Contents

INTRODUCTION TO THE GRADUATE..............................................................................................2

PROFESSIONAL STATEMENT:.........................................................................................................2
STANDARD ONE: KNOW STUDENTS AND HOW THEY LEARN...........................................................2
STANDARD TWO: KNOW THE CONTENT AND HOW TO TEACH IT......................................................3
STANDARD THREE: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING...................3
STANDARD FOUR: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS......4
STANDARD SIX: ENGAGE IN PROFESSIONAL LEARNING..................................................................4
STANDARD SEVEN: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE
COMMUNITY...................................................................................................................................5
CURRICULUM ASSESSMENT ACTIVITY AND SUPPORT MATERIALS.....................................................................6
STAGE 5 TOPIC. USING 8 WAYS PRINCIPLES.............................................................................................6
STANDARD FIVE: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING..................6

ASSIGNMENT: XXXX (TITLE)........................................................................................................... 6

LAND BASED 8 WAYS ASSESSMENT ITEM: STAGE 5- BASED ON SITE VISIT....................................... 6

OUTCOMES:.....................................................................................................................................6
TASK DESCRIPTION.............................................................................................................................6
PART 1: XXXXX.......................................................................................................................................6
PART 2: XXXXXX....................................................................................................................................6
CRITERIA FOR ASSESSING LEARNING.............................................................................................................6
SUBMISSION DETAILS:................................................................................................................................7
MARKING CRITERIA............................................................................................................................7
ADVICE: PROTOCOLS AND ESTABLISHING LOCAL ABORIGINAL COMMUNITY CONNECTIONS.....................................7
REFERENCES....................................................................................................................................7
ASSESSMENT SCAFFOLD 1...................................................................................................................7
PERSONAL IMAGES/RESOURCES FROM YOUR SITE VISIT TO SUPPORT STUDENT LEARNING. (LABELLED).....................8

LESSON 1: PRE-LESSON.................................................................................................................. 9

LESSON 2: POST SITE VISIT........................................................................................................... 13

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Introduction to the Graduate

The following subject TEAC7001 has been a major learning tool for a teacher education student like
myself because of the new learnings I have gathered from this subject which would include contents
from the tutorials, the DiAngelo Article and readings. Firstly I have gathered a very broad
understanding of newer concepts like racism, white fragility and dominance due to racism by reading
and linking the DiAngelo Article with the readings from this subject. As a mathematics future
teacher, using various Aboriginal and Torres Strait Islander cultural information has significantly
supported my experience in achieving hands-on experience in approaching students willing to learn
mathematics. For example, I have come to understand that mathematics is better taught with symbols,
images, and non-verbal gestures as per the Aboriginal culture and language requirements.

Secondly, as per the requirements from AITSL and the Standards, I believe I have fulfilled standards
2.4(which relates to understand Aboriginal Culture at a graduate level) and other standards which
have been mentioned within this report. My past study area is mathematics and business
study/commerce, so understanding a newly introduced culture in TEAC7001 is rather a challenge for
me and I need to work on my current knowledge to become a better mathematics teacher with
reference to Aboriginal culture and languages.

Professional Statement:

Graduating as a Pre-service teacher, it is a mandatory requirement to understand the history

and cultural background of Aboriginal and Torres Strait Islander students to provide
opportunities for their better educational success. The following report would significantly
inform and illustrate my learning in relation to the graduate proficiency in seven professional
standard areas as per mentioned below. As a future graduate of Master of Teaching
Secondary 1714, it is a requirement under the seven standards to demonstrate graduate level
knowledge on the cultural and linguistic backgrounds of Aboriginal and Torres Strait
Islander students. Therefore, I have designed the following report based on the professional
learning I have gathered within the subject named TEAC7001 in the Summer 2022 semester.
My undergraduate and post-graduate studies were in the areas of Mathematics and
Commerce/Business Studies. I have completed a Master of Professional Accounting degree
from Torrens University Australia and my Bachelor studies were completed overseas where I
have mostly focused on various areas of Applied Mathematics and Business Studies. After
the completion of the Master of Teaching Secondary Program, application for accreditation
in the following curriculum areas will be sought through NESA:

 Business Studies/Commerce
 Mathematics

As per mentioned above, it is a requirement for all graduates to demonstrate how they provide
various opportunities that can cater to the success of Aboriginal and Torres Strait Islander student.
The following report is designed to identify various learnings and some constraints into the learning
for me professionally. Hence, as a requirement to the degree and this subject, I have identified
significant understandings of Aboriginal Culture, History and Languages. I am on my second year of
study and have completed one curriculum unit (Mathematics 2) and community engagement

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practicum subject. I am looking forward to apply the knowledge learned within the TEAC 7001 unit
into my future Practicum subjects and into my teaching career.

