Critically Reflective Essay

‘Incorporation of the priorities will encourage conversations between learning areas and
between students, teachers and the wider community’(ACARA,2016). Australia is a country
of diverse people. Teaching in a diverse country is only successful if one can value the
diverse nature of students, that is, valuing the priorities demands for the knowledge and
understanding of their backgrounds, histories, identities, language and cultures. As per
Melbourne Declaration, 2008, all students should acknowledge and understand the value of
cultures and should engage in reconciliation, respect and recognition of Australia’s first
people (Harrison, 2011). The Department of education focuses that teachers should embed
Aboriginal perspectives across all key learning areas to ‘close the gap’ between indigenous
and non-indigenous peers (Harrison, 2008). This essay focuses on the incorporation of the
aboriginal priorities in Science classroom via various strategies that promotes cross-
curriculum priorities. Beginning from the importance of cross-curriculum priorities, the
policies developed for them and then integrating it with literature, some evidence-based
strategies has been introduced, concluding it with some barriers.

Cross curriculum priority is an important element of Australian curriculum as it enhances the

content knowledge of students about the history in an accurate manner. Knowledge of the
past would develop respect for indigenous people and is a way of achieving reconciliation
(Harrison, 2011). Indigenous people often feel equality, respect and recognition when they
see their culture included in the curriculum. On the other hand, it is a way of eradicating
racism from society as non-indigenous people learn to value other cultures and found
racism to be illogical (Biddle & Priest, 2019). There are five dimensions of reconciliation
recognised by Reconciliation Australia’s The state of reconciliation in Australia report- race
relations; equality and equity; institutional integrity; historical acceptance; unity (Biddle&
Priest, 2019). Thus, it includes greater social interaction, improved workplace productivity
and reduces stress, embracing positivity for society (Biddle& Priest, 2019). As per ACARA a
set of principles has been provided to schools to support them for the implementation of
cross-curriculum priorities. These principles are targeted to provide teachers an
encouragement to include culturally responsive pedagogies in school via understanding,
respect and representation of Aboriginal and Torres strait islander views. The Melbourne
SID-19916301
declaration, 2008 consists of a section, “Improving educational outcomes for Indigenous
children and young people is a key component of our educational goals for young
Australians, and requires additional, targeted support” (MCEETYA, 2008b, p. 11). It clearly
justifies that curriculum must target on First people of the country so that all students can
embrace the past with a positive approach. In The Australian Curriculum there are various
standards for teachers to become accredited given by the Australian Professional Standards
for Teachers (AITSL 2011) with focus area 1.4- teachers should know the strategies for
teaching Aboriginal and Torres Strait Islander students; focus area 2.4- teacher should
understand and respect Aboriginal and Torres Strait Islander people to promote
reconciliation between aboriginal and non-aboriginal Australians. These two focus areas
show the importance of indigenous people in education system.

As per the data from Australian Bureau of Statistics (ABS) the estimation of Aboriginal and
Torres strait islander is 3.3% of the total Australian population in 2016, which predicts an
increase of 19% since from 2011. This clearly implies that with the increasing population the
value of their cultures, past and histories should be given an increased value. Incorporating
the cultural values and histories of aboriginal and Torres strait islander so that to reduce
discrimination started with initiatives like- Aboriginal Education Policy(AEP) 1996 which has
been made mandatory in all NSW schools at that time, encountering that aboriginal
students can participate in education without facing the negative effects of racism, a
collaborative step for reconciliation. The Australian policy for Aboriginals is developed
according to competing discourses of multiculturalism and ethnocentrism (Hickling-Hudson,
2003). Doyle and Hill (2008) pointed that a curriculum is effective for Indigenous students’ if
it satisfy the two needs one is capability appropriate, and other is culturally and
contextually relevant. Many authors have argued that an appropriate curriculum for
Indigenous students’ needs to acknowledge the significant gap between Indigenous and
non-Indigenous achievements in literacy and numeracy (Doyle & Hill 2008). Lowe and
Yunkaporta(2013)mentioned that students are not being enabled to critique their own
contemporary environment, or develop judgements about the place that Aboriginal and
Torres Strait Islander peoples have within the broader ‘Australian’ body politic in which they
and both communities co-exist.

