EDU10005: 2056767

Ass 3: Digital Portfolio

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Assessment 3:

Digital Portfolio

Kylie Reeves

Swinburne University

EDU10005

Yin Voong

2nd February, 2015.

"WARNING: Aboriginal and Torres Strait Islander readers are warned that the following assessment may contain images and names of deceased persons".
Assessment 3: Digital Portfolio: Learning Plan.

Required Headings / Description example.
Name of Experience / Dreaming creation story, 'First Platypus- Gaygar- The Little Mother Duck (Gadi Mirrabooka, 2001) and Making the Platypus.
Age group / Kindergarten: 4- 5years of age
Description / During group circle introduce Dreaming stories and how Indigenous Australians use them to describe the creation of the land, animals, plants and people(Harrison, 2011, Korff, 2014)
Show a map of Australia, and point out that creation stories come from many different Indigenous tribes, with their own languages and customs (Nichol, 2012).

(Figure 1. Map showing Australian IndigenousTribes, Gadi Mirrabooka, 2001).
Read adapted story of 'First Platypus-Gaygar-The Little Mother Duck'(Mackay, McLeod, Jones & Barber, 2001). Story will be adapted with simplified language appropriate for Kindergarten students (with permission to be re-told). Pin a Platypus symbol on map, telling students that the story comes from June. E Barker, from the YotaYota peoples in Lightning Ridge, New South Wales. (Gadi Mirrabooka, 2001, AusLit, n.d). Each time a new Indigenous story is introduced, its origin can be pinned on the map.

(Figure 2. Gadi Mirrabooka, 2012).

(Figure 3. Simplified Story of 'First Platypus-Gaygar-The Little Mother Duck. Reeves, 2015).
The children go to their tables and participate in an arts session, cutting out correct parts that make up a Platypus, then decorating them.
Rationale / Students learn about Aboriginal Dreaming stories and autochthonous beliefs about creation. Students learn that there are many Indigenous tribes throughout Australia, with their own Dreaming stories (Harrison, 2011).
Through the Dreaming story, children learn that the Platypus was different to the other animals, and being different should be celebrated. The Early Years Learning Framework for Australia [EYLF] (2009) highlights that children need to learn to about the differences and unique ways of knowing in a positive light (EYLF, 2009, p.13). Teaching children about diversity comes under Outcome 1: , where children's unique identities are promoted and also as a shared Australian identity(EYLF, 2009, p. 23).
The children will be able to recall their learning about Indigenous culture and where the Dreaming stories originate because there is a map for visual reference. Engaging in the map experience and making Platypuses provides hands on learning, where Piaget's (1936) cognitive development theory (as cited in Duchesne, McMaugh, Bochner, Kraus,2012) highlights the importance of children learning through concrete activities.
Resources /
  • Chairs in a circle
  • Laminated map of Australia with Indigenous Tribes highlighted
  • Platypus character to stick to map
  • Adapt book to suit Kindergarten age, use of Microsoft word, pictures
  • Laminator
  • Make template of Platypus body parts
  • Felt, scissors, glue and pencils

(Figure 4. Platypus Template. Reeves, 2015).

(Figure 5. Making A Platypus. Reeves, 2015).
Introduction / Instruct children to gather into a Group Learning Circle, to learn about Aboriginal culture(Queensland Studies Authority, 2010)
Ask the children if they know about Dreaming stories and allow for discussion. Introduce Dreaming stories and show the map of Australia with different tribes
Showing the children a picture of the YotaYota people mayhelp children understand better(Harrison, 2011).
Pin Platypus on correct locationon the map before the story.
Strategies /
  • Ask the open-ended questions about Indigenous peoples, the Dreaming, and the Platypus, and scaffold on knowledge. For example, Asking if the children know about Aboriginal peoples, and then extend on this by showing them that many Indigenous tribes exist in Australia (EYLF, 2009, p.14-15).
  • Holistic and collaborative/socio-cultural approach. A group circle where the children discuss and learn about Indigenous peoples, the Dreaming and the interdependence and connection to the land (EYLF, 2009, p.14-15).
  • Intentional teaching of cultural competence, fairness and acceptance of diversity. Through the Dreaming story about the Platypus being different to other animals, model fairness to all people to create ananti-bias cultural environment (EYLF, 2009, p.13).

