Assignment 2

Zainab Nanji@18760301
People are learning every day, through different means, resources, media, or my simply

observing, in an informal way. In the same way, children, experience the majority and most

meaningful of their learning outside of their classroom, in the natural environment. Educators

and philosophers have realized that the world beyond the classroom is cross-curricular. This

means, when observe the natural environment, we perceive things based on our knowledge of

science, maths, geography, humanities, languages, culture, etc. These links between the

different elements or çurriculum’ subjects are identified to be cross-curricular, with each

individual perceiving things based on their insights and viewpoints. Cross-curricular

instruction can be defined as interdisciplinary learning (2019). It is a teaching strategy that

allows educators to provide holistic learning, and to unite concepts from various disciplines,

and show how elements from different subjects combine in the natural environment.

Traditionally, the idea of learning was to study each discipline on its own. No relationship of

material learned was made to the practical world, or the community, or any social issue and

context. However, soon educators realized that this led to disconnected knowledge and a

failure of applying the material in the practical world (2019). Additionally, there was less

cultural knowledge and acceptance amongst the people. People also failed to understand the

consequence of their attitudes and behavior to the wider community. Students need to see the

relationships within and between disciplines. Each subject is a piece of a puzzle and

connecting the pieces leads to synergistic learning and understanding the world as a whole.

According to curriculum theory (Peacock et al., 2015) that there are two concentrations of the

new curricula. The first focuses on what students need to learn and the second emphasizes

what students should become. Traditional learning concentrates on the need for students to

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learn and gain information and knowledge to the maximum. The Australian curriculum has

integrated both these foci within their curriculum. The major component is the traditional

discipline-based curriculum, which is accompanied by “cross-curriculum priorities” and

“general capabilities”. The priorities and capabilities are explicitly designed to bring a

“futures orientation” to the curriculum (Peacock et al., 2015).

The Australian curriculum identifies the relationship between formal school learning, its

application in the natural environment, and its importance in creating global citizens.

Therefore, the curriculum sets out to build social relations amongst students, their schools,

their community, the First-Nations, and the world. ACARA has recognized the learning gap

between Aboriginal and Torres Strait Islander students and the non-aboriginal students

(ACARA, 2017). It acknowledges the gap and recognizes the necessity for the Australian

Curriculum to ‘close the gap’ and promote harmony, respect, and recognition for the First

Nations.

The Australian Curriculum learning areas aims to deepen students’ knowledge and

understanding of Australia and its relationship with the First Nations (ACARA, 2017).

Educators believe that this knowledge and understanding will assist students’ to contribute

positively to the Australian Community. Aboriginal and Torres Strait Islander Histories and

Cultures are included in each learning area and through integrated units, content across the

disciplines is linked together.

The New South Wales Department of Education and Training established the Aboriginal

Programs Unit, which is responsible for providing advice on Aboriginal education and

training within schools (ACARA, 2017). The Aboriginal program unit provides specialist

support to schools and TAFE NSW Institutes. They do this by providing a strategic

framework for the development of state-wide policies for Aboriginal education and training.

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They also provide support through leadership, advocacy, and advice about education and

training for Aboriginal students and communities. Furthermore, they are also responsible for

undertaking and managing research projects which are related to Aboriginal students and

curriculum programs and resources. The Aboriginal Program unit also develops curriculum

content which are culturally appropriate and relevant to the Aboriginal customs and

traditions. Additionally, they provide training for the professional development of Aboriginal

education workers. There is clear evidence, that through the establishment of the Aboriginal

Programs Unit, there has been significant improvement in the educational outcomes for

Aboriginal students in NSW public schools.

As my KLA’s are in language and humanities, I can find a lot of cross-curriculum and inter-

discipline learning opportunities for the students. For languages, the Framework for

Aboriginal Languages and Torres Strait Islander Languages provides an opportunity for

students to learn about the rich and diverse Aboriginal and Torres Strait Islander communities

culture and language heritage. Being one of the oldest communities of the world, their

communication, art, culture, and languages are deeply rooted. Their languages are inter-

connected to their land, sea, sky, and waterways. As Aboriginal culture recognize the land as

their ancestors, Students gain access to a unique approach to understanding the voice of

nature and how it communicates with the people.