SID-19916301
Aboriginal students often seek for the things like authentic, mutually respectful and positive
relationships with their teachers, culturally safe spaces for learning, recognition and valuing
of Aboriginal identity and culture (Donovan 2015), and an ethos of high expectations as
opposed to deficit views of Aboriginal people (Lewthwaite et al. 2015). Clearly, Australian
education policy has continuously favoured these all. Sarra(2011) points out that schools
that seriously wants to deliver an Aboriginal Program in school must present it in
appropriate way which is credential rather than add-ons or something to do during
(National Aboriginal Islander Day Observance Committee) week.

Developing scientific knowledge and fostering interest in scientific processes is essential for
the sustainability of society(Middleton, Dupuis, Tang, 2012). Science is an important aspect
of curriculum and for engaging indigenous students in science class their goal setting and
motivations for science are necessary (Middleton, et.al, 2012). For motivating in the science
classroom and engaging them, the acknowledgement of their cultural context should be
interwoven with the instructional practices of the classroom to make it more relevant
(Sinha, 2000, as cited in Middleton, et.al, 2012). If the information delivered to them are
more standardized, instructional and lecture based rather than providing them some local
context via personalized lessons then students found it to be irrelevant, out of context and
often struggle between their local and mainstream culture(Barnhardt, 2007).

Concrete materials and experiential tasks, especially grounded in students’ lived experience,
were encouraged to be provided for those students at the concrete end of the concrete-
abstract spectrum (Bissett, 2012 as cited in Lloyd et.al, 2015). For instance, In science
curriculum, year 7-ACSSU117(physical world) in the topic-change to an object’s motion is
caused by unbalanced force, teacher can use indigenous ballistic. The bows and arrows used
by Torres Strait Islander People or the spear throwers used by Aboriginal people can be
shown. Spears used by First People of Australia for hunting can be used as a lever to show
the effect of unbalanced force to make a realistic activity to their culture. It is also a way of
making connection via using Yunkaporta(2009) ‘our ways of learning in Aboriginal
Language’. Teaching practice beyond the constrained pedagogical frameworks is an evident
way of bringing inclusivity in the classroom such as ‘eight ways of working’ (Yunkaporta,
2009). Further, if students are made to perform this activity in group they can learn better
as many aboriginal students prefer to learn in an collaborative way rather than individual
SID-19916301
learning(Bisset, 2012 as cited in Lloyd et.al, 2015). Group learning often provides new
techniques and methods to develop during class lessons, and is a way of bringing indigenous
and non-indigenous students to work together.

Teacher-student relationship is considered as one of the aspects of motivating students in

the science classroom. Studies of indigenous students shows that the student-teacher
relationship is proved to be one of the factors of reducing youth from dropping out of
school (Iloward, 2002). Lipka (2009) mentioned that the way teacher presents a lesson in
the class is integral to the social relationship between student and teacher, as documented
in an ethnographic study of a Yup’ik teacher in Alaska who has improved teaching and
learning aspects via adapting social interactions, knowledge and values towards the
cultures(Lipka, 2009). Positive relationships with students were seen to be evidenced in
teacher actions such as speaking politely, kindly and being sensitive to the social codes of
Aboriginal and Torres Strait Islander students (Harrison, 2011)

The another way of promoting cross-curriculum priorities is via Personalised learning

Plans(PLP). PLP is developed by teachers after consultation with students and parents, to
construct a personalised approach to learning depending on their learning needs. It is a
primary way of promoting student engagement and motivation and should not be regarded
as ‘add-on’- (What Works. The Work Program, 2011 as cited by Hunt, J., 2013). PLP is based
on a concept that all students can learn to high standards irrespective of their backgrounds.
Further, the Stronger Smarter Learning Communities Project reported that it is a ‘viable
approach to authentic and negotiated assessment and planning, but these require training
and systematic implementation’(Luke et al. 2013, as cited by Hunt, J., 2013).