Conclusion / I will assess learning through questions. Such as, 'What is the name of the tribe where the Platypus Dreaming story came from?', and 'Are all Indigenous people the same'? (Arthur, 2013).
Ask the children 'Is it OK to treat someone badly because they are not the same as you?' Explain that Indigenous people were not treated fairly for a long time because they were different. This touches on cultural bias, racism and diversity, in a way that is appropriate for young children (Derman-Sparks, 1989).
Required Headings / Description example.
Name of Experience / The First Australians and their different languages.
Age group / Foundation/ Year 1,
Description / Read a chapter from Australian Aboriginal Culture Resource Book, under past, to introduce children to Indigenous Australians as the first Australians to occupy the land (Creative Spirits, n.d).

(Figure 1. Australian Aboriginal Culture Resource
Book for ages 5 to 6. Educational Experience, 2015).
(Figure 2. Indigenous Languages Map- written in the
language of Wiradjuri peoples. Education Dreaming, 2014).
Display map on interactive whiteboard, showing many languages once spoken by Indigenous peoples.
Next, introduce Animal Names Origins, where students explore and practise the Australian Animal Origin names in various Indigenous languages. Children take turns clicking on animals and as a class, pronounce the names.

(Figure 3 & 4. Aussie Animal Language Map. Education Dreaming, 2014).
Rationale / Through contacting Animal Origins resources creator, Nola Turner-Jensen, from the Wiradjuri people, I sourced genuine Indigenous resources to avoid tokenistic lessons (Harrison, 2011).
The lesson addresses Australian Curriculum and Assessment Authorities [ACARA] Organising Ideas [OI] under Cross Curriculum Priorities. OI. 4 . 'Aboriginal and Torres Strait Islander Societies have many language groups, and OI.7, where 'The broader Aboriginal and Torres Strait Islander societies encompass a diversity of Nations across Australia'. This is seen through educating children about the pre 1770's where so many diverse languages existed.
The Dreaming Education Culture Guide states that the Animal Origins Activity addresses Foundation levels strand, ACELA146 'recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages' and ACHHK004, 'past communicated with language and stories (ACARA, n.d & Education Dreaming). For Year 1., the activity achieves English learning strand ACELT1586, 'Creative visual representations of literacy texts from Aboriginal, Torres Strait Islander Societies or Asian cultures (ACARA, n.d, Education Dreaming, 2014).
Resources /
  • Australian Aboriginal Culture Resource Book
  • Indigenous Languages Map and Dreaming Educations Aunty Culture Guide for the activity (have purchased)
  • Interactive whiteboard for Map and Animal Origins activity
  • Print Animal Origins worksheets
  • Chairs around whiteboard
  • Pencils

Introduction / Read a short chapter from the Australian Aboriginal Culture Resource Book to build foundation knowledge of first Australians. Introduce many Indigenous tribes throughout Australia and show map with varied languages (Creative Spirits,n.d).
Strategies / Ask open-ended questions after reading the chapter to determine children understand concept of the First Australians (Duchesne, et al, 2012). For example "Who are the first Australians?".
The children will have access to digital Animal origins resource during free time, to strengthen learning (Duchesne, et al, 2012).
Children are engaged through animals and positive aspects of Indigenous culture. This builds positive schemas of Australian animals and Indigenous language (McLeod, 2012).
Conclusion / The children go to their desks and complete colouring activity sheets, to further practise names for Australian animals from the Wirajuri people.

