Alice Laracy 11655016

ASSESSMENT COVERSHEET

Student Name: Alice Laracy

Student Number: 1165016

Subject Code & EEP306

Name:

Assessment Assessment Item 1 – Indigenous Education Strategy

Number:

Date Submitted: 6/09/22

Subject Dr Tanya Davies

Coordinator:

Checklist for students:

 I have used correct APA 7th edition citation and referencing style.
 I have completed a spelling and grammar check and there are no errors of this nature
in typed responses.
 The entire document is in MS Word form.

Declaration

I hereby certify that the attached assessment is my original work and has not been submitted
for another subject at this or any other university or institution. All use of work or ideas of
others has been accurately cited and referenced according to APA 7th edition conventions.

1
 Alice Laracy 11655016

EEP306 Assessment Item 1 – Indigenous Education Strategy Essay

It is essential that schools develop teachers that have a well-rounded understanding of the
diversity and cultural diversity of students and staff in the school environment, in order to
empower and nurture comfortable and confident learners. Through the use of a school
Indigenous Education Strategy, specific to the needs of the school, teachers are able to further
their understanding of the needs of students, and identify how a teacher’s actions may affect
or impact Indigenous students and consequently their learning. The inclusion of a
comprehensive workforce strategy will ensure that the school has highly skilled and
committed educators and support staff to achieve better learning outcomes. This essay will
address the place and value of Indigenous perspectives within primary science education,
how information and perspectives assist teachers in creating safe and effective learning
environments and how the strategies within the Indigenous Education Strategy will aid the
learning needs of indigenous students and help to develop cultural awareness and cultural
inclusivity.
1. Place And Value of Indigenous Perspectives Within Primary Science Education &
How Information and Perspectives Assist Teachers in Creating Safe and Effective
Learning Environments.
The inclusion of Indigenous perspectives within the schooling and classroom environment is
essential for students to understand, acknowledge and respect the difference in perspectives
as a result from cultural diversity. By embedding cultural learning and perspectives in
primary education, students and teachers can support Indigenous children’s sense of identity
and belonging, as well as promote a culture of understanding and respect towards cultural
diversity for all (Cajete, 2017). Educators and staff of the schooling environment with a non-
Indigenous background or limited experience with Indigenous culture should be (and are)
supported to equip themselves with the knowledge and confidence to engage with material
that helps to enrich their understanding of how to be inclusive, and how to teach inclusively
to Indigenous children. The Indigenous Education Strategy (IES) presentation outlines some
of the fundamental terms that teachers must be aware of in order to be a versatile member of
the schooling community, these include an understanding of cultural awareness, inclusivity
and cultural competence. An understanding of these terms and how/why to implement your
understanding of these terms into daily teaching is the foundation for further concepts
presented in the IES presentation.
The inclusion of factors effecting learning needs for Indigenous students (including financial
hardship and disruptive families) aids in the teachers comprehensive understanding of the
wide range and depth of student experiences that may affect a student’s ability to be an
effective learner inside and outside of the classroom, as well as aid in the teachers
understanding of the socioeconomic differences that students may face (Dodson, 2010).
Teachers should understand that students from low-SES backgrounds often have an
independent mindset that can cause tension in the classroom (Chakraborty & Harper, 2017,
Cassells &Dockery, 2017). Teachers must be aware of the multi-faceted experiences of the
Indigenous community and be aware of how these factors and experiences work in
combination and the influence this has on children and families in the schooling environment.
Including Indigenous perspectives across the curriculum has been identified as a key
component to engaging Indigenous students in learning, and it has been associated with better
2
 Alice Laracy 11655016

