Online Quiz 1

While Assessment Task 1 does not contribute towards your final grade, you MUST achieve 100% on this particular assessment to be eligible to continue with this Unit. You are able to undertake Assessment Task 1 as many times as you like to achieve the 100% pass mark.

You MUST complete Assessment 1 by the end of Week 3 (Friday 22nd November 2024).

After that time Assessment Task 1 will not be available for you to undertake.

Please note that you will not be able to access assessment tasks 2 and 3 unless you have completed and passed assessment task 1 - the quiz.

When you have finished the quiz, please ensure that you have ticked the check box, otherwise AT2 will not be available

Assessment Criteria:

This assessment task quiz 1 tests your knowledge and understanding of protocols and terminology associated with working with Aboriginal and Torres Strait Islander peoples.  Using the correct terminology and understanding the protocols shows respect to our First Nations People.

This assessment specifically addresses Standards 1.4 and 2.4 of the Australian Professional Standards for Teachers and is designed to measure your ability to:

·       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. (APST 1.4)

·       Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. (APST 2.4)

Expectations for your written response:

Your letter, of no more than 2000 (+/-10%) words, must respond to Amy's request and be addressed to your State and Federal members of parliament that represent your electorates. You can also, if you wish, address it to the education ministers and shadow ministers of your State and Federal Governments.

Your letter must:

1.       be written in a scholarly manner, which includes supporting all your assertions with references to scholarly literature. This means that the majority of the sources you cite should be articles from peer-reviewed journals, books, and credible websites. You can and should reference Government websites where they are the primary source of policy information.

2.       use references from the Unit readings to show your knowledge and understanding of the impact of government policy and past and present representations on culture and identity of Aboriginal and Torres Strait Islander peoples and students (APST2.4) (criteria 2).

3.       include your own reflections on the impact of our shared Australian history (and your cultural background) on the attitudes and views you have formed of Aboriginal and Torres Strait Islander people as students and learners.

4.       make reference to your participation in at least three (3) learning experiences associated with studying this Unit that have shaped your understanding on the importance of teachers’ acknowledgment, recognition, and respect for Indigenous history, culture and languages (APST2.4), (criteria 1).

5.       explain effective teaching strategies for supporting the identity needs of Aboriginal and Torres Strait Islander students, and how you would promote reconciliation between Indigenous and non-Indigenous peoples, within classroom contexts and the broader school community by:

·   acknowledging and teaching our shared Australian history,

·   paying respect to the local Indigenous culture by embedding Indigenous perspectives into your curriculum and encouraging all of your students to take pride in the local Indigenous culture, and

·    developing strong relationships with the local Indigenous community through effective and sensitive communication (APST 1.4), (criteria 3).

Assessment Criteria:   

A.  demonstrate your knowledge and understanding of the diverse Australian Indigenous histories, cultures, and languages.

B.       analyse the impact of historical government policy and past and present representations on culture and identity of Australian Indigenous peoples and students.

C.       critically reflect on Indigenous and non-Indigenous perspectives and the impact of diverse views on engagement and participation in education and care settings.

D.       use culturally appropriate language and academic conventions to construct a convincing and persuasive argument (criteria 4, APST 2.4).

Learning Outcomes Assessed:

·       Use correct terminology and protocols when referring to Aboriginal and Torres Strait Islander peoples, culture and histories

·       Analyse the impact of deficit views of Aboriginal and Torres Strait Islander students on learning and engagement

·       Analyse and respond to representations of Aboriginal and Torres Strait Islander peoples in contemporary and historical texts and their impact on race relations with non-Indigenous Australians

·       Critique government policies and approaches to the education of Aboriginal and Torres Strait Islander students in past and present society

·       Evaluate the capacity of current programs and initiatives for Aboriginal and Torres Strait Islander students, families, and communities for promoting engagement and participation in education and care.

Throughout this Unit, you have examined a range of strategies and resources appropriate for working with Australian Indigenous learners, families, and communities; and for the teaching of our shared Australian history in respectful ways that promote reconciliation.

For this task, you are asked to design a "White Paper" plan (for a specific school) that describes and justifies a set of school-wide and individual teacher strategies that engage Indigenous students in learning in educational settings, and that leads to reconciliation between Indigenous and non-Indigenous Australians.

You will choose a school to research for this assessment task.

You MUST identify four (4) school-based and six (6) individual teaching strategies that show consideration of students' cultural, linguistic and identity needs (APST 1.4 criteria 1 + 2) AND strategies for working effectively and sensitively with families and communities to support the learning and engagement of Aboriginal and Torres Strait Islander students.  (APST 1.4 + 2.4, criteria 1). Your strategies will demonstrate how reconciliation may be achieved at both a school and classroom level. (APST 2.4, Criteria 3). Strategies should be a combination of what is already in place at your chosen school + some of your own ideas, based on the school’s ethos.

Your work is to be presented as a written “White Paper” in a scholarly report format that explains each of your design strategies with one or two brief examples, the reasons for their choice and how they relate to the school you have been allocated. Your White Paper (scholarly report) will, in no more than 1500 words (+/-10%), clearly explain WHY and HOW your strategies would meet the learning, language, cultural and identity needs of Indigenous learners as well as identify any limitations on the effectiveness of these strategies in your allocated school (APST 1.4, criteria 4). Your White Paper should consider the diversity of needs of Aboriginal and Torres Strait Islander students in your allocated school. The White Paper MUST be supported by references taken from Unit, other scholarly readings, and your set textbook.

Your submission MUST demonstrate extensive knowledge and a broad understanding of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

Additionally, you will need to demonstrate a broad knowledge and understanding of Aboriginal and Torres Strait Islander histories, cultures and languages. Your submission MUST be written in a sensitive and respectful manner adhering to correct cultural protocols and terminology.

Assessment Criteria:

·       Knowledge and understanding of the impact of Indigenous cultural identity on learning (APST 1.4)

·       Application of knowledge of Indigenous cultures to the selection of strategies for relationship building that support educational equity and performance (APST 2.4)

·       Knowledge of language backgrounds and the diversity of student characteristics that affect the learning of Aboriginal and Torres Strait Islander students (APST 1.4)

·       Understanding of a school’s role in promoting reconciliation between Indigenous and non-Indigenous Australians (APST 2.4)

·       Use of authoritative sources to justify strategy selection (APST 1.4)

Learning Outcomes Assessed:

·       Use correct, respectful terminology and protocols when referring to Aboriginal and Torres Strait Islander peoples, culture and histories

·       Explain the effect of Aboriginal and Torres Strait Islander world views and the concept of relatedness on the learning styles of Indigenous students

·       Justify the use of strategies that cater for the diversity of experience, identity and linguistic background of contemporary Aboriginal and Torres Strait Islander students and communities

·       Evaluate the capacity of current programs and initiatives for Aboriginal and Torres Strait Islander students, families and communities for promoting engagement and participation in education and care.