(Figure 4 & 5. Animal Origins Interactive Activity. Dreaming Education, 2014).
I will assess learning through questioning, determining if students recall the Indigenous Animal names, and to further develop their knowledge (Duchesne, et al, 2012)

Critical Reflections

I have always believed in accepting all people and embracing diversity, which also included how I felt about Indigenous peoples. These values were shaped from my upbringing, working with diverse people in education, and studying this unit, EDU10005. However, recently, I realised that I have had little to do with any Indigenous people in my life time and made little effort to learnabout my local communities history. I think it comes down to wilful ignorance.How could Iteach children about inclusivity, teach Indigenous students, or claim to respect our Fist Australians, without any effort to reach out to Indigenous peoples,and learn aboutmy local area?The Department of Education and Training (2010) state that educators lacking understanding of one's local history, means not grasping the current community situation, impacting the opportunities Indigenous, non-Indigenous, schools, and the community have to grow and succeed together. For example, reaching out and learning about Koorie peoples, in Victoria, and the Wurrundjeri tribe in Melbourne, would be a starting point(Museum Victoria, n.d) The Yarra Healing website has resources to learn about local Indigenous histories of theWurrundjeri peoples, including lesson plans to facilitate learning about local community changes (Catholic Education Melbourne, n.d).I now aim to visit the Wurrundjeri cultural centre at the end of this unit.

This unit has helped shape a deep awareness, that all Australian children should have access to their Australian history. I believe that forreconciliation for future generations and inclusive classroom environments, educators needa solid foundation of the timeline of events about the First Australians and European Australians. VEA (2012) state that knowing about the rich history of Australia, is imperative for all children. VEA also state that to effectively teach Indigenous perspectives, there must be a sound framework. It becomes apparent that knowing about significant timeline events, such as, pre-colonisation, colonisation, The Stolen Generations, The 1967 Referendum, Gough Whitlam's policy reforms on Land Rights and The Racial Discrimination Act, and so forth, ensure quality Indigenous education facilitation. Standard 2.4, under The National Professional Standards for Teachers, states educators need to have a broad understanding and respect for Indigenous peoples histories, culture and languages (Australian Institute for Teaching and School Leadership[AITSL], n.d).

I also realise the importance of Indigenous perspectives in the classroom for Indigenous children. I believe that in order to know how to teach Indigenous students, you must understand their personal perspective, with highest expectations.I believe educators should know the child and their broad and proximate cultural history, family culture and home life, as well as personal strengths and interests. This helps inform which teaching strategies best suit the child.Kitson & Bowes (2010)state that educators need to understand Indigenous children and their families, withthe influence land, culture, community and language have towards Indigenous identity.

I think how a child learns depends on their cultural upbringing, and most educations settings use Westernised approaches. McConaghy (2000) highlights that colonial influences remain in education systems today, and have no cultural relevance for Indigenous students. As an educator, I plan to acknowledge Indigenous children's ways of knowing and seeing the World with high expectations, and applying teaching strategies that fit their ways of learning and knowing. For example, teaching concepts usingoral language and hands on learning(Kitens & Bowes, 2000, Nichol, 2012).

I believe in setting high expectations and empowering students to celebrate their identities and unique learning styles. The Stronger Smarter Institute (n.d) stress the importance of high expectations between teachers and Indigenous students. In the classroom, for example, I could do this through incorporating Indigenous students connection with the land into a lesson.

I was recently working in an early childcare setting. Leading up to Australia day, the children were making Australian flags and I asked the room leader what they were doing recognise Indigenous perspectives. The next week, I noticed a few printed out Aboriginal flags next to the Australian flags the children had made. Personally, this further reiterated the need for authentic Indigenous education experiences, that are neither tokenistic, or just thrown in to compliment a National holiday. Miller (2010) highlights that Indigenous education should not be an add-on in curriculum, because children need to learn to function in diverse communities.

Through this EDU10005 learning journey, I have gained knowledge about authentic Indigenous lesson plans. When planning authentic lessons, it is crucial to acknowledge the connection Indigenous people have with the land and their autochthonous beliefs of how people, animals, plants and culture came about (Harrison, 2011).An example this is when using a Dreaming story, ensure it is not portrayed as a mythical story, but as an Indigenous belief. Educators using Dreaming stories are also incorporatingLand-Links pedagogy (Tangient LLC, 2012).

I see another way of ensuring an authentic lesson, is knowing what part of Australian land the Dreaming story originated from and discussing it with students. AITSL's (2014) Teaching Standard 2.4 states educators need to understand and respect Aboriginal and Torres Strait Islander people for reconciliation to take place.