results (Commission & Committee, 2003). It has also been shown to positively influence
Indigenous and non-Indigenous understanding and appreciation of Indigenous culture,
address racism and discrimination, and contribute to a more positive school culture, positive
Indigenous self-identities, and Indigenous students’ sense of belonging at school (Purdie et al.
2014). By incorporating Indigenous perspectives in lessons and teaching strategies
Indigenous students can engage with the learning because the content is seen as more
practical or relevant to student experiences.
2. How the Strategies Within the Indigenous Education Strategy Will Aid the Learning
Needs of Indigenous Students and Help to Develop Cultural Awareness and Cultural
Inclusivity.
The 5E’s Model promotes collaborative and active learning in which students work together
to solve problems and investigate new concepts by asking questions, observing, analysing,
and drawing conclusions. The evidence-based approach is effective in guiding teaching and
learning of science because it supports active, constructivist learning. The use of the 5E’s
model in conjunction with Indigenous perspectives allows students to draw on prior
knowledge, pose questions, participate in hands-on experiences, and conduct explanatory and
formal investigations, to develop their own explanations of science concepts. Indigenous
students are given opportunities to represent their developing understanding using literacy
skills and be actively engaged in the learning process from start to finish. The ‘Primary
Connection’ videos in the IES presentation are an example of how teachers can incorporate
Indigenous perspectives in teaching science through the 5E’s framework to foster a strong
sense of identity, pride and self-esteem in Indigenous students, and for non-Indigenous
students (and teachers) to develop a wider recognition and understanding of Indigenous
culture, Country/Place and People.
The Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority
provides an opportunity for all young Australians to gain a deeper understanding and
appreciation of Aboriginal and Torres Strait Islander histories and cultures, knowledge
traditions and holistic world views (ACARA, YEAR). The implementation of these priorities
into the IES presentation is foundational to teachers understanding of how to teach in an
effective, inclusive and professional manner that benefits Indigenous and non-Indigenous
students alike. The cross-curriculum priorities celebrate the unique belief systems that
connect people physically, relationally and spiritually to Country/Place, as well as, provides
opportunities for students to gain a deeper understanding of Aboriginal and Torres Strait
Islander Peoples’ ways of being, knowing, thinking and doing, and examines kinship
structures and the significant contributions of Aboriginal and Torres Strait Islander people on
a local, national and a global scale. Understanding and implementing the cross-curriculum
priorities into science teaching is an essential element in aiding Indigenous students in
achieving benchmarks in literacy and numeracy in their primary years of schooling.
The inclusion of the CSIRO Stem Learning Inquiry for Indigenous Science Students provides
teacher professional learning to embed Aboriginal and/or Torres Strait Islander cultural
knowledges through hands-on inquiry-based projects, to increase student engagement and
achievement in science. Research has shown an increase in student engagement in classrooms
and many students demonstrated improved academic achievement, after they had participated
in the program. These improvements were apparent for Aboriginal and Torres Strait Islander

