Genre: Planning document
Length: 2,000 words (excluding references/reference lists/footnotes/endnotes) – APA 7
In this task pre-service teachers are required to demonstrate their ability to work with communities and cultural knowledge. The purpose of this planning document is to demonstrate knowledge in this area to future employers.
Introduction: Provide an overview of the planning document outlining Culturally Responsive Pedagogical best practice in relation to the Aboriginal and Torres Strait Islander cross curriculum priorities of the Australian Curriculum.
Section 1: Understanding Schools’ Indigenous Data. This section must include a data table of between 3-5 DoE QLD schools specifically chosen by the pre-service teacher because of their greater than 5% Indigenous student populations and should include a minimum of a 400-word analysis of the data set. The data table should include, but is not limited to:
• School Student population (Indigenous and non-Indigenous)
• School Student attendance (Indigenous and non-Indigenous)
• Identification of Country/Language Region of the Indigenous Community where the school is situated
• Local Government Area (LGA) ABS data on socioeconomic community status where the school is situated
Section 2: Know your Community. Provide an overview of the human and physical resources present within the broader community which are relevant to the school community and demonstrate understanding of the appropriate protocols/ways of approaching parents, carers, and Elders to engage them in working with the school in sensitive and confidential ways based on mutual trust. This could be demonstrated by a table or appendices and must include a minimum of 400 words of discussion. This could include, but is not limited to:
• Community or state funded organisations such as community groups NGOs, Indigenous community groups, galleries, artists, musicians, performance groups, language organisations.
• Individuals including Elders, community leaders, artists, parents etc.
• Physical resources including videos, websites, texts, posters, festivals, and events.
• Relevant government policies and resources.
Section 3: Teaching and Learning. With respect to your teaching area, demonstrate ways to include local Indigenous knowledges in relation to the cross curriculum priorities within the Australian Curriculum (within the classroom specifically AND more broadly, with school/community activities). This should be both an illustration of practice and demonstration of knowledge. Include teaching and learning examples and ways of working.
Conclusion.
Feedback is provided 2-3 weeks after submission
Australian Professional Standards for Teachers (APST’s) addressed in this assessment item are: 1.4, 2.4, 3.7, 7.3
Criteria & Marking:
1. Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2. Demonstrate a broad understanding of a range of strategies for involving communities, parents and carers in the educative processes.
3. Demonstrate an understanding of working effectively, sensitively and confidentially with communities, parents and carers.
Resubmission: only to be decided by course convenor (assignment marked between 45-49%)
Submission: Text Matching Tool – Turnitin.
This assessment item:
• is a school based activity
• is an individual activity
• does not include a self assessment activity
• may be available for resubmission (see conditions outlined in Resubmission)
• contains a mandatory pass component