Curriculum has proved to be a powerful pillar in supporting teachers to develop quality-

learning experiences by describing a range of content that implants high order learning
outcomes (Hattie, 2003).For aboriginal students, teacher should have knowledge and
understanding of how culture is shaping motivation in science, thus acknowledging science
as integral part of their lives, and not merely as school subject. The traditional experiences
and scientific knowledge of aboriginals like the sustenance of agriculture with limited
technology impacts students. Students from these communities have prior scientific
knowledge, values and attitudes towards science with which they enter science class. This

SID-19916301
knowledge may prove as compatible or contradictory in the science instructions and
educational values for these students(Barnhardt, 2007). Perso(2012)(as cited in Lloyd,2015)
suggests that teachers who are culturally aware addresses the problematic nature of the
hegemonic practice of education and they know how to operate within it for their students,
not just academically but also socially, politically and culturally.

The cross-curriculum content in the science curriculum has been written for inclusion of
both primary and secondary years, but the inclusion of understanding level is pitched low in
these. As per analysis only four items of Aboriginal and Torres strait islander content in
years 7 to 10 were written for the more cognitively challenging levels of Bloom’s taxonomy.
Due to which teacher’s often finds little opportunity to broaden the cognitive engagement
of students. Teachers find it hard to explore the social contextual knowledge of students as
well as the ontological perspectives of aboriginal, which they already had about sciences.
There must be some focus on developing, understanding, researching, investigating or
explaining of the technologies and practices of aboriginal and Torres strait islander people
so that students could be able to explore the social contexts in which knowledge has been
build up(Lowe and Yunkaporta, 2013). Buxton(2007) in contrast to Australian Teacher
Professional Standards 1.4 and 2.4, mentions that teachers are rarely aware that they lack
the knowledge and confidence to address these standards appropriately. Further, there is a
stigma that these standards can be enacted in ways that essentialise Aboriginal People as
cultural artefacts, while erasing Aboriginal Peoples’ concerns regarding sovereignty, politics
and history(Moodies & Patrick, 2017 as cited by Moreton et.al, 2019).

All in all, reconciliation is an important aspect in which aboriginal and Torres strait islander
students’ feelings are respected and recognized via various strategies. Various government
policies and changes in curriculum has proven to be successful in the incorporation of
Aboriginal and Torres strait islanders Histories and cultures cross-curriculum priorities yet
some policies and agendas are needed to be reframed or rethink about (Moodie, 2016 as
cited by Moreton et.al, 2019). Aboriginal students can achieve better results with
pedagogical changes (Moreton-Robinson et.al, 2012 as cited by Morrison et.al, 2019). It is
asserted that only with the change of mindset of teachers and community Aboriginal and

SID-19916301
Torres Strait Islander students will, ultimately, experience responsive teaching practice and
learning outcome.

SID-19916301
References:

ABS (Australian Bureau of Statistics) 2016.  Estimates of Aboriginal and Torres Strait Islander
Australians, June 2016. ABS cat. no.3238.0.55.00,

ACARA (2016)Australian curriculum: Aboriginal and Torres Strait Islander histories and
cultures: Guiding principles for promoting and implementing the Australian Curriculum
cross-curriculum priority. Sydney, NSW: Australian Curriculum, Assessment and Reporting
Authority
https://www.acara.edu.au/curriculum/foundation-year-10/cross-curriculum-priorities

AITSL (2011) Australian professional standards for teachers. Carlton South, Vic: Australian
Institute for Teaching and School Leadership.

Anne Morrison ,Lester-Irabinna Rigney, Robert Hattam, Abigail Diplock(2019), Toward an

Australian culturally responsive pedagogy: A narrative review of the literature

Harrison, N. & Greenfield, M. (2011): Relationship to place: positioning Aboriginal

knowledge and perspectives in classroom pedagogies, Critical Studies in Education, 52:1, 65-
76 http://dx.doi.org/10.1080/17508487.2011.536513

Bissett, S. Z. (2012). Bala ga lili: Meeting Indigenous learners halfway. Australian Journal of
Environmental Education, 28(2), 78-91. http://dx.doi.org/10.1017/aee.2013.2

Lloyd, N. J., Lewthwaite, B. E., Osborne, B., & Boon, H. J. (2015). Effective Teaching Practices
for Aboriginal and Torres Strait Islander Students: A Review of the Literature. Australian
Journal of Teacher Education, 40(11). http://dx.doi.org/10.14221/ajte.2015v40n11.1

Harrison, N. (2011). Teaching and learning in Aboriginal Education. Second Edition. South
Melbourne: Oxford University Press

Harrison, N. (2008). Teaching and learning in Indigenous education. Melbourne: Oxford

University Press.