3
 Alice Laracy 11655016

students and non-Indigenous students; however, the largest improvement was seen for
students assessed as ‘low-achieving’ prior to their participation in the project (Gilbert, 2019).
Through the undertaking of professional learning teachers are equipped with the skills to
improve students access to pathways leading into science and STEM subjects heading into
secondary education and in later life.
Through the implementation of these strategies in a consistent, system-wide approach,
teachers will be highly skills and motivated, and have an in-depth understanding of the needs
and importance of using strategies in the classroom that recognise and create inclusive
environments to foster better learning outcomes for all students.
It is essential that teachers, especially in primary schools are equipped with the necessary
skills to be able to create safe and effective learning environments for all students. The
Indigenous Education Strategy is teacher orientated and offers teachers opportunities to
further their understanding of cultural diversity and other factors effecting Indigenous
students’ education. The IES presentation encourages teachers to use teaching frameworks
such as the 5E’s model as a tool to incorporate indigenous perspectives in student learning, as
well as encourage cross-curriculum priorities throughout their teaching to further engage
Indigenous students and promote a culturally inclusive environment. The IES also encourages
professional learning to increase students’ engagement in STEM subjects to increase student
pathway opportunities in the future.
The IES presentation focuses on how teachers can best equip Indigenous students with the
best opportunities for effective learning, to reach benchmarks in student learning, to increase
engagement in class activities and overall provide students with the skills required for further
education. This is done primarily by creating safe and inclusive learning environments and
using effective teaching strategies that promote Indigenous perspectives in learning.
Essay References:
Bodkin-Andrews, G., & Carlson, B. (2014). The legacy of racism and Indigenous Australian
identity within education. Race Ethnicity And Education, 19(4), 784-807. doi:
10.1080/13613324.2014.969224
Cajete, G. A. (2017). Children, myth and storytelling: An Indigenous perspective. Global
Studies of Childhood, 7(2), 113–130. https://doi.org/10.1177/2043610617703832
Cassells, R., & Dockery, A. (2017). Educate Australia Fair? Education inequality in
Australia. Bankwest Curtin Economics Centre (BCEC), Curtin Business School., Bankwest
Curtin Economics Centre Report series. Retrieved from
https://ideas.repec.org/p/ozl/bcecrs/fs05.html
Chakraborty, K., & Harper, R. (2017). Measuring the Impact of Socio-Economic Factors on
School Efficiency in Australia. Atlantic Economic Journal, 45(2), 163-179. doi:
10.1007/s11293-017-9542-x
Commission, P., & Committee, S. (2003). Overcoming Indigenous Disadvantage: Key
Indicators 2003. SSRN Electronic Journal. doi: 10.2139/ssrn.497525

4
 Alice Laracy 11655016

Dodson, M. (2010). Challenges and Opportunities in Australian Indigenous

Education. Australian National University. Retrieved from https://openresearch-
repository.anu.edu.au/bitstream/1885/10103/1/Dodson_ChallengesOpportunities2010.pdf
Gilbert, C. (2019). Evaluating I2S2: An inquiry-based Indigenous science program for Years
5 to 9. CSIRO.
Purdie, N., & McCrindle, A. (2004). Measurement of self-concept among Indigenous and
non-Indigenous Australian students. Australian Journal Of Psychology, 56(1), 50-62. doi:
10.1080/00049530410001688128

Presentation References:
Gray, J., & Beresford, Q. (2008). A ‘Formidable Challenge’: Australia’s Quest for Equity in
Indigenous Education. Australian Journal of Education, 52(2), 197–
223. https://doi.org/10.1177/000494410805200207
Hetherington, D. (2018). What price the gap? Education and inequality in Australia. Public
Education Foundation 2018. Retrieved from https://apo.org.au/node/139171
Nakata, M. (2011). Pathways for Indigenous Education in the Australian Curriculum
Framework. The Australian Journal of Indigenous Education, 40, 1-8. doi:10.1375/ajie.40.1
Perry, L. (2018). How unequal? Insights on inequality. Canberra: Educational inequality in
Australia.
Shepherd, C., Li, J., Mitrou, F., & Zubrick, S. (2012). Socioeconomic disparities in the
mental health of Indigenous children in Western Australia. BMC Public Health, 12(1). doi:
10.1186/1471-2458-12-756
Toutkoushian, R., & Curtis, T. (2005). Effects of Socioeconomic Factors on Public High
School Outcomes and Rankings. The Journal Of Educational Research, 98(5), 259-271. doi:
10.3200/joer.98.5.259-271

Watson, S. (2013). New Digital Technologies: Educational Opportunities for Australian

Indigenous Learners. The Australian Journal Of Indigenous Education, 42(1), 58-67. doi:
10.1017/jie.2013.8

Appendix: EEP306 Assessment 1 - rubric

Student Name: Alice Laracy

 HIGH
Assessment  DISTINCTIO
DISTINCTIO  CREDIT PASS   FAIL
Criteria  N
N
Demonstrate Designs and Designs and Designs and  Designs and Designs and
ability to creates an creates an creates a creates an creates an
design and integrated, integrated, generally Indigenous Indigenous
implement an synthesised, synthesised and integrated, education education
effective original and comprehensive synthesised strategy with strategy