Professional standard

Standard one: Know students and how they learn

1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and
characteristics of students and how these may affect learning.
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for
teaching.
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 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.
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific
learning needs of students across the full range of abilities.
1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that
support participation and learning of students with disability.

Professional understandings

The learnings in module 5 are significantly related to my curriculum areas and hence this
provided me opportunities to understand how students learn and various implications that
can be used into the future teaching profession. For example, the 8 ways of learning
approach can be used for both Mathematics and Business studies where students can
understand the importance of interactions and relationships within people and land that are
vital for understanding business transactions. On the other hand, in commerce I gathered
further information on how to use logos linking to the land and the utmost importance of
yarning (Week 1) or storytelling in the marketing strategies while promoting a product to the
clients. Such aspects taught in Tutorial 5 has expanded my current knowledge on how to
approach a commerce and business study class under a secondary school setting. Such
diversity can further aid students to develop more creativity under the field of commerce and
business study and make them a better salesperson into the future. On the contrary, 8 ways
of learning approach has a very strong relation with mathematics where students can further
develop quantitative skills in using 8 ways symbols which is different to the straightforward
classroom teaching methods used in traditional classes. Complex worded problems related to
Trigonometry, Algebra or Calculus can be easily explained by means of various 8 ways
learning approaches including story sharing and land-based learning.

Evidence:

Using the Yarning Circle in practical classroom settings can benefit students to share ideas
through communication from the heart in a meaningful way. The Yarning Circle strongly
relates to the Commerce Stage 5 Enterprise topic. Teaching About Business Plans and
Financial Statements by deconstructing and reconstructing can be further facilitated using the
8 ways of learning approach. This would work as a source of knowledge to better understand
and apply relationships among people while making transactions. As per the Aboriginal
Culture, students are also able to use symbols that relates to land to further share stories and
promotional information as a marketing strategy.

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On the contrary, the 8 ways learning approach can aid students to solve complex problems
related to Geometrical Shapes using the Clinometer that measures and demonstrates a right-
angled triangle in related to a standing tree. Students can construct a Clinometer to
demonstrate a right-angled triangle or survey a canoe found in an Australian museum. Such
ideas can be practically applied into the classroom.

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 Standard two: Know the content and how to teach it
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and
teaching strategies of the teaching area.
2.2 Organise content into an effective learning and teaching sequence.
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander
histories, cultures and languages.
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

Professional understandings

The Oyster Shell exercise completed in Week 2(Tutorial 2) has provided some valuable
insights on Aboriginal culture, histories and understanding connected conversations within a
classroom setting. As an Initial Teacher Education student, we were instructed to construct
an Oyster shell and gathered knowledge on the importance of the connections of Oyster shell
into an Aboriginal Culture. Aboriginal Stories and the use of Historical inquiry method in a
curriculum area provides us an opportunity to explore concepts like “Perspectives,”
“Continuity,” and “Change” in various new ways that can ensure students are gaining more
creative and critical thinking skills. Therefore, it is important to demonstrate a solid
understanding of Aboriginal Culture and histories to facilitate students in critical thinking
abilities and hands on experience within the classroom. In Week 2 we were also introduced
to the Australian curriculum which provided us further opportunities to explore Aboriginal
Histories culture and people. This was done by means of material culture and story sharing to
students. We were informed on how to explore history, science and Aboriginal perspectives
using one single object of an oyster shell. We have explored various open-ended ideas based
on an oyster shell which may represent food or any other aspects. Other objects like Middens
were also demonstrated into the classroom that strongly represented aboriginal histories and
culture.

Evidence:

Aboriginal Material Culture such as shells, fur, fiber and feathers provide various
opportunities to students to develop hands on experiences. Middens represent Aboriginal
people meeting sharing and trading with others. Students can be exposed to various examples
in relation to middens which describes trades and relationships among people in trade and
commerce. An example of the Parramatta River was shared into the classroom in week 2
where Aboriginal people used to travel to share food and trade with one another. Oyster
examples can be used as a story-sharing into a commerce class were students would be
informed about the importance of re-using oyster shells to create symbols and signposts
representing trade and food. Middens are an important indicator in the application of trade
and business transactions within Aboriginal people. This can be better represented into
complex trading situations and case studies discussed in commerce.