As part of teaching language, I will incorporate the rich Aboriginal Literature, which

includes stories, plays, poems, and essays. The Stories of the Ngunnawal by Carl Brown is

one such resource that I found connecting to my teaching area. The book consists of seven

stories by Ngunnawal Elders living in the ACT area, told in the first person by the

elders. Another approach I would take is to introduce the students to the Australian

Aboriginal English. Around eighty percent of Aboriginal and Torres Strait Islander people

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speak Aboriginal English (Louro & Collard, 2021). Often it is the first and only

language spoken by many Aboriginal children. Despite the similarities between Australian

English and Aboriginal English many people perceive Aboriginal English to be poor English,

with no structure or rules. Introducing non-aboriginal children to Aboriginal English, and

teaching them the structure, grammar, and rules, will foster a greater acceptance of it as a

dialect. Teaching this dialect will also assist in reducing the cultural barrier that non-

aboriginal students might have towards Aboriginal students. Additionally, for Aboriginal and

Torres Strait Islander students, learning their language can have a significant influence on

their wellbeing. They will see that their dialect, culture, and language are equally important

and appreciated by non-indigenous people. It will foster a strong sense of identity, pride, and

self-esteem and enable all students to develop a wider recognition, respect, and understanding

of the Aboriginal culture.

As part of teaching humanities which includes business studies and commerce, I will

incorporate the traditional Aboriginal and Torres Strait Islanders economic, trade, and land

management techniques. The diverse culture of Aboriginal and Torres Strait Islander Peoples

will be explored through their long and continuous strong connections with their land, sea,

and waterways. Students will be able to explore their strong cultural and spiritual value of

land, including the recognition of custodial responsibility. Students will also be able to

examine the influence of Aboriginal and Torres Strait Islander Peoples on The Aboriginal

and Torres Strait Islander people have played an important role in land management, bush

fire management, management of the environmental characteristics of Australian places, and

the different ways in which places are represented. Students will understand why they are the

original and the true custodian of the lands. I will use resources that include oral histories by

elders of the community, a documentary on various heritage sites. Through this, students will

be able to see multiple business practices and trade. They will also learn the importance of

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land, and the importance of managing, preserving, and conserving sites that are of

significance to Aboriginal and Torres Strait Islander Peoples.

There are many successful illustrations of practice for the cross-curriculum component. Balga

Senior High School has successfully implemented these programs, across the different class

subjects. BSHS is a government school located 20km north of the Perth CBD on the

traditional lands of the Whadjuk People. They have introduced the Wadjak Northside

Aboriginal Education Program. The Wadjak Northside Education Program is established to

provide Aboriginal students the chance to learn all facets of their own culture including

language, family connections, history, traditional lifestyle, and connections to the land. This

program assisted in student wellbeing as students were able to take pride in their own culture.

They were able to learn, share, and celebrate with the community through presentations,

dance, art, and cultural awareness workshops. Another successful illustration of an

implementation of the cross-curriculum component can be seen t Maitland Lutheran School

(2021). MLS is an independent school locates in Maitland, South Australia on the traditional

lands of the Narungga people. The school participated in the 3-year Humanoid Robot

Research Project, organized by the Association of Independent Schools, South Australia, and

universities from around Australia. The teachers were effectively able to incorporate

Aboriginal language and culture and ICT Technology embed the local Narungga language

into a humanoid robot. With the guidance of a fluent Narungga speaker and the use of a

humanoid robot, teachers displayed how effectively technology and aboriginal studies can

blend in together.

One can see that there have been significant achievements in the establishment of the

Aboriginal studies curriculum and syllabuses. The government also provides support in

training for pre-service and in-service teachers to learn the need of embedding Aboriginal

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Studies in the school curriculum, however, evidence suggests that for many teachers, there is

a reluctance to practice it in the classroom (Malezer & Sim, 2002). Several studies reveal

institutional racism and colonialist attitude remain rooted in Australian education at all levels,

including the school administration, management, and at the classroom level. Moreover,

research also suggests that there are still negative perceptions of Aboriginal and Torres Strait

Islanders customs, lifestyle, language, cognition and logic, behavior, culture, and parental

responsibility (Lewthwaite et al., 2015). For example, although linguists recognize

Aboriginal English as a rich language, diverse from Standard Australian English (SAE),

many teachers still perceived it as incoherent, disappropriate, and a bad version of standard

English. Also, reports reveal that the community fails to acknowledge Aboriginal and Torres

Strait Islander people’s distinct identity and values. They fail to understand the Aboriginal

logical thinking method of ‘circular thinking’ or ‘thinking the long way around’. The Report

of the Review of Aboriginal Education (Muya et al., 2004) reveals that Aboriginal students

have not been able to get the same success in education as other students around the nation.