I believe thatintroducing all children to Indigenous cultural learning experiences, requiresavoiding imitating techniques and sourcing Indigenous Elders or groups of Indigenous peoples to share authentic culture. I think sourcing Indigenous information from the local community will also provide educational relevance (Queensland Studies Authority, 2012). Creative Spirits (n.d) point out that speaking with Indigenous people with knowledge about cultural practice, will ensure quality lessons. For example, taking children to the KoorieHeritage Trust cultural centre, where there are Introduction to Koorie Culture tours and educational sessions, provide authentic and local knowledge on Indigenous culture (Koorie Heritage Trust, 2013).

I also value incorporating Indigenous styles of learning, such as Dialogue circles, hands-on learning, visual, symbolic, watch first, narrative/oral and experimental learning (Tangient LLC, 2015). I instantly related this to Howard Gardner's (1982) Multiple Intelligences, because it is about engaging children to learn through their strengths (Edutopia, 2010). For example, teaching students about Science where they get to participate, having visual aids up for students who learn that particular way. The EYLF (2009. p.13) states educators need to cater for the different ways of knowing and learning, which incorporates all diverse cultures, abilities, strengths and identities.

References

Arthur, L/ (2013). Documenting and Assessing Children's Learning. (p.288). Programming and Planning in Early Childhood Settings. 5th Ed. Australia: Cengage Learning. Retrieved from

AusLit. (n.d). The Platypus, Gaya The Little Mother Duck: A Creation Story from the Top End of the Darling River Region, Northern New South Wales. Retrieved from

Australian Curriculum Assessment and Reporting Authority (n.d).F-10 Curriculum/Cross-curriculum priorities/Aboriginal and Torres Strait Islander histories and cultures. Australia: Education Services Australia. Retrieved from

Australian Curriculum Assessment and Reporting Authority (n.d).Torres/English Foundation Year Language/ Language variation and change/ACELA1426. Foundation. Curriculum. Retrieved from

Australian Curriculum Assessment and Reporting Authority (n.d). Humanities and Social Sciences/ History/ Foundation Year/ Historical Knowledge and Understanding/ Personal and family histories/ ACHH004.Foundation. Curriculum. Retrieved from

Australian Curriculum Assessment and Reporting Authority (n.d). English/Year 1/ Literature/ Creating literature/ ACELT1586. Year 1. Curriculum. Retrieved from

Australian Institute for Teaching and School Leadership. [AITSL]. (n.d). NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS. ICT Elaborations for Graduate Teacher Standards. Retrieved from

AITSL. (2014). Professional Standards for Teachers. Teacher Standards. Know the content and how to teach it. Standard 2.4. Retrieved from

McLeod, S. (2012). Simply Psychology. Jean Piaget. Retrieved from

National Film & Sound Archive. (2012).Australian History Timeline[screen capture]. Retrieved from

Catholic Education Melbourne (n.d). Yarra Healing. Teaching and Learning. Unit 2: Walking with the Wurundjeri. Melbourne: Catholic Education Office. Retrieved from

Creative Spirits (n.d). Australian Aboriginal history timeline. Retrieved from

Department of Community Services. (2008).Engaging with Aboriginal children and families. Retrieved from

Department of Education and Training.(2010).Embedding Aboriginal and Torres Strait Islander Perspectives in schools: A guide for school learning communities.Retrieved from

Derman- Sparks, L. (1989).Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children. Retrieved from

Duchesne, S., McMaugh, A., Bochner, S., Kraus, K. (2012). The Learner Developer Over Time (p. 60). Educational Psychology, 4th Edition. Australia: Cengage Learning . Retrieved from

Early Years Learning Framework. (2009). Outcome 1: Children have a strong sense of identity. (p.23). Retrieved from

Early Years Learning Framework. (2009). Practice. (p.14-15). Retrieved from

Early Years Learning Framework. (2009). Principles. (p.13). Retrieved from

Educational Experience. (2015). Australian Aboriginal Culture Resource Book Ages 5 to 6. Australia: RIC Publications. Retrieved from