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 Standard three: Plan for and implement effective teaching and learning
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3 Include a range of teaching strategies.
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve
student learning.
3.7 Describe a broad range of strategies for involving parents/carers in the educative process.

Professional understandings

According to (Rahman, 2013), there is been a strong relationship between the hidden
curriculum and the social class system operating in our society and there are advantages
given to people well versed into the mainstream culture. This is an indicator of the
importance of Hidden curriculum within schools and educational settings. Through hidden
curriculum students receive messages that reinforce the values, beliefs and ideologies of the
mainstream society and thus hidden curriculum not only benefit academic outcome but rather
overall outcome of the school academically(Rahman, 2013). Therefore, the following
research from Rahman (2013) expresses how the hidden curriculum can be beneficial for
planning lesson sequences from student learning. It is vital for Teacher Education students to
incorporate the hidden curriculum into the lesson sequences to better value the mainstream
society and aboriginal culture.

Secondly, we have undertaken a site visit under the requirement of TEAC7001. As per my
curriculum requirement, I visited the Australian Museum and discovered various objects and
historical monuments in relation to the Aboriginal culture. As a result, those items including
fishing spears, nets and Bark canoes can be used as a mathematical item and incorporated
into the lesson plan to demonstrate them as geometrical shapes. On the other hand, as per my
another curriculum area, “Commerce,” various other Ceremony and Gathering items found
in the Australian Museum used under Aboriginal Culture were used during historical times
as per the Barter Exchange system. Such historical findings are vital for developing effective
teaching strategies and planning lesson sequences from student learning.

Evidence:

During the ancient times, as part of the Aboriginal History, when mobs from distinct nations
came together for ceremonies, various stories and items were exchanged and young ones
were taught how they connected to each other and how were business relationships made.
Such historical information provides valuable insights on trade and commerce. Men and
women had different ways of doing business and exchanges. Goods were exchanged for
goods as per the Barter system.

Site visit items included water carries, spears, bark canoes and circular water cylinders which
were relevant to my mathematics curriculum. Effective teaching strategies can be made with
historic geometrical items where students would be asked to calculate areas and volumes of
certain shapes and figures. Also, hidden curriculums need to be demonstrated to successfully
create lesson plans, curriculum, and strategies helpful for the academic outcomes of the
schools.

Rahman. (2013). Belonging and learning to belong in school: the implications of the hidden
curriculum for indigenous students. Discourse (Abingdon, England), 34(5), 660–672.
https://doi.org/10.1080/01596306.2013.728362

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 Standard four: Create and maintain supportive and safe learning
environments
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4 Describe strategies that support students’ well-being and safety working within school and/or system,
curriculum and legislative requirements.
4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe,
responsible and ethical use of ICT in learning and teaching.

Professional understandings

The subject TEAC7001 has provided me significant knowledge in understanding developing

strategies to support students’ wellbeing and safety. During the first two weeks of
TEAC7001 I was exposed to variety of new strategies in relation to teaching Aboriginal
students which included: Dadirri, St Luke cards, Oyster shell, Yarning and Circles. Among
all this newly introduced strategy, I found the Oyster Activity (Venn Diagram and
Differentiated Literacy) to be the utmost helpful and unfamiliar to my previous beliefs and
understanding. As a Business Studies/Commerce Teacher, it is essential to understand the
value of Oyster Shell and how much economic worth it may hold as per the culture of
Aboriginal and Torres Strait Islander people. On the other hand, with reference to my second
curriculum area mathematics, we may consider oyster shapes as a geometrical figure and
involve story sharing prior to solving any worded problems. In various ways Oyster shells
has its own value into the Aboriginal culture and within the educational setting. While
conducting any hands-on tasks into the classroom it is also very much vital to consider the
safety and well-being of the students and the system overall. After the completion of the
tasks in week 1-2, I have understood and applied new knowledge on how to conduct hands-
on training within a secondary classroom setting and apply those strategies into the real-life
system or curriculum under the legislative and safety requirements.

Evidence:

OYSTER SHELLS CONSTRUCTED in Tutorial 2.

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 Standard six: Engage in professional learning
6.1 Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying
professional learning needs.
6.2 Understand the relevant and appropriate sources of professional learning for teachers.
6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved
student learning.