The key factor that was highlighted in the report is their low social and economic status,

which gives them a disadvantage to the rest of the students.

Studies show Teachers can play a powerful role to improve education outcomes for

Aboriginal and Torres Strait Islander students (Lewthwaite et al., 2015). Firstly, by

establishing positive relationships with students, teachers can provide the trust-level to build

a relationship. This can be achieved by behaviors such as speaking calmly, kindly, and slowly

and being aware of the social codes of Aboriginal and Torres Strait Islander students. In the

classroom, teachers should act as facilitators of learning rather than the controllers of the

classroom. Teachers can assist students in navigating the norms and customs of the

Aboriginal people in their classroom and making an inclusive learning environment. The

Australian Journal of Teacher Education (Malezer & Sim, 2002) encouraged school and

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teacher to take assistance from Aboriginal and Islander Education Workers (AIEWs) to act as

cultural intermediaries between students, community, and non-Indigenous teachers. Schools

can also assist in bridging the cultural gap through the use of Aboriginal Elders to teach

culture at school. Aboriginal students should be encouraged to celebrate their cultural

identity, experience, language, and knowledge at school, and share their values with other

students to enhance relationships with students and the community. Together, we can work to

have a more inclusive society that respects the custodian of the lands we all live in.

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 References

ACARA. (2017). Aboriginal and Torres Strait Islander Histories and Cultures.

Australiancurriculum.Edu.Au. https://www.australiancurriculum.edu.au/f-10-

curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-

and-cultures/

ACARA. (2021, January 11). What do a humanoid robot and the recently awakened

Narungga language have in common? Www.Australiancurriculum.Edu.Au.

https://www.australiancurriculum.edu.au/resources/aboriginal-and-torres-strait-

islander-histories-and-cultures/illustrations-of-practice/what-do-a-humanoid-robot-

and-the-recently-awakened-narungga-language-have-in-common/

Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T., Laffin, G.,

Harrison, M., Day, C., Kemp, C., & Wills, J. (2015). Seeking a Pedagogy of

Difference: What Aboriginal Students and Their Parents in North Queensland Say

About Teaching and Their Learning. Australian Journal of Teacher Education, 40(5).

https://doi.org/10.14221/ajte.2015v40n5.8

Louro, C. R., & Collard, G. D. (2021, January 11). 10 ways Aboriginal Australians made

English their own. The Conversation. https://theconversation.com/10-ways-

aboriginal-australians-made-english-their-own-128219

Malezer, B., & Sim, C. (2002). Issues for teacher preparation in Indigenous Australian

Studies: Benefits of Teaching Indigenous Australian Studies in a Cross-cultural

Context. https://research-

repository.griffith.edu.au/bitstream/handle/10072/9062/18866_1.pdf%3Bsequence=1

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Maxwell, J., Lowe, K., & Salter, P. (2018). The re-creation and resolution of the ‘problem’ of

Indigenous education in the Aboriginal and Torres Strait Islander cross-curriculum

priority. The Australian Educational Researcher, 45(2), 161–177.

https://doi.org/10.1007/s13384-017-0254-7

Muya, Y., Ganggurrinyma, Guurulaw, Y., & Gurray, Y. (2004). The Report of the Review of

Aboriginal Education.

https://teachingmattersamy.weebly.com/uploads/1/3/9/9/13999466/aer2003_04.pdf

Page. (2019). The Benefits of Cross-Curricular Instruction - Professional Page of John

Gabriel. Google.com.

https://sites.google.com/site/professionalpageofjohngabriel/home/the-benefits-of-

cross-curricular-instruction

Peacock, D., Lingard, R., & Sellar, S. (2015). Texturing space-times in the Australian

curriculum: Cross-curriculum priorities. Curriculum Inquiry, 45(4), 367–388.

https://doi.org/10.1080/03626784.2015.1064305
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