5
 Alice Laracy 11655016

 HIGH
Assessment  DISTINCTIO
DISTINCTIO  CREDIT PASS   FAIL
Criteria  N
N
lacking
effective
creatively
integration
comprehensive and
Indigenous some elements and
Indigenous comprehensiv
education of integration synthesis in
education e Indigenous
strategy in and synthesis accordance
strategy in education
accordance in accordance with
accordance strategy in
with established with established
with accordance
curricula, established curricula, or
established with
Indigenous applying curricula, not applying
curricula, established
education Indigenous applying Indigenous
applying curricula,
strategy that perspectives in aspects of perspectives
Indigenous applying
integrates ICT a selected Indigenous in a selected
perspectives in Indigenous
in accordance learning/subject perspective in learning/
a selected perspectives
with area, and acting a selected subject area,
learning/subjec in a selected
established on the learning/subje or without
t area, and learning/subje
curricula, imperative to ct area, with demonstrate
acting on the ct area, and
applying involve some effort to d ability to
imperative to acting on the
Indigenous Indigenous act on the act on the
involve imperative to
perspective in people in the imperative to imperative to
Indigenous involve
a selected process. The involve involve
people in the Indigenous
learning/subje selection and Indigenous Indigenous
process. The people in the
ct area. use of peoples in the peoples in
selection and process. The
Indigenous process. The the process.
use of selection of
/15 content shows Indigenous The
Indigenous Indigenous
  awareness of content Indigenous
content content
the incorporated content
skilfully incorporated
complexities of in the subject incorporated
negotiates the in the unit
identity, area is in the
complexities of shows
ownership, accurate and subject area
identity, research and
history and sources are is not
ownership, wide content
location. identified. accurate and
history and knowledge. 
sources are
location.
not
identified.
Uses Unique Specific, local Local Local Local
appropriate resources resources are Indigenous Indigenous Indigenous
resources to are/will be co- privileged over input is input is sought input is not
implement the developed with generic or out- incorporated in selecting sought in
strategy. local of-country into the appropriate selecting
/5 Indigenous resources. selection of resources. appropriate
people. appropriate resources.
  Indigenous content.
content
positively
reinforces

6
 Alice Laracy 11655016

 HIGH
Assessment  DISTINCTIO
DISTINCTIO  CREDIT PASS   FAIL
Criteria  N
N
student
understandings
of their own
and others’
identities.
Exceptional Excellent Good writing Writing does
Writing
writing which writing which which not
  demonstrates
demonstrates demonstrates an demonstrates demonstrate
an
an exceptional excellent a thorough a satisfactory
Expression of understanding
understanding understanding understanding understandin
key concepts of the key
of the key of the key of the key g of the key
in Indigenous concepts of an
concepts of an concepts of an concepts of an concepts of
education. integrated
integrated integrated integrated an integrated
/15 Indigenous
Indigenous Indigenous Indigenous Indigenous
  education
education education education education
strategy.
strategy. strategy. strategy. strategy.
Does not
Includes include
Includes Includes some
exceptional includes referencing
referencing referencing
levels of excellent levels which
Correctly which which
referencing of referencing supports
referenced, supports the supports the
which supports which supports presentation
literature cited presentation presentation
the the presentation and the
in support of and the and the
presentation and the rationale.
the ICT rationale. Has rationale. Has
and the rationale. Has Has an
presentation a substantial a limited
rationale. Has an excellent inadequate
and the reference list reference list
an exceptional reference list reference
rationale. and generally and generally
reference list and mostly list, and does
/5 uses APA 7th uses of APA
and conforms conforms to not use APA
  style 7th style
exactly to APA APA 7th style 7th style
conventions conventions
7th style conventions. conventions
appropriately. appropriately.
conventions. appropriatel
y.
Comments: Part 1a):

Part 1b):

7
 Alice Laracy 11655016

 HIGH
Assessment  DISTINCTIO
DISTINCTIO  CREDIT PASS   FAIL
Criteria  N
N

 Mark: /40