Professional understandings

Completing an Oyster Shell using hand made clay is an important aspect of my learning and such
activity contained various applied knowledges that strongly relates to my key learning curriculum area.
My student life in Australia started as a post-graduate student and hence my continued knowledge
must be in-relation to the Australian Culture which would also include Aboriginal culture and Heritage.
Therefore, completing such hands-on task is a completely new activity for me and I have remained
focused on Australian education which has improved my understanding of continued professional
learning which would be used in the future teaching career. A very simple way to do this is to use
University and other available resources. Knowing what is available and availing the best possible
opportunity is essential for continued professional growth.

Evidence:

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 Standard seven: Engage professionally with colleagues,
parents/carers and the community
7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers
according to school stage.
7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional
knowledge and practice.

Professional understandings

Evidence:

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APPROACH FOR KEY AH-HA MOMENTS

My first key AH-HA!! Moment came from the concept of White Fragility where most white people
including women cannot even tolerate a minimum racist remark. White Fragility is a thing which I
struggled to figure out and experience in a multi-cultural country like Australia. Being an
international student, I have been well informed and introduced to the types of racism prior to my
study overseas but the key take-away from white fragility is something which I am still working on
to find out more. On the contrary, I have read and understood about a hidden curriculum from the
research of Rahman (2013), where schools and other educational settings have an indirect outcome
to the hidden curriculum which may also include racism and relate to the white fragility concept.

Another key AH-HA! Moment relates to the factors which may influence the white fragility including
the concept of universalism and individualism. These factors strongly correlate to the racial
differences and lack of understanding the Aboriginal culture, norms and languages by mainstream
schools and educational settings. People tend to provide less value to the better understanding of
Aboriginal culture that may result in differences relating to universalism and individualism. I have
found these knowledge from the DiAnglelo research to be fruitful while we compare them to the
differences Aboriginal students may face within the educational system.

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Curriculum Assessment Site visit and support materials
https://www.qcaa.qld.edu.au/about/k-12-policies/aboriginal-torres-strait-islander-perspectives/
resources/cross-curriculum-priority/maths-sample-resources

https://education.nsw.gov.au/parents-and-carers/everyday-maths/primary/resources/five-ways-
maths-is-used-in-aboriginal-culture

Stage 5 topic. Using 8 Ways Principles

Standard five: Assess, provide feedback and report on student learning
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and
summative approaches to assess student learning.
5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable
judgements of student learning.
5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of
keeping accurate and reliable records of student achievement.

Assignment: Mathematics: Testing the basic foundations of

Numeracy with reference to Aboriginal Culture
Land Based 8 Ways Assessment Item: Stage 5- Based on site visit.
Course/Year: Format of Task: Weighting:
25% final assessment mark
Year 9- Mathematics Workbook and Report

Area of Study: Assessment Task Number: Assessment Date/s:

(Term 1, Start of week 6).
Numbers and Algebra 2 Part 1: Completion of The Workbook
Measurement and Geometry Part 2: Site Research Report
Statistics and Probability

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BACKGROUND
The following research task provides students with an opportunity to test their
foundational aptitude skills with reference to cross curriculum priorities that links to the
Aboriginal and Torres Strait histories and culture in the Australian Curriculum:
Mathematics. Students would complete a site visit and work out practical measurements to
objects that are linked to the Aboriginal and Torres Strait Islander Histories. The following
assessment would also provide students with an opportunity use mathematics as
storytelling which would involve students to create symbols and putting them together to
represent the real world. This would ease the traditional understanding of complex
concepts relating to numbers, measurements, and statistics. After the completion of the
following assessment task, students would be facilitated to use the eight ways of learning
that involves a narrative driven visualized learning process and hands on techniques of
using metaphors, symbols, and land-based learning approaches.

Students must undertake this task using the following site visit ONLY:

a) AUSTRALIAN MUSEUM- 1 William St, Darlinghurst, NSW 2010

Students must undertake a data collection stage where they would collect various data on specific
Aboriginal cultural based Geometrical shapes including ngara, fishing spears/nets, cylindrical fish
traps, Bark Canoes of 1905, semi-circle carry-bags used during the Barter system era and so on.
Students are required to record the data of such geometrical shapes and share stories and make
links to the local Aboriginal histories, language and culture. The data collection phase and the final
report based on the site visit must be an individual submission which needs to be done via the
schools submission portal. The final report would include findings from the site, linkage to the
workbook questions and the importance of story-sharing as part of the 8 ways learning approach.
Completion of both the workbook and the final report would aid student better understand the
hands-on technique to solve complex problems and utilize the importance of story sharing in a
broader context.