SID-19916301
Middleton, M., Dupus, J., & Tang, J. (2013), Classrooms And Culture: The Role Of Context In
Shaping Motivation And Identity For Science Learning In Indigenous Adolescents.
International Journal of Science and Mathematics Education11, 111-141.

Biddle, N., Priest, N. (2019). The Importance Of Reconciliation In Australia(Working Paper

No. 1). Retrieved from ANU Centre For Social Research And Methods(CSRM)
http://csrm.cass.anu.edu.au/research/publications.

Hickling-Hudson, A. (2003). Multicultural education and the postcolonial turn. Policy Futures
in Education, 1(2), 381-401.

MCEECDYA. (2008). Melbourne declaration on educational goals for young Australians.

Retrieved from http://www.mceecdya.edu.au/mceecdya/melbourne_declaration,25979.

Australian Curriculum and Assessment Reporting Authority. (2010). Cross curriculum

perspectives. Retrieved from http://www.acara.edu.au/cross_curriculum_perspectives.html

Australian Curriculum(2019): Science Aboriginal and Torres Strait Islander Histories And
Cultures cross-curriculum priority. Content elaborations and teacher background
information for year 7-10

Doyle L & Hill R 2008. Our children, our future—achieving improved primary and secondary
education outcomes for Indigenous students: an overview of investment opportunities and
approaches. Sydney: AMP Foundation, Effective Philanthropy & Social Ventures Australia.

Lowe, K., & Yunkaporta, T. (2013). The inclusion of Aboriginal and Torres Strait Islander
content in the Australian National Curriculum: A cultural, cognitive and socio-political
evaluation. Curriculum Perspectives, 33(1), 15–30.

Barnhardt, R. (2007). Creating a place for indigenous knowledge in education: The Alaska
native knowledge network. In G. Smith & D. Gruenewald (Eds.), Local diversity: Placebased
education in the global age. Hillsdale: Lawrence Erlbaum Associates, Inc.

Yunkaporta, T. K. (2010). An overview of Aboriginal Pedagogy Models and a Proposal for a

Workable Common-ground Framework. Retrieved from
https://8ways.wikispaces.com/file/view/Aboriginal+pedagogy+paper.doc

SID-19916301
Yunkaporta, T. K. (2010). Our Ways of Learning in Aboriginal Languages. In J. Hobson, K.
Lowe, S. Poetsch, & M. Walsh (Eds.), Re-Awakening Languages: Theory and practice in the
revitalisation of Australia's Indigenous languages (pp. 37-49). Sydney University

Press. https://ses.library.usyd.edu.au//bitstream/2123/6914/1/RAL-chapter-3.pdfLipka, J.

(2009). Toward a culturally based pedagogy: A case study of on Yup’ik Eskimo teacher.
Anthropology and Education Quarterly, 22(3), 203–223

Sarra C 2011. Chapter 7: Transforming Indigenous education. In: Purdie N, Milgate G & Bell
HR (eds). Two way teaching and learning: toward culturally reflective and relevant
education. Melbourne: ACER Press.

Hattie, J. (2003). Teachers Make a Difference: What is the Research Evidence?, University of
Auckland, ACER. www.acer.edu.au

Buxton, L (2017) Ditching deficit thinking: Changing to a culture of high expectations. Issues
in Educational Research, 27(2), 198-214.

Morrison, A. Rigney, L. Hattam, R. & Diplock, (2019) A. Toward an Australian culturally

responsive pedagogy: A narrative review of the literature. University of South Australia 201 9

https://www.abs.gov.au/ausstats/[email protected]/mf/3238.0.55.001

SID-19916301