regards to the poor
outcomes for Indigenous students in literacy and language. As a result
there are many programs that have been put in place by the federal, state
and territory governments as well as independent organisations. The What
Works Program focuses on the National Accelerated Literacy Program
(NALP), originally know as ‘Scaffolded Literacy’. The preference for this
program is due to the higher success rate this particular program has as
opposed to other approaches to Indigenous Literacy as referred to in case
studies.

National Accelerated Literacy Program (NALP)

The National Accelerated Literacy Program (NALP) has been set up by the
Commonwealth Government to accelerate the literacy levels of
marginalised students to age appropriate levels or higher (CC, 2009). The
Northern Territory government is using the program, which aims to bridge
the educational divide between Indigenous and non-Indigenous learners in
the Northern Territory by raising literacy levels using the Accelerated
Literacy methodology (DEST 2006). Using careful teacher management
and support of learning negotiation, the students work intensively on texts
which have not been modified and are equivalent to those used by their
peers.

Numeracy
Numeracy is considered a fundamental component in the learning process
and the What Works Program focuses on various strategies and practices.
The What’s making the difference? Project highlighted that Indigenous
students learn better when they are presented with concrete visual
stimuli, when instructions are verbal rather than written, and when they
are able to manipulate resources and use games to establish and reinforce
concepts. Frigo’s principles and the First Steps in Math Program are two
distinctive practices referred to encompass a range of general strategies.
These include using hands-on materials, small group work, using open-
ended questions, on-going discussions during the lesson, catering for
individual needs, collaborative planning amongst teachers and school
commitment to numeracy.

First Steps in Math Program

The First Steps in Math Program was created by a research team from the
Department of Education and Training in Western Australia and set out to
integrate knowledge in the area of mathematics learning and identify
shifts in student’s thinking (EQ, 2009). The resultant program has created
resources to assist in the teaching and learning of mathematics and
explains why some students have difficulty understanding.

Frigo’s Principles

Frigo summarises in her paper Resources and Teaching Strategies to

Support Aboriginal Children’s Numeracy Learning that numeracy materials
developed for use in classrooms with Indigenous learners should
incorporate culturally appropriate and contextually relevant content.
Materials should support teachers to convey the mathematical concepts in
a culturally appropriate, contextually relevant and interesting way to
students. An understanding of mathematical language is also crucial if
Indigenous students are to achieve positive outcomes (Frigo, 1999).

Attendance, Participation and Belonging

Reports conducted over the years have continually highlighted the

problems of poor school attendance amongst Indigenous students in
Australia and although initiatives have been introduced by both
Commonwealth and State / Territory governments to improve Indigenous
participation, there have been few positive changes (Bourke et al 2000).
The What Works Program explores multiple reasons for absenteeism which
is wide and varied.

Cultural recognition, acknowledgment and support is the first strategy the

program focuses on. It highlights the need for involvement from teaching
personal, parents and the community as well as collaborative planning
and respect for Indigenous languages. Skill development which recognises
specific learning approaches and early intervention strategies, the
importance of learning needs for individual students and recognition that
Standard Australian English is not the first language for most Indigenous
students is another focus. Participation by providing a safe, secure school
environment as well as empowerment for students by involving them in
the learning and planning process is the third strategy discussed.

Summary

A lack of attendance makes it difficult for any Indigenous student to

achieve the best academic outcomes. Equally, poor outcomes may still
occur with improved attendance rates should academic programs remain
substandard. For this reason it is important that academic programs as
well as attendance programs need to meet high standards as a whole. It is
a program that needs to be approached in a holistic manner in order to
meet targets. The What Works program follows the holistic approach using
the best tried and true strategies selected from a wide range of programs.

The What Works program has been developed by analysing a range of

materials including a range of Indigenous learning programs, reports and
case studies. The strategies identified are backed up by consistent
evidence and is easily accessed through the website. Although the
program is government funded and aimed at those in education, the
importance of Indigenous involvement resonates throughout. There is
acknowledgment in regards to reconciliation, recognition for the
importance of the role Indigenous participants have played throughout the
program and respect and sensitivity for Indigenous culture.
The What Works Program is an ideal starting point for working in an
Indigenous setting. The program encourages the exploration of strategies
and practices which can be applied within an Indigenous learning setting
in order to gain the best possible outcomes. The program is specific to
individual needs and is broken down into achievable goals. With the
amount of information thrown at educators these days, this program is an
ideal first step into improving outcomes for teaching Indigenous learners.
This is an in depth program that covers many areas.

This program is informative and clear with achievable goals for any person
working in Australia’s education institutions. There are an unlimited
number of challenges all teachers will need to face and a support program
such as this goes a long way in resolving some of the issues. This program
not only aims to improve outcomes for Indigenous learners, but any
learner at a disadvantage and although I have yet to be able to apply this
program in a practical setting, I am confident that the knowledge and
information available in this program will be of benefit to the Indigenous
learners I hope to teach in the future.

References

What Works. The Work Program 2009, Department of Education,

Employment and Workplace Relations, viewed 27 April 2009.

http://www.whatworks.edu.au

New South Wales Department of Education and Training TAFE NSW,

Indigenous Learning – Language and Literacy 2008, New South Wales
Department of Education and Training, viewed 1 May 2009.

http://www.icvet.tafensw.edu.au/resources/indigenous_literacy.htm

Frigo, T & Simpson, L 2008, Research into the numeracy development of

Aboriginal students: Implications for the NSW K-10 Mathematics Syllabus,
Aboriginal Numeracy Research Project, viewed 1 May 2009.

http://www.boardofstudies.nsw.edu.au/aboriginal_research/pdf_doc/aborigi
nal_num_k10_math.pdf
Curriculum Corporation 2009, National Accelerated Literacy Program,
Curriculum Corporation, viewed 27 April 2009.

http://www.curriculum.edu.au/ccsite/cc_national_accelerated_literacy_prog
ram,26146.html

Department of Education, Science and Training 2006, National

Accelerated Literacy Program (NALP), Australian Government Department
of Education, Science and Training NT, viewed 27 April 2009

http://www.nalp.edu.au/documents/NALPPublicDocument__Nov2006.pdf

Education Queensland 2009, FCWQ Region – Curriculum, Education

Queensland, viewed 1 May 2009.

http://www.learningplace.com.au/deliver/content.asp?pid=42234

Frigo, T 1999, Resources and Teaching Strategies to Support Aboriginal

Children’s Numeracy Learning, Office of the Board of studies NSW, viewed
28 April 2009

http://www.boardofstudies.nsw.edu.au/aboriginal_research/pdf_doc/aborch
ildnum_litreview.pdf

Murphy, J, O’Loughlin, M & Parkin, B 2009, Whatever it take: Encouraging

Aboriginal student attendance at Salisbury North R-7 school, What Works.
The What Works Program, viewed 29 April 2009

http://www.whatworks.edu.au/docs/salisburyn.pdf

Bourke, J, Rigby, K and Burden, J 2000, Better practice in school

attendance: Improving the school attendance of Indigenous students,
Monash University viewed 29 April 2008

http://www.dest.gov.au/NR/rdonlyres/BE155405-345F-4859-BCE6-
F0B86A248F37/2506/Attend_Synth.pdf