Outcomes:

 Recognize that the real number system includes the rational numbers and the irrational
numbers, and solve problems involving real numbers (story-sharing involving integers)
 Apply the exponent laws to numerical expressions with integer exponents and extend to
variables using symbols and expressions (symbols and images)
 Simplify algebraic expressions, expand binomial products, and factorise monic quadratic
expressions. (Story sharing involving algebra)
 Solve problems involving the volume and surface area of right prisms and cylinders using
appropriate units (Symbols and Images)
 Choose appropriate forms of display or visualisation for a given type of data; justify selections
and interpret displays for a given context(Non Verbal, Symbols and Images, Story Sharing)
 List all outcomes for compound events both with and without replacement, using lists, tree
diagrams, tables, or arrays; assign probabilities to outcomes using land links.

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Task Description

Students are asked to collect raw data that are related to the everyday mathematical
objects they work on during class time. For the completion of this assessment task,
students are instructed to gather background information based on objects that are linked
to land. The objects should be environmental which may include rocks or fauna etc. After
the collection of the raw data, students are instructed to record their exact measurements
using scales and complete the given workbook as per the first requirement to find links to
lands based on the everyday practical problems. By enabling the primary research and
undertaking a site visit individually or in small groups, students would find newer ways to
solve complex algebraic, geometric, and statistical problems on a hands-on practical basis.

Part 1: NUMERACY PRACTICE QUESTION BOOKLET (15%)

The first part of the assessment would be to collect information and solve an enlarged twenty page
workbook which would be given to the students as part of their first assessment task. Students
would be instructed to complete the workbook at a given instructed time to ensure their better
preparation for their upcoming mathematics year 9 exam. The workbook would consist of 15
questions requiring short answers or choosing the best option from a multiple-choice question.
Students would be better equipped to complete the task on time after the completion of a primary
research done based on land-based objects and symbols found within their site visit to the
Australian Museum. This task would require students to make logical observations to land-links
based on Aboriginal and Torres Strait Islander knowledges and practices that may be lost due to
enhanced urban sprawls and site destruction. To facilitate students to have better hands on
experience and practical understandings, students would be able to access free visit with a tutor to
the Australian museum to make ease to their primary research. As a result, this would help them
solve practical worded problems related to Aboriginal shapes, items and maps within the workbook.

A greater part of the workbook would test students understanding of the basic mathematical
concepts in relation to the 8 ways of learning approach including elements of land-based
knowledge, symbols, story sharing and maps. With reference to such elements, students would be
facilitated with non-linear practical knowledge involving non-verbal shapes and algebraic
expressions. Rather than testing students with traditional mathematical problems, students would
be given with a range of complex worded problems involving Aboriginal heritage and story-sharing
and symbols under Part 1 of the Assessment. Completing this workbook would better equip
students to use mathematics as a hands-on approach to visualize and symbolize as per the
Aboriginal Culture

Part 2: REPORT RELATING TO LAND-LINKS AND STORY-TELLING (10%)

Students are instructed to complete a final report based on their primary research and knowledge
of Aboriginal and Torres Strait Islander knowledge and findings. The report must be completed
based on the Environmental Study on Mathematical objects related to the Land. The report is
required for the students to recognize information so that the format is suitable for Aboriginal
people to understand and apply the mathematical concepts. The report must have significant

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amount of information about the Australian Museum Site and how the objects found within the site
may better facilitate students to understand complex algebraic, geometric and statistical practical
problems computed in our everyday lives. Secondly, each object and symbols found within the site
must have a background story to be shared to the enlarged Aboriginal and Torres Strait Islander
Community with nice-looking symbols and images. All such story-sharing and their importance to
the wider community must be included within this final report.

Criteria for assessing learning.

Submission details:
Final Report must be submitted to the schools portal within the due date. Workbook must be
completed and submitted into the class-hours.

Marking Criteria
Part 1: WORKBOOK
Marking Guidelines (For each question in the workbook) Marks

Choosing the correct option 13-15

Writing the correct mathematical response A
All workings shown correctly with steps.
At least 13 questions answered correctly with correct steps.

9-12
Must Answer at least 9 questions correctly with correct workings.
B
All workings must be shown on worded problems.

Minimum 8 correct mathematical response 8

Few wrong steps maybe accepted.

0-5
5 correct responses

Part 2: REPORT
Marking Guidelines Marks

Showing elements of story-sharing

Showing symbols of Aboriginal history
Explain all the correct linkage to land and mathematical objects discovered on site. 8-10
Showing proper linkage to workbook worded problems and site based objects. A
Explain the importance of non-verbal communication in mathematics.

7-8

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 Showing majority of the 8 ways elements into the report
A good representation of land-based learning and mathematics
Show importance of mathematics as a non-verbal communication tool
Few links to workbook and site-based objects
Show some aspects of 8ways learning approach into the report
Fewer relevance to mathematics and Aboriginal history are present
5-6
No evidence of 8 ways learning shown into the report
A properly structured report with minimal to no links to land
0-4

Students should start this task by using the following resources.

https://indigenous-education.com/maths-3

The following website is a very good starting point for students to understand the mathematical
requirements in terms of Aboriginal history and heritage. The website consists of all the resources
required to successfully complete learning the mathematical curriculum using indigenous cultural
practices. By navigating within this website, students can expose themselves into a good range of
knowledge in relation to year 9 mathematics and apply those knowledges into future assessment
requirements. The website consists of all three major foundational mathematical concepts including
Geometry, Algebra and Statistics.

Research about the site:

Name: Australian Museum

Information about the site: https://australian.museum/

Research located on this site will benefit students to take as much information as possible to get the
most accurate information about Aboriginal symbols, items and images. Students would gather a better
understanding on the culture and lifestyle of Aboriginal and Torres Strait Islander people. This would
give exposure to students on how the Aboriginal cultural practices can better benefit their mathematics
curriculum areas. For example, students would practically discover the shapes of spears, cylinders,
semi-circle and ovals by reading and understanding about the items used by Aboriginal people in the
past daily lives. A site visit in small group would better facilitate students with their assessments and
report writing which is a part of their 25% assessment tasks. This would help them conduct their
research with ease. For mathematical students the Australian museum is the best place to understand
and develop knowledge on geometrical figures having a strong back-story related to the Aboriginal
culture.

Advice: Protocols and establishing Local Aboriginal Community Connections

Listening to these Elders and knowledge holders will benefit students on understanding the importance
of storytelling and story sharing. Elders having a strong connection to local Aboriginal Community and
Land are better equipped with the tools to support the young adolescents or even future teachers in
sharing their own experience. Students listening to elders and knowledge holders would be better
equipped with authentic research information and application to their current studies. On the other
hand, elders have a strong background knowledge on history, culture, language and pedagogy of
Aboriginal people and their way of lives. Therefore, the interaction with Elders having rich connections
to Land and Aboriginal communities is another vital starting point of a research assessment.

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References for teachers:

5 ways mathematics in Aboriginal Culture

https://education.nsw.gov.au/parents-and-carers/everyday-maths/primary/resources/five-ways-
maths-is-used-in-aboriginal-culture

8 ways Land Links

https://www.8ways.online/8way-maths

Make it count.
https://mic.aamt.edu.au/

Maths, Story, and Dance

https://www.abc.net.au/news/science/2016-08-15/closing-the-maths-gap-with-story-and-dance/
7700656

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Personal images/resources from your site visit to support student learning. (Labelled)

PICTURE: NGARA MATHEMATICAL SHAPES LINKED TO LAND

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Lesson 1: Pre-lesson
PART A: PREPARATION AND STRATEGIES
Stage: 5 Syllabus section:
Year: 9 Recognize that the real number system includes the rational numbers and the irrational numbers, and
Lesson Number: 1/10 solve problems involving images and symbols of real numbers (Outcome One)

Apply the exponent laws to numerical expressions with integer exponents and extend to
variables using symbols and expressions (symbols and images)

Simplify algebraic expressions, expand binomial products, and factorize monic quadratic
expressions. (Story sharing involving algebra)(non-verbal symbols)

Unit Name: Mathematics Year 9 Syllabus

Lesson Topic: Numbers and Algebra Duration: 60 minutes

Prior knowledge/skills required.
- Counting
- Addition/ Subtraction
- Division/Multiplication
- Problem Solving
Resources (Attach classroom ready resources/worksheets students will be using,
including relevant pages from textbooks)
- Timetables Worksheet
- Important Mathematical Symbol sheets (Relating to Aboriginal Culture)
- Question Booklet

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance

1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students’ self-regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

Intellectual Quality Students are exposed to deep knowledge and understanding on complex mathematical
problems and can use metalanguage to understand various Aboriginal Language
Significance To complete the given Pre-Lesson item, students must be exposed to Aboriginal
cultural knowledge and understanding of Aboriginal Language
Significance Students are exposed to connectedness as they understand the importance of
connection to lands and using interlinks between various independent mathematical
topics

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PART B: SEQUENCE OF ACTIVIES IN LESSON
Syllabus outcomes: (number/s and descriptor)
- One: Understand Rational and Irrational numbers
- Two: Use exponents into equations
- Three: Simplification of Binomial expressions and quadratic equations

Students learn to: Students learn about:

- Understand the importance of Symbols and Images and use - Real Numbers
Non-verbal approach to make complex algebraic expressions - Rational and Irrational Numbers
simpler. - Exponents
- Understand the story involved in each of the Algebra related - Types of Equations
problems and integers.
- Use a non-linear learning approach.

Timing Lesson content and teaching strategies being Student activity 8 ways link/symbol/s
employed

10 Mins Introduce Students to various symbols that represent numbers

and integers. Students’ response to the
open-ended discussions in the
- Activities would involve asking students to identify the classroom
right symbol with the correct number.
-
- Students would have a good understanding on rational
and Irrational numbers.

20 mins Provide students with a worksheet on exponents and solving of

equations. Completion of Worksheet
- Students would have the opportunity to share their own
story involved with exponents and large equations Responses to Class
- The worksheet would allow students to include a story discussion
linked to a symbol or an expression.
-
After the completion of the activity, students would be facilitated
with an open-ended student-centered discussion on the stories
shared in the class.

20 mins Group Activity -Engage in Small Groups

Students are divided into small groups and asked to compute
some given quadratic equations using maps/graphs and non- -Work out Symbols involved
verbal symbols.

Student-centered Class Activity -Present their work

Students are asked to present their activity and are asked follow-
up question in relation to their non-verbal presentation.

Students are asked to share their non-verbal story.

10 Mins Lastly students would be facilitated with a small class discussion -Listen to Lecture
on how to construct enlarged quadratic equations with -Take notes
maps/charts and graphs.

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30 Mins

35 mins

40 mins

45 Mins

50 Mins

55 mins

60 Mins

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PART C: ANALYSIS AND SELF-REFLECTION
How have outcomes been achieved?

After the completion of the Pre-lesson students have a hands-on experience and good understanding on algebraic
expressions, exponentials, different types of rational numbers and graphs/charts. Students are able to better participate
and engage into the mathematical lessons for a student-centered approach which involves them to share their own story
in relation to mathematics and algebra. On the other hand, students are better equipped with knowledge that ensures the
non-verbal interactive learning approach in understanding complex mathematical problems
Learning outcome Method of measuring and recording
- Understanding rational and Irrational - Informative class discussion on identification of numbers using historical
numbers symbols.
- Use exponents into equations. - Understand the background story behind exponents to apply exponents into
- Binomial expressions and quadratic real-life based scenarios and equations.
equations - Using non-verbal techniques in small groups to compute and find solutions of
quadratic equations and graphical representations
Links to next lesson

- The next lessons relating to Measurements/Geometry and Statistics would be easier to understand for better
understanding of numbers and Algebra. Students must have a good concept on solving algebraic expressions to
understand measurements and geometry.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
- Standard 2.4 After the completion of this lesson, students can understand appreciate and
apply knowledges from Aboriginal language and culture using elements of
storytelling, images, and non-verbal communication.

- Standard 3.2 Effective sequential lesson planning and strategies are used within the class
lesson to develop the current knowledge of students

Student achievements are recorded and reported in a professional way to be

- Standard 5.5
kept sharing them to students and carers into the future

WHS considerations

References

5 ways mathematics in Aboriginal Culture

https://education.nsw.gov.au/parents-and-carers/everyday-maths/primary/resources/five-ways-
maths-is-used-in-aboriginal-culture

8 ways Land Links

https://www.8ways.online/8way-maths

Resources to support this lesson

Classroom ready:

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Lesson 2: Post site visit
PART A: PREPARATION AND STRATEGIES
Stage: 5 Syllabus section:
Year: 9  Solve problems involving the volume and surface area of right prisms and
Lesson Number: 1/10
cylinders using appropriate units (Symbols and Images)
 Choose appropriate forms of display or visualisation for a given type of data;
justify selections and interpret displays for a given context (Non Verbal,
Symbols and Images, Story Sharing)
 List all outcomes for compound events both with and without replacement,
using lists, tree diagrams, tables, or arrays; assign probabilities to outcomes
using land links.

Unit Name: Mathematics Year 9

Lesson Topic: Duration: 60 minutes

Measurement and Geometry
Statistics and Probability

Prior knowledge/skills required. Resources (Attach classroom ready resources/worksheets students will be using,
- Skills related to Algebra including relevant pages from textbooks)
and Foundations of
Numbers and - Worksheets in relation to Geometry and Measurements
Measurements - Images and Data collected from site and Primary research.
- PC with internet connection to access given websites
- Calculators and Timetable sheet
Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance

1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students’ self-regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

Intellectual Quality Students require deep knowledge and deep understanding to complete the given
lesson. Such elements are already gathered from primary research and site visit
information. Students must have good problematic knowledge and must involve in high
order thinking to ensure a full completion and submission of the mathematics workbook
Significance Students must use the background knowledge from past pre-lesson and site visit
research information in order to complete the current lesson plan. Connectedness to
land and inclusion of multicultural beliefs is vital to complete the mathematical task

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 involving Aboriginal beliefs and practice.

PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes: (number/s and descriptor)
- Successfully finding area and volume of geometrical shapes using extracts from symbols and images collected from site and
primary data.
- Data analysis of appropriate raw data
- Listing outcomes from statistical tables, trees, charts and tables. Finding probabilities

Students learn to: Students learn about:

Find Area/Volume of given shapes used as a historical item during - Complex Problem Solving
ancient times and understand the underlying story involved with the - Data analysis
shapes (land-based items) - Story-sharing
- Land links to Geometrical shapes
Successfully complete competitive data analysis using non-verbal - Interpretation of maps and statistical data
symbolic approach.

Finding probabilities from enlarged maps, tables and charts.

Timing Lesson content and teaching strategies being employed Student activity 8 ways link/symbol/s

10 Mins -SHARING PRIMARY DATA INFORMATION - Share primary

research
A student-centered approach to share Primary data collected prior information.
to the site visit and for completion of workbook. Students share
story based on their collected land-based figures and identify the - Identify quantitative
area/volume of given shapes. Students may use scales to information from
compute exact measurements. geometrical shapes

20 mins -DISCUSS SITE BASED INFORMATION

Students gather their site-based information to share the story - Calculate length,
which was collected from the site based on the specific aboriginal width, area and
historical items. volume of given
site-based shapes.
Students are asked to find the lengths, heights and width of
fishing spears, bark canoes and fishing nets to compare their size - Share the story
to the given geometrical shapes used in everyday lives. found in site.

Students must note down the brief story related to the site items - Use non-verbal
for the completion of their final report. methods to find
mathematical
information.

10 mins - Use given data and

-Data analysis using non-verbal approach maps to calculate
Students are given raw data and maps to find probabilities using probabilities using
various non-verbal techniques. excel or piece of
paper

20 Mins Complete Given Workbook using raw data and site information. Completion of assessment Using all of the 8 ways approaches
time with time constraint

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25 Mins

30 Mins

35 mins

40 mins

45 Mins

50 Mins

55 mins

60 Mins

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PART C: ANALYSIS AND SELF-REFLECTION
How have outcomes been achieved?

After the completion of the given workbook, completing self-research and site visit, students are better equipped to
complete their self-reflection report based on the culture, history and language of Aboriginal and Torres Strait Islander.
With the completion of post-site activity, students can easily solve complex problems using non-verbal approaches.
Completion of measurements, geometry and probability related complex problems are easily completed using the
techniques learned from the post-site lesson.
Learning outcome Method of measuring and recording
- Calculating Area/Volume of given - Using site-based information to calculate mathematical problems and
shapes understanding geometry.
- Data Analysis - Using raw data and maps to understand and apply knowledge of probability.
- Successful Completion of Workbook - Ensuring a successful completion with reference to the rubrics would aid
students understand Aboriginal culture, language and pedagogies
Links to next lesson

- The following post-site visit lesson would ensure students have the basic numeracy skills at a satisfactory level which may aid
their future years study and completion of Final HSC exam.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
- Standard 2.4 - Students have competitive knowledge on Aboriginal culture and
history and are successful in making proper links to land and can
share stories to understand importance of storytelling. 8 ways of
learning approach ensures the fulfilment of standard 2.4

- Standard 3.2 - Effective teaching strategies are used within this lesson and
sequential lesson plans are conducted to aid student learning.

- Student achievements are recorded and shared with parents and carers
- Standard 5.5 to discuss the level of understanding and participation in the
- classroom

WHS considerations

References

5 ways mathematics in Aboriginal Culture

https://education.nsw.gov.au/parents-and-carers/everyday-maths/primary/resources/five-ways-
maths-is-used-in-aboriginal-culture

8 ways Land Links

https://www.8ways.online/8way-maths

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Resources to support this lesson
Classroom ready:

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